An Introduction to Empire State College Our MissiOn at EMpirE statE COllEgE E mpire State College is one of the comprehensive colleges in the State University of New York and provides education at the associate, bachelor’s and master’s degree level. Its dedicated faculty and staff use innovative, alternative and flexible approaches to higher education that connect individuals’ unique and diverse lives to their personal learning goals. We are acknowledged globally for our expertise in mentored learning, our recognition of prior learning and our delivery of online education, and we rank first in learner satisfaction among SUNY students. Today, the college enrolls more than 20,000 students annually and has more than 66,000 alumni. HOw studEnts lEarn at EMpirE statE COllEgE At Empire State College, students choose how and where they study. Flexible study options enable them to pursue a degree in a manner and place that works around their other responsibilities. For an associate and bachelor’s degree, students may study with a faculty mentor at one of more than 35 locations across the state, online through the Center for Distance Learning, or both. Many students blend different modes of learning such as: • guided independent study where students work one-to-one with a faculty mentor in-person, online or by phone • online courses that include access to faculty, fellow students and other online resources from anywhere in the world • study groups where students participate in periodic small group meetings with other students • residencies that are weekend seminars to explore topics in depth in a group setting • cross registration where students take some classes at other accredited colleges for a more traditional classroom experience. This combination of approaches offers working adults with commitments to family and community a personalized, flexible, convenient way to earn a degree. FaCulty MEntOrs and priOr lEarning A hallmark of Empire State College is the ability to work with a faculty mentor to develop an individualized degree program that builds upon the students’ interests, life experiences, needs and goals. Every student at Empire State College is assigned a mentor who serves as their own personal guide and resource from orientation to graduation. Another feature of the college is the ability for students to earn credit for prior college-level learning and apply it toward their associate or bachelor’s degree. Their faculty mentor helps them determine what relevant college-level learning they already have. Transfer credit, licenses, training and standardized tests are sources of prior college-level learning. With 10 centers serving undergraduate students, Empire State College works with you to find the best way for you to earn your degree. Regardless of how and where you choose to study, we offer the same rigor and high-quality education as other SUNY institutions, and you meet the same high standards. At the completion of your program, you have the satisfaction of earning a State University of New York degree. CEntErs • The seven regional centers allow you to pursue a degree through any of 36 locations across New York state near your home or workplace. • The Center for Distance Learning provides the opportunity to earn an undergraduate degree online. • The Harry Van Arsdale Jr. Center for Labor Studies partners with trade unions and other labor organizations to offer degree programs to union members and other working adults. • The Center for International Programs provides residents at our international locations the opportunity to earn an Empire State College degree. • The School for Graduate Studies offers eight master’s degrees through a combination of face-to-face and online educational delivery. Our studEnts Empire State College students represent a diverse community of learners. They are motivated and enthusiastic. They are busy adults – with jobs, families and real lives that simply won’t accommodate the conventional college experience. Most of our students are between 25 and 55 years old (with a median age of 36), and are in the prime of their working lives. They are employed as professionals, managers or as skilled workers. They may be anyone from the CEO of a company to a working performing artist. Nearly 70 percent study part time. Most of our students are New York state residents, and they reflect the diversity that can be found from the Canadian border to Long Island’s eastern shore. They come from large metropolitan areas, suburbs, and small towns and rural communities. Sixty percent are white; 12 percent are African-American; 7 percent are Hispanic; and 2 percent are Asian/ Pacific Islanders or American Indians.* We also have students * About 20 percent have not been identified by race. from most states in the U.S. and from many other countries. Nonresidents of New York state, representing 10 percent of our undergraduate students, generally enroll through the Center for Distance Learning. Nearly half of the college’s students study through one of our locations across New York state, where they receive personal, one-to-one attention and guidance from faculty mentors. In addition, nearly 40 percent of our students – New York state resident and nonresident – enroll through the Center for Distance Learning. Another 12 percent enroll through other centers and programs, such as The Harry Van Arsdale Jr. Center for Labor Studies or the Center for International Programs. The college also offers a blended mode of learning through the Center for Distance Learning and regional centers. yOur undErgraduatE dEgrEE prOgraM There is no hard and fast timeframe for how long it will take to earn your degree, since this depends on how many studies you take at a time and how much credit you can include from credit transfer, exams and prior learning assessment. However, approximately 53 percent of our bachelor’s degree students who enter at an advanced level complete their degrees within three years on a part-time basis; some take as little as a year. Perhaps you’re not ready to begin a degree program right now. Empire State College offers nonmatriculated study that allows you to earn college credit. However you choose to learn, Empire State College is dedicated to providing you with the best education in a time-efficient and affordable way. degree programs Empire State College offers six undergraduate degrees in 12 broad areas of study. When you select the area of study, you will then design a concentration – similar to a major – within this area. With the guidance of your professor, called a faculty mentor, you will have the opportunity to design your own degree program based on your goals and objectives. Your faculty mentor will be there to advise and assist you along the way. Undergraduate degrees offered by Empire State College: • Associate in Arts (A .A .) • Associate in Science (A .S .) • Bachelor of Arts (B .A .) • Bachelor of Science (B .S .) • Bachelor of Science in Nursing (B .S .N .) • Bachelor of Professional Studies (B .P .S .) undergraduate areas of study You will design a degree program to meet your personal and professional needs within one of the 12 areas of study offered by Empire State College: • The Arts – Examples of concentrations include communications and media, history of film, visual arts studies, theater . • Business, Management and Economics – Examples of concentrations include business administration, marketing, human resource management, business information systems, management, accounting studies, fire service administration, international business, emergency management . • Community and Human Services – Examples of concentrations include social policy, health and human services, disability studies, criminal justice services, emergency management . • Cultural Studies – Examples of concentrations include communications, expository writing, literature, philosophy, religious studies . • Educational Studies – Examples of concentrations include training and staff development, adult learning, teaching and learning, early childhood studies . • Historical Studies – Examples of concentrations include military history, Asian-American history, American history, modern social and economic history . • Human Development – Examples of concentrations include childhood development, studies in adolescence, aging, psychology . • Interdisciplinary Studies – You can design concentrations that cut across or combine studies from the college’s other program areas . • Labor Studies – Examples of concentrations include labor history, labor studies, economics of work . • Public Affairs – Examples of concentrations include health policy, homeland security, public administration, public communications, public policy, political science. • Science, Mathematics and Technology – Examples of concentrations include information systems, environmental studies, biology, mathematics . • Social Theory, Social Structure and Change – Examples of concentrations include African-American or ethnic studies, women’s studies, public policy, sociology, political science . See the sample degree programs beginning on page 211. lEarning OppOrtunitiEs Empire State College offers a rich array of learning opportunities from which to create your study plan each term. Students choose from guided independent study, online courses, study groups and residency-based studies. Empire State College integrates online learning into many aspects of its instruction. Students also may select offerings from other colleges and universities. Students in special programs may have study or course offerings designed specifically for their program. For more about the ways you can study at Empire State College see the Learning Opportunities chapter beginning on page 115. MastEr’s dEgrEE prOgraMs The School for Graduate Studies offers eight master’s degree programs: • Master of Arts in Adult Learning q Master of Arts in Community and Economic Development • Master of Arts in Labor and Policy Studies • Master of Arts in Learning and Emerging Technologies q Master of Arts in Liberal Studies • Master of Arts in Social Policy • Master of Arts in Teaching (M .A .T .) • Master of Business Administration (M .B .A .) The college also offers several advanced certificate programs: applicable to the Master of Business administration • Advanced Certificate in Financial Management and Analysis (12 credits) • Advanced Certificate in Global Brand Marketing (12 credits) • Advanced Certificate in Health Care Management (12 credits) • Advanced Certificate in Human Resource Management (12 credits) • Advanced Certificate in Nonprofit Management (12 credits) • Advanced Certificate in Project Management (12 credits) These advanced certificates are offered online and fully applicable to the MBA in Management program for those who meet the admission requirements of that program. applicable to the Master of arts in labor and policy studies • Advanced Certificate in Public Sector Labor and Employment Policy (12 credits) This advanced certificates is fully applicable to the M.A. in Labor and Policy Studies program for those who meet the admission requirements of that program. applicable to the Master of arts in liberal studies • Advanced Certificate in Public History (15 credits) This advanced certificate is fully applicable to the M.A. in Liberal Studies program for those who meet the admission requirements of that program. applicable to the Master of arts in social policy • Advanced Certificate in Veterans Services (12 credits) This advanced certificates is fully applicable to the M.A. in Social Policy program for those who meet the admission requirements of that program. The certificates are offered online and all of the graduate programs use the Internet to link faculty and students, and to extend the learning experience. Detailed information can be found at www.esc.edu/Certificates. applicable to the Master of arts in liberal studies • Advanced Certificate in Public History (15 credits) This advanced certificate is fully applicable to the M.A. in Liberal Studies program for those who meet the admission requirements of that program. The certificates are offered online and all of the graduate programs use the Internet to link faculty and students, and to extend the learning experience. For more information on graduate degree programs and learning options, contact the School for Graduate Studies at 518-587-2100, ext. 2429 or visit our website at www.esc.edu/Grad for a copy of the current School for Graduate Studies catalog. FaCulty MEntOrs The 1,318 full- and part-time members of Empire State College’s faculty come from a variety of backgrounds, from business to the arts. Ninety-four percent of the full-time faculty hold doctoral or other terminal degrees. What the faculty have in common is a passion for teaching adult students. Our faculty are called mentors because they are partners and guides in your education. They respect the years of experience and knowledge that adults bring to an academic program, and are glad to share their own expertise. Our students confer with their mentors on a regular basis to receive advice, to develop their degree plans, and to carry out learning activities. Students maintain contact with their mentors either face-to-face, or by phone, online course discussion areas, email or mail. Most students value the personal attention, and when our students graduate, often it is their mentors whom they celebrate when they look back on their college years. College Calendar E ach year, the college offers five terms. The terms beginning in September, November, January and March are 15 weeks in length. The May term includes both 8-week and 15-week study opportunities. The Harry Van Arsdale Jr. Center for Labor Studies and the School for Graduate Studies offer the September, January and May terms. The Center for International Programs schedules its terms based on the calendars of the host institutions and will provide information to students as it becomes available. Faculty are not available during reading and no appointment periods, with one exception: those faculty assigned to teach during the May 15-week term will be available through the summer reading period. The remainder of this section includes a list of reading periods and holidays, the college’s academic calendar and the calendars of centers and programs whose schedules differ from the five-term academic calendar. 2012 - 2013 aCadEMiC CalEndar The college’s five-term academic calendar provides time well in advance of the start of the term for students to work with their mentors and plan the upcoming term. During the advising, study preparation and registration period, students and mentors schedule time to discuss their educational goals and the available learning opportunities, to design individualized studies and to secure the learning resources for each study. For more information please see the chapter titled Getting Started and Registration that begins on page 40. Please note that the financial aid calendar starts with the summer term. reading periods and Holidays The dates below list the days that the college is closed and faculty no appointment and reading periods. During reading periods faculty do not schedule appointments with students. 2012 May 28 ....................State holiday (Memorial Day) July 4 ..................State holiday (Independence Day) July 23 - Aug. 17 ..................Faculty reading period Sept. 3 ........................State holiday (Labor Day) Oct. 8. . . . . . . . . . . . . . State holiday (Columbus Day observed) Nov. 6 ...................... State holiday (Election Day) Nov. 12 ............. State holiday (Veterans Day observed) Nov. 22 .....................State holiday (Thanksgiving) Dec. 25 ........................State holiday (Christmas) Dec. 24 - Jan. 4 .............Faculty no appointment period 2013 Jan. 1 ............ State holiday (New Year’s Day observed) Jan. 21 .......... State holiday (Martin Luther King Jr. Day) Feb. 12 .................State holiday (Lincoln’s Birthday) Feb. 18 ....................State holiday (Presidents Day) May 6 - 10 ................Faculty no appointment period May 27 ............ State holiday (Memorial Day observed) July 4 ................... State holiday (Independence Day) July 22 - Aug. 16 ...................Faculty reading period Term Priority Admissions Deadline Advising, Study Preparation and Registration Period Late Registration1 Term Dates Term Closure Start End SO/G 2 September June 1 June 5 - Aug. 31 Sept. 4 - 7 Sept. 10 Dec. 21 Jan. 4 November Sept. 1 Sept. 18 - Oct. 19 Oct. 22 - 26 Oct. 29 Feb. 22 March 4 January Nov. 1 Nov. 6 - Jan. 11 Jan. 14 - 18 Jan. 22 May 3 May 13 March Jan. 1 Jan. 29 - March 1 March 4 - 8 March 11 June 28 July 8 May 8-week March 1 March 26 - May 10 May 13 - 17 May 20 July 12 July 22 May 15-week March 1 March 26 - May 10 May 13 - 17 May 20 Aug. 30 Sept. 6 1 There is an additional fee for late registration. Late registration is possible only if space is available. 2 SO/G = Student Outcome/Grade. Faculty submits grade, no credit, incomplete or administrative withdrawal. COllEgE prOgraM CalEndars FOr 2012 - 2013 In addition to the college’s five-term academic calendar, the tables that follow provide important enrollment and fixed term dates for these programs. Center for international programs Term Start Date Term End Prague, Czech Republic Fall 2012 Sept. 24, 2012 Jan. 25, 2013 Spring 2013 Feb. 4, 2013 May 27, 2013 Summer I 2013 June 3, 2013 June 28, 2013 Summer II 2013 July 1, 2013 July 26, 2013 Athens, Greece Fall 2012 Oct. 8, 2012 Feb. 1, 2013 Spring 2013 Feb. 18, 2013 June 18, 2013 Summer 2013 July 1, 2013 July 26, 2013 Thessaloniki, Greece Fall 2012 Oct. 8, 2012 Feb. 1, 2013 Spring 2013 Feb. 18, 2013 June 14, 2013 Summer 2013 June 25, 2013 July 26, 2013 Tirana, Albania Fall 2012 Oct. 5, 2012 Feb. 11, 2013 Spring 2013 Feb. 21, 2013 June 17, 2013 Summer 2013 June 20, 2013 July 29, 2013 Beirut, Lebanon Fall 2012 Oct. 1, 2012 Jan. 27, 2013 Spring 2013 March 4, 2013 June 23, 2013 Summer 2013 July 8, 2013 Sept. 15, 2013 Panama City, Panama Fall 2012 Oct. 1, 2012 Dec. 19, 2012 Spring I 2013 Jan. 14, 2013 March 24, 2013 Spring II 2013 April 8, 2013 June 23, 2013 Summer 2013 June 24, 2013 Sept. 8, 2013 Santo Domingo, Dominican Republic Fall 2012 Oct. 1, 2012 Dec. 19, 2012 Spring I 2013 Jan. 14, 2013 March 24, 2013 Spring II 2013 April 8, 2013 June 23, 2013 Summer 2013 June 24, 2013 Sept. 8, 2013 Eskisehir, Turkey Fall 2012 Sept. 24, 2012 Jan. 19, 2013 Spring 2013 Feb. 18, 2013 June 15, 2013 Summer 2013 July 1, 2013 Aug. 30, 2013 This calendar adds a ninth week during sessions where there are important holidays and proposes a special, six-week summer session where students will take two 3-credit courses. the Harry Van arsdale Jr. Center for labor studies The HVACLS term start and end dates vary by sponsor. Please check with the HVACLS student services office for the exact dates. Centers U ndergraduate students at Empire State College study through one of 10 centers. Within New York state, the college has more than 35 locations organized into seven regional centers. The Harry Van Arsdale Jr. Center for Labor Studies is located in New York City. Our Center for Distance Learning offers degrees and courses online, available anywhere. Our Center for International Programs works with partner institutions in several countries to offer residents the opportunity to earn an Empire State College bachelor’s degree. In addition, the School for Graduate Studies offers eight master’s degrees and eight certificate programs. nEw yOrk statE rEgiOnal CEntErs If you study through one of our New York state locations, you enjoy the convenience of a center or unit located near your home or work. Students who study through one of these locations enjoy face-to-face work with faculty mentors who give them personalized attention from degree planning to graduation. Our locations regularly offer independent studies and small seminars called study groups that can include online elements. You also have access to other ways to study including online courses and residency-based studies. Our regional centers organize many special events and forums, including teach-ins, art shows, speaker series and student-faculty academic conferences. In addition to many of the online student resources, you have access to local orientations and student services onsite. Our New York state locations are organized into the seven regional centers described on pages 10 - 12. They are the Niagara Frontier Center, Genesee Valley Center, Central New York Center, Northeast Center, Hudson Valley Center, Metropolitan Center and Long Island Center. CEntEr FOr distanCE lEarning Through the Center for Distance Learning, Empire State College meets the demands of students who wish to work completely online. A recognized and award-winning leader in online learning, the center enables students to study on their own time, day or night, without ever requiring them to come to a campus. Whether they are interested in earning their degree completely online or in simply taking a few courses, all online learning students have access to the center’s extensive course offerings and have one-to-one interaction with faculty members via phone, the Web and email. Student services such as admissions, financial aid and registration also are available via the Web. Students interested in pursuing a degree online work with mentors to design customized degree programs to fit their individual educational and career goals. Developed specifically for online study, the center’s online courses are completely self-contained. Course evaluations are based on reading/writing assignments, online discussions/ class participation, research papers, and phone and/or email conversations with instructors. CEntEr FOr intErnatiOnal prOgraMs The Center for International Programs is the vehicle through which an important part of the mission of the college, taking education to those who would otherwise have no access to it, is realized beyond our borders. Working with partners in various parts of the world, the center offers programs at the following locations: q Tirana, Albania q Prague, Czech Republic q Santo Domingo, Dominican Republic q Athens, Greece q Thessaloniki, Greece q Beirut, Lebanon q Panama City, Panama q Eskisehir, Turkey The center offers broad-ranging degree study opportunities in business, information systems, and the liberal arts and sciences, with an emphasis on comparative regional studies, which draw upon the unique resources of the regions. sCHOOl FOr graduatE studiEs The Empire State College School for Graduate Studies offers eight master’s degrees designed to be relevant to your work and intellectual interests. q Master of Arts in Adult Learning q Master of Arts in Community and Economic Development q Master of Arts in Labor and Policy Studies • Master of Arts in Learning and Emerging Technologies q Master of Arts in Liberal Studies q Master of Arts in Social Policy q Master of Arts in Teaching (M .A .T .) q Master of Business Administration (M .B .A .) Advanced Certificates tHE Harry Van arsdalE Jr. • Advanced Certificate in Financial Management and CEntEr FOr laBOr studiEs Analysis (12 credits) The Harry Van Arsdale Jr. Center for Labor Studies partners • Advanced Certificate in Global Brand Marketing with trade unions and other labor organizations to offer degree (12 credits) programs to union members and other working adults. Its • Advanced Certificate in Health Care Management mission is to provide wage-earning adults with an opportunity (12 credits) to earn a college degree in a learning environment that celebrates their achievements and recognizes their distinctive • Advanced Certificate in Human Resource Management needs. It offers degrees in labor studies, broadly defined, (12 credits) which is understood to encompass the systematic study of the • Advanced Certificate in Nonprofit Management working-class presence and its impact on the wider society, with (12 credits) concentrations in any area of occupational expertise for which • Advanced Certificate in Project Management a program of recognized study exists or can be developed. (12 credits) These topics include the status and power of wage earners • Advanced Certificate in Public History (15 credits) and their families in the changing economy; the study of work in its social, political and economic contexts; the creation of • Advanced Certificate in Public Sector Labor and the modern urban workforce; the impact of technology on Employment Policy (12 credits) the organization of society; the interaction of workers, both • Advanced Certificate in Veterans Services (12 credits) organized and unorganized, with the institutions of wider society; alternative modes of work organization; and the nature of working-class identity and experience. CEntErs niagara Frontier Center AppleTree Business Park 2875 Union Road, Suite 34 Cheektowaga, NY 14227-1461 716-686-7800 genesee Valley Center 1475 Winton Road North Rochester, NY 14609-5803 585-224-3200 Dean: Dr. Jonathan Franz Central new york Center 6333 State Route 298 East Syracuse, NY 13057-1058 315-472-5730 Dean: Dr. Nikki Shrimpton Dean: Dr. Nan M. DiBello with units in: with units in: with units in: Fredonia 112 West Main St., Suite 1 Fredonia, NY 14063-2149 Alfred at Alfred State College Alfred, NY 14802-1144 607-587-4140 Auburn 197 Franklin St. Auburn, NY 13021-3099 315-255-2794 716-673-1200 Jamestown Community Services Center at Jamestown Community College 525 Falconer St. Jamestown, NY 14701-1999 716-338-1370 Lockport 80 Main St., Suite A Lockport, NY 14094-2843 716-434-0272 Olean Cattaraugus County Campus at Jamestown Community College 260 North Union St. Batavia 36 Ellicott St. Batavia, NY 14020-3137 585-343-2307 Canandaigua Corporate Square Office Park 25 North St. Canandaigua, NY 14424-1023 585-394-1110 Corning/Elmira 318 Park Ave. Corning, NY 14830-3424 607-962-1421 special programs: Binghamton State Office Building, Room 505 44 Hawley St. Binghamton, NY 13901-4451 607-721-8651 Fort Drum 4300 Camp Hale Road P.O. Box 908 Fort Drum, NY 13602-0908 315-773-6139 Ithaca 118 N. Tioga St., Suite 502 Ithaca, NY 14850-4354 607-273-4536 or 4537 Utica Olean, NY 14760-2662 Ontario County Department 207 Genesee St., Suite 606 716-376-7511 of Social Services Utica, NY 13501-2812 special programs: Canandaigua Unit Corporate Square Office Park 315-793-2684 Watertown Erie County Department of Social Services/SUNY Empire State College Program for Employee Education 25 North St. Canandaigua, NY 14424-1023 585-394-1110 E121-122 Extended Learning Center Jefferson Community College 1220 Coffeen St. AppleTree Business Park 2875 Union Road, Suite 34 Watertown, NY 13601-1822 315-786-6541 Cheektowaga, NY 14227-1461 716-686-7800 northeast Center 21 British American Blvd. Latham, NY 12110-1405 518-783-6203 Dean: Dr. Gerald Lorentz with units in: Queensbury (Adirondack) Regional Higher Education Center at SUNY Adirondack 640 Bay Road Queensbury, NY 12804-1498 518-832-7616 Johnstown at Fulton-Montgomery Community College 2805 State Highway 67 Johnstown, NY 12095-3790 518-736-3622, ext. 8923 Plattsburgh Room 316, Sibley Hall State University of New York 113 Rugar St. Plattsburgh, NY 12901-2681 518-564-2837 Saratoga 111 West Ave. Saratoga Springs, NY 12866-6069 518-581-5300 Schenectady 328 State St., 1st Floor Schenectady, NY 12305-2306 Hudson Valley Center 200 North Central Ave. Hartsdale, NY 10530-1999 914-948-6206 Dean: Dr. Gary Lacy with units in: Nanuet 150 E Route 59 Nanuet, NY 10954-2933 845-517-1294 Newburgh 3 Washington Center, 2nd Floor Newburgh, NY 12550-4667 845-563-9905 Metropolitan Center 325 Hudson St., 5th and 3rd Floors New York, NY 10013-1005 212-647-7800 Dean: Dr. Cynthia L. Ward with units in: Brooklyn 177 Livingston St., 6th Floor Brooklyn, NY 11201-5875 718-783-4400 Staten Island 500 Seaview Ave., Suite 230 Staten Island, NY 10305-3402 the Harry Van arsdale Jr. Center for labor studies 325 Hudson St., 6th Floor, Suite 600 New York, NY 10013-1005 212-647-7801 or 646-230-1478 Dean: Dr. Michael Merrill Program Development Coordinator: Alec Meiklejohn special programs: IBEW, Local #3 Associate Degree Program The IBEW, Local #3 Bachelor’s Degree Program long island Center Trainor House 223 Store Hill Road P.O. Box 130 Old Westbury, NY 11568-0130 516-997-4700 Dean: Dr. Michael Spitzer with units in: Hauppauge Room 1A11 New York State Office Building 250 Veterans Memorial Highway Hauppauge, NY 11788-5539 631-360-1215 Riverhead Troy Center for distance learning 113 West Ave. Saratoga Springs, NY 12866-6079 800-847-3000, ext. 2300 518-587-2100, ext. 2300 www.esc.edu/CDL CDL@esc.edu Dean: Dr. Thomas Mackey special programs: Emergency Management, Homeland Security and Fire Service Administration UAW-Ford University Program United Steelworkers of America GoArmyEd Navy College Program Center for international programs 111 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2231 Interim Director: Gavin D. Lowder with locations and programs in: Tirana, Albania Prague, Czech Republic Santo Domingo, Dominican Republic Athens, Greece Thessaloniki, Greece Beirut, Lebanon Panama City, Panama Eskisehir, Turkey school for graduate studies 111 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2202 Acting Dean: Tai Arnold partnErsHips With our focus on working adults, many of our students enroll through one of our partnership programs. The college has formal partnerships with military and veteran organizations, labor unions, other college institutions, associations and corporations. The following partnerships are administered through the Center for Distance Learning or through one of the college’s regional centers and programs: Military and Veteran Educational partnerships q Air Force Distance Learning Program – As an approved school in the United States Air Force Academic Institution (AI) portal, Empire State College is one of a number of colleges and universities offering Air University-Associate to Baccalaureate Cooperative (AU-ABC) programs, and Air Force Specialty Code (AFSC) and non-AFSC related associate and bachelor’s degree programs designed to meet the educational needs of airmen based on their military training and their educational goals. Visit www.esc.edu/AirForce. q NCO Degree Program of the College of the American Soldier – The Career NCO Degree Program of the College of the American Soldier (CAS), is an extension of the SOCAD Army Career Degree Program. It expands existing civilian higher education degree choices to provide Combat Arms NCOs with college credit for specific NCOES courses taken throughout their careers. Visit www.GoArmyEd.com. q GoArmyEd – The college is an active member of the United States Army’s GoArmyEd program offering undergraduate degrees to active-duty soldiers. For more information, visit www.esc.edu/Army or www.GoArmyEd.com. q Navy College Program Distance Learning Partnership (NCPDLP) – Accommodating sailors stationed around the globe, the Center for Distance Learning is the perfect choice for Navy personnel constantly on the move. For more information, visit www.esc.edu/Navy. q Army National Guard – (Little Rock, Ark.) The Center for Distance Learning holds a memorandum of understanding (MOU) with the Army National Guard and offers online degrees through the AutoDP system. q U .S . Marine Corps through Academic Explorer (AeX) – AeX is an open platform Web-based tool providing the military community with easy access to information about postsecondary education options. Empire State College is a participating institution. For more information, visit www.mcaex.net. In addition to GoArmyEd and NCPDLP, Empire State College offers online learning programs to members of the Army, Air Force, Coast Guard, Marine Corps, Navy and Army National Guard through its membership in Servicemembers Opportunity Colleges (SOC). For information about military and veteran education partnerships, please contact: Linda Frank Director, Office of Veteran and Military Education 518-587-2100, ext. 2360 Linda.Frank@esc.edu labor union partnerships q International Brotherhood of Electrical Workers, Local 3; NYC District Council of Carpenters; International Union of Painters and Allied Trades; United Association of Plumbers and Pipefitters; United Federation of Teachers Paraprofessional Program; and Local 46 Metallic Lathers Union and Reinforcing Ironworkers are partners through The Harry Van Arsdale Jr. Center for Labor Studies located in metropolitan New York. For information about labor union partnerships, please contact: Dr. Michael Merrill Dean, The Harry Van Arsdale Jr. Center for Labor Studies 646-230-1346 Michael.Merrill@esc.edu Community College partnerships The Pathways Transfer Program is for community college students who have completed, or will complete, an associate degree (A.A., A.S. or A.A.S.) prior to enrolling at Empire State College. The program is designed to support student success by easing the transition from classroom-based learning at the community college to a flexible mix of independent study and online courses found at Empire State College. During the first year at Empire State College, students can take additional courses back at their community college, beyond the associate degree, for a total of 80 transferable credits. At Empire State College, all new students are assigned a faculty mentor who will advise and work with them through completion of their degree program. With the guidance of a mentor, students develop a degree program that builds upon their associate degree while connecting their educational, career and personal goals. For information about community college partnerships, please contact: Brian Goodale Director of Academic Development 518-587-2100, ext. 2580 Brian.Goodale@esc.edu www.esc.edu/Pathways Corporate and Community partnerships Empire State College develops and tailors credit-bearing programs to meet the needs of companies, associations, state agencies and community organizations that help employees and members advance their education. A few examples include: q Erie County Department of Social Services/Empire State College Employee Education Program – A federally funded project that finances Erie County social services employees’ studies for associate and bachelor’s degrees in Business, Management and Economics or Community and Human Services. These degrees enable DSS employees to advance professionally by qualifying for county promotional exams. q Fire Service Administration and Emergency Management – The Center for Distance Learning, in cooperation with the National Fire Academy and the Federal Emergency Management Agency, offers studies in fire service administration and emergency management, leading to a Bachelor of Science or Bachelor of Professional Studies degree. q Defense Acquisition University (DAU) – This partnership was developed to provide educational opportunities to acquisition workforce members who work for defense agencies. For more information, visit www.esc.edu/DOD. q Verizon Wireless – The Center for Distance Learning is a preferred educational provider offering convenient, online associate and bachelor’s degree programs. For more information, visit www.esc.edu/VerizonOnline. q The New York City Transit Authority (NYCTA) Program offered at our Metropolitan Center in NYC enables employees to pursue associate and bachelor’s degrees in all majors for leadership and career growth. Concentrations related to employment can be created through individualized degree planning, for example, transportation management or emergency management. q Metropolitan Center Cohort Program in Community Health with UFT – This program accepts applicants who have completed an A.S. in nursing elsewhere and are currently registered nurses. Students in this cohort program either complete a Bachelor of Science in community health or a Bachelor of Science in health care management. Students can get credit towards the degree for life experience and prior learning in all areas of nursing. This program is an excellent choice for nurses who want to complete a B.S. in a supportive group environment. q Association for Healthcare Administrative Professionals – Empire State College’s Center for Distance Learning is a partner with the Association for Healthcare Administrative Professionals offering convenient, online associate and bachelor’s degree programs. q AARP – Empire State College’s Center for Distance Learning provides educational opportunities to earn associate, bachelor’s and master’s degrees for the employees of AARP. q New York State Association for the Education of Young Children – Empire State College partners with the New York State Association for the Education of Young Children as part of our childhood development certificate program. q NYS Association for Superintendents of School Buildings and Grounds – SUNY Empire State College’s Center for Distance Learning partners with the NYS Association of Superintendents of School Buildings and Grounds and Mohawk Valley Community College to provide a pathway to a bachelor’s degree. Mohawk Valley Community College students who have earned an A.A.S. in School Facilities Management may transfer to Empire State College to complete a bachelor’s degree in Business, Management and Economics with a concentration in facilities management. q New York Times Knowledge Network – Through this partnership, Empire State College students who complete courses through the New York Times Knowledge Network have the opportunity to pursue college credit for learning that has been acquired. In addition, with approval from their Empire State College mentors, students may incorporate New York Times Knowledge Network courses into an independent study. q Per Scholas Inc . – Empire State College has partnered with Per Scholas Inc. to provide a pathway to an associate or bachelor’s degree to graduates of Per Scholas’ computer training program. Students choose to study entirely online or through one of our convenient greater metropolitan New York locations. For more information, visit www.esc.edu/PerScholas. q 92nd Street Y School of the Arts Harkness Dance Center, Dance Education Laboratory – The Metropolitan Center’s association with the DEL program and 92nd Street Y provides students, with an interest or background in the performing arts, opportunities in single-genre and interdisciplinary studio and academic studies in dance and music at an undergraduate or graduate level. q Year Up New York – Empire State College is committed to its partnership with Year Up New York whose mission is to close the “opportunity divide” by providing urban young adults with the skills, experience and support that will empower them to reach their potential through professional careers and higher education. The college serves Year Up New York students and graduates through access to flexible, convenient and affordable undergraduate degree programs. Students choose to study online, and/or at any of the college’s Metropolitan New York locations. q New York State Correctional Officers and Police Benevolent Association Inc . – Empire State College has partnered with NYSCOPBA to provide members with access to affordable, flexible, high-quality degree programs and courses. The partnership offers NYSCOPBA members the opportunity to apply college credit they have earned toward a degree, and students can choose to study online, in person or both. q Hudson River Community Credit Union – Empire State College has partnered with Hudson River Community Credit Union to provide a pathway for employees who aspire to earn an associate or bachelor’s degree. Students choose to study entirely online through one of our Northeast region locations, or can develop a blended model. For more information about Empire State College partnerships, please visit www .esc .edu/Partnerships or contact: Center for Distance Learning Craig Lamb, Interim Director of Outreach 518-587-2100, ext. 2464 Craig.Lamb@esc.edu Corporate, Community and State Agencies Lisa Sax, Director of Corporate and Community Partnerships 518-587-2100, ext. 2851 or 800-847-3000, ext. 2851 Lisa.Sax@esc.edu intErnatiOnal distanCE lEarning prOgraM The Center for Distance Learning, Empire State College offers international students the opportunity to study at a well-respected American college, at the State University of New York from anywhere in the world. Since its founding in the fall of 1996, the International Distance Learning program has enabled students in over 20 countries to continue their education. Students outside of the United States and Canada are eligible to enroll in courses through the International Distance Learning program while residents of the United States and Canada register for courses through the Center for Distance Learning. For more information about the International Distance Learning program and/or to determine if you are eligible, please visit www.esc.edu/IDL or contact us via email at IDL@esc.edu; phone 00 + 1-800-847-3000, ext. 2748 or fax 00 + 1-518-587-2660, Attn: International Distance Learning. adMinistratiVE OFFiCEs The college’s student services and administrative offices are located in Saratoga Springs, N.Y. The student services offices include Collegewide Student Services, Admissions, Financial Aid, Student Accounts, Office of the Registrar, the Bookstore, Student Computing and Technology Services, and Collegewide Disability Services. The administrative offices include the Office of the President, Academic Affairs, Administration, Communications and Government Relations, Integrated Technologies, Enrollment Management and Student Services, External Affairs, and Center for Planning and Institutional Effectiveness. nOndEgrEE study Resources and space permitting, the college allows students to enroll in credit-bearing studies or courses as nondegree or nonmatriculated students. Financial aid is not available for nonmatriculated study. Also, students who ultimately wish to earn a degree from Empire State College are advised to limit nonmatriculated study, as the studies may not be appropriate to a future degree program. Please contact the center or unit near you, the Center for Distance Learning (518-587-2100, ext. 2300 or www.esc.edu/CDL) or School for Graduate Studies (518-587-2100, ext. 2429 or www.esc.edu/Grad) for more information (see pages 10 - 12). Earning an Undergraduate Degree O ne of the hallmarks of Empire State College’s undergraduate program is that our students design their own degree program. This exciting and challenging process requires that you and your mentor consider what you have already learned and your educational goals. You have probably acquired knowledge and skills both formally, through college study and training programs, and informally, through work and life experience. Empire State College values your knowledge and skill no matter how you learned it. If your learning can be verified as college-level and relevant to your degree program, you may include it. You will work with your mentor in an Educational Planning study or course, through which you will create a plan for your degree. The college offers undergraduate degrees in 12 broad areas of study. arEas OF study and dEgrEEs degree designations q Associate in Arts (A.A.) q Associate in Science (A.S.) q Bachelor of Arts (B.A.) q Bachelor of Science (B.S.) q Bachelor of Science in Nursing (B.S.N.) q Bachelor of Professional Studies (B.P.S.) the rn to Bsn The RN to BSN program is an upper-division bachelor’s program with course work offered online. The degree program includes 40 advanced-level credits in nursing in addition to other B.S. degree requirements. Admission is selective. (See page 34 for details.) The program in nursing is offered only to N45 licensed RNs and only through online study. areas of study Empire State College offers degrees in 12 registered areas of study: The Arts Business, Management and Economics Community and Human Services Cultural Studies Educational Studies Historical Studies Human Development Interdisciplinary Studies Labor Studies* Public Affairs Science, Mathematics and Technology Social Theory, Social Structure and Change * The program in Labor Studies is offered only in Manhattan and through online study. You may earn an associate degree (A.A. and A.S.), Bachelor of Arts (B.A.) and Bachelor of Science (B.S.) in any of the 12 undergraduate areas of study. The college offers the Bachelor of Professional Studies (B.P.S.) degree in: The Arts; Business, Management and Economics; Community and Human Services; Interdisciplinary Studies; Labor Studies; and within Science, Mathematics and Technology, only in Technology. The college has area of study guidelines that allow you wide latitude as you and your mentor design your degree (see page 22). Within an area of study you will develop a concentration, often called a major at other institutions. This chapter provides an overview of the degree planning process and the college’s degree requirements. planning your degree program Working with a faculty mentor, you design your own degree program. The degree you design reflects your goals and meets college requirements. You can incorporate prior learning from credit earned at other colleges, and college-level learning gained from work, volunteer or community activities, military training, reading, research, and travel and plan your additional study. You formally begin degree planning through an Educational Planning course or study (also called Academic Planning and Degree Program Planning). For an associate or bachelor’s degree, the college requires at least 4 credits of Educational Planning. As you work through these courses with your mentor, you will review college requirements and define a concentration that meets your goals. Once you and your mentor complete the development of your degree program proposal, the proposal is submitted to the Center Office of Academic Review for review and approval by a faculty committee. The final step is a technical review and approval by the Office of Collegewide Academic Review. Detailed information on planning your degree is available in the Student Degree Planning Guide and the Student Guide: Credit for Prior College-level Learning. Both publications are available at your center and online at www.esc.edu/Publications. Additionally, the college provides an online degree program planning tool called DP Planner available through MyESC to help you organize your degree program and submit it for review. dEgrEE rEquirEMEnts The college designates the six types of undergraduate degrees by 1) the amount of credit in the degree program and 2) the educational content of the degree program. associate degree programs To earn an associate degree you need 64 credits, with at least 24 credits earned at Empire State College. You may include up to 40 credits for learning that occurred before you enrolled at Empire State College. An Associate in Arts degree requires at least 48 liberal arts and sciences credits and an Associate in Science degree requires at least 32 liberal arts and sciences credits. Advanced-level studies are not required for associate degrees, but you may include them. To satisfy general education requirements, all associate degrees include 21 credits across seven of the 10 general education knowledge and skill areas. Bachelor’s degree programs To earn a bachelor’s degree you need 128 credits, with at least 32 credits earned at Empire State College. You may include up to 96 credits for learning that occurred before enrolling at Empire State College. A Bachelor of Arts degree requires at least 96 liberal arts and sciences credits, a Bachelor of Science degree requires at least 64 liberal arts and sciences credits, and a Bachelor of Professional Studies requires at least 32 liberal arts and science credits. All of the bachelor’s degrees require a minimum of 45 advanced-level credits with a minimum of 24 of them in the concentration. To satisfy general education requirements, all bachelor’s degrees require a minimum of 30 credit hours distributed among at least seven of the 10 knowledge and skills areas listed on page 18 and 19. (Information on master’s degree programs and graduate-level certificates, appears on page 36.) liberal arts and sciences studies Liberal arts and sciences studies, an essential part of your degree program, enhance a person’s ability to communicate effectively; to think critically; to understand one’s self and others; and to take action about the nature, quality and conditions of life. An Associate in Arts degree requires at least 48 liberal arts and sciences credits and an Associate in Science degree requires at least 32 liberal arts and sciences credits. A Bachelor of Arts degree requires at least 96 liberal arts and sciences credits, a Bachelor of Science degree requires at least 64 liberal arts and sciences credits, and a Bachelor of Professional Studies requires at least 32 liberal arts and science credits. advanced-level studies If you are seeking a bachelor’s degree, you complete at least 45 credits of advanced-level studies, with at least 24 credits of those advanced-level studies in your concentration. The distinction between advanced study and introductory study is made by considering factors such as: the level of theoretical and application skills required (studies requiring analysis, synthesis and evaluation are more likely to be classified as advanced), or the presumption of prior study and the nature of the studies themselves (foundation skills, surveys or beginning technical studies are more likely to be considered introductory). Breadth of degree programs As a college of arts and sciences, SUNY Empire State College expects students to acquire the qualities of a broadly educated person. The purpose of a college education is to enable students not only to accumulate information, but also to appreciate what is learned in a broad context, relate what is being learned to what is already known, judge what one is told rather than merely accept it, and use what is learned in a practical and intellectual way. The student’s learning should extend beyond a single, narrow discipline or field. The student should demonstrate an understanding of several diverse perspectives (such as historical, literary, scientific, technological, esthetic, ethical, international, multicultural and gender-based) and be able to apply such perspectives to situations in which they must analyze, explain or solve problems concerning human behavior, society and the natural world. aCadEMiC dEgrEE rEquirEMEnts Minimum Total Credits to be Credits Earned at Empire Degree Required State College Minimum Liberal Arts and Sciences Credits Required Minimum General Education Credits Minimum Advanced-level Credit in Concentration Minimum Advanced-level Credits inDegree Program A.A. 64 24 48 21 – – A.S. 64 24 32 21 – – B.A. 128 32 96 30 24 45 B.S. 128 32 64 30 24 45 B.S.N. 128 32 64 20 40 45 B.P.S. 128 32 32 30 24 45 suny general Education requirements All students seeking Empire State College degrees must fulfill the SUNY general education requirements. For a bachelor’s degree, you are required to complete a minimum of 30 credit hours distributed among at least seven of the 10 knowledge and skill areas listed below. You must include both mathematics and basic communication as two of the seven areas. You must select an additional five different content areas from the remaining knowledge and skill areas. The 10 knowledge and skill areas are: mathematics, natural sciences, social sciences, American history, Western civilization, other world civilizations, humanities, the arts, foreign language and basic communication. You must demonstrate competencies in two areas: critical thinking and information management. For an associate degree, you are required to complete a minimum of 21 credits across at least seven of the 10 knowledge and skill areas listed. Associate degree students are encouraged to include math and basic communication as two of their seven general education choices to anticipate bachelor’s degree requirements. Students may use Empire State College studies or approved Center for Distance Learning courses, transfer credit, approved standardized examinations or individualized credit by evaluation toward the general education requirements. Consult your mentor about the options available to you. LEARNING OUTCOMES I. Knowledge and Skill Areas 1. Mathematics Students will demonstrate the ability to: • interpret and draw inferences from mathematical models such as formulas, graphs, tables and schematics; • represent mathematical information symbolically, visually, numerically and verbally; • employ quantitative methods such as, arithmetic, algebra, geometry or statistics to solve problems; • estimate and check mathematical results for reasonableness; and • recognize the limits of mathematical and statistical methods. The assessment of prior academic achievement must demonstrate via a legitimate standardized test readiness to enter pre-calculus. In the case of the Regents Exams, this would mean passing Course III with a score of 85 or above. Revision made April 13, 2005, reflecting the content of student learning outcomes approved by state and national mathematical organizations. 2. Natural Sciences Students will demonstrate: • understanding of the methods scientists use to explore natural phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical analysis; and • application of scientific data, concepts and models in one of the natural sciences. 3. Social Sciences Students will demonstrate: • understanding of the methods social scientists use to explore social phenomena, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence, and employment of mathematical and interpretive analysis; and • knowledge of major concepts, models and issues of at least one discipline in the social sciences. 4. American History Students will demonstrate: • knowledge of a basic narrative of American history: political, economic, social and cultural, including knowledge of unity and diversity in American society; • knowledge of common institutions in American society and how they have affected different groups; and • understanding of America’s evolving relationship with the rest of the world. 5. Western Civilization Students will: • demonstrate knowledge of the development of the distinctive features of the history, institutions, economy, society, culture, etc., of Western civilization; and • relate the development of Western civilization to that of other regions of the world. 6. Other World Civilizations Students will demonstrate: • knowledge of either a broad outline of world history; or • the distinctive features of the history, institutions, economy, society, culture, etc., of one non-Western civilization. 7. Humanities Students will demonstrate knowledge of the conventions and methods of at least one of the humanities in addition to those encompassed by other knowledge areas required by the general education program. 8. The Arts Students will demonstrate understanding of at least one principal form of artistic expression and the creative process inherent therein. 9. Foreign Language Students will demonstrate: • basic proficiency in the understanding and use of a foreign language; and • knowledge of the distinctive features of culture(s) associated with the language they are studying. 10. Basic Communication Students will: • produce coherent texts within common college-level written forms; • demonstrate the ability to revise and improve such texts; • research a topic, develop an argument and organize supporting details; • develop proficiency in oral discourse; and • evaluate an oral presentation according to established criteria. II. Competencies The following two competencies should be infused throughout the general education program: 1. Critical Thinking (Reasoning) Students will: • identify, analyze and evaluate arguments as they occur in their own or others’ work; and • develop well-reasoned arguments. 2. Information Management Students will: • perform the basic operations of personal computer use; • understand and use basic research techniques; and • locate, evaluate and synthesize information from a variety of sources. Concentrations and general learning Degree programs at Empire State College divide learning into two major categories: concentrations and general learning. Your concentration may be a focused, in-depth study of a discipline (for example, economics, physics, psychology); an interrelated study of two or more disciplines; the study of a problem or a theme; or study in preparation for a profession or vocation. Because it requires serious, focused learning and implies a degree of competence in an area, a bachelor’s degree concentration should contain at least 24 to 36 credits of study. Generally, no more than half of the total number of degree credits should be in the concentration. An associate degree can have a concentration but does not need to. The college has established guidelines for completing concentrations in each area of study. These guidelines outline general expectations for study in the area, as well as specific expectations for certain concentrations. In addition, students often design concentrations for which no specific guidelines exist. These students research their interests and explain their choices within their degree program rationale. Professional areas regulated by State Education Law are not included in Empire State College’s range of concentrations. The area of study guidelines are included in this catalog (see page 22). For detailed information, including concentration guidelines and excluded concentration titles, see the Student Degree Planning Guide. Degree programs also must contain general learning, a term used to describe learning outside of the area of concentration. General learning may support the concentration, may add breadth to the degree program, or may be in areas that are unrelated to the concentration but are of interest to you. Credit for prior College-level learning and advanced standing Most degree programs at Empire State College include some credit for college-level learning acquired before enrolling at the college. This learning is called advanced standing and can come in many forms. The college accepts credit that is appropriate to the degree program and includes it on your Empire State College transcript after the degree program has been approved. Advanced standing takes the following forms: Transfer credit – the college accepts academic credits with a grade of C- or better from regionally accredited institutions and New York State Education Department degree-granting institutions. If an entire completed A.A., A.S. or A.A.S. is transferred in, credits with a grade less than C can be considered for use in the degree program. For Associate in Occupational Studies (A.O.S.) degrees, each course is evaluated to determine whether it is appropriate to a bachelor’s degree program. International Transcripts – Students requesting credit for international coursework should have their transcripts evaluated by Academic Evaluation Services, Inc. (AES), Educational Credential Evaluators, Inc. (ECE), Educational Perspectives (EP) or World Education Services (WES). Information provided by WES specifically for Empire State College students is available at www.wes.org/esc.asp. Standardized Examinations – Empire State College accepts for credit passing scores earned on a wide variety of college-level examinations such as College Level Examination Programs (CLEP), DANTES, Excelsior College Examinations, Thomas Edison College Examination Program (TECEP), and New York University Proficiency Testing in Foreign Languages. ACE or National CCRS Evaluated Learning – Empire State College accepts the recommendations of the American Council on Education (ACE) and the National College Credit Recommendation Services (National CCRS), formally known as the National Program on Noncollegiate Sponsored Instruction (NPONSI). Many noncollegiate courses offered by the military services, industries and governmental agencies have been evaluated for college credit. Empire State College Generic Evaluations – The college has evaluated some professional licenses, certifications, training courses and other activities, and assigned specific amounts of credit for the college-level learning they document. Students who complete such pre-evaluated experiences are eligible for college credit toward their Empire State College degrees. A few common examples are: EMT certification, New York state real estate license, pilot’s license and Credentialed Alcoholism and Substance Abuse Counselor (CASAC) license. Individual Credit by Evaluation – For college-level learning that cannot be documented or evaluated by one of the means previously noted, Empire State College faculty or selected outside experts are hired to identify and evaluate a student’s prior learning. If you use this service, there is a $300 fee that is paid at the time of your second enrollment. Consult the Student Guide: Credit for Prior College-level Learning or the Student Degree Planning Guide for more detailed information. Empire state College studies You also will include Empire State College studies in your degree program. Empire State College offers a rich array of modes of study: guided independent study, online learning courses, seminar-style study groups and intensive residency-based study to name a few. You may combine modes of study to suit your schedule, circumstances, learning style, learning objectives and available resources. Each study is designated liberal or nonliberal, advanced or introductory level, and lists whether it satisfies general education requirements. For an associate degree, you must successfully complete at least 24 credits while enrolled at Empire State College, and for a bachelor’s degree, you must successfully complete at least 32 credits while enrolled at the college. For more information on Empire State College studies, see the chapter titled Learning Opportunities. dEFining spECiFiC lEarning OppOrtunitiEs learning Contracts Empire State College defines many student studies through learning contracts. Learning contracts describe what it is that you will study, how you will learn it and how your mentor will evaluate you. They are similar to course syllabi, but you have an important role in determining the content, methods of study and criteria for evaluation of learning contracts. We encourage you to design studies that help you clarify goals and acquire the competence, knowledge and awareness necessary to pursue them actively and independently. Course website Students enrolled in online courses offered by the Center for Distance Learning, which by nature are structured in advance, will have a course website to guide their study. The websites serve in the place of a learning contract. studEnt gradEs and gradE pOint aVEragEs The student academic record comprises letter grades. The college calculates a grade point average (GPA) based on the letter grades and reports that GPA on the transcript. The college does not assign grades for any advanced-standing credit, and these components are not included in an Empire State College GPA. study tiME Empire State College students are adults, arriving at our centers and programs with full lives that include commitments to family, work, community and personal fulfillment. When you decide to take on the academic rigors of pursuing a degree, it is imperative that you examine your commitments and make adjustments to accommodate your endeavors and thus achieve your academic goals. In general, you should plan for 10 to 12 or more hours per week of study time for each 4-credit study or course in which you are enrolled, or in simpler terms, at least three hours a week for each credit hour of course study. Study time includes activities such as reading, writing, reflecting and research. Students taking online courses should factor in additional time for online communications with other students in their courses. degree Completion When you have successfully completed your degree studies, your center staff will review all your academic records, and, when all is in order, forward a recommendation for degree conferral to the Office of the Registrar and Student Accounts. The registrar’s staff performs a final review of your complete academic record, while Student Accounts performs a final review of your student financial account. While these reviews are taking place, the college registrar will notify you of the approximate timetable of events leading to the awarding of your degree and will prepare your final official Empire State College transcript. When both the academic and financial clearances are completed, the registrar assigns a degree award date of the first day of the next month. The college prints diplomas on a weekly basis. You can expect to receive your diploma three weeks after the clearances are complete. The dean will send you an invitation to attend the next graduation ceremony for your center or program. (See page 54 for graduation information.) ratEs OF dEgrEE COMplEtiOn* Entering Graduated by Completion Fall 2004 Fall 2010 Rate (%) All Students 1,353 583 43.09% Part Time 751 323 43.01% Full Time 602 260 43.19% * within six years for bachelor’s degree seeking students entering fall 2003 Source: OAIR Term File Data Warehouse; Fall 2003 New, Matriculated, Bachelor’s degree seeking. HEgis COdEs The following are the Higher Education General Information Survey (HEGIS) codes for the undergraduate programs. Enrollment in any program other than the registered programs may impact student eligibility for certain student aid awards. The Arts (B.A., B.S., B.P.S.) 1001 The Arts (A.A., A.S.) 5610 Business, Management and Economics (B.A., B.S., B.P.S.) 0501 Business, Management and Economics (A.A., A.S.) 5001 Community and Human Services (B.A., B.S., B.P.S.) 2101 Community and Human Services (A.A., A.S.) 5506 Cultural Studies (B.A., B.S.) 1599 Cultural Studies (A.A., A.S.) 5615 Educational Studies (B.A., B.S.) 0801 Educational Studies (A.A., A.S.) 5608 Historical Studies (B.A., B.S.) 2205 Historical Studies (A.A., A.S.) 5622 Human Development (BA, BS) 2001 Human Development (A.A., A.S.) 5620 Interdisciplinary Studies (B.A., B.S., B.P.S.) 4901 Interdisciplinary Studies (A.A., A.S.) 5699 Labor Studies (B.A., B.S., B.P.S.) 0516 Labor Studies (A.A., A.S.) 5004 Nursing (B.S.N.) 1203.10 Public Affairs (B.A., B.S., B.P.S.) 2199 Science, Mathematics and Technology (B.A., B.S.) 4902 Science, Mathematics and Technology (A.A., A.S.) 5699 Social Theory, Social Structure and Change (B.A., B.S.) 2201 Social Theory, Social Structure and Change (A.A., A.S.) 5622 Technology (B.P.S.) 4902 Area of Study Guidelines intrOduCtiOn tO tHE arEa OF study guidElinEs T he area of study guidelines help students plan their degree programs. There are other sources of help: advice from professionals in the field and from mentors; catalogs of other colleges; students’ own research into their areas of interest; and more extensive resource materials developed by some areas of study, generally in handbook format or online at www.esc.edu/AOS. The guidelines deserve special attention because they spell out what the academic world and many employers understand a particular concentration to mean. For example, a concentration titled business administration that does not include economics is misleading: the guidelines guarantee truth in packaging. Specific concentration guidelines are included in the Student Degree Planning Guide. The guidelines have authority but are not a fixed set of course requirements. They are open to interpretation; many of the studies can be undertaken in a wide variety of ways, and encourage concentrations that differ from traditional majors. The principle which governs degree program planning is individualization: Empire State College students design programs which, within very broad parameters, meet their own needs and interests. Many students’ needs and interests are best met by concentration in one of the conventional academic disciplines, and they follow the guidelines carefully; others use the guidelines as a point of departure in defining their distinctive approaches to their studies. As you begin planning your degree, your mentor will explain the area of study guidelines to you and help you interpret them. When your program is submitted to the center assessment committee, they will use the guidelines as part of the basis for their review. When you write your degree program rationale, you should address the college’s expectations for the academic content of concentrations within your area of study. Several areas of study have provided specific concentration guidelines, in addition to the broader, general guidelines. For example, in Business, Management and Economics, there is a specific title for business administration which lists topics to be included in a disciplinary degree with that designation. If you wish to depart from the guidelines, a different concentration title or organizing framework might be chosen; this option provides flexibility in designing your degree. For example, if you choose to design a degree in business without including several of the topics listed in the concentration guideline, you might select another framework and develop a title that better describes your degree plan. The college offers students the opportunity to select one of five organizing frameworks for designing concentrations within the areas of study. This allows flexibility in curriculum design and ensures that students’ academic plans serve their needs and, simultaneously, communicate to the outside world a coherent degree plan. These organizing frameworks are: Disciplinary – a program of study guided by the existing framework of a discipline. Interdisciplinary – the simultaneous and interrelated study of two or more disciplines. Problem Oriented – a program of study organized around a problem. Professional/Vocational – a study which focuses on acquiring knowledge and skills needed for specific career performance and applications. It also entails inquiry into the conceptual foundations of the profession, the role of the professional in that career, and the relations between the profession and society at large. Thematic – a program of study focusing on a particular theme or set of ideas. All Empire State College students develop their skills in reading, speaking and writing, so that they may communicate clearly, correctly and effectively. The college also expects students to acquire mathematical, technical, language or other skills that are essential to their particular programs of study, as well as to develop skills in analysis, synthesis and evaluation. In addition, students are required to meet the SUNY general education requirements (see page 18). A student who successfully completes a degree program at Empire State College is an independent, self-sufficient learner. We expect an educated person to have developed many different perspectives, e.g., on international, gender-related, multicultural, historical, literary, aesthetic and scientific questions. Therefore, the overall degree program and the concentration should have breadth, coherence and progression. tHE arts Study possibilities in The Arts include both the practice and the history and criticism of the visual arts (sculpture, painting, crafts, photography, design, graphics, etc.); the performing arts (dance, theater, music, etc.); and the film arts (film, video, photography, etc.). Any of the five organizing frameworks may be used to design concentrations: disciplinary, interdisciplinary, problem oriented, professional/vocational or thematic. A degree program in The Arts should provide for the development of: • understanding of the historical and cultural context of works of art; • knowledge of relevant theoretical and philosophical issues; • awareness of diverse cultural perspectives; • awareness of current developments and critical perspectives; • research skills; • technical proficiency; • capacity to formulate, express and communicate concepts and images; and • ability to formulate critical judgments. Concentrations in The Arts begin with foundation studies which prepare the student for more advanced-level work. Advanced-level competence should be developed in those areas which are most relevant to the specific concentration design and to the specific organizing framework. A progression of studies for concentrations in practice, performance and creation should lead to: competence in methods and techniques; an understanding of current developments, theory and critical perspectives; and should result in resourcefulness and independence. A progression of studies for concentrations in history and criticism should lead to competence in understanding history, theory, critical perspectives and cultural contexts. In planning the concentration, consideration should be given both to depth and breadth. Students who wish to continue their studies on the graduate level and/or become practicing artists should consult the guidelines for professional degrees, which have been developed by professional associations such as the College Art Association and American Theater Association. Students preparing for graduate work also should investigate the entrance requirements of specific graduate schools. The creative arts are traditionally included with those studies considered to be liberal arts. Studio arts would fall within this definition. Learning not considered liberal studies focuses on specialized knowledge and skills often related to specific professional vocational needs and practices. Technical photography, art therapy techniques, advertising art and methods for art education might fall into this category. BusinEss, ManagEMEnt and ECOnOMiCs The registered area of Business, Management and Economics consists of studies both professional (such as accounting) and disciplinary (such as economics). Programs in this area allow students to pursue educational and occupational interests and provide a solid foundation to function in a changing world. They include studies leading to an understanding of organizations and of the interactions among consumer, government, not-for-profit and private sector interests. These guidelines should be read and understood in the context of the introduction to the area of study guidelines in this catalog. The responsibility to research current professional and disciplinary trends and program development lies with the student. The studies chosen should support student-identified goals. In addition, effective programs must meet college requirements and must show progression, depth and diversity of study. Business, Management and Economics general guidelines The general guidelines apply to all concentrations within the Business, Management and Economics area of study. Several specific concentrations have additional guidelines. All students are expected to demonstrate knowledge in each of the following areas: • communication skills Students are expected to demonstrate communication skills that enhance their ability to function in a professional or organizational environment. • information management Students are expected to demonstrate a basic understanding of information technology and systems appropriate to their fields. • economics Students are expected to demonstrate the ability to solve problems using economic principles and concepts. • ethical and social responsibility Students are expected to demonstrate an understanding of, and appreciation for, ethical and social issues facing organizations and their environments. • quantitative skills Students are expected to demonstrate an understanding of analytical tools appropriate to their fields. • understanding people in an organizational context Students are expected to demonstrate an understanding of how individuals and groups function or behave in organizations. • understanding organizations within broader contexts Programs should provide a solid foundation for graduates to function effectively in their professions or organizations, in a complex and changing world. To accomplish this students might include learning that addresses diversity, political, international, technological or environmental issues. Students must be able to think critically and to analyze situations in a variety of different contexts. They need to be able to develop a cogent argument and to substantiate their ideas. A broad selection of studies in the liberal arts and sciences will enhance a student’s ability to accomplish this. Additional specific guidelines have been developed for concentrations in the following areas: • accounting • business administration • economics • finance • human resources • information systems • international business • labor relations • management • marketing • public administration COMMunity and HuMan sErViCEs The area of study called Community and Human Services explores the relationship of human beings needs and values to social conditions in community living and prepares students for a wide array of helping professions and community service roles. Through study in Community and Human Services, students obtain and enhance values, knowledge and skills necessary to understand and contribute to the development and maintenance of healthy communities, groups and individuals. They analyze, develop, carry out and evaluate methods of prevention and resolution of social and individual problems and barriers. The objectives of studies in Community and Human Services are to prepare students for: • work with individuals, groups and communities in problem-solving situations; • entry or continuation in the practice of human services in a variety of areas and at a variety of levels of practice including advocacy/community organization, social policy and change, administration, and/or direct service delivery/practice/intervention with groups and individuals; • graduate education or other forms of professional development. Study in this area emphasizes the understanding and integration of four essential foundations each with its own set of unique competencies: Knowledge – understanding of the interdisciplinary, conceptual base of practice, historical contexts and the nature of people who live in communities. Studies will include the history of social institutions and social change; human beings and their behavior individually and in groups; the evolution of human service systems and public policy; the impact of social, economic, political, biological and environmental factors on individuals and communities, and the relationship of social policy to human service practice. Skills – understanding of the collaborative, helping and problem-solving relationships between the human service worker and the client. Studies will include: interpersonal skills; prevention and intervention skills; administrative skills; information management skills; research skills; advocating, community organizing and policy management skills. Attitudes and values – understanding of the ethical basis for human service practices with individuals, groups and communities. Studies will include developing understanding, respect of, and commitment to autonomy, confidentiality, self-determination, and the basic rights of individuals and groups from diverse backgrounds. Experience, application and practice – understanding of the settings, dimensions, systems and mechanics of human service delivery. Studies will include the experience of delivering effective services to individuals, groups and communities; contributing to the development and maintenance of healthy individuals, groups and communities through prevention, intervention, organizing and policy-making activities. Application can focus on individual, group, community and/or systems activities. Students should explicitly discuss in their rationale essay how each of these four foundations are incorporated and demonstrated in their degree program. It is not necessary that these foundations appear in specific degree titles. The potential concentrations are numerous and may be focused or broadly conceptualized depending upon the student’s specific interests and goals, the student’s prior learning and experience, the organizing framework, and the general expectations of recognized helping professions. The organizing framework will typically be professional/vocational; however, problem-oriented, thematic or interdisciplinary frameworks also may be appropriate. Because degrees in Community and Human Services may take many forms, students must support their designs with clear and articulate rationales. Even in a broadly conceptualized concentration in Community and Human Services, it is not expected that all of the areas listed previously will be reflected in specific study titles; however, the student should discuss in the degree program rationale how they have been explored. In more narrowly conceptualized concentrations, students are encouraged to consider and discuss in their degree program rationales whether and/or how the areas listed previously may be relevant to their specific concentrations. Sample concentrations: titles are meant to be illustrative, not exhaustive nor comprehensive. Health care related Health Care Administration Health and Human Services Case Management Human services related Advocacy in Human Services Human Service Management Disability Studies in Human Services Studies in Diversity and Human Services Education and Training in Human Services Public Safety Economic Security Management related Human Resources Personnel Issues for Employee Assistance Professionals Managed Care Mental health related Intervention Strategies Alcohol and Substance Abuse Child and Adolescent Development Counseling Skills Adult Development Social agency related Social Welfare Institutions Agencies, Systems and Organization Behavior Program Development Administration in Human Services Criminal Justice Services Rehabilitation Services Social science related The Child and Family in Society History of the Family History of Social Institutions Social Issues Criminal Justice Studies in Social Change Community Studies Public Policy Cultural studiEs Cultural Studies may include concentrations in communications, creative writing, expository writing, rhetoric and composition, journalism, language, literature, philosophy, religious studies and other areas. Students designing programs in the area of Cultural Studies explore the ways in which human beings understand and articulate their world. They examine the relationship between culture as lived experience and culture as creative and philosophical expression. They explore aesthetic and cognitive forms and values within social and historical contexts; hence, Cultural Studies intersects and overlaps with various other areas of study (such as Historical Studies; The Arts; and Social Theory, Social Structure and Change). Students are encouraged to study artistic expression, social and cultural norms and belief systems, and modes of communication. Programs in Cultural Studies should include cross-cultural and historical perspectives addressing questions of gender, class and race. For example, students who work in Cultural Studies need to develop skills in critical reading, interpretation and writing. These skills include the ability to distinguish the main point of a text from supporting argument or evidence, to evaluate the logic and rhetoric of a presentation, to identify underlying assumptions and to interpret levels of meaning. Students also should develop skills to communicate their own ideas and feelings fully, precisely, and creatively in speech and writing. Students pursuing upper-level work in Cultural Studies should acquire conceptual vocabularies, knowledge of sources, and critical skills appropriate to their areas of focus or lines of inquiry. Degree programs in Cultural Studies should be focused on an articulated goal and should have a relatively broad frame of reference. EduCatiOnal studiEs Our 21st century work and social environments require new knowledge and skills. There is an increasing need for individuals who can help others not only learn new things, but use what they know in various settings. Students who choose to design a degree program in Educational Studies have careers in areas as diverse as teaching, researching and policy making. Educational Studies degree programs are usually not the best option for students who wish to earn New York state teaching certification (see the section on teacher certification at the end of this document). Students pursue a wide range of concentrations that may distinguish them as practitioners, researchers/evaluators, social activists, specialists or generalists. Yet, common to all Educational Studies degree programs is study of the following topics: Foundations of education Learning theories Instructional strategies Curricular design Diversity issues Uses of technology Social context of learning Methods of inquiry Human development Content as appropriate to the concentration Students may address these topics in various ways as appropriate to their concentrations. These topics could be included in one or more studies or advanced standing components, and may not necessarily appear as these explicit titles. In the rationale, students describe how their degree program addresses these topics. For those interested in becoming practitioners, other components in the concentration should demonstrate an emphasis on understanding learners and learning, and effective teaching and learning strategies. Concentrations may include community and family education, instructional technology, teaching and training, early childhood learning or adult learning. Students interested in study and research on education, society and culture may design concentrations based in the social and behavioral sciences or the humanities. These disciplines might include anthropology, economics, history, philosophy, political science, psychology and sociology. The degree program for those choosing this concentration should include more than one component in methods of inquiry. Degree programs also may be organized according to thematic or problem-oriented frameworks, with concentrations such as social change, public policy, learning communities and lifelong learning. These degree programs should demonstrate a focus on a distinguishable theme or learning context. Teacher Certification Empire State College does not have a registered teacher certification program at the undergraduate level but does offer a Master of Arts in Teaching degree that encompasses New York state teaching certification at the middle school and secondary levels. Students interested in obtaining teacher certification as undergraduates should consult the New York State Education Department for specific requirements and share these requirements with their primary mentor. Students planning to pursue certification after completing their Empire State College undergraduate degree should consult with the college through which they plan to pursue certification. Often, undergraduate students seeking teacher certification are better served with liberal arts or disciplinary concentrations. For more information on pathways to teacher certification, consult the Educational Studies website and talk with an Educational Studies or Master of Arts in Teaching mentor. HistOriCal studiEs Students interested in Historical Studies may choose from a wide range of possibilities. Concentrations may be organized by types of history (e.g., social, race/ethnicity/class/gender, political, religious, environmental, economic, diplomatic, quantitative), by national experience or geographical areas (e.g., American history, Western civilization, East Asian history, studies of regional history), by time periods (e.g., ancient history, medieval civilization, modern history, colonial/post-colonial), or by themes (ethnic studies, labor history), and in other ways. Students designing concentrations in Historical Studies should investigate graduate school opportunities and requirements. Students interested in concentrations in Historical Studies should visit the Historical Studies website (www.esc.edu/HistoryArea). Building on the studies used to meet the SUNY general education requirement, students may design a concentration in Historical Studies using any of the college’s five organizing frameworks: • Disciplinary concentrations include work in Western civilization, national, regional or ethnic histories, African-American experience, work in historical methods and historiography, and appropriate supporting studies, such as economics, statistics, literature and/or science. • Interdisciplinary concentrations in Historical Studies represent a conscious attempt to explore linkages among allied disciplines from a historical perspective (e.g., anthropology, economics, literature, and languages). Study in comparative history also is frequently interdisciplinary in approach. • Thematic frameworks allow a student to trace and explore one or more themes in Historical Studies. • Problem-oriented frameworks emphasize consideration of possible resolutions or continuing significance of the chosen problem. • Professional programs include studies vital for developing career-related skills in areas such as archival or museum employment, historical preservation and restoration, scholarly editing, and the research and writing of official histories. Students with a professional emphasis frequently include internship experiences in their degree program plans. The faculty of the college expects that students who design degree programs in Historical Studies will acquire the following enabling skills and understandings: 1. an understanding of historical processes and events that have shaped social change and contemporary human problems; 2. knowledge of the breadth of historical writing and interpretation (the conversation within the discipline) that pertains to the topics of study included in the degree program; 3. an understanding of the linkage between Historical Studies and other disciplines; 4. an understanding of human experiences that go beyond a single time period and national or cultural experience; 5. an understanding of the diversity of sources that record and interpret the past, including written texts, and original documents, photographs, visual materials, oral histories, historical objects and media and of how to identify and evaluate primary and secondary sources; 6. research skills, including a basic understanding of how to use libraries and virtual libraries, archives, databases and other Internet resources; 7. knowledge of the forms of citation shared by professional historians, especially the conventions known as the Chicago/Turabian style; (see the Historical Studies website) 8. the ability to analyze and interpret historical resources and perspectives and to make judgments, to explore causal relationships, to seek order and patterns, to ask why and how – not just simply report; 9. the ability to think critically and communicate effectively; 10. an understanding of history as a creative art, a subjective discipline and an imaginative interpretation of the past. Finally, students designing concentrations in Historical Studies are encouraged to include a capstone study or a final integrating independent study. HuMan dEVElOpMEnt Students of human development seek understanding of psychological, social, biological and spiritual change over the life course. Change can take the form of growth, maturation, loss and/or impairment, as well as enrichment of human potential. Concentrations may encompass the life cycle or may focus on a particular age group (prenatal and infants, children and/or adolescents, adults or elderly); population (women, men, transgendered), situation (grieving and loss, incarceration or disability), or theme (health, environment, cultural differences). All concentrations should place these studies within contexts such as family, relationships, community, society, culture and/or the natural environment. Students of human development have an opportunity to pursue and integrate personal, academic and professional goals. Many students find that what they learn enables them to better understand themselves and others, enhances their ability to work with people in various capacities, and prepares them for more advanced or graduate study. Students of human development must demonstrate coverage of the following topics either through a study, a series of studies, components within a study, or college-level knowledge through the prior learning assessment process. Students should obtain a broad foundation of knowledge in these topics before progressing to advanced studies, covering a range of theoretical perspectives and explanatory models about the process of human development across the life span. They should plan to fully explain how they have obtained knowledge in these topics in the rationale essay submitted with their degree plan. Biopsychosocial Development – 1) an understanding of biological, physiological and neurological change over time; 2) an understanding of cognition, emotion and the behavior of individuals across the lifespan; 3) an understanding of interpersonal processes and social relationships; 4) an understanding of social and cultural influences on development; and 5) interactions of the above – an understanding of how the social, psychological and physical influence each other across the lifespan, contributing to change over time. Individual Differences – an understanding of characteristics, influences and developmental outcomes (such as a study in personality theory or abnormal psychology), as well as human diversity (the range of differences in human experience and how that influences development). Contexts for Development – an understanding of the micro-level contexts for change (such as relationships and family) as well as an understanding of the macro-level contexts (such as community, culture and society). Methodologies for Inquiry – an understanding of the body of principles, approaches and techniques employed by a particular branch of knowledge, which may be either quantitative or qualitative. This should encompass hypothesis development, systematic data collection and analysis, and research reporting conventions. One concentration title within Human Development has particular meaning in the wider academic community, and that is psychology. A psychology concentration is expected to meet the rigors of the discipline, including methodology and specific studies. Students planning a psychology concentration should consult Advice for Students Developing Concentrations in Psychology in the Student Degree Planning Guide. intErdisCiplinary studiEs Bachelor’s degrees A key characteristic of concentrations within Interdisciplinary Studies is that they bridge two or more program areas so as to connect or combine the different perspectives of those areas. These combinations and linkages can be developed in two ways: 1) by including studies from two or more areas that relate to a single theme or topic (e.g., various business courses and communication studies combined into a concentration called communication in organizations) and 2) by combining different area perspectives within a single study (e.g., political, economic, literary and social perspectives combined in a study titled Modern China). Most interdisciplinary concentrations include both types of study. Some concentrations are interdisciplinary by nature and are already recognized and defined by the scholarly community, for example, environmental studies, cognitive science or Native American studies. Students with such concentrations may wish to examine survey or introductory textbooks and to study college catalogs to determine what these known concentrations typically cover. On the other hand, an interdisciplinary concentration also can be created from scratch to match a particular student’s interest. As with all concentrations, it may be focused upon a theme, problem or profession, or on a topic that necessarily includes several disciplines. Examples that illustrate some of these features (selected from approved student programs) include arts management, culinary educational studies, holistic health or writing as therapy. As with all concentrations, the structure of Interdisciplinary Studies concentrations must meet the college’s expectations of progression and integration. Progression refers to a significant development in the program from introductory to increasingly advanced learning. It is usually demonstrated when the concentration includes foundation studies in the different areas and further studies that either refine the foundation areas and/or combine different areas relevant to the concentration. Integra­tion refers to the concentration’s organization or form, in other words, to the way in which the different individual studies come together to support or define the concentration’s theme or topic. A common way of establishing a concentration’s integral structure is, first, to subdivide the concentration into three or four major areas that in the student’s view cover the key components of the problem or theme of the concentration and, second, to identify which studies in the degree program belong to which component. The component parts might be entirely original with the particular concentration, or they might be borrowed from the guidelines of other program areas. For example, a professionally-oriented interdisciplinary concentration might be viewed as consisting of studies in history, theory and practice. Or, a social science-oriented concentration, borrowing from psychology, might be seen to consist of studies in academic methods (e.g., research or evaluation skills), disciplinary surveys, relevant practice skills (e.g., interviewing, counseling, problem solving), and integrated advanced-level studies. The concentration components also could be content based. For example, a concentration in women’s health could be subdivided into three main areas: studies about women, studies about health, and studies that integrate women and health. Note that the subdivisions of an interdisciplinary concentration are typically not the different disciplines or perspectives that make the concentration interdisciplinary; rather, each subdivision is itself a combination of perspectives. It is when the subdivisions are combined that the concentration is defined as a whole. In recognition of the importance of the whole, a unique requirement for interdisciplinary concentrations is the inclusion of one study that explicitly integrates (or stitches together) the key component parts. In most instances, this integrating study carries the same title as the concentration. Depending upon the student’s needs, it can occur at any time during the student’s studies. The written rationale also plays an important role in defining the Interdisciplinary Studies concentration. To provide an adequate account of the purpose and meaning of the concentration, besides the usual topics, the interdisciplinary rationale also should include an explicit discussion of the different program areas represented in the concentration; the underlying structure (method of integration); the nature of the integrating study; and the student’s reason(s) for choosing the interdisciplinary program for his or her concentration. The following interdisciplinary examples have been developed as illustrations. Please note that these particular examples are not prescriptive. These programs could have consisted of any number of other studies or types of organization. The left column shows how the structure of the example was conceptualized, and the right column lists those studies that comprise the example components. The integrating study is marked with an asterisk. Women’s Health In this example, the concentration draws upon studies from Science, Mathematics and Technology; Community and Human Services; Human Development; and Cultural Studies. Progression is shown by foundation studies in the different disciplines; intermediate- and advanced-level integration studies; and the integrating study, women and health, serves to capstone the entire program. Note that the structure here is by content rather than function. Health Human Biology Nursing Arts Personal Adjustment Human Development Health Psychology Health Industry in the U.S. Women Introduction to Women’s Studies Adolescence: Growing Up Female Feminist Theory Middle and Old Age: Social Issues for Women Women and Health AIDS: Special Issues for Women Mental Health Problems for Women Medical Approaches to Aging: Gender Issues Women and Health: Past and Future Professional Training and Development This concentration combines studies from Human Development and Educational Studies along with studies from either Business, Management and Economics or from Community and Human Services depending upon the student’s orientation. Progression is shown by foundation studies in psychology, education, communications and human services (or business) and integrated studies that are largely intermediate and advanced. The integrating study is an intermediate-level survey of the purposes and methods of professional training and development. Single Perspectives Human Development Foundations of Education Basic Communication Skills Overview of Human Services (or Survey of Business Organizations) Integrated Studies Professional Training and Development: Purposes and Methods Adult Development and Learning Workshop Design and Implementation Learning Theory Methods of Analysis Program Evaluation Tests and Measurement in Education Statistics Criminal Justice In this example, the concentration draws on studies from Community and Human Services; Social Theory, Social Structure and Change; and Human Development. Progression is shown by foundation studies in human services, sociology and psychology as well as introductory surveys in criminal justice and corrections, by intermediate and advanced studies in the different areas (e.g., probation and parole), and by advanced integrated studies (e.g., crime and poverty, ethnic issues in corrections). The integrating study in this program is an introductory survey of the entire field. History Introduction to Criminal Justice Incarceration in America: A History Theory Theories of Correction Introduction to Sociology Human Behavior Crime and Poverty Ethnic Issues in Corrections Crime and Corrections in the Middle East and Europe Practice Criminal Law Probation and Parole Program Evaluation Statistics Internship: Division for Youth Note: A criminal justice concentration also could be designed to fit within the Community and Human Services program area or as a specialty of sociology within the Social Theory, Social Structure and Change program area. associate degrees Students select the Interdisciplinary Studies program area for their associate degrees for at least two very different reasons. One reason is that students may wish to construct an interdisciplinary concentration or focus along the lines of the bachelor’s degree program but with fewer credits. For them, the bachelor’s degree guidelines can be followed although without so much emphasis upon progression and comprehensiveness. A second more common reason for choosing the Interdisciplinary Studies area of study is when students are either not yet prepared or do not wish to construct a comprehensive concentration or focus. In this case, all studies are listed within a single column and the program can be regarded as somewhat comparable to a broad liberal arts or social science major at local community colleges. The concentrations of such programs have no title, or they may be called general studies, liberal studies or interdisciplinary. The student should consult the mentor about the appropriateness of a one-column or two-column format for the associate degree. A program with a concentration in liberal studies, for example, may employ a one-column format or a two-column format that differentiates liberal studies and nonliberal studies. Although single-column programs are not organized around a concentration or focus, they still have an order or an underlying organizational plan. The purpose of these programs is to introduce the student to a broad spectrum of studies that illustrate different (often conflicting) concerns, perspectives and methods of higher education’s academic disciplines. At the same time, the program also can include foundation studies in areas that interest the student, in particular his or her projected concentration for the bachelor’s degree (assuming it is known), and associated fields, regardless of whether they fall within an existing discipline. In designing these programs, students need to explore and understand the meaning of a broad spectrum of studies. Traditionally, breadth is defined by including in a program a minimum of two or three studies from each of the broad areas of the humanities, the social sciences, and the natural sciences and mathematics. A slightly different way of defining breadth might be to include a couple of studies from each of a number of Empire State College’s different program areas. The traditional approach will ensure that students will be introduced to a number of existing disciplines (such as psychology or history); the program area approach also will introduce students to subject areas where several disciplines are explicitly combined (such as women’s studies or environmental science). Although both approaches, alone or in combination, are appropriate, they are by no means the only way of conceptualizing breadth. The key requirement is that once students determine how breadth is to be achieved in their program, they must explain it in their written rationale. They need to describe how their interpretation of breadth meets their own particular needs and purposes and how it provides underlying structure to their program. Thus, the rationale becomes as important a part of the associate degree program as the actual selection of studies. laBOr studiEs Labor Studies comprises an examination of work, workers and worker organizations both historically and in a contemporary context. Labor Studies is an interdisciplinary field that draws upon the methodologies and subject matter of the social sciences and humanities. Scholars in other interdisciplinary fields, such as American studies, women’s studies and African-American studies, also have helped to define Labor Studies methodologically. Concentrations in Labor Studies generally include studies that focus on aspects of history, sociology, economics and politics pertinent to labor. In addition, Labor Studies students should be able to express their ideas clearly, both orally and in writing, and should be capable of undertaking research in relevant areas. While Labor Studies degree programs will vary in focus and approach, they should include exposure to: • historical perspectives on the changing nature of work and the role of workers in effecting social change; • theories of social stratification and the interaction of class, race and gender; • examinations of economic, social and political change as they affect workers in the United States and internationally; and • quantitative or other methodological perspectives appropriate to the concentration. A variety of degree designs can correspond to the guidelines. While no individual degree program need include all of the following, Labor Studies students consider such topics as: • The breadth of labor studies – the interdisciplinary characteristics of Labor Studies; methodologies that labor studies specialists draw from the social sciences and humanities; subject matter from other disciplines relevant to labor studies. • Labor history – the impact of workers and labor movements on historical development; how history has shaped labor’s role in society; how organized workers and those outside trade unions have come to recognize distinct interests and traditions; how workers formulated strategies for defending and extending their interests in light of employer interests and government policy. • Institutional dynamics – what labor organizations do and how they function; how workers utilize political institutions to achieve their goals; how family, community and educational structures define labor; how racial, gender and ethic identities influence work, the workplace and the labor movement. • Social and cultural factors – how class, racial, ethnic and gender divisions function within society; how social identities are formed and social inequalities maintained or modified; how people experience and affect social structures and institutions. • How the economy affects labor – how market economies create the framework for labor movements; how worker and employer interests manifest themselves in the workplace; how wages are determined; how local, regional and international economic development affect labor. • Labor-management relations – how workers organize unions; how workers bargain for and enforce contracts; how labor addresses such issues as wages, hours, health and safety, and social benefits; how management responds to worker strategies; how legislation mirrors and influences labor relations; how government’s role in labor-management relations changes. • Workers outside the United States – the degree to which the histories, interests and institutions of workers in other countries are similar to those of their counterparts in the U.S.; regional or global trends that affect workers in different parts of the world. • Images of workers – how images of work, workers and their organizations are depicted in literature, the arts and the media; how workers create images of themselves. • Theories of the labor movement – philosophies that analyze, influence and reflect labor’s growth; how the labor movement shifts divergent perspectives regarding short-term and long-term objectives. Note: The Labor Studies area of study is offered only in Manhattan and through online study. puBliC aFFairs Public Affairs is a broad label that has been used for more than 40 years in higher education and the professions to describe an “eclectic” and “interdisciplinary” approach to the study of organizations and individuals that operate in what is considered the public interest and the social issues and problems with which they are faced. Students who are currently employed in public service or those who aspire to careers in public service might be served by an area of study in Public Affairs. The area of study is designed for those who are interested in serving and bettering society through public service, civic engagement, political and government careers, public communications or nonprofit service. Studies and faculty in Public Affairs often rely upon “input from economics, psychology, sociology, planning, business administration, statistics, law, engineering and environmental science, in addition to the traditional fields of public administration and political science.” 1 Mackelprang, A.J. and A. Lee Fritschler: “Graduate Education in Public Affairs/Public Administration,” 35 Public Administration Review 182-90 (Mar.-Apr. 1975). Students interested in concentrations in such subjects or related subjects might consider Public Affairs as an area of study. Depending upon a student’s interest and focus, it also might be desirable or appropriate to consider a degree in Community and Human Services; Social Theory, Social Structure and Change; Business, Management and Economics; or Interdisciplinary Studies, however. An arts management concentration also might be a degree in The Arts; technology policy might come under a degree in either Science, Mathematics and Technology or Business, Management and Economics. Students with a degree in Public Affairs should demonstrate knowledge and understanding of the following, as appropriate to the concentration. Students may address these competencies in various ways. They could be included in one or more studies or advanced standing components and might not necessarily appear as these explicit titles. THEORETICAL AND Most introductory courses in political science, public administration, public PHILOSOPHICAL CONCEPTS: policy, criminal justice, public communications and the like examine relevant The theoretical and philosophical underpinnings of subjects related to the student’s concentration should be explored. Knowledge of the philosophy of American government is essential for most students in Public Affairs. theory. At the upper level, most disciplines include studies of theory (e.g., political theory, communications theory). Studies in international politics and international relations usually include an examination of relevant political theory. Organizational Behavior examines theories of how individuals behave in the workplace and other organizations. For criminal justice students, criminology is the study of theories of criminal behavior, and studies in penology or theories of justice (including restorative justice) examine the theory of corrections and punishment. Studies in ecology and global climate change are among the subjects that might meet this expectation for students in environmental policy. In addition, some studies include theoretical concepts that might be appropriate for any student in Public Affairs. For example, the study of economics can provide an understanding of how markets work, when they don’t work well and how public sector interventions might improve upon market outcomes. HISTORICAL AND Again, most introductory courses cover the history of the institutions being studied. COMPARATIVE PERSPECTIVES: Studies that provide an understanding of federalism and the constitutional form of Knowledge of the historical origins of American government and the public institutions that are central to the student’s concentration should be demonstrated. The student also should have an understanding of how these institutions compare to those of other countries, of other times or of U.S. government are especially important to students in Public Affairs, including introductory studies in American politics and government and U.S. history and advanced studies in constitutional history and constitutional law. In addition, studies that compare American political and governmental systems and those of other nations or that compare different criminal justice, emergency management, media or other public systems or organizations ordinarily compare their origins and the structures within which they operate. jurisdictions within the United States. SOCIAL CONTEXT: Most studies in the various Public Affairs concentrations examine social issues and how they should be addressed. Most policy, ethics and economics studies would satisfy this guideline, and studies dealing with race, class and gender; crime; environmental problems; disaster; the impact of media or technology on society; urban affairs; international affairs; health problems; and social welfare deal with social perspectives and issues. LEGAL OR POLICY ENVIRONMENT: Public institutions operate within a legal environment and are affected by – if not part of the process of creating – public policy. Students should demonstrate an understanding of how these factors affect their areas of concentration. Studies in constitutional law or constitutional history would satisfy this guideline for students in political science, public administration or public policy, although students in the latter two areas might be expected to have a greater concentration of competencies in this area. Knowledge of administrative law also would provide such competency for students in public administration, public policy or government. Students in public communications or journalism should understand the role that media coverage plays in influencing public policy. They also might meet this guideline by a study of communications law. ECONOMIC, FINANCIAL Much of public policy is driven by economic and budgetary issues. Studies of public OR BUDGETARY ISSUES: policy would address this competency for many students and others may need Students in Public Affairs should understand the economic and financial environment in which they function. more depth in economics. The rationale should address the decision. For students who desire to function in governmental management positions, the study of public finance and budgeting would be important. For others – such as those in public communications or criminology – a general study of economics would suffice. Private-sector finance and budgeting might be relevant for students in nonprofit management as part of a degree in Public Affairs. ETHICS, VALUES AND DIVERSITY: All policy studies examine societal values and how policy is developed to advance Degree programs in Public Affairs should reflect a student’s understanding of ethical concerns related to the area of concentration and the values – good, bad or indifferent – that society places on the development of public policy. them. The extent to which public institutions meet or fail to meet the needs of a diverse population also involves consideration of ethics and values. Thus, studies which in some way address issues of race, class, gender, disabilities or discrimination against oppressed groups – including those related to human resources, affirmative action and employment law – provide knowledge and understanding of the need for diversity. The study of ethics might be accomplished through a study of general ethical principles, a study of professional ethics covering a number of different fields or a study which examines ethical issues and problems in a particular profession related to the student’s concentration. COMMUNICATIONS SKILLS: Studies should demonstrate skills in writing, report-writing, interviewing or others The development of oral and/or written relevant to the concentration through studies at the advanced level. communications skills is important in all concentrations in Public Affairs. RESEARCH SKILLS AND A student’s program should demonstrate skill in the use of quantitative, qualitative, INFORMATION ANALYSIS: interviewing, investigative or other research skills relevant to the concentration, Obtaining and evaluating information is a key skill for students in Public Affairs. as well as the ability to analyze that information. Study beyond the introductory level should be expected. The study of social science research methods would be satisfactory for many students. Students in law enforcement might meet this guideline through study of investigative techniques. Students in journalism would show sufficient understanding of this competency through a study of investigative reporting. In emergency management or homeland security, environmental policy or health policy, familiarity and analysis of geographic information systems or crime mapping might suffice. Qualitative methods and historiography might be sufficient for students in public history. TECHNICAL AND Again, knowledge of geographic information systems might satisfy this guideline for SCIENTIFIC KNOWLEDGE: some students. Basic knowledge of environmental science should be expected for For some students in Public Affairs, specific technical or scientific knowledge might be necessary. those in environmental policy, and some understanding of health systems and the economics of health care should be expected of those in health policy. For students in public health, knowledge of bio-statistics, epidemiology or nutrition might meet this guideline. A student interested in forensic investigation should have knowledge of biology and chemistry, and those interested in forensic accounting should have knowledge of basis accounting practices. A political science student who anticipates working with polling data will need knowledge of statistics that goes beyond what is offered in an introductory statistics course or a basic study of research methods. Emergency management students may need a variety of technical and scientific knowledge – geology, geography, climatology, epidemiology, risk management or information technology – depending upon the focus of the student’s program and the area of specialization. Journalism students and those in public communications or public relations should be expected to have advanced writing studies appropriate to their area of interest and, perhaps, technical production knowledge. The above competencies may be infused in a number of studies or courses; students need not demonstrate that they have a separate study or course in each area. Public Affairs concentrations include, but are not limited to: Government-related: Public Administration Public Policy American Government and Politics Political Science International Affairs Women in Government Urban Planning Law-related: Criminal Justice Legal Studies Law, Justice and Society Homeland Security Social Justice and Peace Studies Communications: Public Communications Journalism Public Relations Health-related: Health Policy Environmental Policy Public Health Other: Emergency Management Public History Non-Profit Management and Leadership Gender Policy Technology Policy Urban Affairs Arts Management These are examples of common majors or concentrations in colleges, schools and departments of public affairs in other institutions of higher learning. Many others may be appropriate concentration titles for a degree in Public Affairs, as well. 1 Mackelprang, A.J. and A. Lee Fritschler: “Graduate Education in Public Affairs/Public Administration,” 35Public Administration Review 182-90 (Mar.-Apr. 1975) sCiEnCE, MatHEMatiCs and tECHnOlOgy program goals Concentrations in Science, Mathematics and Technology (SMT) may include work in the natural sciences (physics, chemistry and biology), mathematics, computer science and a range of technological, applied science and health-related fields. Organizing frameworks may be disciplinary, interdisciplinary, thematic, problem oriented or professional/vocational. Since knowledge in Science, Mathematics and Technology is rapidly and continually evolving, students must develop an awareness of the field or area as an ongoing area of inquiry, including knowledge of recent developments. They should develop skills for acquiring knowledge independently, in order to avoid scientific and technological obsolescence. The SMT degrees should demonstrate both breadth and depth. Degrees should be designed to provide the student with an understanding of the definition and scope of a field or area, including its fundamental laws and concepts. The SMT students also should pursue a progression of study that leads to the development of in-depth knowledge and skills, and an increasingly critical and sophisticated understanding of the theoretical and conceptual models of the field. program Objectives Students with degree programs in Science, Mathematics and Technology should demonstrate: • an understanding of the definition and scope of a field or area including its fundamental laws and concepts, including: • a working knowledge of the vocabulary of a field • an understanding of fundamental principles by applying them to a variety of problems or situations • basic competencies needed to work in Science, Mathematics or Technology, such as: • working knowledge of needed experimental techniques, including data acquisition and interpretation • working knowledge of needed mathematics • communication skills appropriate to their fields including reading, writing and presentation skills • familiarity with established computer applications to the particular field of interest • a critical perspective that allows them to compare and evaluate theories, models and experimental work. • an awareness of the wider context in which science and technology operate, i.e., understand the relationships between science, technology and society. sOCial tHEOry, sOCial struCturE and CHangE Social Theory, Social Structure and Change encompasses a variety of academic disciplines. Students who choose to develop a concentration in this area explore theories, methods and problems addressed by such fields as sociology, political science and anthropology. Students may choose to work within the boundaries of a single academic discipline or may engage in a study which crosses disciplinary lines, such as criminal justice. Concentrations in areas such as women’s studies, communications, ethnic studies and African-American studies which necessarily rely upon a dominantly social (rather than literary, artistic, historical or psychological) perspective also belong in this area of study. In formulating their degree programs, students should address the following developmental goals which define the aims of study in this area. Concentrations in Social Theory, Social Structure and Change should be planned to develop: • a broad social perspective. Students should be familiar with institutions, systems of belief, cultural patterns, or political and economic structures of society and how these are interrelated. • a historical perspective. Students should be able to locate social issues within a historical context, and appreciate the forces which bring about change in values, ideas, customs, institutions, or political and economic systems. • a comparative perspective. Students should examine the similarities and differences between one set of social rules, institutions, mores, political or economic structures and others of the same or different times, places, cultures, nations and states. Students should be able to address themselves to the causes of such differences or similarities and to evaluate their significance. A comparative perspective also includes understanding of race, class and gender within social groups. • a theoretical perspective. Students should be able to identify, understand and use general theories and conceptual schemes to define and approach their chosen topics, questions or problems. • critical ability. Students should learn to analyze, criticize and evaluate key concepts, assumptions and theories of their particular field of study. This requires development of writing abilities and research skills appropriate to their interests. Students may meet these objectives in many ways; these may include thematic, issue or problem-oriented studies which need not be focused on a single objective, but can respond to a number of the aims previously described. In order to assist those faculty who review the programs, students should describe their research and thinking concerning their concentration studies in regard to these objectives in their degree program rationales. Students who plan disciplinary approaches to fields within this area of study will be expected to be aware of the standard expectations for academic study within that field. BaCHElOr OF sCiEnCE in nursing The Bachelor of Science in Nursing prepares registered nurses for a broader scope of nursing practice, leadership roles in health care settings and nursing education. Program graduates are prepared to provide evidence-based comprehensive nursing care encompassing the science and art of nursing and establishing a caring and nurturing environment ever respectful of human needs and diversity. Additionally, program graduates are supported in valuing lifelong learning and commitment to ongoing professional growth. The nursing program integrates prior associate degree and diploma nursing education and professional practice with advanced nursing theory and practice, which is essential as nursing care becomes more complex. The program builds knowledge and skills in critical thinking, professional nursing, evidence-based care, leadership, community health, technology, caring, health promotion and cultural/diversity awareness both as an emphasis in specific courses and infused throughout the curriculum. A strong background in these areas enables nurses to promote community health, provide evidence-based patient care, pursue advanced educational and career opportunities, and assume leadership roles as health care providers, managers and nurse educators, and continue their personal and professional growth as lifelong learners. The B.S. in Nursing is an upper-division bachelor’s program designed to incorporate “The Essentials of Baccalaureate Education for Professional Nursing Practice and the Hallmarks of Quality and Patient Safety” authored and recommended by the American Association of Colleges of Nursing (AACN) and prescribed by the accrediting body the Commission on Collegiate Nursing Education (CCNE). The RN to BSN degree program is accredited by the CCNE as having met the standards and qualifications delineated by the organization. The program continues in providing quality baccalaureate nursing education and strives to more than meet the standards and qualifications set forth in the initial accreditation. admission Students apply online for admission to the program. Applicants must hold either an associate degree or diploma from an accredited school of nursing and an active, unencumbered NYS RN license. New York state residents receive selection preference. Solid prior academic performance and a comprehensive, well-written essay will demonstrate the candidate’s ability to succeed academically and professionally in the program of study at the bachelor’s level. Online learning The B.S. in Nursing is offered through the college’s Center for Distance Learning. Students complete nursing courses primarily online. Learning is active, collaborative and directly applies to work scenarios and practice settings. The college’s seven centers provide a local base for clinical experiences in nursing and local academic support for some electives outside the nursing core requirements. Students complete the remainder of their studies at Empire State College through online courses offered by the college’s Center for Distance Learning, through independent studies, seminars or residency-based studies offered at the college’s seven regional centers and associated units; or through cross registration at local colleges and universities. degree program Many students enroll on a part-time basis and can complete the program in 24 - 36 months. The Bachelor of Science in Nursing requires minimally 40 credits for upper-division nursing core and elective courses. Students usually complete 60 - 68 credits at Empire State College, including credits from required general education studies. Nurses with diplomas may need to include additional credits in their degree program depending on their academic background. Most of the nursing courses satisfy the college’s liberal arts and sciences requirements and all satisfy the advanced level requirement. The first course, Educational Planning: Transition to Baccalaureate Nursing, promotes the development of online learning communities and supports the transition to upper-division study in nursing. In this course, students and faculty plan individually tailored bachelor’s degrees, focused around student’s understanding of the nursing profession, as well as their analysis of their own academic and professional skills, experiences and goals. Students will be introduced to the history and future of the profession, the impact of culture within health care systems and the influence of culture on the role of the professional nurse. Ultimately, students develop professional values and value-based nursing behaviors. Community Health Nursing and Advanced Clinical Experience feature clinical experiences supervised by program faculty and onsite preceptors. Students design these experiences in consultation with faculty mentors and preceptors. Students must choose clinical placements which are different from their current workplace environment, responsibilities and supervision. All clinical placements are evaluated and approved by faculty prior to start of the clinical experience. required nursing Core Educational Planning: Transition to Baccalaureate Nursing (4 cr.) Advanced Health Assessment (4 cr.) Health Care Delivery Systems and Policy (4 cr.) Pharmacology (4 cr.) Professional Issues and Leadership in Contemporary Nursing (4 cr.) Nursing Informatics (4 cr.) Nursing Research (4 cr.) Community Health Nursing (4 cr.) Advanced Clinical Experience (capstone study) (4 cr.) Nursing Elective (4 cr.) Descriptions for these courses are included in the Learning Opportunities chapter with the Center for Distance Learning courses (see pages 115 - 210). Sample B.S. in Nursing degree programs, built upon A.A.S. degrees in nursing from Fulton-Montgomery Community College and Orange County Community College are included in the chapter titled Sample Degree Program starting on page 211. Graduate Degree Programs A t Empire State College, you can pursue one of eight master’s degrees that allow you to integrate a rigorous education into your career and family responsibilities. Our graduate programs provide adult learners with knowledge, skills and experiences to enhance their careers. Our flexible combination of face-to-face and online educational delivery provides the opportunity to network with students and to meet with faculty to discuss and exchange ideas relevant to your academic pursuits. MastEr OF arts in adult lEarning This program is designed for students interested in adult learning and education, including learning in organizations, online learning, adult learning in international contexts, adults in higher education, adult literacy, and adult learning for social change and community engagement. MastEr OF arts in COMMunity and ECOnOMiC dEVElOpMEnt This degree program incorporates two distinct, yet related, bodies of theory and practice: economic development and community development. Students examine theoretical development concepts, as well as approaches that communities have used to produce positive economic outcomes and improve quality of life. MastEr OF arts in laBOr and pOliCy studiEs The Master of Arts in Labor and Policy Studies is designed for unionists and labor relations professionals who would like to know more about important policy challenges facing labor. The 36-credit program also appeals to arbitrators, educators, journalists, political activists, lawyers, benefit and pension administrators, and others who deal with workers and unions and want to understand today’s labor issues. The focus of the program is on current problems and policies generated by changes in the global economy, technology, the workforce and the workplace. MastEr OF arts in lEarning and EMErging tECHnOlOgiEs The Master of Arts in Learning and Emerging Technologies is a 36-credit, fully online program. Designed as an interactive, collaborative inquiry process, the program’s overall goal is to come to a better collective understanding of how we can meet learning outcomes using various new, digital technologies. These emerging technologies include tools that extend online learning experiences beyond a single learning management system into a matrix of tools that can make up personal and networked learning environments. This program is appropriate for community college faculty, instructional designers, trainers in corporate and nonprofit organizations, K-12 teachers and international educators, among others. MastEr OF arts in liBEral studiEs The Master of Arts in Liberal Studies (MALS) program provides an opportunity to pursue a highly individualized, interdisciplinary program in the liberal arts and sciences. Students in the program may be scholars, artists, educators and activists who choose to invent their own study focus. In the MALS program, you have the opportunity to pursue unique interdisciplinary studies related to a central theme, idea or issue. With mentor guidance, you design your own individualized 36-credit degree program. MastEr OF arts in sOCial pOliCy The Master of Arts in Social Policy is designed for practitioners, managers and administrators in public and private, for-profit and nonprofit sectors who want to learn more about the policy process in specific areas that concern them the most. In this 36-credit program, you can build skills in policymaking, implementation and analysis, and develop a greater understanding of the connections – and disconnections – among federal, state, local and organizational policy initiatives. In addition, you will expand your communication, analytical and leadership skills. MastEr OF arts in tEaCHing The Master of Arts in Teaching (MAT) offers an innovative, “fast track to the classroom.” Designed for adult career-changers seeking teaching positions in high-need urban schools, the MAT serves students with bachelor’s degrees in the subjects they will teach, previous work experience and familiarity with the communities where they will teach. Completion of the entire 42-credit program leads to the award of the New York state initial teaching certificate. Through this program you may obtain certification to teach at the middle or high-school level in subjects where there is the greatest need: mathematics, biology, chemistry, earth science, physics, social studies, English, French or Spanish. MastEr OF BusinEss adMinistratiOn The MBA is a 48-credit program designed for managers. This program uses the competing values framework as an organizing method for assessing, developing and applying competencies associated with eight primary managerial leadership roles. The program incorporates three themes across the curriculum: ethics, globalization and organizational effectiveness. Another feature of the MBA is the option to earn credit for what you know. Master of Business Administration students may earn up to 24 credits through the assessment process. Complete information on graduate study at Empire State College is contained in the Graduate Catalog and on the graduate website, www.esc.edu/Grad. Contact information: School for Graduate Studies, 518-587-2100, ext. 2429. adVanCEd CErtiFiCatEs • Advanced Certificate in Financial Management and Analysis (12 credits) • Advanced Certificate in Global Brand Marketing (12 credits) • Advanced Certificate in Health Care Management (12 credits) • Advanced Certificate in Human Resource Management (12 credits) • Advanced Certificate in Nonprofit Management (12 credits) • Advanced Certificate in Project Management (12 credits) These advanced certificates are offered online and fully applicable to the MBA in Management program for those who meet the admission requirements of that program. • Advanced Certificate in Public Sector Labor and Employment Policy (12 credits) This advanced certificates is fully applicable to the M.A. in Labor and Policy Studies program for those who meet the admission requirements of that program. • Advanced Certificate in Public History (15 credits) This advanced certificate is fully applicable to the M.A. in Liberal Studies program for those who meet the admission requirements of that program. • Advanced Certificate in Veterans Services (12 credits) This advanced certificates is fully applicable to the M.A. in Social Policy program for those who meet the admission requirements of that program. The certificates are offered online and all of the graduate programs use the Internet to link faculty and students, and to extend the learning experience. Detailed information can be found at www.esc.edu/Certificates. Undergraduate Admissions A dmission shall be without regard to sex, age, race and ethnicity, color, religion, disability, national origin, sexual orientation, military status or marital status. The two principal requirements for admission as an undergraduate are: q possession of a regionally accredited high school diploma or its equivalent, and q the ability of Empire State College to meet the applicant’s explicit and implicit educational needs and objectives. Although the majority of applicants to the college are admitted, the college reserves the right to deny admission based on its inability to meet an applicant’s needs. An applicant wishing to secure certain professional licensures or certificates may be denied admission because the college does not offer such programs. Empire State College does not use standardized test scores as part of its application for admissions. You can apply online at www.esc.edu/Apply. undErgraduatE adMissiOns prOCEdurEs Applications are reviewed on a first-come, first-served basis. All application materials including transcripts must be received before the priority date to guarantee review of your application for your term of choice. Once your application is complete, if space is not available for that term, you will be eligible to enroll in the next available term. The college has a five-term academic calendar with application priority dates for each of the five terms as follows. Term Application Priority Dates September June 1 November Sept. 1 January Nov. 1, Oct. 1 for RN to BSN March Jan. 1 May March 1 Some programs may not be able to accommodate all students.* Potential students are, therefore, urged to apply well in advance of their desired enrollment term date. Applicants who do not complete the application and orientation process in one year will need to reapply. Orientation After an applicant has been admitted he or she will be invited to orientation at their local center. Students studying online through the Center for Distance Learning participate through an online orientation. The orientation is an important introduction to the college, and it includes: q an explanation of the educational philosophy of the college; q a description of the academic and administrative policies and procedures of the college; q preliminary discussion with the faculty and staff; q an opportunity to raise any questions about the college that have been stimulated by preliminary reading materials; q an opportunity for Center for Distance Learning students to become familiar with the online course management system. readmission procedures Students in good academic and financial standing who have previously attended the college may re-enroll at their center or unit up to three calendar years from the date on which their last enrollment ended. Students who wish to re-enroll more than three years after their last enrollment must reapply. Reapplication includes paying the nonrefundable $50 orientation fee, submitting a brief response to three interest questions, submitting proof of regionally accredited high school completion and resubmitting transcripts from previous institutions. nonmatriculated undergraduate students Resources and space permitting, the college allows students to enroll in credit bearing studies or courses as nonmatriculated students. Financial aid is not available for nonmatriculated study. Also, students who ultimately wish to earn a degree from Empire State College are advised to limit nonmatriculated study, as the studies may not be appropriate to a future degree program. To take courses as a nondegree or nonmatriculated student, please fill out the information at www.esc.edu/nmApply and contact directly the center with which you wish to study. intErnatiOnal studEnt sErViCEs Empire State College is authorized under federal law to enroll nonimmigrant alien students. We issue Department of Homeland Security Form I-20 documents only to Canadian citizens who wish to study in the U.S. at one of our center-based programs as border commuter students. A new I-20 is issued for each term. * Admission to the nursing program is selective and competitive. The application priority date is June 1 for the fall term and Oct. 1 for the spring term. Applications are thereafter reviewed and accepted for the appropriate term. In order to expedite a fair review, students are encouraged to submit all necessary application requirements promptly and concisely. Empire State College does not issue an I-20 to students who require an F-1 student visa to come to the U.S. Students who wish to travel to the U.S. to study should see other State University of New York options at www.suny.edu. Students can earn a degree with Empire State College from wherever they live in the world entirely online through our International Distance Learning program: www.esc.edu/IDL. Students whose first language is not English must demonstrate that they have sufficient English proficiency to study at Empire State College. Applicants may be required to take the Test of English as a Foreign Language (TOEFL). Please visit www.esc.edu/ISS for test score information. Evaluation of non-u.s. Educational Credentials All non-U.S. educational documents must be evaluated by one of these approved evaluation services: Academic Evaluation Services, Inc. (AES) www.aes-edu.org; Educational Credential Evaluators, Inc. (ECE) www.ece.org; Educational Perspectives (EP) www.edperspective.org; World Education Services (WES), www.wes.org/esc.asp. Evaluation reports must be submitted directly from one of the above services to the college. Copies of evaluations sent by the student will not be accepted. Canadian transcripts must be in English and approved by the Association of Universities and Colleges of Canada (AUCC) or Canadian Colleges of Applied Arts and Technology (CAAT). High school documents must show the approval of the ministry of education. All other transcripts will be required to be evaluated by one one of the above approved evaluation services. Canadian Border Commuter students Canadian students who maintain their residence in Canada and travel to the U.S. for required residencies, orientations or meetings with their mentors are considered border commuter students. Canadian border commuter students are not required to apply for or hold an F-1 student visa in order to enter the U.S., but are required to have a valid passport, and an I-20 issued for each new term. Border commuter students are not allowed to establish a residence in the U.S. Border commuter students are required to demonstrate that they have the financial resources to fund the current term tuition. They must apply for an I-20 and also submit their proof of financial ability in addition to the application for admission. Canadian border commuter students are not eligible for financial aid, college-sponsored scholarships or employment while studying with Empire State College. Border commuter students are always considered nonresidents for tuition purposes. For regular admissions requirements, refer to page 38 of this catalog, or see www.esc.edu/Apply. Please visit www.esc.edu/ISS for more detailed information on Canadian border commuter student admissions requirements, including demonstration of financial resources and evaluation of non-U.S. credentials. All documents should be mailed to Admissions, 2 Union Ave., Saratoga Springs, NY 12866-4390, Attention: International Student Liaison, U.S.A. Once accepted, the international student liaison (ISL) will create the student’s initial record in the federal Student and Exchange Visitor Information System (SEVIS), generating the student’s I-20, and will keep all personal and academic information current. Students are issued a new I-20 each term and they also must pay a SEVIS fee once the I-20 is issued. They must present the current term I-20, proof of payment of SEVIS fee and their passport when they cross the border into the U.S. to attend a residency or an orientation. For more information about studying with Empire State College as a border commuter student or with visa questions, please visit www.esc.edu/ISS or contact Melanie Kaiser, international student liaison, at 518-587-2100, ext. 2447, or email Melanie.Kaiser@esc.edu. to Find Out More You can obtain information about the college in a number of ways: q Information Sessions: locations and programs of the college regularly hold information sessions where faculty and staff members answer your questions and discuss the unique programs which Empire State College offers adult learners. For a schedule of information sessions in your area, contact the location nearest you (see pages 10 - 12) or check the college’s website at www.esc.edu/InfoSessions. Information about the Center for Distance Learning’s online information session and telephone information sessions are available online at www.esc.edu/CDL. Students also may contact CDL’s pre-enrollment advisors via email at CDLadvisor@esc.edu. q Visit the college’s website: www.esc.edu q Visit one of the more than 35 locations across New York state q Request an information and application packet by writing to: Admissions SUNY Empire State College 2 Union Ave. Saratoga Springs, NY 12866-4390 or calling: 518-587-2100, ext. 2285 800-847-3000, ext. 2285 or email us at: Admissions@esc.edu to apply Online Visit the college’s website at www.esc.edu/Apply. Getting Started and Registration Y ou are about to begin an educational adventure, a college program in which you make major decisions about what you will study and how you will study it. You will take an active part in every aspect of your educational planning, from understanding the requirements to reach your particular goals to identifying what you have already learned and how that contributes to those goals. In developing your degree program and deciding what you will study, you cultivate a capacity for self-directed study that forms the basis for lifelong learning and growth. For more information on planning your degree, review the chapter titled Earning an Undergraduate Degree that begins on page 16. yOur MEntOr As you enter the college, you will be assigned a faculty mentor, called a primary mentor. The college uses the term mentor because its faculty members are more than teachers or professors. Besides providing instruction in their own fields of specialization, mentors advise students about the academic alternatives open to them. Your mentor is your academic guide at Empire State College, assisting you and advising you as you develop your degree program and as you create a body of work through your studies. Your mentor will help you identify the learning resources that you need for each of your studies. planning yOur studiEs The discussions that you have with your mentor are vital to your success at Empire State College. In creating your degree program, you customize the topics to meet your own educational goals and college degree requirements. Therefore, you and your mentor consider carefully the studies you create or select for each enrollment term. The college defines specific periods for advising, study preparation and registration for each term. During that time, you contact your mentor and schedule a time to review your goals and your progress toward those goals, and to plan for the upcoming term. Your conversations with your mentor may be in-person, on the telephone, online or some combination. Once you have made decisions, you and your mentor work on the specifics of any individualized studies, identifying and contacting instructors, and you acquire the books and/or materials that each of your studies or courses require. Begin this process early, so that you have all of the information and resources you need to begin your studies on time. The table on this page provides the relevant dates for each term. If you are a financial aid student, you may receive financial aid only for studies that are part of your degree program (with few exceptions). Please contact the Financial Aid office if you have any questions. 2012 - 2013 advising, study preparation and registration periods Term Term Dates Advising, Study Preparation and Registration Period Late Registration Period* End of Drop/Add September Sept. 10 - Dec. 21 June 5 - Aug. 31 Sept. 4 - 7 Sept. 14 November Oct. 24 - Feb. 22 Sept. 18 - Oct. 19 Oct. 22 - 26 Nov. 2 January Jan. 22 - May 5 Nov. 13 - Jan. 11 Jan. 14 - 18 Jan. 25 March March 11 - June 28 Jan. 29 - March 1 March 4 - 8 March 15 May A (8 week) May 20 - July 12 March 26 - May 10 May 13 - 17 May 24 May B (15 week) May 20 - Aug. 30 March 26 - May 10 May 13 - 17 May 24 * subject to a $30 late registration fee MyEsC (www.esc.edu/MyEsC) MyESC is your online gateway to information and services for students at Empire State College. Some areas, including registration, are password protected. To begin registration, you will need a user ID and login to access MyESC; see page 49 for more information. Staff at your location can provide assistance with online registration. learning Opportunities Empire State College strongly encourages students to create individualized studies that move you closer to your goals. In creating individualized studies, you work with your mentor to plan the purpose, the learning activities and how you will be evaluated in the study. Between our online faculty directory and the term’s learning opportunities guide you can learn a good deal about the expertise of the college’s faculty. During the advising and registration period, the upcoming term’s learning opportunities guide is available online through MyESC. Throughout the year, the college’s annual learning opportunities inventory also is available through MyESC (www.esc.edu/MyESC). Students and their mentors are encouraged to design individualized studies that meet student goals. In some case’s there may be an entry in the term guide that provides an appropriate study topic. However, you are not limited to the entries in the term guide. Your mentor can add individually designed study titles to your registration worksheet and you can then register for a study created just for you. You should discuss the possibility when you are creating your study plan for the term. The term guide also describes the rich array of topics available to you, and who is available to guide you in each study or course. You may select from guided independent study, online courses, study groups and residency-based studies. You also may look at the offerings at other colleges and universities near you and consider including them in your study plan for the term. Your mentor will need to add the cross registration to your worksheet. For more information, please review the chapter titled Learning Opportunities that begins on page 115. rEgistratiOn Once you and your mentor have agreed upon the study plan for the upcoming term and created a worksheet, you register online through MyESC. When you register during the regular registration period you will not have to pay your tuition and fees until the end of the advising and registration period (see page 58 for payment deadlines). Registering early secures your place in studies or courses that reach capacity early, and allows sufficient time to finalize any learning contracts with your study tutors or instructors and to get your books before the start of the term. While the college encourages students to have their own computer, students who do not have access to a computer with an Internet connection may use a computer at a local center or unit, or at a public library to register. Logging into MyESC (www.esc.edu/MyESC) and registering signifies that you are enrolling in studies or courses and that you agree to pay the attendant tuition and fees by the payment due date. Please see pages 56 - 60 for information on tuition and fees, and enrollment and billing. terms The college offers five terms. The September, November, January and March terms are each 15 weeks long. The May term includes both 8-week and 15-week studies. late registration Students may register after the regular advising and registration period ends, contingent upon the availability of studies, courses, mentors and/or tutors. Students who register during the late registration period must pay their bills at the time of registration or have sufficient financial aid (or combination of financial aid and payment) to cover their bills including a late registration fee of $30. Please see pages 56 - 60 for information on tuition and fees, and billing. Mentor approval of the registration Following registration, mentors review student registrations. Mentors may ask the student to adjust the registration. Mentors have final say regarding a student’s registration and, as a last resort, may have the registration changed or removed. drop/add You may modify an existing registration for a particular term through the first week of the term. A student may drop one or more of his or her studies or courses during this period and receive a 100 percent refund in tuition as per the current withdrawal policy. Please note, the fees are not refunded if students drop their studies after the start of the term. A student may modify an existing registration, add or replace a study (if available) with no late fee. The student is responsible for any additional tuition and fees that arise from an increase in the number of credits in the enrollment. Payment is due on the normal schedule. Thus, if the add/drop occurs during late registration or during the first week of the term, any additional payment is due with the registration change. registration Holds Students who have registration holds, which the college puts in place when students do not meet academic or administrative requirements, will not be permitted to register. Students who are not registered will not receive instructional services. Any holds that a student has will appear on the student’s registration screen on MyESC (www.esc.edu/MyESC). The following listing identifies the most common holds and which office to contact for assistance in resolving the hold. • Immunization hold indicates that the student has not provided proof of immunity for mumps, measles and rubella. Contact Admissions at 518-587-2100, ext. 2223. • Accounts receivable hold indicates that the student has a past due balance of more than $25 that must be paid before that student may register. Contact Student Accounts at 518-587-2100, ext. 2330. • Academic dismissal hold indicates that the student has been dismissed for not meeting the college’s academic requirements for satisfactory academic progress or a minimum of a 2.00 grade point average. The student should contact the student services coordinator at the home center. See pages 46 - 47 for a listing of student services staff by center. Financial aid If you must have financial aid to cover your tuition and fees, you must file by April 1 each year. If you do not apply on time, the financial aid that you need may not be in place by the payment due date. If you cannot cover the costs, your registration for the term will be cancelled. Students who plan to enroll for the first time (or after a long absence) must allow at least eight weeks for financial aid processing and should plan accordingly. For more information on financial aid, please see the chapter titled Financial Aid that begins on page 61. rEgistratiOn CanCEllatiOn nonpayment The college will cancel a student’s registration if he or she does not pay or have sufficient financial aid to cover the bill by the payment due date (see page 58 for payment deadlines). A student who is not registered receives no instructional services. The college will notify the student if his or her registration has been cancelled. academic and administrative requirements The college reviews certain academic and administrative requirements after a student has registered. These include accounts receivable holds, immunization holds and academic holds (satisfactory academic progress, grade point average, etc.). The college will cancel a student’s registration for the term if the student does not meet these requirements on the last day of late registration. A student who is not registered receives no instructional services. The college will notify the student if his or her registration has been cancelled. rEgistratiOn inFOrMatiOn FOr nOndEgrEE-sEEking (nOnMatriCulatEd) studEnts You may wish to engage in college-level study with no intention to earn a degree. You can take courses with Empire State College even if you are not pursuing a degree. Nondegree, or nonmatriculated, study is a great way to: • experience or prepare for college-level study • stay current in your field • earn credit toward a degree at another college or university • improve your skills • train for employment. To enroll as a nondegree student at the undergraduate level, please complete the brief online Application for Nondegree Study. You register online through MyESC (www.esc.edu/MyESC). First-time nonmatriculated students, or those who have not engaged in study for 12 months, must request a user ID and login, in order to register (see page 48 for more information); and receive center approval to engage in study. Continued enrollment at regional centers is determined depending on the center’s capacity and ability to meet student needs. Contact a student services professional at your center for more information (see pages 46 - 47 for a listing). Entering a registration signifies that you are enrolling in studies or courses and that you agree to pay the attendant tuition and fees when you submit the form. iMMunizatiOn pOliCy New York state laws require certain immunizations for college students. If enrolling through regional locations, students are required to provide proof of immunity against measles, mumps and rubella. Students born before Jan. 1, 1957, nonmatriculated students, students with valid religious or medical exemptions and those who are matriculating through the Center for Distance Learning are exempt from these requirements. Empire State College permits one term within which to comply with these requirements. Students who fail to comply will not be permitted to re-enroll after the initial enrollment term, until proof of immunity or appropriate evidence of exemption is supplied to Admissions. Online Library liBrary sErViCEs Empire State College’s Online Library (www.esc.edu/library) provides access to reference services, search tools and full-text research resources (journals, e-books, multimedia, etc.) for student, faculty and staff use. With the expansion of distance learning, the library has developed an extensive collection of online journals, e-books and research databases, as well as services to help students and faculty locate print materials at nearby SUNY or other libraries. Online Library services and resources include: • day, evening and Sunday reference services via live chat, online form, phone and email • live online library skills workshops that students can take from home • online tutorials, screencasts, Facebook and Twitter posts to provide help and search tips • 111,000+ full-text electronic books (e-books) • 54,000+ full-text journals • 150+ research databases encompassing millions of full-text articles, reports, dissertations and other material • 2300+ reference e-books • 4.5 million+ searchable, digital works of art and photography • dozens of subject guides linking to the most relevant research tools, new publications and Web resources by discipline. research Help Students needing assistance using library resources, citing their sources or doing research can communicate with a librarian via instant message, email, phone or online form by going to www.esc.edu/AskaLibrarian or calling 800-847-3000, ext. 2222. Office hours are 9 a.m. to 9 p.m., Monday through Thursday; 9 a.m. to 5 p.m., Friday; and 1 to 9 p.m., Sunday (excluding holidays). access to academic libraries The college encourages students to investigate the holdings of other academic libraries in their local communities as a source of supplemental print books and journals to support their studies. Students who wish to locate specific materials not available in the Online Library can ask a librarian (www.esc.edu/AskaLibrarian) for help, or find more information at our WorldCat (www.esc.edu/WorldCat) and SUNY Open Access Program (www.esc.edu/OpenAccess) pages. Through the SUNY Open Access Program, Empire State College students and employees have access to the libraries of SUNY’s two and four-year colleges, and university centers. For those who live in New York City, a similar agreement is in place with the City University of New York (CUNY) library system. The CUNY agreement covers all library facilities except the School for Graduate Studies. To check out books from these libraries, Empire State College students must present an Empire State College photo ID card with a valid expiration date and Empire State College ID number. All Empire State College borrowers agree to obey all rules, regulations and policies that are established by the lending library. In addition to overdue fines, borrowers who have lost or not returned library materials also will be charged processing and/or replacement fees. Students with outstanding fines to a SUNY or CUNY library have a hold placed on their student account and are not permitted to register, obtain transcripts or be cleared for graduation. aCadEMiC suppOrt At SUNY Empire State College, there are a wide range of academic materials, programs and services in place to help you develop the academic skills and learning strategies critical to your success as a college student and a lifelong learner. Each of the college’s centers have a director of academic support who can assist you in finding the right combination of online and fact-to-face resources, materials, programs and services to best support your academic success and skills development. Students may enhance their academic skills and learning strategies by attending online and onsite workshops, taking studies and meeting with academic specialists such as learning coaches, peer coaches or tutors through face-to-face meetings or an online tutoring program. In addition, many online resources are available through the Learning Support tab located on MyESC (www.esc.edu/LearningSupport) as well as through the college’s extensive online library (www.esc.edu/Library). To learn more about the academic support resources and services available to your center, please contact your local director of academic support: Center for Distance Learning Craig Lamb, Interim Director of Outreach 113 West Ave. Saratoga Springs, NY 12866-6079 800-847-3000, ext. 2300 CDLstudent@esc.edu Central New York Center (Located in East Syracuse with units in Auburn, Binghamton, Fort Drum, Ithaca, Utica and Watertown) Suzanne Orrell, Director of Academic Support 6333 State Route 298 East Syracuse, NY 13057-1058 315-460-3167 Suzanne.Orrell@esc.edu Genesee Valley Center (Located in Rochester with units in Alfred, Batavia, Canandaigua and Corning/Elmira, as well as programs for employees of Monroe and Ontario County Department of Social Services) Seana Logsdon, Director of Academic Support 1475 Winton Road North Rochester, NY 14609-5803 585-224-3206 Seana.Logsdon@esc.edu The Harry Van Arsdale Jr. Center for Labor Studies Sophia Mavrogiannis, Director of Academic Support 325 Hudson St., 6th Floor, Suite 600 New York, NY 10013-1005 646-230-1360 Sophia.Mavrogiannis@esc.edu Hudson Valley Center (Located in Hartsdale with units in Newburgh and Nanuet) Linda Hamell, Director of Academic Support 200 North Central Ave. Hartsdale, NY 10530-1999 914-948-6206, ext. 3591 Linda.Hamell@esc.edu Long Island Center (Located in Old Westbury with units in Hauppauge and Riverhead) Mildred Van Bergen, Director of Academic Support Trainor House 223 Store Hill Road P.O. Box 130 Old Westbury, NY 11568-0130 516-997-4700, ext. 4067 Mildred.VanBergen@esc.edu Metropolitan Center – New York City (Located in Manhattan with units in Brooklyn and Staten Island) Brett Sherman, Director of Academic Support 325 Hudson St., 5th Floor New York, NY 10013-1005 646-230-1205 Brett.Sherman@esc.edu Niagara Frontier Center (Located in Cheektowaga with units in Fredonia, Jamestown, Lockport and Olean, and the degree program for employees of Erie County Department of Social Services) Nancy Miller, Director of Academic Support AppleTree Business Park 2875 Union Road, Suite 34 Cheektowaga, NY 14227-1461 716-686-7880 Nancy.Miller@esc.edu Northeast Center (Located in Latham with units in Johnstown, Plattsburgh, Saratoga Springs, Queensbury [Adirondack], Schenectady and Troy) Lisa D’Adamo-Weinstein, Director of Academic Support 21 British American Blvd. Latham, NY 12110-1405 518-783-0603, ext. 5939 Lisa.D’Adamo-Weinstein@esc.edu For general questions about academic support or Smarthinking, you may contact: SUNY Empire State College Collegewide Student Services Office of Academic Affairs 1 Union Ave. Saratoga Springs, NY 12866-4390 518-587-2100, ext. 2201 lEarning rEsOurCEs The college provides access to a wide array of learning resources from the “Learning Support” area of MyESC. The Learning Support home page links students to learning resources available online and to academic assistance available at each New York state location. From this page students can access the following tutoring services, writing resources, mathematics resources and study skills resources. tutoring services Students can access Web-based tutoring support through Smarthinking online tutoring services. Smarthinking tutors are available in several subject areas including mathematics, statistics, science, business and writing. Students interact online with Smarthinking’s tutors by dropping in for a live session, scheduling a live session in advance, submitting a writing assignment to the writing lab, or submitting a question. In addition to services offered by Smarthinking, students are able to find contact information for the college’s directors of academic support to learn about tutoring services available at center and unit locations. writing resources The Learning Support home page links students to a website containing a comprehensive set of online writing resources developed by Empire State College faculty for adult students. Students can find links to writing aids from several Empire State College sources in topic areas such as the academic writing process, research writing, documenting sources, business writing, grammar, punctuation, spelling and English Language Learners (ELL/ESL). In each area, users can find annotated links to explanations, handouts and interactive exercises. The Learning Support home page also provides information on writing resources available at center and unit locations. Mathematics resources Students will find links to the Online Mathematics Library on the Learning Support home page. The Online Mathematics Library provides links to websites specifically chosen to support adult students in developing the mathematics skills needed for their studies. Students can find readings, interactive exercises, multimedia lessons and practice problems. Areas covered include basic skills, algebra, geometry, probability and statistics, calculus and discrete mathematics. Students also can find help in specific applications of mathematics such as social science, business and economics. study skills resources The Learning Support home page contains links to a wide array of Web-based study skills resources critical for student success. Students can access online resources in the following study skill areas: academic reading, academic research, computer literacy, critical thinking, English Language Learners (ELL/ESL), independent learning, note-taking systems, stress management and time management. These resources are continually enhanced and expanded as new learning resources and services become available. OFFiCE OF VEtEran and Military EduCatiOn The Office of Veteran and Military Education develops programs and services that support the educational needs of active-duty, guard and reserve service members and veterans and their family members, whether they are in the United States or abroad. Dedicated staff and resources are available from application through graduation for pre-enrollment advising, preliminary review of military transcripts, guidance with military and veteran funding, and assistance with application and registration. SUNY Empire State College is a committed military partner as a member of Servicemembers Opportunity College (SOC), U.S. Air Force Air University Associate to Baccalaureate Cooperative Program (AU-ABC), Navy College Distance Learning Partnership (NCPDLP), GoArmyEd, eArmyU, College of American Soldier (CAS) and Marine Academic Explorer (AeX). Military outreach specialists are located on installations around the country to meet with service members and their families. A schedule of locations and on-base hours are available at www.esc.edu/Military. For information, please contact: Office of Veteran and Military Education 1 Union Ave. Saratoga Springs, NY 12866-4391 email Military.Programs@esc.edu phone 518-587-2100, ext. 2779 or 800-847-3000, ext. 2779 fax 518-587-5483 www.esc.edu/Military Facebook: www.esc.edu/MilitaryFanpage Student Veterans and Military Club: ESCMilitaryClub@esc.edu Student Services lOCal and COllEgEwidE sErViCEs M ost educational services, including disability services, for Empire State College students are available through contacts at students’ respective academic centers and units located across New York state. Educational services related to financial aid, billing, the bookstore, the registrar, technology and academic degree program assessment are available to students online via MyESC, or by phone through our Student Information Center (800-847-3000, ext. 2285). Central new york Center (Located in East Syracuse with units in Auburn, Binghamton, Fort Drum, Ithaca, Utica and Watertown) Mindy Boenning Communication and Development Coordinator, Fort Drum Unit Mindy.Boenning@esc.edu 315-773-6139 Heather Howard Recruitment Specialist Heather.Howard@esc.edu 315-460-3155 Ken Kendall Student Services Specialist Fort Drum Unit Ken.Kendall@esc.edu 315-773-6139 Susan Voutsinas Coordinator of Student Services Susan.Voutsinas@esc.edu 315-460-3166 genesee Valley Center (Located in Rochester with units in Alfred, Batavia, Canandaigua and Corning/Elmira) Laura Jezsik Recruitment and Outreach Specialist Laura.Jezsik@esc.edu 585-224-3269 Audrey Lynch Coordinator of Student Services Audrey.Lynch@esc.edu 585-224-3210 the Harry Van arsdale Jr. Center for labor studies (Located in Manhattan) James McMahon Student Services Coordinator James.McMahon@esc.edu 646-230-1355 Hudson Valley Center (Located in Hartsdale with units in Newburgh and Nanuet) Karin Dedrick Coordinator of Student Services Karin.Dedrick@esc.edu 845-563-9905 Bill Robins Outreach and Recruitment Specialist Bill.Robins@esc.edu 914-948-6206, ext. 3573 long island Center (Located in Old Westbury with units in Hauppauge and Riverhead) Baraka Corley Outreach and Recruitment Specialist Baraka.Corley@esc.edu 516-876-4068 Samantha James Coordinator of Student Services Samantha.James@esc.edu 516-876-4861 Metropolitan Center (Located in Manhattan with units in Brooklyn and Staten Island) Carl Burkart Coordinator for Student Services Carl.Burkart@esc.edu 646-230-1203 Christopher Rolley Outreach and Recruitment Specialist Christopher.Rolley@esc.edu 646-230-1472 Malongze Foma Retention Specialist Malongze.Foma@esc.edu 646-230-1250 niagara Frontier Center (Located in Cheektowaga with units in Fredonia, Jamestown, Lockport and Olean) Eric Bridges Recruitment and Outreach Specialist/Multicultural Advisor Eric.Bridges@esc.edu 716-686-7800, ext. 3833 Colleen Reedy Coordinator of Residency Students and Programs Colleen.Reedy@esc.edu 716-686-7800, ext. 3856 Marlene Weiler Coordinator of Student Services Marlene.Weiler@esc.edu 716-686-7800, ext. 3865 Roger Wise Erie County DSS Coordinator Roger.Wise@esc.edu 716-686-7800, ext. 3867 northeast Center (Located in Latham with units in Johnstown, Plattsburgh, Saratoga Springs, Queensbury [Adirondack], Schenectady and Troy) Joan Johnsen Coordinator of Student Services Joan.Johnsen@esc.edu 518-783-6203, ext. 5934 Lisa Johnson Unit Retention Coordinator Lisa.Johnson@esc.edu 518-587-2100, ext. 2462 Wendy Harrington Outreach and Recruitment Secretary Wendy.Harrington@esc.edu 518-587-2100, ext. 5954 Kate Colberg Outreach and Recruitment Specialist Kate.Colberg@esc.edu 518-783-6203, ext. 5990 Center for distance learning Janet Aiello-Cerio Coordinator of Student Services CDLstudent@esc.edu 518-587-2100, ext. 2300 David Caso Director of Student and Academic Services CDLstudent@esc.edu 518-587-2100, ext. 2300 Amy Costantino Coordinator of Student Services Amy.Costantino@esc.edu 518-587-2100, ext. 2300 Craig Lamb Interim Director of Outreach Craig.Lamb@esc.edu 518-587-2100, ext. 2464 Anita Lindemann Coordinator of Student Services Anita.Lindemann@esc.edu 518-587-2100, ext. 2300 Debra Monte Coordinator of Student Services Debra.Monte@esc.edu 518-587-2100, ext. 2300 Matthew Quinn Coordinator of Student Services Matthew.Quinn@esc.edu 518-587-2100, ext. 2300 Richard Smith Coordinator of Student Services Richard.Smith@esc.edu 518-587-2100, ext. 2300 school for graduate studies Cammie Baker Clancy Assistant Director of Graduate Programs for Student Recruitment and Outreach School for Graduate Studies Cammie.Baker-Clancy@esc.edu 518-587-2100, ext. 2393 Pat Ryan Assistant Director of Student Services Pat.Ryan@esc.edu 518-587-2100, ext. 2267 Center for international programs (Located in Albania, Czech Republic, Dominican Republic, Greece, Lebanon, Panama and Turkey) Francesca Cichello Student Services Coordinator Francesca.Cichello@esc.edu 518-587-2100, ext. 2428 Coordinating Center Danielle Dottolo Disability Specialist Danielle.Dottolo@esc.edu 518-587-2100, ext. 2526 Kelly Hermann Director, Collegewide Disability Services Kelly.Hermann@esc.edu 518-587-2100, ext. 2544 Patricia Myers Director of Collegewide Student Services Patricia.Myers@esc.edu 518-587-2100, ext. 2463 studEnt COMputing and tECHnOlOgy sErViCEs Empire State College provides a variety of technology resources to meet the educational needs of its students. General information about technology at Empire State College is available on the Web at www.esc.edu/StudentTechnology. student login and password Every enrolled student is assigned a secure login and password that provides access to all college information on the Web. Students activate their login and create a secure password at www.esc.edu/MyESC on the “My Records” page. As best practice, a password should contain upper and lower case characters and at least one number. Dictionary terms should be avoided as they can easily be guessed. privacy and security To protect students’ privacy, many Empire State College Web services are password protected and restricted to enrolled or admitted Empire State College students. Students should take precautions to protect their login and password information. Our college’s privacy policy and security practices outline the ways in which we protect your personal information. For more information, go to www.esc.edu/WebPrivacy. Students who believe their password has been compromised should change their password immediately at www.esc.edu/ MyESC on the My Records page. web-based student services and information (www.esc.edu/MyEsC) The MyESC website provides students with a single point of access to online services, information and learning resources. With a college login, students can register for studies, view personal academic and account information, complete financial aid requests, update address and email information, change passwords, order books and build their personal degree programs. MyESC connects students to resources to support academic endeavors including library services, learning supports, information about study opportunities and sources of academic support. Key announcements and news items are posted on MyESC and college offices maintain information and contact numbers through this site. student Computers Most Empire State College locations maintain personal computers for student use. Students without home access can use these computers to access their personal records through MyESC. Computers at our New York state locations also may be equipped with academic software for student use. These computers can be used for a variety of learning activities including degree planning; access to the college library website; computer literacy; computer programming; business computer applications (spreadsheets, word processors and database management); computer-mediated instruction; and for studies requiring computation such as statistics, social science research and business quantitative methods. Each location also maintains a kiosk computer that students can use to connect with MyESC services (www.esc.edu/MyESC). Email Email is a very important communications method in the college. Every member of the college community has a college email address, and every administrative office uses email to communicate with students. Empire State College students must have an email account and maintain a valid email address in our student information system for online registration. Students who do not have an email account can find information for establishing a free service at: www.esc.edu/TechInfo, our student technology website. It is important that students report changes in their email addresses to the college. This can be done online at www.esc.edu/MyESC on the My Records page. Online tools Many instructors use technology tools to support learning and to promote collaboration. Students may participate in online discussions and submit online assignments through the college’s Web-based Learning Management System. Web conferencing is used to connect students and faculty at a distance. Students have access to electronic portfolio space to collect and share their work. student, Faculty and staff web pages The college provides resources for Empire State College students, faculty and staff to explore individual and professional Web publishing for sites that are not considered official college content, but which are related to the author’s role and affiliation with the college. The primary resource is The Commons (Commons.esc.edu), which was created to: • support and encourage the college community to explore new venues for authorship in a variety of disciplines, formats and genres; • expand communications both within and beyond the college; • explore the potential for using open-source tools to support teaching and learning; • share the excitement and responsibility for innovating with technology by building a community of users willing to help each other; and • access potential technologies for their applicability collegewide. Enrolled students also can request an FTP account on a college server to host a site for course-related purposes. All users agree to follow the college’s Web and computer user policies. Faculty and staff websites can be viewed at www.esc.edu/ FacultyWebsites. For more information about individual Web publishing at the college, please see the policy, “Use of the Commons and Individual Web Spaces” at www.esc.edu/Commons-Policy. getting Help The college’s technology website, www.esc.edu/TechInfo, has the most current information about all of the college’s technology tools and offers online assistance. Students in need of technical assistance in using Empire State College technology applications can contact the Technology Help Desk online at www.esc.edu/TechInfo or by phone at 800-847-3000, ext. 2420. Please check the www.esc.edu/ TechInfo website for the most current hours of operation. studEnt idEntiFiCatiOn nuMBErs and id Cards When you enroll at Empire State College, you will be assigned a seven digit Empire State College ID number which will be used to identify your records at the college. This number is assigned so that you do not have to use your Social Security number. Check with your mentor or the coordinator of student services at your location if you don’t know your Empire State College ID. The college issues ID cards to students upon request. Most of the students need ID cards to check out books or use library facilities at SUNY or CUNY colleges and universities. To request an ID card, contact your center representative listed below. primary Contacts at Centers/programs for id Card process Center for Distance Learning Center for Distance Learning students should send a 3”x3” JPEG digital photo or a 2”x2” passport style photo to: Michele Scutieri Center for Distance Learning SUNY Empire State College 113 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2578 Michele.Scutieri@esc.edu Central New York Center Khimberle Guy 6333 State Route 298 East Syracuse, NY 13057-1058 315-460-3152 Khimberle.Guy@esc.edu Genesee Valley Center Jacqueline Rogers 1475 Winton Road North Rochester, NY 14609-5803 585-224-3207 Jacqueline.Rogers@esc.edu School for Graduate Studies Pat Ryan 111 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2225 Grad.Services@esc.edu Center for International Programs Jennifer Miller 111 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2275 Jennifer.Miller@esc.edu The Harry Van Arsdale Jr. Center for Labor Studies Leetoya Young 325 Hudson St., 6th Floor, Suite 600 New York, NY 10013-1005 646-230-1475 Leetoya.Young@esc.edu Hudson Valley Center Theresa Craigg 200 North Central Ave. Hartsdale, NY 10530-1999 914-948-6206, ext. 3583 Theresa.Craigg@esc.edu Long Island Center Stacy Karlis Trainor House, 223 Store Hill Road P.O. Box 130 Old Westbury, NY 11568-0130 516-876-4420 Stacy.Karlis@esc.edu Metropolitan Center Rhett Dugstad 325 Hudson St., 5th Floor New York, NY 10013-1005 212-647-7800, ext. 1200 Rhett.Dugstad@esc.edu Niagara Frontier Center Sheree Martinelli AppleTree Business Park 2875 Union Road, Suite 34 Cheektowaga, NY 14227-1461 716-686-7800, ext. 3849 Sheree.Martinelli@esc.edu Northeast Center Jacque Svingala 21 British American Blvd. Latham, NY 12110-1405 518-783-6203, ext. 5924 Jacque.Svingala@esc.edu BOOkstOrE The Empire State College Bookstore is available for students in all college centers, units and programs. Books are stocked at the request of centers and programs (Center for Distance Learning and School for Graduate Studies) or at the request of individual mentors for study groups and tutorials. To order books online, students need to know the following: for Center for Distance Learning and special programs – campus term, department, course number, section; for independent study – mentor, Empire State College stock number/course number. Links are available on the Web page (www.esc.edu/Bookstore) to help students find this information. In addition to ordering on the Web, students can request books by mail, fax or phone. Books are shipped via UPS directly to a home or business address. Domestic shipments take two to seven days via UPS. We are here to serve you; please let us know if you have comments, ideas or problems when using the bookstore’s Web page by emailing Shannon.Austin@esc.edu. The hours of operation are 8:30 a.m. to 4:30 p.m., Monday through Friday. Online book orders www.esc.edu/OnlineBookorder Fax order number 518-583-0801 Bookstore phone numbers 800-847-3000, ext. 2365, 2383 518-587-2100, ext. 2365, 2383 Financial Aid and VESID orders Lisa Malatesta, ext. 2370 Lisa.Malatesta@esc.edu Return authorization Bookstore, ext. 2365 Meagan.Nestleroad@esc.edu Question about pending order or problem with order received Bookstore, ext. 2365 Meagan.Nestleroad@esc.edu disaBility sErViCEs A qualified person with a disability who meets the academic and technical standards required to enroll in and participate in the Empire State College program shall be provided an equal opportunity to obtain a degree in the most integrated setting appropriate to that person’s needs. Empire State College will make reasonable accommodation to meet the needs of students with disabling conditions. Each student’s needs are considered on an individual basis through consultation with the student’s center/unit. The flexible nature of our degree programs make Empire State College an ideal place for a motivated, independent learner with a disability to obtain a degree. In most cases, accommodations can be arranged through the center/unit. Students should notify the disability representative at the center/unit of his or her disability (see page 98 for policy and procedures). The disability representative is able to notify the student’s mentor and other centers/units of his or her need for accommodations. Disability representatives for each center are as follows: Center for Distance Learning: David Caso, 518-587-2100, ext. 2300, David.Caso@esc.edu Nursing Program: Erin White, 518-587-2100, ext. 2812, Erin.White@esc.edu Center for International Programs: Francesca Cichello, 518-587-2100, ext. 2428, Francesca.Cichello@esc.edu Central New York Center (Syracuse): Susan Voutsinas, 315-460-3166, Susan.Voutsinas@esc.edu Genesee Valley Center (Rochester): Audrey Lynch, 585-224-3210, Audrey.Lynch@esc.edu School for Graduate Studies: Pat Ryan, 518-587-2100, ext. 2267, Pat.Ryan@esc.edu The Harry Van Arsdale Jr . Center for Labor Studies (Manhattan): Jennifer Bent, 646-230-1474, Jennifer.Bent@esc.edu or James McMahon, 646-230-1355, James.McMahon@esc.edu Hudson Valley Center (Hartsdale): Karin Dedrick, 845-563-9905, Karin.Dedrick@esc.edu Long Island Center (Old Westbury): Samantha James, 516-876-4861, Samantha.James@esc.edu Metropolitan Center (Manhattan): Carl Burkart, 646-230-1203, Carl.Burkart@esc.edu Niagara Frontier Center (Buffalo): Eric Bridges, 716-686-7800, ext. 3833, Eric.Bridges@esc.edu or Carrie Racsumberger, 716-686-7822, Carrie.Racsumberger@esc.edu Northeast Center (Albany): Joan Johnsen, 518-783-6203, ext. 5934, Joan.Johnsen@esc.edu Collegewide Disability Services, Coordinating Center (Saratoga Springs): Kelly Hermann, Director Danielle Dottolo, Collegewide Disability Specialist, 518-587-2100, ext. 2201, Disability.Services@esc.edu The disability representative may refer a student’s request for accommodations to Collegewide Disability Services in the Coordinating Center when a request is not easily accommodated at the center. The collegewide disability specialist will contact you when the referral is made and may request current documentation of your disability so effective accommodations can be determined. Empire State College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. No otherwise qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subject to discrimination under any activity of the college solely by reason of his or her disability. Please visit our website www.esc.edu/DisabilityServices or see the section on Student Life Policies and Procedures for further information. studEnt rECOrds permanent record Empire State College is required by State University of New York policy to keep complete student record information for six years after the student has left the college. After that time, only permanent record information is maintained. Currently, permanent record information comprises: • official transcript documents, including all contract evaluations for credit awarded September 2011 and prior and a degree program, if approved; and • a degree program rationale. Prior to 1993, only official transcript documents were maintained as the permanent record. name Change To change the name that is on a student record, the student must submit a written request with evidence of the name change to the Office of the Registrar. A copy of a driver’s license, marriage certificate, Social Security card or court order is acceptable. The written request should be mailed to Office of the Registrar SUNY Empire State College 2 Union Ave. Saratoga Springs, NY 12866-4390 transcripts An official transcript from Empire State College consists of: 1. A cover page with: • name • ID number • start date of studies • end date of studies (if the degree has been awarded) • degree (if the degree program has been approved) • area of study (if the degree program has been approved) • concentration (if the degree program has been approved and this is applicable) • degree award date (if the degree has been awarded) • signature of the registrar • date of issuance • raised seal of the college 2. The degree program summary, once it has been approved by the Office of Collegewide Academic Review, which describes the content of your academic program (transcript credit, credit by evaluation and studies to be completed at the college). 3. Contract evaluations of all successfully completed studies at the college September 2011 and prior. Starting with the November 2011 term, the college no longer issues a narrative evaluation transcript document. The transcript does not provide an enrollment history that includes unsuccessful study with the college. The college transcript includes a notice to this effect. 4. Summary Transcript Page displaying all successfully completed studies in chronological order and outcomes/ grades awarded. A cumulative grade point average (GPA) will be computed for all studies after a minimum of 8 graded credits have been earned. 5. General Education Transcript Addendum. This summary of all studies meeting the SUNY general education requirements will accompany all undergraduate transcripts sent to other SUNY institutions. To have a transcript released to the student or any other person or organization (graduate schools, employers or other agencies), the student must make a written request to the college registrar or complete and send in a Transcript Request form. Transcript Request forms are available from the Office of the Registrar, local college sites or can be printed from the website: www.esc.edu/TranscriptRequest. The first transcript ordered is free. There is a $5 fee for each additional transcript ordered. Payment should accompany the request. Transcripts are not released until all debts or obligations to the college have been satisfied. Students on the Time Payment Plan will have transcripts released as long as their payments are made in accordance with the agreement. Certification/Verification of Enrollment or graduation to an Outside party The college registrar will supply, on request, certification/ verification of certain academic information regarding student records and the status of a student. There are many reasons that a student may require an official certification/verification of their enrollment or graduation. Some of these include insurance purposes or job or graduate school applications. These brief statements are not substitutes for an official transcript. All enrollment and graduation certification/verification requests are processed by the Office of the Registrar. When requesting such information, include all of the following: • name and original signature • Social Security number and/or college identification number • the name and complete address of the company, organization or school to whom the enrollment verification is to be sent • a phone number, email (if available) and address to contact in case there are any questions Enrollment verification or graduation verification can be requested by: • fax request to Office of the Registrar at 518-580-0105 • mail to Office of the Registrar, SUNY Empire State College, 2 Union Ave., Saratoga Springs, NY 12866-4390. Confidentiality of Student Records Empire State College complies with the Family Educational Rights and Privacy Act of 1974 (FERPA). The act ensures that both current and former students have the right to inspect their education records, to consent to release of their education records to a third party, and to question information contained in the education records. Recorded information, except directory information, is not made freely available to individuals outside the school without consent. The college’s full policy on adherence to FERPA is located in Student Life Policies and Procedures chapter (see page 91). studEnt prOBlEM rEsOlutiOn While Empire State College strives to ensure a positive educational experience, sometimes there are differences of opinion and confusion. We have individuals at each center and program to facilitate problem resolution. The student services professional may direct students to the most appropriate offices or resources, advise students of appropriate avenues for appeal, or investigate and resolve complaints. The student services professional serves not as an advocate for either party, but rather as a neutral investigator and facilitator. Students are responsible for understanding and abiding by the policies and procedures of the college. For more information on college policies and procedures, see the Academic Policies and Procedures, and Student Life Policies and Procedures chapters, which include the policies on student conduct, grievances, academic appeals and accommodations for students with disabilities. The information also is available on the college’s website at www.esc.edu/StudentPolicies. Students should contact the student services professional at their home center. Center for Distance Learning David Caso Director of Student and Academic Services 113 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2300 CDLstudent@esc.edu Central New York Center Susan Voutsinas Coordinator of Student Services 6333 State Route 298 East Syracuse, NY 13057-1058 315-460-3166 Susan.Voutsinas@esc.edu Genesee Valley Center Audrey Lynch Coordinator of Student Services 1475 Winton Road North Rochester, NY 14609-5803 585-224-3210 Audrey.Lynch@esc.edu School for Graduate Studies Pat Ryan Assistant Director for Student Services 111 West Ave. Saratoga Springs, NY 12866-6069 518-587-2100, ext. 2267 Pat.Ryan@esc.edu Hudson Valley Center Karin Dedrick Coordinator of Student Services 3 Washington Center, 2nd Floor Newburgh, NY 12550-4667 845-563-9905 Karin.Dedrick@esc.edu Center for International Programs Francesca Cichello Student Services Coordinator 111 West Ave. Saratoga Springs, NY 12866-4390 518-587-2100, ext. 2428 Francesca.Cichello@esc.edu Long Island Center Samantha James Coordinator of Student Services Trainor House, 223 Store Hill Road P.O. Box 130 Old Westbury, NY 11568-0130 516-876-4861 Samantha.James@esc.edu Metropolitan Center Carl Burkart Coordinator of Student Services 325 Hudson St., 5th Floor New York, NY 10013-1005 646-230-1203 Carl.Burkart@esc.edu Niagara Frontier Center Marlene Weiler Coordinator of Student Services AppleTree Business Park 2875 Union Road, Suite 34 Cheektowaga, NY 14227-1461 716-686-7800, ext. 3865 Marlene.Weiler@esc.edu Northeast Center Joan Johnsen Coordinator of Student Services 21 British American Blvd. Latham, NY 12110-1405 518-783-6203, ext. 5934 Joan.Johnsen@esc.edu The Harry Van Arsdale Jr. Center for Labor Studies Jennifer Bent Student Services Specialist 325 Hudson St., 6th Floor, Suite 600 New York, NY 10013-1005 646-230-1474 Jennifer.Bent@esc.edu James McMahon Student Services Coordinator 325 Hudson St., 6th Floor New York, NY 10013-1005 646-230-1355 James.McMahon@esc.edu Students should always attempt to resolve the problem with the student services professional at their home center or program. In the event that a student complaint cannot be resolved through the center, the student may contact the college’s Office of Academic Affairs. Patricia Myers Director of Collegewide Student Services SUNY Empire State College 1 Union Ave. Saratoga Springs, NY 12866-4391 518-587-2100, ext. 2463 Student Activities aluMni studEnt assOCiatiOn M any of the college’s locations and programs have active alumni student associations and others are being formed all the time. These associations are overseen by the Alumni Student Federation Board of Governors. The purpose of this federation board is to serve as a liaison with the college, act as an advocate for students and alumni, and to coordinate and provide programs to advance the college and its mission. Within this framework, the specific activities of the local associations vary according to circumstance and interests. Student recruitment and retention, social, cultural and academic events, online groups, fundraising, graduation planning and academic program support are among the activities the alumni student associations pursue. All of our centers, as well as many of our programs and smaller units, have active alumni student associations. Each of these chapters has a representative to the Alumni Student Federation Board of Governors, an active statewide group which not only oversees all their activities, programs and events, but also offers its advice and counsel to the college as pertinent alumni and student issues arise. If you are interested in joining your local alumni student association or obtaining more information, please contact Alumni and Student Relations at 518-587-2100, ext. 2344, or visit our website at www.esc.edu/Alumni. studEnt aCtiVity FEE COMMittEE The student activity fee committee is made up of students representing each center of the college. Students are selected by the center dean in consultation with the local alumni student association. The committee convenes annually in Saratoga Springs to review all proposals for student activity fee dollars and to decide the allocations. The committee works directly with Alumni and Student Relations. studEnt rEprEsEntatiOn in COllEgE gOVErnanCE Students have the opportunity to represent the student body on the college Senate and its standing committees. Center alumni student associations, with the guidance of a center or program administrator, select student representatives and alternates. A student must be enrolled during the term of service and may be elected to two consecutive two-year terms. students in College governance The student affairs committee (SAC) acts on behalf of students in the review and recommendation of all matters of concern to students. The student affairs committee has a faculty or staff representative and student representative from each center. Visit the SAC website at www.esc.edu/SAC. Additionally, one student representative is selected to serve on each of the following committees: college Senate, the educational technology committee and the graduate studies committee. Centers rotate representation for these committees, with one exception; the student representative to the educational technology committee is selected from the student members of the student affairs committee. The Senate meets six times a year. The standing committees meet in person two times a year and by conference call two to four times per year. Meetings are held during the week, and, except for rare occasions, the meetings are one-day long. Student representatives’ travel costs are supported by the student activity fee. suny studEnt assEMBly Each SUNY campus has elected student representatives to the SUNY Student Assembly. This governance body represents the interests of SUNY students statewide. The student affairs committee selects the Empire State College representatives to the SUNY Student Assembly. graduatiOn Each regional center of the college holds an annual graduation ceremony, where all who have completed their degree requirements during that year are honored. In addition, some units hold smaller celebrations for the year’s degree candidates. Check with your center or unit for the schedule of these events. Empire State College takes great pride in its graduates and their accomplishments. Our staff dedicate themselves to ensuring that our graduation ceremonies are dignified and memorable occasions for our new graduates and their families. The ceremony is a formal event with speakers, regalia and academic procession. Graduations are wonderful opportunities for our students to celebrate earning their college degree with their friends, families, college faculty and administration. COllEgE COunCil A student is selected from one of the academic centers to serve on the College Council. The terms are for two years and rotate among the academic centers. studEnt CluBs and OrganizatiOns The college passed a clubs and organizations recognition policy in March 2010. The development of formally recognized clubs and organizations began shortly after this. Several informal groups meet at the college’s regional centers and the Center for Distance Learning. You should inquire with your student service coordinator for more information about available clubs. If you are interested in starting a new club or organization at the college, the policy below will get you started. You should contact Maureen Winney, director of alumni and student relations, (Maureen.Winney@esc.edu) for more information. rECOgnitiOn pOliCiEs I. Only officially recognized organizations may use the name of the State University of New York or Empire State College (the college) for identification purposes, obtain organizational privileges in the use of the college’s facilities and services, or imply college sponsorship or approval of their activities. II. Recognition (or withdrawal of recognition) of a group as a college organization is an executive responsibility of the president, acting on behalf of the chancellor and trustees of the State University of New York. Responsibility for the coordination of policy development and for the administration of recognition procedures in the case of organizations having students as full members is delegated to the director of alumni and student relations. The final decision to grant or withdraw recognition rests with the president or his or her designee. III. Determination of criteria for membership and for active status is the prerogative of each organization, insofar as it is consistent with state and federal law. No organization may restrict its selection of members or assignment of voting privileges, rank or office, based on illegal differentiation or based on an individual’s previous affiliations. There will be no discrimination based on race, gender, color, religion, age, national origin, disability or sexual orientation. The names, purposes and procedures of organizations must reflect this policy of nondiscrimination. IV. Local affiliates of national organizations must be entirely free to select individual members from among the generally qualified; outside approval shall not be required. V. Gender-associated or otherwise circumscribed names should not be interpreted as denying or prohibiting membership to any person wishing to join any registered organization, or to participate in its activities. Students are free to select any group of their choosing. VI. Each group applying for recognition must agree to abide by all regulations of the college and the State University of New York. Applications of original recognition or renewed recognition will be submitted to the director of alumni and student relations. Each application for recognition must include the following information: • a brief statement of the organization’s purpose and proposed activities • membership requirements • sources of income and costs to members • assurance of responsible financial accounting to its membership • a list of current officers with their addresses and phone numbers, including national or regional officer, if applicable • name of college faculty/professional advisor VII. Any constitution approved by organization members must be submitted to the director of alumni and student relations. All information required in the application for recognition (as detailed above) must be furnished separately. VIII. Student organization credentials are maintained by Alumni and Student Relations and must be renewed or updated yearly. Failure to renew credentials or to comply with other college regulations will result in temporary or permanent withdrawal of official recognition. IX. Recognition of student groups by the college will not extend beyond the college facilities. Any activities by student groups beyond college locations are the responsibility of individual students and not campus administration. Events and meetings held at college locations must be approved and registered with the director of alumni and student relations and the center dean. The director and relevant dean may approve, for posting purposes only, announcements of off-campus events. X. Student organizations bringing discredit upon themselves or the college may lose their recognition at the discretion of the president. XI. Any organization that receives financial assistance from the student activity fee fund must maintain all deposits in an account administered by Alumni and Student Relations. For further information on procedures, please contact Alumni and Student Relations. Note: All informal groups meeting on a regular or ad hoc basis are not bound by this policy. Any group desiring official college recognition and financial assistance must submit an application and is subject to all policies described above. Tuition and Fees rEgistratiOn A t Empire State College’s regional centers and units and the Center for Distance Learning, you may begin your study at five term start dates throughout the academic year. Terms begin in September, November, January, March and May. Although you may enroll in terms that overlap, you may not receive financial aid for any term that begins during your enrollment in a previous term. Please see the section on financial aid for more information. This flexibility complements the employment and personal schedules of Empire State College students and provides the opportunity for you to complete your degree program without interruption. Students who enroll in The Harry Van Arsdale Jr. Apprentice Program and the School for Graduate Studies enroll in terms that begin in September, January and May. Term schedules and deadlines, plus registration information are on page 8. Students register for studies or courses at the college by meeting with a faculty mentor and completing the online registration process that defines what and with whom they will study. Registration periods are listed on page 7. Billing The submission of an online registration initiates billing and is a business contract between you and the college. It permits you to begin study at Empire State College and obligates you to pay tuition and all applicable fees. This must be completed and submitted online by the student before the final registration date for the selected term of official enrollment. Once the online registration information is complete and submitted electronically, a term invoice (bill) will be generated and made available to you online at the MyESC portal of the college’s website (www.esc.edu/MyESC). Students should review their account summary on MyESC after registering. If you have any financial aid awards that do not show as pending, you are not eligible for them based on your current enrollment. Students are considered enrolled unless they officially withdraw. Failure to engage in studies does not relieve a student from his or her financial responsibility. tuitiOn COsts at EMpirE statE COllEgE1 undergraduate tuition and Fees tuition nys resident2 nonresident 1 - 11 credits $232 per credit $618 per credit 12 - 16 credits $2,785 per term $7,410 per term 16+ credits $2,785 per term plus $232 $7,410 per term plus $618 for each additional credit for each additional credit Effective with the september 2012 term, nonresident students are eligible for an Empire state College grant of $293 per credit, up to 12 credits. For 12 - 16 credits a nonresident grant of $3,511 will be awarded, plus an additional $293 for each credit over 16. All enrolled students also are subject to the fees listed below:3 Mandatory fees (per term) College fee.......................................... $.85 per credit ($12.50 maximum) student activity fee ................................... $6.25 per credit ($25 maximum) Health and wellness fee ............................... $15 for enrollments less than 12 credits $35 for enrollments of 12 or more credits telecommunications fee ............................... $125 per term service-related fees Orientation fee....................................... $50 portfolio fee......................................... $315 at initial undergraduate matriculated enrollment (one time) individualized prior learning assessment (ipla) fee.......... For students whose first matriculated enrollment is January 2012 or later, charges for ipla depend on the number of credits requested by the student. the ipla fee is nonrefundable. For all other students, a $300 individual evaluation fee applies if the credit by evaluation process was previously initiated. Visit www.esc.edu/Fees for complete information. degree program amendment fee. . . . . . . . . . . . . . . . . . . . . . . . . $157.50 if a new program approval is requested time payment plan ................................... $25 nonrefundable application fee (each term) late payment fee .................................... $30 for each late Time Payment Plan payment late registration fee .................................. $30 (each term) if initial registration for a term is submitted after the close of the registration period residency fee ....................................... Varies. Certain courses require an additional fee for residency activities tuition and fees are subject to change. 1 For more complete tuition and fee information visit www.esc.edu/Tuition. 2 Only students who have resided in New York state for 12 months before the enrollment term and are considered to be a domiciled resident qualify for in-state tuition rates. For more information about this requirement, including exceptions to the domicile rule, visit www.esc.edu/NYSResidency. 3 Effective with the September 2012 term, the tuition rate charged to active-duty military, their spouses and dependents, members of guard units, reservists and veterans is $232 per credit, regardless of where they reside. Service members and veterans can go to www.esc.edu/MilitaryRates to learn which fees apply to them. College Billing policy The college requires that tuition and all mandatory fees be paid or that a Time Payment Plan be established no later than the payment due date for the enrollment term. Your payment is due by the term payment due date, whether or not you have received a bill. If you fail to pay, make Time Payment Plan arrangements or have approved financial aid by the payment deadline, your registration will be cancelled and you may lose your place in an online course or study group. If your registration is cancelled and you reregister anytime after the payment due date, you will be charged a $30 late registration fee. Payment deadlines for 2012 - 2013 Term Payment Deadline September Aug. 31, 2012 November Oct. 19, 2012 January Jan. 11, 2013 March March 1, 2013 May (8 week and 15 week) May 10, 2013 late registration If you register during the late registration period, you must submit payment at the time of registration and pay a $30 late registration fee. The college will cancel the registrations of students who do not have sufficient funds available through financial aid or other payment, and have not enrolled in the Time Payment Plan. The late registration periods are as follows: Late Registration Periods payment to SUNY Empire State College, Student Accounts, 111 West Ave., Saratoga Springs, NY 12866-6069. Payment must be received by the payment due date to avoid cancellation of your registration . As a prospective student, you are urged, if you have not done so already, to apply for financial aid at least eight weeks before the payment due date for the term. Students who cannot pay tuition and fees or set up a Time Payment Plan by the payment due date should enroll in a later term. time payment plan The college offers the option of a Time Payment Plan for payment of tuition and fees in three equal installments. There is a $25 nonrefundable application fee per term. To enroll in the plan, you must make your first one-third down payment and agree to the terms and conditions of the plan. You may do both and get detailed information on the Time Payment Plan at www.esc.edu/TimePayment or call 800-847-3000, ext. 2285. You must enroll in the Time Payment Plan each term you wish to do so. The college reserves the right to deny future payment plan privileges when a student’s payments have not been made as scheduled. third-party payments Students may be able to defer payment of tuition and fees if they have sponsorship from a third party such as an employer or union. Students must submit a payment voucher from their sponsor to Student Accounts, SUNY Empire State College, 111 West Ave., Saratoga Springs, NY 12866-6069. The college must approve the deferral and, if approved, the amount will Term Start of Late Registration End of Late Registration September Sept. 4 Sept. 7 November Oct. 22 Oct. 26 January Jan. 14 Jan. 18 March March 4 March 8 May (8 week and 15 week) May 13 May 17 payment procedures Because they are credited immediately to your account, the preferred method of payment is online through MyESC, with a debit or credit card (Discover, MasterCard, VISA or American Express) or by check. You may pay using a debit or credit card by calling the Student Information Center at 800-847-3000, ext. 2285. You also may pay your bill with a check or money order (do not send cash) made payable to Empire State College. To mail your payment, print your MyESC invoice or include the payment stub from your paper bill and mail it along with your show as pending financial aid on the student’s Account Summary. The college does not accept vouchers that are dependent upon grades or study outcomes. For more information, contact the Student Information Center at 800-847-3000, ext. 2285. Fees All students are subject to the following fees: An orientation fee of $50 is charged to all students upon application to the college. This fee must be paid in full with your application and prior to attending an orientation. It is nonrefundable. The college fee is required by the State University of New York and is charged to all SUNY students. It is required each term that a student is enrolled at $.85 per credit, and cannot exceed $12.50 per term. The student activity fee has been mandated by student referendum and supports programs of cultural and educational enrichment, recreational and social activities, and student publications. The student activity fee is required each term that a student is enrolled at $6.25 per credit, and cannot exceed $25 per term. A telecommunications fee of $125 per term is charged to all students. It assists the college in providing you access to computer network resources and in further development of information technology services for students. These technologies give you access to various local and global information resources, facilitates communications throughout the college, and allows Empire State College to enhance its many educational services to students. The portfolio fee supports the services provided to matriculated students in determining their prior learning and in establishing their educational plan. Assessment services may include evaluation of college transcripts and analysis of standardized test scores, portfolio workshops, prior learning credit estimates, the creation of materials to assist students in portfolio development, and the processing and review of portfolios by faculty committees and by professional and clerical staff in centers, units and college offices. The portfolio fee of $315 is charged to all undergraduate students upon their initial matriculated enrollment. The degree program amendment fee is charged when a student who has an approved degree plan requests a change of degree designation or concentration, or additional advanced standing credit (either transcript or credit by evaluation), any of which require a new program approval. This fee is equal to one half of the portfolio fee. The individualized prior learning assessment fee, previously called the individual evaluation fee, provides individual expert evaluation for students who request college credit for learning acquired through work or life experience. The fee is charged to all students whose first matriculation is January 2012 or later and who request individualized prior learning assessment . The fee, which is based on the number of credits requested by the student for their prior learning assessments, is $350 for the first 8 credits requested and $300 for each additional 8 credits requested, up to a maximum of $1,550 for 33 or more credits. The fee is charged at the time a student’s individualized prior learning request is accepted at their center office of academic review. The individualized evaluation fee (IEF) is charged to students whose first matriculated enrollment was prior to January 2012, and provided for individual expert evaluation for students who request college credit for learning acquired through work or life experience. The IEF is a flat $300 fee charged in the student’s second matriculated enrollment. For students whose first matriculated enrollment was January 2012 or after, the fee has been renamed and restructured to the Individual Prior Learning Assessment fee . Students who are charged the IEF in their second matriculated term and who are not requesting any prior learning assessment services can have the fee removed by consulting with their mentor and having a representative from their center contact StudentAccounts@esc.edu. Students must ask their centers to contact Student Accounts on their behalf to remove the fee . A residency fee is charged for residency courses to fund the expenses associated with the course. The residency fee does not include the cost of lodging and meals for the students. When registering during the late registration period (one week prior to the start of the term), a $30 late registration fee will be included in the registration charges. Time Payment Plan application fee of $25 is charged each term that a student applies for the Time Payment Plan. The application fee is nonrefundable. A late payment fee of $30 is charged when payment plan payments arrive after the due date. Academic transcripts are $5 each, but the first-ever transcript from the college is free. A returned check fee of $20 is charged to accounts when a check is returned by the bank. unpaid accounts Unpaid accounts are forwarded to a third-party collection agency or the Office of the Attorney General. The attorney general’s office may certify the debt to the New York State Department of Tax and Finance Offset Program. All costs associated with the collection of overdue accounts are the responsibility of the student. Delinquent accounts may be reported to a credit agency. The State University reserves the right to withhold academic records from any student who has not satisfied all obligations. Any student with an outstanding financial balance due at the end of a term will not be able to register for a subsequent term until the balance is paid. Credit/withdrawal policy To receive any credit of tuition and fees, students must withdraw in writing during the first four weeks of their term by completing a Withdrawal form available in the forms center of MyESC. Send the completed form to the Office of the Registrar, SUNY Empire State College, 2 Union Ave., Saratoga Springs, NY 12866-4390. Unless this form is filed, you are considered officially enrolled . The effective date of withdrawal is the postmark or fax date . The date that you withdraw determines whether there are charges for the term and whether you receive a credit. The credit policy is as follows: Effective date of withdrawal tuition liability prior to term start.............. 0 percent Calendar day 1 - 7.............. 0 percent Calendar day 8 - 14............ 30 percent Calendar day 15 - 21........... 50 percent Calendar day 22 - 28........... 70 percent Calendar day 29 and after ..... 100 percent the college fee and student activity fee are nonrefundable after the start of the term. the portfolio fee is nonrefundable after calendar day 29. The telecommunications and health and wellness fees also are adjusted according to this SUNY refund policy if you withdraw within the four-week refund period. If you receive federal financial aid and are withdrawing from all courses, see the section under Financial Aid titled: The Effect of Withdrawal, Administrative Withdrawal or Dropping From All Studies . If you are forced to discontinue your studies in the midst of a term due to serious life circumstances, you may appeal to the vice president for administration for a tuition adjustment. Contact Student Accounts for more information at www.esc.edu/AskSA. For complete information about withdrawals, visit www.esc.edu/Withdraw. Financial Aid T he purpose of financial aid is to provide assistance to matriculated students whose financial resources are inadequate to meet the costs of their education. Financial aid is intended to supplement, not replace, a family’s resources. A family’s resources include the student’s resources; spouse’s resources, if married at the time of application; and parents’ resources, if the student is a dependent. For that reason, most families should think of themselves as the first – and probably primary – source of funds for college. Annual family taxable and nontaxable income is not the only factor that is considered in evaluating eligibility for financial aid. A family’s assets also are considered, since a family with assets (such as a savings account or investments) is considered to be in a stronger financial position than a family with the same income, but no assets. Financial aid programs vary widely as to their precise qualifications, but awards are generally determined on the basis of the eligibility criteria of the specific aid program, and without regard to sex, age, race and ethnicity, color, religion, disability, national origin, sexual orientation, military status or marital status, although special opportunities for underrepresented student populations do exist. With the exceptions noted, the major financial aid programs are open to part-time as well as to full-time students. Most all programs are open to United States citizens, nationals and permanent residents who have declared their intent to become United States citizens. Persons holding temporary student, exchange visitor or visitor visas are not eligible. A student’s eligibility cannot be determined until he or she provides full information about financial need by filing the Free Application for Federal Student Aid (FAFSA). All financial aid applications as well as detailed descriptions of financial aid are available at www.esc.edu/FinancialAid. You are advised to apply for all assistance programs for which you may be eligible at least three months before your expected date of enrollment. All financial aid programs must be applied for annually after the first of the year. There are three types of aid available at Empire State College: 1. grants/scholarships – money that does not need to be repaid; 2. loans – money that students borrow which must be repaid with interest; 3. work study – student employment. Priority Deadlines The priority deadline dates for applying for financial aid are: Continuing students: April 1 New students beginning in the fall: April 1 New students beginning in the spring: Dec. 9. Note: These students will not be eligible for some scholarship and aid programs unless they apply by April 1. Financial aid files completed after the financial aid priority deadline date will be reviewed. However, the Financial Aid office cannot guarantee that financial aid will be processed in time for the student to register with a financial aid deferral. A federal financial aid file is complete when the college has received valid FAFSA data from the federal processor and all other documentation requested by the Financial Aid office. Completed files and APTS applications are reviewed on a first-come, first-served basis. FEdEral and statE FinanCial aid General financial aid programs available through the college include both federally and state-funded programs. For undergraduates, federal financial aid includes the Federal Pell Grant, the Federal Supplemental Educational Opportunity Grant, the Federal Perkins Loan, the Federal Stafford Loan and the Federal Work-Study Program. Programs for New York state residents include the Tuition Assistance Program (TAP) for matriculated, full-time students enrolled for at least 12 credits per term and expanded benefits for veterans. Students enrolled for at least 3 and less than 12 credits for each term may be eligible for Aid for Part-Time Study (APTS). Part-time TAP and Americans with Disabilities Act (ADA) part-time TAP are available but have special requirements. Please go to www.esc.edu/FinancialAid for more information. Other state programs – for full-time students only – are the State University Supplemental Tuition Award; the Award for Children of Deceased or Disabled Veterans; and the Award for Children of Deceased Police Officers, Fire Fighters and Corrections Officers; and World Trade Center Memorial Scholarships. For a complete list of grants and scholarships go to www.hesc.com. Students enrolled either part time or full time may qualify for Vietnam Veterans Tuition Awards and the SUNY Empire State Honors Scholarships for African-American, Latino and Native American Students Awards. Veterans may be entitled to full tuition and fees from the Veterans Administration. For graduate students, financial aid programs include the Federal Work-Study Program for matriculated students enrolled for at least 5 credits per term; Federal Perkins Loans; Federal Stafford Loans for students enrolled for at least 5 credits per term; SUNY Underrepresented Graduate Student Fellowships and Federal Teach Grant. Note: Good academic standing is a requirement for payment and continuation of financial aid. If you fall below the minimum achievement level, payment and continuation of financial aid will be in jeopardy. Students are not eligible for financial aid if they are in default on any student loan or owe a repayment of any federal student aid. Due to limited funding for Federal Perkins loans, Federal SEOG and APTS the priority deadline is April 1. Any applications received after April 1 will be considered until all funds are exhausted. FinanCial aid and tHE aCadEMiC CalEndar Students who are eligible for financial aid must follow certain enrollment patterns (consistent with both state and federal aid regulations) in order to maximize their financial aid. Students may, of course, follow a unique enrollment pattern not displayed in the following chart, but it is likely that these enrollment patterns will result in a reduction of the student’s financial aid award, and may result in the student having to pay back previous financial aid awards. 4. If a student plans to register in any pattern not shown check with the Financial Aid office before enrolling. 5. If the student or mentor has any questions regarding financial aid eligibility and enrollment patterns, check with an Empire State College financial aid advisor at FinancialAid@esc.edu before enrolling. EligiBility FOr FEdEral FinanCial aid Award programs affected by the federal standards include: Federal Pell Grant Federal Perkins Loan Federal College Work-Study Federal Supplemental Educational Opportunity Grants (SEOG) Federal Direct Loan Program – includes: Stafford Loans (subsidized and unsubsidized), the Parent Loan for Undergraduate Students (PLUS) and the Graduate PLUS loan. recommended enrollment dates for fall and spring 2012 - 2013 Fall 2012 Spring 2013 Standard pattern: September September: Sept. 10 - Dec. 21, 2012 January: Jan. 22 - May 3, 2013 Standard pattern: November October: Oct. 29, 2012 - Feb. 22, 2013 March: March 11 - June 28, 2013 Summer Aid Financial aid is not automatically awarded for the summer term. Students enrolling for summer should contact the Empire State College Financial Aid office by email at FinancialAid@esc.edu or call the Empire State College Student Information Center at 800-847-3000, ext. 2285 for their financial aid package to be adjusted. Principles By following a few simple principles, students can make sure that they are receiving the maximum amount of aid for which they are eligible. 1 . Students can enroll and receive financial aid in only one academic term for fall and one academic term for spring . Students cannot receive financial aid at two colleges for the same term . 2. The first academic term in which a student enrolls in a financial aid year is the academic term that aid is based upon. 3. Students cannot receive federal or New York state financial aid for terms that overlap. A new enrollment in which the student is receiving financial aid cannot begin until the previous enrollment in which the student is receiving financial aid has ended. good academic standing Good academic standing standards for satisfactory academic progress and grade point average must be met in order to be eligible to receive federal financial aid. Progress toward completion requirements also must be met for continued Pell Grant eligibility. satisfactory academic progress Students must make satisfactory academic progress to maintain eligibility for federal financial aid. The college’s satisfactory academic progress (SAP) table is used to determine eligibility for federal aid programs. Students who do not accumulate the number of credits specified on the college’s SAP table may still receive federal aid. However, if a student does not accumulate the minimum number of credits within the next enrollment, the student loses federal aid eligibility. A student who is permitted to re-enroll because of an exception to the Satisfactory Academic Progress Policy is not eligible for federal financial aid. However, if there are mitigating circumstances, the student may appeal as described in the mitigating circumstance section. grade point average Students who opt to receive grades must maintain a minimum GPA of 2.00 after having completed 8 graded credits at Empire State College. If after earning 8 graded credits, the GPA falls below 2.00 and the student can restore the GPA with 16 additional graded credits, the student is eligible to receive federal financial aid. If the student cannot, or does not, restore the GPA to 2.00 after earning 16 additional graded credits, he or she is ineligible for federal financial aid. Students in the narrative-only evaluation option are not required to meet the GPA expectations. A student who is permitted to re-enroll because of an exception to the GPA expectations is not eligible for federal financial aid. However, if there are mitigating circumstances, the student may appeal as described in the mitigating circumstances section. regaining Federal Financial aid Eligibility A student who is academically dismissed and is subsequently reinstated by the college must accumulate the number of credits required to meet the college’s satisfactory academic standards and earn at least a 2.00 cumulative grade point average in order to regain federal aid eligibility. pell grant Maximum duration of Eligibility Students may only quality for the Federal Pell Grant for a maximum of the equivalent of 12 full-time terms in accordance with the Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations Act of 2012. Any term which crosses over the July 1 date will be reviewed to determine if the Pell Grant award is more beneficial from the current year FAFSA or previous year FAFSA. For example, the standard summer 2012 term is May 20 -Aug. 30, 2012. Since this crosses over the July 1 date, the Financial Aid office will review both the 2011 - 2012 FAFSA and the 2012 - 2013 FAFSA and award the Pell Grant based on the FAFSA which will yield the student the higher Pell Grant amount. For all other federal aid purposes, the 2012 - 2013 FAFSA will be used. the Effect of withdrawal from part of the studies for the term If a student withdraws from a course of study, his or her enrollment status (full or part time) and/or SAP rate may be affected, depending on the effective date of the withdrawal. Each of these may in turn affect federal aid eligibility. In calculating enrollment status and rate of academic progress, “credits attempted” is the number of registered credits after calendar day 28 of the enrollment term. Thus, the date of withdrawal affects whether the credits are counted in the number of credits attempted. For example, if a student first enrolls for 12 credits and then withdraws from one 4-credit study on or before calendar day 28, the enrollment status for the term changes to part time and the progress rate is calculated on 8 credits attempted. If the student withdraws after calendar day 28, the enrollment status for the term is still full time and the progress rate is calculated on 12 credits attempted. Withdrawal at any point in the term may result in a reduction of financial aid. If this occurs, the student will be required to pay back any funds for which he or she no longer qualifies. Financial Aid calculates such award adjustments individually using federal formulas. Further information may be obtained from the Financial Aid office at FinancialAid@esc.edu. the Effect of withdrawal, administrative withdrawal or dropping From all studies Withdrawal from the college prior to the end of an enrollment term will cause a student to use a full financial aid award period’s eligibility. A student will be ineligible for additional financial aid of the same type if re-enrolling within the same financial aid award period. All financial aid will be adjusted using federal and state guidelines for the cycle in which you withdraw. In accordance with rules established by the U.S. Department of Education, schools must adhere to provisions regarding the treatment of Federal Title IV Financial Aid for students that withdraw from school completely for any term. These rules govern all federal loan and grant programs, including Stafford Loans, PLUS Loans, Perkins Loans, Pell and SEOG. In general, students earn federal financial aid awards directly in proportion to the number of days of the term attended. In other words, a student earns financial assistance as they complete their studies throughout a term. If a student completely withdraws from all studies during a term, the college must calculate the portion of the total scheduled financial assistance earned. If the student received (or the college received on behalf of the student) more assistance than was earned, the unearned excess funds must be returned to the federal programs . The portion of federal loans and grants the student earned is calculated on a percentage basis comparing the total number of calendar days in the term to the number of days completed before withdrawal. (Scheduled breaks of five consecutive days or longer are excluded from the calculation.) Any term which crosses over the July 1 date will be reviewed to determine if the Pell Grant award is more beneficial from the current year FAFSA or previous year FAFSA. For example, the standard summer 2012 term is May 20 - Aug. 30, 2012. Since this crosses over the July 1 date, the Financial Aid office will review both the 2011 - 2012 FAFSA and the 2012 - 2013 FAFSA and award the Pell Grant based on the FAFSA which will yield the student the higher Pell Grant amount. For all other federal aid purposes, the 2012 - 2013 FAFSA will be used. Whatever percentage of the term the student attends is the percentage of Title IV that is earned. Once the student exceeds the 60 percent point of the enrollment period, the student has earned 100 percent of the Title IV aid. Unearned federal financial assistance must be returned to program funds up to the amount of assistance that the student has received from the program in the priority order established by regulation: Unsubsidized Stafford Loan, Subsidized Stafford Loan, Federal Perkins Student Loan, PLUS Loan, Federal Pell Grant, Federal SEOG and other Title IV programs. The school takes the responsibility on behalf of the student to return unearned federal financial aid assistance funds that were applied directly to institutional charges. Institutional charges at the college that are no longer covered by financial assistance immediately become the responsibility of the student . The student also is responsible for return of unearned federal financial funds that were disbursed directly to him or her . To prevent undue hardship, allowances have been made if the unearned assistance repayment owed by the student is due to a loan program. Funds due for repayment to a loan program permit the student to repay according to the terms of the promissory note. In addition, if the student is directly responsible for repayments of unearned assistance to a federal grant program, the initial Title IV grant overpayment owed by the student is reduced by 50 percent. Federal guidelines establish attendance expectations. An administrative withdrawal (ZW) outcome may reduce the student’s award or require the student to pay back some of the federal financial aid already received. The amount depends on the last date of contact or attendance and the federal programs involved. Further information may be obtained from the Financial Aid office at FinancialAid@esc.edu. Mitigating Circumstances Occasionally, students do not meet the good academic standards for reasons beyond their control or because of mitigating circumstances such as serious family problems or extended illness. Under such circumstances, a student may appeal for continued eligibility for federal financial aid. Approval of a federal financial aid appeal is not automatic. Usually students may only appeal for his or her most recent enrollment. Approval of an appeal occurs in two parts: 1. The dean of the student’s center or program verifies the student’s academic eligibility 2. The mitigating circumstance committee determines if the request meets federal requirements for continued eligibility for federal financial aid. Students must complete the Appeal for Federal Title IV Financial Aid Eligibility form and submit it with appropriate documentation to the dean. If approved academically by the dean, the request is then reviewed by the mitigating circumstance committee to determine eligibility for financial aid. In certain instances, a student may regain academic eligibility but continue to be ineligible for financial aid. In the event that the dean determines that a student does not meet academic eligibility requirements, the mitigating circumstance committee cannot approve the appeal. Students are rarely granted more than one appeal for mitigating circumstances. Note: The financial aid appeal has no direct effect on enrollment eligibility, which is an academic determination. repeat of studies with Credit awarded Repeat of any study for which credit has been awarded and that the college does not require the student to repeat may not be considered part of that student’s course load for financial aid purposes unless required by the academic program. For more information on how this will affect your SAP and GPA contact the Financial Aid office. Federal 150 percent rule Federal regulations limit aid eligibility to 150 percent of the published length of the educational program. For example, a bachelor’s degree at Empire State College requires 128 credits, therefore, an Empire State College student pursuing a bachelor’s degree cannot be awarded federal aid for more than 192 credits attempted. For transfer students, the maximum is based on the number of transcript credits accepted by Empire State College plus the number of credits attempted at Empire State College. Federal guidelines do not allow waivers for mitigating circumstances that would extend a student’s aid past the 150 percent limit. Final Enrollment term Federal regulations do not allow a student in the final enrollment term to receive federal aid for studies that are not required to complete a degree. Federal “C” average Expectation Federal guidelines require that a student achieve a minimum of a “C” average in order to maintain federal financial aid eligibility. For students opting for narrative-only evaluations, meeting the college’s satisfactory academic progress standards is considered the equivalent. The college’s GPA policy means the student is achieving the equivalent of a C average or better after 8 graded credits at Empire State College. Notification of Ineligibility for Federal Financial Aid Financial Aid notifies students regarding their ineligibility for further federal financial aid. Students may obtain information on their financial aid status by contacting the Financial Aid office. EligiBility FOr nEw yOrk statE FinanCial aid Award programs affected by the New York state regulations include: • Tuition Assistance Program (TAP) • Regents Award – Child of Veteran (CV) • Regents Award – Child of Corrections Officer Award • Persian Gulf Veterans Award and Vietnam Veterans Tuition Assistance (VVTA) • State University Supplemental Tuition Assistance Program (SUSTA) • Aid for Part-time Study (APTS) • Scholarships for Academic Excellence • New York State Memorial Scholarships • World Trade Center Memorial Scholarships • Military Service Recognition Scholarships • New York Lottery – Leaders of Tomorrow Scholarships good academic standing Students who receive any New York state financial awards are required to maintain good academic standing as defined by the regulations of the New York state commissioner of education in order to remain eligible for state financial aid. The regulations define a student in good academic standing as one who: • pursues the program of study in which he or she is enrolled (pursuit of program), • makes satisfactory academic progress toward the completion of his or her program’s requirements, and in addition, New York State Education Law requires • if in the grading with evaluation option, maintains a grade point average (GPA) of 2.00 or better after having received three full-time New York state financial aid payments or the equivalent in part-time funds. There are three criteria for maintaining good academic standing: “pursuit of program,” “satisfactory academic progress” and “grade point average.” Students who do not meet the requirements for pursuit of program, satisfactory academic progress and grade point average (GPA is waived for students in the narrative-only option) lose their eligibility for New York state financial aid. To remain eligible for New York state financial aid, a student must satisfy all criteria on the first day of the term. pursuit of program To be in pursuit of program, a student must receive either a passing or a failing outcome in a certain percentage of studies each term, depending on the number of state aid payments the student has received (which may be different from the number of enrollment terms at the college). The required percentage is illustrated in the pursuit of program table for full-time students who have received funds under the Tuition Assistance Program. An outcome that indicates that the student substantively engaged in a study or course through the enrollment term is necessary to satisfy the “pursuit of program” requirement. Both passing and failing outcomes are acceptable. An incomplete (IN) is acceptable as long as it changes to either a passing or failing outcome by the end of the next term. However, a withdrawal (WD) or administrative withdrawal (ZW) outcome does not meet the requirement for pursuit of program, because it indicates no substantial engagement in a study or course over the full enrollment term. Empire state College pursuit of program table* number of full-time terms in which New York state financial aid has been received Must receive a letter grade (e.g., through tap)** FC, Cr, nC or in*** for: 1, 2 50 percent of minimum full-time requirement (6 credit hours) 3, 4 75 percent of minimum full-time requirement (9 credit hours) 5 or more 100 percent of minimum full-time requirement (12 credit hours) * The table illustrates expectations for full-time (12 or more credits) enrollment. A student who enrolls on a less than full-time basis must make progress proportionate to what is illustrated in the table. For example, two payments for part-time enrollments (e.g., through APTS) equal one payment for a full-time enrollment (e.g., through TAP). Program or center staff can advise individual students regarding these calculations. ** The number of terms refers to the number of state aid payments the student has received at all colleges. The number may be different from the number of enrollments or TAP payments at Empire State College. *** An incomplete (IN) outcome must become a passing or failing outcome by the end of the next term to satisfy the pursuit of program requirement. A student must earn a letter grade, FC, CR, NC or IN outcome for the percentage of study designated in the table for each term of enrollment to be eligible for New York state aid in the next term . For example, a student who has received two TAP payments must have outcomes that meet the pursuit of program standard for at least 6 credits in the second enrollment (i.e., 50 percent of the 12 credit minimum for full-time enrollment status), to be eligible for any New York state aid in the third enrollment. satisfactory academic progress To achieve and maintain satisfactory academic progress status, a student must accumulate a minimum number of credits over time. The New York state satisfactory academic progress table specifies the minimum number of credits the student must accumulate to maintain satisfactory academic progress. Students who do not meet the minimum academic progress requirements (on academic warning for unsatisfactory academic progress) are not eligible for New York state financial aid. grade point average (for those in the grading with evaluation option) Students in the grading with evaluation option must maintain a 2.00 or better after receiving four full-time New York state financial aid payments. All New York state aid payments are counted regardless of when they were made or what institution the student attended. A student who is new to Empire State College is assumed to meet the minimum GPA requirement. The college uses only Empire State College studies to compute the GPA thereafter. The table below provides the minimum GPA required to maintain eligibility for New York state financial eligibility after each payment. Minimum gpa Number of full-time payments 1 2 3 4 Minimum GPA required in order to receive the next payment 1.50 1.80 2.00 2.00 Bear in mind that the college’s academic policy requires students to earn a 2.00 after having completed 8 graded credits. A student who does not achieve a 2.00 after completing 8 graded credits is placed on academic warning. The college provides up to 16 additional credits to restore the GPA to a 2.00. A student who does not achieve the minimum GPA after attempting 24 credits at Empire State College is academically dismissed. Thus, a student may meet New York state financial aid requirements and not be eligible to re-enroll for failure to meet the college’s minimum GPA requirement. A student who comes to Empire State College after attending another college and receiving four full-time New York state financial aid payments must earn a minimum of a 2.00 at the end of the first term of enrollment at Empire State College to remain eligible for subsequent New York state financial aid payments. the Effect of withdrawal If a student withdraws from a course or study, his or her enrollment status, SAP rate and/or state aid eligibility may be affected. Depending on the effective date of the withdrawal, and the number of state aid payments the student has already received, pursuit of program also may be affected (see pursuit of program table). A withdrawal is not included in the calculation of the GPA Therefore, it does not affect a student’s GPA. In calculating enrollment status and rate of progress, “credit attempted” is the number of registered credits after calendar day 28 of the enrollment term. Thus, the date of withdrawal affects whether the credits are counted in the number of credits attempted. For example, for a student who first enrolls for 12 credits and then withdraws from one 4-credit study on or before calendar day 28, the enrollment status for the term changes to part time and the progress rate is calculated on 8 credits attempted. If the student withdraws after calendar day 28, the enrollment status for the term is still full time and the progress rate is calculated on 12 credits attempted. If a full-time student withdraws after calendar day 28 and incurs full tuition liability, he or she will lose TAP for the next term if he or she does not meet the pursuit of program standard for the current term. If the student withdraws before calendar day 28 and tuition falls below the full-time rate, the student’s TAP award for the current term is cancelled. Further information may be obtained from Student Accounts. the Effect of administrative withdrawals New York state regulations for financial aid establish course completion expectations. If a student receives an outcome of administrative withdrawal (ZW) for a study or course, his or her SAP and POP rate are affected and state aid eligibility may be affected for the student’s next enrollment depending on the number of state aid payments the student has already received (see pursuit of program table). An administrative withdrawal outcome is not included in the calculation of the GPA. Therefore, it does not affect a student’s GPA. Financial aid Eligibility assessment The college assesses student eligibility for New York state financial aid at two points in each enrollment: 1. On the date the enrollment officially starts, the student must meet citizenship, residency, high-school graduation and good academic standing requirements. If the student fails to meet any of these requirements on the first day of the enrollment, he or she is not eligible for New York state financial aid for the enrollment term. 2. By the 28th calendar day of the enrollment term, the student must meet the full-time or part-time study requirements and must be fully matriculated (admitted as a degree-seeking student) at the college. A student who fails to meet enrollment requirements by calendar day 28 is not eligible for New York state financial aid. A student who is not matriculated by calendar day 28 is not eligible for New York state financial aid. regaining Eligibility for new york state Financial aid A student may regain eligibility for New York state financial aid through one of the following four methods: 1. Meeting the standard the student failed to meet previously, during an enrollment term in which no state award is paid. • A student who failed to meet the pursuit of program standard may regain eligibility by meeting the pursuit of program standard in a subsequent term in which the student receives no state aid. • A student who failed to meet the satisfactory academic progress standard may regain eligibility by accumulating the number of credits required to make satisfactory academic progress, through additional enrollment(s) for which the student receives no state aid. • A student who failed to meet the grade point average standard may regain eligibility by earning the minimum required grade point average through additional enrollment(s) for which the student receives no state aid. 2. Being readmitted and/or reinstated at Empire State College after an absence of at least one calendar year and after the student provides evidence in writing to the center or program administrator of his or her ability to successfully complete a degree program. A student who is readmitted and/or reinstated after failure to make satisfactory progress must meet the credit accrual requirement the student failed to meet prior to losing eligibility within the next 16 credits of enrollment. 3. Transferring to another institution. 4. Applying for and receiving a one-time waiver. EligiBility waiVErs One-time waiver of Eligibility standards for new york state awards A student who fails to meet the state standards for pursuit of program and/or satisfactory academic progress may request a one-time waiver of these standards. A waiver is possible only in extraordinary or unusual situations. A waiver enables the student to receive New York state aid for one additional enrollment term. New York state permits only one waiver at the undergraduate level and one at the graduate level. This applies across all institutions attended. The mitigating circumstance committee may grant a waiver when the student fails to meet the pursuit of program standard, fails to meet the satisfactory academic progress standard, or fails to meet both standards in the same term. However, failure to meet the pursuit of program and satisfactory academic progress may not result in two separate waivers. The one-time waiver is not automatic. The student may request a waiver for his or her most recent enrollment. Approval of a request for a one-time waiver occurs in two parts: 1. The dean of the student’s center or program verifies the student’s academic eligibility. 2. The mitigating circumstance committee determines that the request meets New York state requirements for a waiver of financial aid regulations. Students must complete the Request for a New York State Financial Aid Waiver form and submit it with appropriate documentation to the dean. If approved academically by the dean, the request is then reviewed by the mitigating circumstance committee to determine eligibility for state aid. In certain instances, a student may regain academic eligibility but continue to be ineligible for state aid. In the event that the dean reports that a student does not meet academic eligibility requirements, the mitigating circumstance committee cannot approve the waiver. When a one-time waiver is granted for failure to make satisfactory academic progress, the last term of enrollment does not count negatively in determining satisfactory academic progress for New York state financial aid purposes. The student must meet the credit accrual requirement he or she failed to meet before losing eligibility during the next term. repeat of studies with Credit awarded Repeat of any study for which credit has been awarded and that the college does not require the student to repeat may not be considered part of that student’s course load for financial aid purposes. If a student is repeating a study or course in which he or she earned a passing grade initially, the student will not earn credit twice. When a student successfully completes a repeated study, the college uses the most recent study grade in calculating the student’s GPA and in the calculation of credits earned toward the degree. However, both studies count as credit attempted in calculating SAP. In addition, for state aid purposes, a repeated course in which a passing grade was previously earned cannot be used to meet the pursuit of program requirement (completing a certain percentage of the minimum full-time or part-time course load in each term an award is received) to maintain good academic standing. Students can receive state aid to repeat studies for which they earned no credit. Maximum number of payments An undergraduate student may receive New York state financial aid payments for no more than the equivalent of eight full-time enrollment terms. new york state “C” average requirement New York state standards require that students achieve a “C” average to maintain state financial aid eligibility. Since Empire State College does not use a grading system for all students, the state has waived this requirement for Empire State College students who opt not to receive grades. pre-college studies For payment purposes, pre-college studies may be counted toward full- or part-time enrollment status. However, at least 50 percent of the minimum number of credits required for full- or part-time status must be college-level study. Thus, a full-time student must enroll for at least 6 credits of college-level study, and a part-time student must enroll for at least 3 credits of college-level study. The one exception is that in the first enrollment, a full-time student may take up to 9 pre­college credit equivalents and must take at least 3 credits of college-level study. Final Enrollment term In the final term only, New York state financial aid regulations permit studies to count toward financial aid eligibility standards related to full- or part-time enrollment status, even if some of the credit is not necessary to complete degree requirements. The enrollment must include some credit that is required to complete the student’s degree. Empire State College permits such credit beyond the degree to count for financial aid eligibility in the final term, only if all of the following criteria are met: • the student has an approved degree program; • the enrollment term is identified as the final enrollment for the degree; • the enrollment includes one or more studies or courses that apply toward the student’s degree requirements. The TAP certifying officer disallows any New York state aid award if any one of these criteria is not met. Notification of Ineligibility for state Financial aid awards Student Accounts notifies students regarding their ineligibility for further New York state financial aid. Students may obtain information on their financial aid status by contacting Student Accounts. For additional information regarding state financial aid, go to www.hesc.com. OtHEr sOurCEs OF FinanCial aid In addition to federal and state financial aid programs, there are several options available for students who qualify. Vocational and Educational services for individuals with disabilities Disabled persons with substantial employment handicaps may qualify for assistance through Vocational and Educational Services for Individuals with Disabilities (VESID). Eligible students should first explore other tuition assistance programs, but should feel free to contact the nearest VESID office. For more information about this service and a complete list of regional locations, go to www.vesid.nysed.gov. Veterans Administration Benefits Veterans who attend Empire State College may be eligible for educational benefits provided they have entitlement remaining with the Veterans Administration. A nonmatriculated student may receive benefits for a maximum of two terms. Veterans applying to the college should file their V.A. paperwork directly with the Office of the Registrar. The appropriate form may be printed from the V.A. website at www.gibill.va.gov. Once the form is completed, it should be returned to Office of the Registrar, SUNY Empire State College, 2 Union Ave., Saratoga Springs, NY 12866-4390. Empire state College Foundation Funds The Empire State College Foundation was established in 1974. Its mission is to enhance the quality of the college by augmenting its financial resources. As a separate, not-for-profit, charitable organization, it enables the college to initiate and support programs which would not otherwise be funded. As part of its function, the foundation supports students at the college by providing interest-free loans, grants, fellowships, scholarships and other financial aid programs. Empire State College Foundation scholarships are available to students as a result of the generosity of alumni, employees and friends who have chosen to recognize the value of education by establishing and contributing to scholarship funds. Empire state College Foundation scholarships and grants Scholarships may be awarded to students who have financial need, have earned at least 8 credits at Empire State College and who are in good academic standing. To be considered, students must submit the Free Application for Federal Student Aid (FAFSA) for the upcoming year. Students should complete the FAFSA online at www.esc.edu/FinancialAid. The FAFSA must be submitted by the April 1 deadline preceding the year for which the funds are to be utilized. Scholarships will be awarded in August for the fall and spring terms. Although students may contact the Empire State College Foundation or the Financial Aid office to seek additional information or express interest in specific scholarships, be assured that all financial aid applicants will be considered for any scholarship for which they are eligible. Empire state College Foundation scholarships Academy for Lifelong Learning Scholarship Established by the A.L.L. Executive Council to aid students with financial need residing in the Capital District. Adirondack Trust Company Scholarship Established by the Adirondack Trust Company, this scholarship provides aid to undergraduate or graduate students who reside in Albany, Rensselaer, Schenectady, Montgomery, Saratoga, Washington, Fulton, Schoharie, Greene or Columbia counties in New York state. Patrick Beldotti ’75 Scholarship Established by alumnus and former Empire State College Foundation Board member Patrick Beldotti ’75, this scholarship is available to undergraduate students whose academic work relates to issues facing the American family such as homelessness, environment and social problems. Preference is given to students enrolled at the Hudson Valley Center. Lisa Berry Scholarship Established by faculty in memory of Lisa Berry, former secretary at the Auburn Unit. Berry believed in the importance of higher education and was pursuing her degree at the time of her death. Awarded to a student who is a CSEA Local 641 member employed by Empire State College. Jeanne Brockmann Scholarship Established in honor of one of the founding members of the Alumni Student Federation Board of Governors, Jeanne Brockmann, the scholarship is available to all undergraduate students with financial need. Nancy Gathings Bunch Scholarship Established by Metropolitan Center retired dean Nancy Gathings Bunch, this scholarship is available to undergraduate or graduate students who are highly motivated, have financial need and who wish to direct their work in the service of others. Cahill/Wink LLP Scholarship Established by alumnus, Stephen Wink, this scholarship is awarded annually to a graduate student enrolled in the Master of Business Administration program with financial need, academic promise and career promise. Students may come from any location that Empire State College serves. Rudy Cain Scholarship Named in honor of retired Mentor and Unit Coordinator Rudy Cain, Ed.D., this scholarship is awarded to undergraduate students enrolled at the Brooklyn Unit who have an approved degree program and who have completed at least 16 credits. Preference will be given to students who contribute to their community and to the life of the college. For more information, please contact the unit coordinator at the Brooklyn Unit at 718-783-4400. Carmela “Meg” Caputo Scholarship Established in memory of distance learning mentor Carmela “Meg” Caputo by her family, this scholarship is available with first preference to students who are pursuing a degree in business. The second preference given to students who reside in Saratoga, Warren or Washington counties in New York state. Warren and Hortence Cochrane Scholarship Established through a bequest made by Center for Distance Learning instructor Hortence Cochrane, this scholarship is available to undergraduate students who are studying Community and Human Services; or Social Theory, Social Structure and Change. Jane and John Corrou ’94 Family Scholarship This scholarship was established by alumni John Corrou ’94, and his wife, Jane, and is awarded annually to a custodial single parent with demonstrated financial need residing in Saratoga County. Secondary consideration is given to similar students residing in Warren or Oneida counties and then to students from New York’s Capital District. Phyllis E . Dake Foundation Annual Scholarship Established by the Phyllis E. Dake Foundation to support students with financial need from the Saratoga area and greater Capital Region. Edwin and Ruth Decker ’74 Scholarship Established by alumna Ruth Decker ’74, this scholarship is available to an undergraduate student with preference given to a female student currently enrolled at the Long Island Center. Michael and JeanAnn Dennis Scholarship Established by Michael Dennis and awarded annually to graduates of SUNY Adirondack who are attending Empire State College and have financial need. Dunkirk-Fredonia American Association of University Women Scholarship Sponsored by the Dunkirk-Fredonia Branch of the American Association of University Women, this scholarship assists deserving women with the completion of their college education. Recipients must be undergraduate students in good academic standing enrolled at the Fredonia, Jamestown or Olean units. Preference will be given to students living in northern Chautauqua County. Awards may be used to assist with the cost of tuition and books and will be based primarily on financial need with the applicant’s scholastic record a secondary consideration. Dyson Foundation Scholarship in Nursing To be awarded to first-year nursing students with financial need residing in Columbia, Dutchess, Greene, Orange, Putnam and Ulster counties. Award will be made to the same student each year for three years as long as they remain academically successful. Empire State College Scholarship Established through private contributions to the college, this scholarship provides aid to undergraduate or graduate students with financial need. Genesee Valley Center Minority Scholarship This scholarship is available to undergraduate students enrolled at the Genesee Valley Center who are identified as belonging to an underrepresented group such as African-Americans, Latinos, Native Americans and Pacific Islanders. Genesee Valley Center Scholarship This scholarship is available to undergraduate students enrolled at the Genesee Valley Center. Peter Gilbert Scholarship Established in the honor and memory of Mentor Peter Gilbert, this scholarship provides awards for students whose interest lies within the fields of technology and human values. The scholarship is available to any undergraduate student enrolled at Empire State College, who has completed at least 12 credits at the college. Joseph Goldberg Scholarship Established in memory of Mentor Joseph Goldberg, by his wife, Doris Goldberg, this scholarship is available to undergraduate students enrolled at the Metropolitan Center. Preference is given to students interested in the study of The Arts, Human Services or Interdisciplinary Studies who show promise of making an innovative contribution in these fields. James W . Hall Scholarship Established in honor of the first president of Empire State College, James W. Hall, this scholarship is available to undergraduate and graduate students. Susan Hohenhaus Nursing Scholarship Established by alumna Susan Hohenhaus ’03, ’05 and awarded annually to a nursing student with financial need. The Stewart W . and Willma C . Hoyt Foundation Scholarship Established by the Stewart W. and Willma C. Hoyt Foundation, this scholarship provides financial aid to undergraduate students who reside in the greater Binghamton, N.Y. area. Huber Family Scholarship Established by John ’99 and Geri ’02 Huber, this scholarship is available to an undergraduate student with significant financial need residing in Suffolk County in New York state. Robert ’96 and Carol Johnson Scholarship Established by Empire State College Foundation Board member Robert Johnson ’82, this scholarship is available to undergraduate minority students enrolled at the Genesee Valley Center. KeyBank Annual Scholarship Established by KeyBank and awarded annually to students with financial need from the Capital District area. Conrad and Virginia Klee Foundation Scholarship Established by the Conrad and Virginia Klee Foundation, this scholarship provides aid to undergraduate students who reside in the Binghamton area. Roger L . ’81 and Mary Kresge Scholarship Established in memory of alumnus Roger Kresge ’81 and his wife, Mary, this scholarship is available to undergraduate students enrolled full time at the Binghamton Unit. Lake Placid Education Foundation Scholarship Established by The Lake Placid Education Foundation and awarded annually to students residing in the northern Adirondacks region. Michael Lamanna Memorial Scholarship This memorial scholarship honors the life and work of Dr. Michael Lamanna, professor at the University at Albany, SUNY. Dr. Lamanna loved to learn, loved to teach and mentor future teachers. This scholarship provides support for students enrolled in the Master of Arts in Teaching program at Empire State College. E . Lester Levine Memorial Scholarship Established in memory of Mentor E. Lester Levine, primarily by his brother, Maurice Edwards, this scholarship is available to undergraduate students enrolled at the Niagara Frontier Center. Louis Levine Scholarship The Louis Levine Scholarship is available to undergraduate students enrolled at The Harry Van Arsdale Jr. Center for Labor Studies pursuing a bachelor’s degree. Applicants must demonstrate financial need and be active members of a labor union. Joseph L . Mancino ’80 Family Scholarship Established by alumnus Joseph Mancino ’80 and his wife, Laurel Anne, this scholarship provides aid to students enrolled at the Long Island Center. Keith and Laura Martin Scholarship This scholarship is available to undergraduate students pursuing studies in visual, literary, performing arts or other kindred disciplines. Preference is given to students with an interest in museum studies residing in the Binghamton area. Marjorie Meinhardt ’77 Scholarship Established in honor of Marjorie Meinhardt ’77, an alumna and long-time Empire State College director of alumni and student relations, this scholarship is available to all undergraduate and graduate students. Niagara Frontier Center Alumni Student Association Scholarship This scholarship is available to undergraduate students who are enrolled at the Niagara Frontier Center. A . Lindsey and Olive B . O’Connor Foundation Scholarship Established by the A. Lindsey and Olive B. O’Connor Foundation, this scholarship provides aid to students residing in Delaware County and any additional funds are to be used for students from Otsego, Schoharie, Ulster, Sullivan, Broome or Chenango counties in New York state. Ortiz Family Endowed Scholarship Established by the Ortiz family to promote diversity in the pool of people pursuing careers as K-12 educators, this scholarship will be awarded annually with preference given to students from a traditionally underrepresented background enrolled in Empire State College’s Master of Arts in Teaching program. Secondary consideration will be given to similar students working toward a master’s degree to achieve permanent certification, or working toward an undergraduate degree with the intention of teaching or entering a Master of Arts in Teaching program shortly after graduation. Robert R . Rodgers Scholarship This memorial scholarship honors the life and work of Dr. Robert R. Rodgers, who was a mentor and professor at Empire State College’s Niagara Frontier Center in Buffalo. This scholarship is awarded to students enrolled at the Niagara Frontier Center who have demonstrated financial need and academic promise. Roslyn Savings Foundation Scholarship in Nursing Roslyn Savings Foundation Nursing Scholars will be selected on the basis of financial need, representation of the diversity of the area and academic promise. A student who makes satisfactory academic progress may receive multi-year awards until he or she completes the program. Roslyn Savings Foundation Scholarship Established by the Roslyn Savings Foundation, this scholarship is intended to provide scholarships for undergraduate students primarily in Long Island and in areas serviced by the Roslyn Savings Bank. Crystal Scriber Scholarship Fund This memorial scholarship honors the life and work of long-time faculty Mentor Crystal Scriber and is awarded to students at the Utica Unit. It is merit-based with preference given to students in the arts or related disciplines. The scholarship recipients are chosen by the faculty of the Utica Unit. Jane Shipton Scholarship Established in memory of Mentor Jane Shipton, this scholarship is available to undergraduate students enrolled at the Long Island Center with preference given to students studying Community and Human Services who demonstrate the ideals of scholarship and service. Peter Silverhart Scholarship Established by former Empire State College Foundation Board member Sondra Silverhart in memory of her son, Peter, this is available to undergraduate or graduate students who demonstrate a strong commitment to helping people. Alfred Z . Solomon Charitable Trust Scholarship Established by the Alfred Z. Solomon Charitable Trust and awarded to students who are residents of Saratoga County and graduates of SUNY Adirondack, Hudson Valley Community College or Schenectady County Community College. Marian Steinberg ’75 Scholarship Established by alumna Marian Steinberg ’75, this scholarship provides support to female students at the Northeast Center who are working on public administration or related projects. Torres-Wilczewski Scholarship Established by former faculty member Anibal Torres and his wife, Isabelle Wilczewski, the Torres-Wilczewski Scholarship will be awarded to students studying through the Central New York Center with a preference given to students of ethnic or racial minorities or to students of Polish descent. Awards will be merit based. Financial need is not necessary but will be considered. Award to be made to one or two students and will be selected at the discretion of the dean of the Central New York Center. Monte and Hilda Trammer Scholarship Established by Empire State College Foundation Board member Monte Trammer, this scholarship is available to a male, African-American student with preference given first to a custodial single parent and, second, to a married man with children in the household at any center or unit. T . Urling and Mabel Walker ’79 Endowed Scholarship in Nursing Established by alumna Mabel Walker ’79 and her husband, T. Urling Walker, and awarded to a student or students from Watertown pursuing a degree through Empire State College’s Nursing Program. Students will be selected based on geographic location, academic promise and financial need. If there are no students from Watertown, the scholarship should go to a student from the greater North Country area. T . Urling and Mabel B . Walker ’79 Scholarship Established by Tom and Mabel Walker ’79, this scholarship is available to students who are enrolled at the Watertown Unit and reside in Watertown or the North Country in New York state. Virginia Weiss ’88 Scholarship Established through a bequest from alumna Virginia Weiss ’88, this scholarship is available to undergraduate students enrolled at the Niagara Frontier Center or one of its units. Karen West ’95 Scholarship Established by alumna Karen West ’95, this scholarship is available to female students from Chautauqua County in New York state with preference given to an employed, single parent. C . Penn Wettlaufer Scholarship Established in memory of Mentor C. Penn Wettlaufer by his friends, family and wife, Margaret McAloon, this scholarship is available to undergraduate students enrolled at the Niagara Frontier Center with a preference given to a student living in Buffalo, N.Y. Recipients must be in the final year of their degree program. Mary C . Wilt ’87 Scholarship Established by alumna Mary Wilt ’87, this scholarship is available to an undergraduate student enrolled at the Genesee Valley Center who demonstrates academic excellence and community and civic involvement. The student must have an approved degree program at the time of application. David Yamada ’99 Labor Relations Scholarship Established by alumna David Yamada ’99 and awarded annually to a deserving graduate student with financial need in the Labor and Policy Studies program. Victoria D’Amore Zipko Scholarship Established by alumna Ruth Anne Gigliotti ’87 in memory and honor of her mother, Victoria D’Amore Zipko, who was a true advocate and supporter of education for Italian-American women. The Victoria D’Amore Zipko Scholarship will be awarded annually to two deserving Italian-American women with financial need. awards, scholarships or Fellowships with an application Morton Bahr Scholarship The Morton Bahr Scholarship is available to undergraduate students working in nonmanagement jobs and enrolled in the Center for Distance Learning. Preference is given to members of the Communications Workers of America or related unions. For information, contact the Center for Distance Learning, 800-867-5941 or visit our website at www.esc.edu/Bahr. The Dr . John M . Beckem II Scholarship The Dr. John M. Beckem II Scholarship is for an Empire State College student enrolled through the Center for Distance Learning pursuing an associate, bachelor’s or master’s degree with an interest in technology. Student candidates should submit a brief essay, between 500 and 1,000 words, describing how current or future technologies may be used to enhance academic learning and/or stimulate student engagement in the online classroom. Essay should include a description of the technology, implementation and perceived benefits. Students should have completed 8 credits with Empire State College already and be in good academic standing. This scholarship was generously established by CDL faculty member, Dr. John M. Beckem II. Essays may be sent to Betsy Boland, coordinator of stewardship and donor relations, at Betsy.Boland@esc.edu. Please include your student ID number. Rudy Cain Scholarship Named in honor of retired Mentor and Unit Coordinator Rudy Cain, Ed.D., this scholarship is awarded to undergraduate students enrolled at the Brooklyn Unit who have an approved degree program and who have completed at least 16 credits. Preference will be given to students who contribute to their community and to the life of the college. For more information, please contact the unit coordinator at the Brooklyn Unit at 718-783-4400. Dunkirk-Fredonia American Association of University Women Scholarship Sponsored by the Dunkirk-Fredonia Branch of the American Association of University Women, this scholarship assists deserving women with the completion of their college education. Recipients must be undergraduate students in good academic standing enrolled at the Fredonia, Jamestown or Olean units. Preference will be given to students living in northern Chautauqua County. Awards may be used to assist with the cost of tuition and books and will be based primarily on financial need with the applicant’s scholastic record a secondary consideration. Empire State College – Stewart’s Shops Community College Scholarship Program Established in partnership between the Empire State College Foundation and Stewart’s Shops. Twenty-eight $1,000 scholarships will be awarded to students who are currently enrolled and are graduates of one of the following community colleges: SUNY Adirondack, Clinton Community College, Columbia-Greene Community College, Dutchess Community College, Fulton-Montgomery Community College, Herkimer County Community College, Hudson Valley Community College, Jefferson Community College, Mohawk Valley Community College, North Country Community College, Orange County Community College, Schenectady County Community College, Sullivan County Community College, Ulster County Community College. Richard Porter Leach Fellowship The Richard Porter Leach Fellowship allows active and established performing artists to pursue a college degree while continuing to practice their craft. To be considered as a Richard Porter Leach Fellow, an applicant must be a matriculated undergraduate student at Empire State College. This award may be renewed as long as the student remains active in his or her craft and in good academic standing. The Leach Fellowship provides all tuition, fees and books. Fellowship information and application forms are available through the Empire State College Office of Academic Affairs at 800-847-3000, ext. 2263. Louis Levine Scholarship The Louis Levine Scholarship is available to undergraduate students enrolled at The Harry Van Arsdale Jr. Center for Labor Studies pursuing a bachelor’s degree. Applicants must demonstrate financial need and be active members of a labor union. Rosa Parks Scholarship Established in 1999 by an alumna of the School for Graduate Studies, this scholarship is intended to help further the graduate education of active trade unionists in the college’s Labor and Policy Studies program by providing for partial graduate tuition. Students who wish to be considered for this award should write a letter to the chair of the graduate Labor and Policy Studies program indicating their interest to be considered and the trade union to which they belong. The deadline for the letter of application is Jan. 1 of each year. For more information, contact Jason Russell, labor and policy studies coordinator, at 716-686-7800, ext. 3823 or Jason.Russell@esc.edu. State University of New York Underrepresented Minority Graduate Fellowship This award is available to full-time minority graduate students attending Empire State College’s School for Graduate Studies. Students must be identified as belonging to an underrepresented group such as African-Americans, Hispanic Americans or Native Americans. Awards cover tuition and a student stipend. For application information, contact the School for Graduate Studies at 800-847-3000, ext. 2267 or Pat.Ryan@esc.edu. Student Support/Research Funds are available to undergraduate and graduate students for small grants supporting research and publication including costs for travel, materials and other services essential to the completion or publication of the project. Grants are not provided for normal learning contract activities. For information, contact the Office of Academic Affairs at 800-847-3000, ext. 2263. loan programs Empire State College Foundation Loans Interest-free loans of up to $500 may be available for students receiving financial aid while they are waiting for an award over payment. Loans are offered to students who have financial aid in excess of the cost of tuition and fees and will be disbursed no earlier than one month prior to the start of the term. Loans are granted for expenses directly related to college study. Contact the Student Information Center at 800-847-3000, ext. 2285 for further information. Empire state College Foundation grants Grants are awarded to students who have financial need and are maintaining good academic standing. The two grants available are the Alumni Student Federation Grant and Empire State College Foundation Grant. Priority will be given to students who do not have enough financial aid to cover tuition and fees. To apply, students must complete and submit the Free Application for Federal Student Aid (FAFSA) for the upcoming year. The FAFSA must be submitted by the deadline of April 1 preceding the year for which the funds are to be utilized. Grants will be awarded in August. Students can complete the FAFSA online at www.esc.edu/FinancialAid. to Find Out More Our Student Information Center and Financial Aid staff members are available to give more detailed information and advice by phone, by mail or in person. For further financial aid information contact: Financial Aid, SUNY Empire State College, 111 West Ave., Saratoga Springs, NY 12866-6069, 800-847-3000, ext. 2285 or visit the website at www.esc.edu/FinancialAid or email FinancialAid@esc.edu. For assistance in completing the federal application, call 800-4FED-AID. There are many private scholarships and grants available to students who meet specific criteria. Check the reference section of your local public library or use a Web-based search site linked from www.esc.edu/FinancialAid for this information. Academic Policies and Procedures T his chapter contains the majority of academic policies and procedures relevant to undergraduate students. Policies and procedures related to developing a degree program and for awarding credit for prior learning (advanced standing) are included in the Student Degree Planning Guide. Policies relevant to graduate students are included in the Graduate Catalog. Revisions to existing policies, as well as new policies and procedures may be written as needed. Students are responsible for understanding and adhering to college policies. If you have questions, please contact your mentor or the coordinator of student services at your center or program. undErgraduatE adMissiOns pOliCy Part of the mission of Empire State College is to provide access to higher education for individuals who benefit from alternatives to the traditional time, place and form of higher education. The college reviews each application for admission to determine the match between the applicant’s needs and goals and the college’s resources. Admission shall be without regard to sex, age, race and ethnicity, color, religion, disability, national origin, sexual orientation, military status or marital status. admission requirements Requirements for undergraduate admissions are: q a completed application, q possession of a regionally accredited high school diploma or its equivalent, q ability to pursue college-level work, q payment of a nonrefundable orientation fee, and q completion of the college’s orientation process. The final decision regarding admission rests with the center dean or program administrator. Admitted applicants may register for enrollment at any time up to three calendar years from the date of their orientation. After that time, they must reapply. Applicants must complete the admissions process within one year of the initial application date. A student seeking to earn a second Empire State College associate degree or a second Empire State College bachelor’s degree must complete the entire application process for the second degree. A second associate or a second bachelor’s degree plan must meet a significantly different educational objective from the first degree. reapplication to the College Students who have matriculated may re-enroll up to three calendar years from the end date of their last enrollment. Students who wish to re-enroll after this time must reapply and satisfy all the requirements for admission. An applicant denied admission to the college may reapply one year after the most recent application date. rEadMissiOn, rE-EnrOllMEnt and dEgrEE prOgraMs OF rEturning studEnts This policy establishes principles for determining conditions of re-enrollment for students returning to the college after more than three years. Students who return after absences greater than three years must reapply for admission. In some cases, students who have been out of the college for a long time, if they have degree programs at all, have programs which differ in kind, quality and format from the expectations of recent years. In these cases, the procedures that follow determine how each case shall be treated. It is important to note that the purpose of this policy is not automatically to subject all old degree programs to intensive review and revision. Rather, the intent is to provide students, faculty and academic administrators with a regular and accountable means of dealing with the sometimes serious problems arising from substantial changes between past and current college practices. reapplication/re-enrollment procedure 1. Students who have been withdrawn for more than 36 months must reapply to the college, submitting an application for admission to Admissions. Deans may consult with Admissions about expediting readmission, where appropriate. 2. Students who have been enrolled as matriculated students within the past 36 months can contact their center/unit and make arrangements to continue their studies by re-enrolling; reapplication is not necessary. 3. Students reapplying are responsible for the college’s portfolio assessment fee if applicable. 4. For applicants (or reapplicants) who never enroll, the application file is destroyed 36 months after the date of their orientation or their last activity in the case of applicants who do not attend an orientation. After that time, an individual needs to reapply and is treated as any new applicant. degree programs The college recognizes all degree programs approved within the last five years prior to the student’s re-enrollment date. Degree programs approved more than five years prior to the student’s re-enrollment date are reviewed by the center dean, who may seek the assistance of the student’s mentor and/or faculty member with expertise in the student’s area of concentration. If the center dean judges that the student’s early degree program is sound by contemporary standards, the student is not required to make any additions or changes to the degree program. If the center dean, in consultation with the student and the mentor, judges the once-approved program to be inadequate, the student is asked to prepare a new program for submission through the regular channels following contemporary expectations. Additional degree program planning credit may be required. 1. Degree programs must conform to current standards for Empire State College degrees in terms of the total number of credits required; the maximum amount of advanced standing awarded; the inclusion of 4 to 8 credits of degree program planning; and advanced-level credit and liberal studies expectations. 2. Learning contracts and experiential learning listed as months should be translated to credits. It may be necessary to make a reasoned estimate (judicious but not overly conservative) of credit for work completed in months during the very early years of the college and experiential learning credit may need to be grouped. The college recognizes all completed learning contract months translated to credits. If the student is dissatisfied, the regular appeal procedures are available. adMissiOn OF studEnts On F-1 Visas To be admitted to Empire State College, students on F-1 visas who have learned English as a second language must demonstrate proficiency in English by earning a TOEFL score of at least 550 on the paper-based test or at least 213 on the computer-based test or an 80 on the TOEFL iBT Internet-based exam. lEarning COntraCt study and undErgraduatE studEnts pOliCy Empire State College is committed to the principles that: q effective learning derives from purposes and needs important to the individual, q learning occurs in varied ways and places, and q styles of learning may differ significantly from person to person and from one setting to another. Undergraduate students at Empire State College have the opportunity to pursue their education through a series of learning contracts, so-called because students and mentors together establish their content and approach. A well-designed learning contract lays the foundation for effective student evaluation by clearly outlining learning objectives and activities, and methods and criteria for evaluation. The mentor evaluates the student’s work in light of these elements throughout the learning experience. Thus, the mentor’s feedback to the student arises from the learning contract or course design itself, occurs throughout the study, and culminates in the grade. The mentor also helps the student develop self-assessment skills, through the design of the study and through dialogue about learning objectives, learning outcomes and evaluation methods and criteria. Empire State College also offers undergraduate classes and structured courses through The Harry Van Arsdale Jr. Center for Labor Studies, the Center for Distance Learning and International Programs. For these courses, students receive a syllabus with information comparable to that provided in a learning contract. Definitions Definitions are embedded in the body of the policy. statements Learning contracts provide the specifics about what will be studied, how it will be studied and how the student will be evaluated for each study. A learning contract stands in place of a course syllabus. The college actively fosters the participation of the student in planning and designing his/her education through the use of individualized degree programs and learning contracts. Students are encouraged to design studies that help them clarify their goals and acquire the competence, knowledge and awareness necessary to pursue those purposes actively and independently. Through learning contracts, students undertake studies tailored to their individual educational needs. Students and mentors design contracts that take into account the student’s background and skills and encompass diverse fields and methods of study. Learning contracts allow great flexibility in the design and use of learning resources, and in the time and place of student learning. Each Empire State College contract or course specifies the amount of credit that may be earned. Learning objectives/ outcomes, learning activities and academic criteria for the evaluation of student work are established in the learning contract. Credit is not given for work that fails to meet those criteria. Students are expected to complete each contract or course within the enrollment term defined for the learning contract/course. learning Contract The learning contract (LC) for each study should be prepared as early as possible so that the student has a study guide and a clear record of the academic expectations. Ideally, the LC is prepared two weeks before the beginning of the enrollment term. The learning contract should be prepared no more than four weeks after the start date of the enrollment term. The instructor is responsible for preparing and submitting the learning contract. Learning contracts should be designed to engage the student in academic work throughout the term. The learning contract is reviewed and approved according to college and center/program procedures for academic soundness and conformity to college policies, and then submitted according to college procedures. Since fostering independent learning skills is a prime educational objective of the college, students may participate in the design of learning contracts. Students should take increasing responsibility for study design as they advance through their programs. Elements of the learning Contract • dates of the study – the beginning and end dates of the enrollment term • definition of the study – title, amount of credit, level of credit, liberal arts/nonliberal arts designation, role in meeting SUNY general education requirements, mentor/instructor • purpose – description of the scope and objectives of the study (this section may clarify how the study addresses one or more elements of the SUNY general education requirements) • learning outcomes – statement of learning goals and learning outcomes that specify the knowledge, skills and/ or competencies that the student can expect to attain as a result of engaging in the learning activities of the contract • learning activities – description of the activities and modes of learning to be pursued during the study. For independent studies, study groups, residency-based studies and field work (internship, practicum, etc.) the description normally includes an outline of specific learning activities such as readings, writing assignments, paintings, research, laboratory study, etc.; and a bibliography of basic texts or required readings. For study taken through cross-registration at another institution, the learning contract must document the name of the other institution, the course number and the minimum acceptable grade for the credit award by Empire State College at the undergraduate level: C- or better. (See the Empire State College policy on cross-registration at other institutions for additional information.) • methods and criteria for evaluation – an explicit statement of the methods and criteria for evaluation to be employed by the mentor that informs the student about how he or she will be evaluated in relation to the expected learning outcomes The criteria for evaluation are the standards by which the student’s performance will be judged. Criteria should be consistent with the level of the study. The criteria should establish the minimum standard for the award of credit. The student must satisfy the requirements and evaluative criteria in order to receive credit for the contract. • plan for formative assessment – a description of the expected time frame for completion of learning activities throughout the term of enrollment and for developmental feedback on learning activities from the instructor. The plan outlines mutual commitments of student and instructor with regard to communication. The student is expected to engage in the study continuously throughout the term. pOliCy and prOCEdurEs FOr undErgraduatE studEnt EValuatiOn and grading Empire State College is committed to fostering the academic growth of students through timely and individualized developmental feedback to students about their academic work. Faculty members provide formative assessment to students throughout the learning contract or course. Faculty members award letter grades to record a summative evaluation of the student’s performance in a learning contract or course in which the student earned credit. grades: summative Evaluation Grading of a student’s work is based on the learning objectives/ outcomes and the methods and criteria of evaluation stated in the learning contract or course syllabus. A grade awarding credit is assigned by the instructor only if the academic expectations of the learning contract or course syllabus have been completed satisfactorily. To support student achievement, Empire State College faculty may afford students opportunities to revise work during a study in order to meet performance standards at the minimum or a higher level. Nevertheless, a student who works hard and shows progress, but does not meet the stated criteria for evaluation, does not earn college credit. timely developmental Feedback: Formative Evaluation Empire State College instructors assure that students receive ongoing feedback about the quality of their work and accomplishments throughout the learning contract/course and indicate areas of growth and areas in need of improvement. letter grades Empire State Colleges uses a 4.00 grading scale. The grade assigned to an undergraduate learning component completed at Empire State College may be any of the following: A, A-, B+, B, B-, C+, C, C-, D+, D or D-. Unsuccessful study results in an outcome of No Credit (NC) rather than a letter grade. Refer to the No Credit section under Learning Contract Outcomes for details on when a No Credit outcome should be awarded. The award of a grade is normally final. Students may seek a grade change through the Student Academic Appeals Policy and Procedures. If an instructor discovers an error in grading after the grade is recorded, a correction is made through the dean’s office in cooperation with the Office of the Registrar. status of C and d grades Empire State College learning contracts and courses: a grade of D- or better is required for Empire State College to award credit. Cross registration: Empire State College requires a letter grade of C- or better to award credit for courses completed through cross registration at other colleges or universities. Full Credit/no Credit Option A student may select a Full Credit/No Credit (FC/NC) option for up to 12 credits of Empire State College study. Under this option, receiving an FC outcome implies that the student’s work is completed at the C- level or better. The student selects the Full Credit/No Credit option at the time of enrollment. The college does not later award letter grades for such studies, nor are such studies included in the student’s GPA. assignment of grades to Credit by Evaluation/ prior learning assessment Components Empire State College does not assign grades to Credit by Evaluation /Prior Learning Assessment components. learning Contract Outcomes types of learning Contract Outcomes Full Credit (FC): Ordinarily, a course/study instructor submits a letter grade when the student successfully completes a learning contract/course. When a student successfully completes a learning contract/course taken on a Full Credit/No Credit basis, a Full Credit (FC) outcome is recorded. When the course/study instructor determines that the work does not merit the award of credit through a letter grade of A through D-, or FC for a Full Credit/No Credit study, she or he awards one of three possible outcomes: Incomplete (IN), Administrative Withdrawal (ZW) or No Credit (NC). There also is a student-initiated outcome, Withdrawal (WD). These four outcomes are defined below: Incomplete (IN): When extenuating circumstances arise, a student may request an outcome of incomplete (IN) from the course/study instructor. The course/study instructor submits an IN outcome only when the student has consistently engaged in learning activities and has successfully completed at least 50 percent of the work before the end of the enrollment term for the study/course. The course/study instructor is not obligated to grant an incomplete. A student who is awarded an IN outcome is allowed no more than 16 weeks after the study end date to complete the study. The course/study instructor may establish an earlier completion date. The learning contract outcome statement submitted by the course/study instructor specifies the remaining work to be completed and the expected completion date. If the course/study instructor submits no further outcome, an IN outcome automatically becomes a No Credit (NC) outcome after 16 weeks, or earlier if the course/study instructor has specified an earlier completion date. No Credit (NC): The course/study instructor submits a No Credit (NC) when a student engages in a study or course throughout the term of enrollment and fails to complete it in a satisfactory and sufficient manner. An IN outcome automatically becomes a NC on the date when the IN completion period ends if the course/study instructor does not submit a letter grade or FC outcome. Empire State College emphasizes academic achievement in its assessment of students. Therefore, a student who does not earn credit in a study is awarded a No Credit (NC) outcome rather than a failure letter grade. Like any grade, a No Credit is ordinarily final and not subject to change outside of the college’s established academic appeals processes. A student who has had an incomplete that has turned into an NC, and who believes that extenuating circumstances prevented timely completion of the study may make a request to the dean or dean’s designee to complete the study without re-enrolling. The dean or dean’s designee will consult the mentor/instructor (if available) before agreeing to reopen the study. If the request is granted, the student has no more than 16 weeks to complete the study; the mentor or instructor may specify an earlier completion date. If the student does not complete the study within the specified time frame, the NC outcome remains in place. If the student completes the study within the specified time frame, the mentor or instructor submits a grade to the dean or dean’s designee, who ensures that the outcome is recorded according to college procedures. Requests to appeal an NC outcome will not be heard through the appeals process unless the NC was recorded less than a year prior to the submission of the petition. Administrative Withdrawal (ZW): The course/study instructor submits an outcome of administrative withdrawal (ZW) if a student registers for a course/study, does not withdraw and does not engage in course/study work consistently. The ZW outcome must include the last date of substantive contact in an academically related activity by the student. ZW outcomes should be recorded in a timely manner throughout the term when possible. In no case should a ZW outcome be filed any later than the deadline for submitting outcomes for the term. Withdrawal (WD): A withdrawal (WD) is the only student-initiated outcome. It does not result in the award of credit. A student may withdraw from a study until the last day of an enrollment term. The student must complete and submit a Withdrawal Form. The effective date is the date the student transmits the request. The actual date of withdrawal may affect enrollment status, satisfactory academic process, and financial aid eligibility. See Empire State College policy on Academic Withdrawal. Outcomes of IN, ZW, NC and WD have specific implications for financial aid eligibility. For an explanation, see the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid. timing of Outcomes The grade or outcome for each study should be prepared as soon as possible after the student has completed the study, so that the student has timely evaluative information and an official transcript for the study. Student work is due as specified in the Learning Contract. Grades and outcomes are due as follows: • September term: Grades and outcomes are due no later than 14 calendar days after the end of term. • November, January, March, and May A terms: Grades and outcomes are due no later than 10 calendar days after the end of term. • May B term: Grades and outcomes are due no later than 7 calendar days after the end of term. grade point average (gpa) Calculation The college registrar calculates the grade point average and includes the GPA in the student transcript. The GPA calculation at Empire State College is: • based only on Empire State College studies for which a letter grade is assigned. This includes courses for which a student cross registers at another institution and which Empire State College treats as part of the Empire State College studies for the degree. • based only on credit earned at Empire State College, and is not based on prior transfer credit or credit by evaluation components. • based only on credit completed and does not reflect study that results in no credit. • included as part of the student’s official transcript. The following outcomes are included in the grade point average: Grade Quality Points A 4.00 A­ 3.67 B+ 3.33 B 3.00 B­ 2.67 C+ 2.33 C 2.00 C­ 1.67 D+ 1.33 D 1.00 D­ 0.67 The following outcomes are not included in the grade point average: • IN (incomplete) • NC (no credit) • WD (withdrawal) • ZW (administrative withdrawal) Minimum grade point average requirement Empire State College undergraduate students must maintain a 2.00 GPA. A student who has completed at least 8 credits at Empire State College and whose cumulative GPA is below 2.00 is placed on academic warning. If a student who is on academic warning still has a cumulative GPA of less than 2.00 after earning 16 additional credits at Empire State College (i.e., after earning a total of at least 24 credits at Empire State College), the student is academically dismissed. grade point average and academic standing The grade point average is one of two criteria that establish the student’s academic standing with the college. The other is the student’s academic progress rate. A student who meets these two criteria is in good academic standing and therefore maintains her/his eligibility to re-enroll. These and other criteria apply to eligibility to receive financial aid. See the Policy on Satisfactory Academic Progress and the statements on Eligibility for NYS and Federal Financial Aid. appeal of grades A student may appeal a grade or outcome as provided in the Student Academic Appeals Policy. Empire state College transcript An Empire State College transcript includes a degree program (if concurred) showing the source, title and credit amount of each component included in the degree, followed by a summary sheet of grades for studies completed at Empire State College. The summary sheet includes the GPA and specifies the studies on which it is based. The college documents successful study on student transcripts while maintaining internal records of enrollment history. Thus, the official Empire State College transcript documents credit completed. The transcript does not provide an enrollment history that includes unsuccessful study with the college. The college catalog and transcript include a notice to this effect. repeated studies When a student repeats a study, the more recent grade or outcome for the repeated study replaces the original one for purposes of the award of credit, inclusion in the transcript and calculation of a grade point average. Both the original and the repeated study must be included in the satisfactory academic progress (SAP) calculation. The student initiates the Request to Repeat a Study request form. Submission of this form prior to the registration for the repeat study is required for accurate calculation of the GPA. This form also is required for financial aid purposes. Financial aid may not be available for a repeated study. retroactive assignment of grades Students matriculated at Empire State College before July 1, 2004, may request the assignment of a letter grade to the relevant narrative evaluations. The college will continue to respond to these student requests. For students who matriculated after that date, there will be no later assignment of letter grades to narrative evaluations. satisFaCtOry aCadEMiC prOgrEss – undErgraduatE This policy statement describes the academic conditions under which an undergraduate student is eligible to remain enrolled in the college and specifies procedures for warning and dismissing students who do not make satisfactory academic progress. The college’s policy on satisfactory academic progress defines both whether a student is in good academic standing and whether a student is eligible for financial aid. A student is expected to complete learning contract studies or courses, to accumulate credit in proportion to the credit attempted (i.e., meet academic progress expectations), and to make progress toward a degree. Though nonmatriculated students are by definition not pursuing a degree, academic progress rate expectations do apply to them. Sometimes a student makes less academic progress than expected. When this occurs, the college notifies the student with an academic warning or dismissal. satisfactory academic progress determination 1. A student is making satisfactory academic progress when he or she has earned the minimum number of credits expected for the number of terms of enrollment at Empire State College. The satisfactory academic progress table, illustrates cumulative credit expectations for full-time and half-time students. A student enrolled for other amounts of credit must make progress proportionate to what is illustrated in the table. Program or center staff can advise individual students regarding these calculations. The satisfactory academic progress calculations include only college-level contract studies or courses registered for at Empire State College. Satisfactory academic progress calculations do not include advanced standing credit – transfer credit or credit by evaluation granted toward a degree. 2. Academic progress is monitored at the end of each enrollment term. 3. Academic progress is cumulative across associate and bachelor’s degree study at Empire State College. 4. Pre-college credit equivalence is given for learning contract studies or courses that are developmental rather than college level. Pre-college study does not count toward the credit required to earn an associate or bachelor’s degree. Therefore, it does not count toward meeting satisfactory academic progress expectations. Pre-college study does count toward enrollment status (full or part time) and financial aid eligibility within an enrollment term. For example, 4 credits of pre-college study and 8 credits of college-level study count as 12 credits or full-time status. In this example, while all 12 credits count as credits attempted and all 12 credits count in establishing financial aid eligibility, only the 8 college-level credits will count toward satisfactory academic progress. See the policy on pre-college study for more information. 5. Academic progress advances only when a student earns credit for college-level study. A student earns no college-level credit and makes no progress academically under the following conditions: • the student receives any of the following outcomes for a study or course: • incomplete • no credit • administrative withdrawal These three outcomes count in the determination of credits attempted, and thus affect the calculation of the student’s cumulative rate of progress. (A complete discussion of study outcomes is in the learning contract study – undergraduate student.) • the student successfully completes a pre-college credit study • the student withdraws from a study more than 28 days after the start of an enrollment term academic progress warning The center or program administrator gives the student a written academic warning if the student has not accumulated the expected number of credits. Students who are on academic progress warning are normally not eligible for New York state financial aid. For further details, see the statement on Eligibility for New York State Financial Aid. rescinding an academic progress warning An academic warning is in effect until it is rescinded or the student is academically dismissed. The center/program administrator rescinds the academic warning in writing when the student’s progress rate returns to a satisfactory level. The center/program administrator academically dismisses the student if the student’s progress rate does not return to a satisfactory level within the next 16 credits attempted by the student. satisFaCtOry aCadEMiC prOgrEss taBlE* a full-time student a half-time student at the end of must have earned must have earned term number this number of credits this number of credits 1 4 2 2 12 4 3 24 8 4 36 12 5 48 18 6 60 24 7 75 30 8 90 36 9 105 42 10 120 48 11 128 54 12 NA 60 13 68 14 75 15 83 16 90 17 98 18 105 19 113 20 120 21 128 22 NA * The SAP table is used for two purposes: to determine whether a student is in good academic standing at Empire State College and to determine whether the student is eligible for financial aid. Empire State College’s academic progress expectations meet or exceed the minimum standard for New York state financial aid eligibility. For information on implications for aid eligibility, see the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid. The table illustrates SAP expectations for full-time (12 or more credits) and half-time (6 to 8 credits) enrollment, which are the most common enrollment choices made by Empire State College students. A student who enrolls for other amounts of credit, or who moves back and forth between full- and part-time enrollment, must make progress proportionate to what is illustrated in the table. Program or center staff can advise individual students regarding these calculations. academic progress dismissal 1. The center/program administrator gives the student a written notice of academic dismissal if all of these conditions are met: • the student has been given an academic progress warning, • the warning has not been rescinded, • the student has attempted 16 credits since the warning was issued, and • the student’s cumulative rate of progress remains below the minimum. 2. If it is not possible for a student on academic warning to achieve a satisfactory rate of progress within the next 16 credits of enrollment, the student is dismissed. 3. In rare instances, when it is evident that a student is unable to benefit from continued enrollment in the college, the center/program administrator may academically dismiss a student without warning as warranted by the student’s academic record. reinstatement after academic progress dismissal In order to be reinstated, a student must present written evidence to the center or program administrator that the student is ready and able to make satisfactory progress. The center/program administrator is responsible for acting on requests for reinstatement after academic dismissal. Students are not eligible for reinstatement for at least 16 weeks or one term, whichever is longer, after an academic dismissal. Students who are academically dismissed for a second time are not eligible for reinstatement. If the center/program administrator reinstates a student, he or she may establish terms and conditions that promote future academic success. For example, the center/program administrator may: • place the student in warning status, • impose specific conditions for subsequent enrollments, such as requiring a reduced academic load or requiring enrollment in studies to build academic skills, or • clear the student’s progress rate, i.e., allow the student to begin at term one on the satisfactory academic progress table with the next enrollment. (However, note that the determination of a student’s further financial aid eligibility may not match this placement.) Please visit www.esc.edu/StudentAccounts for information on tuition adjustments for cross registrations. written notice The center/program administrator provides written notice to the student when the student is placed on academic progress warning, warning status is rescinded, the student is academically dismissed, or the student is reinstated. Copies of written notices are sent to the Office of the Registrar, Financial Aid and the student’s mentor. Effect on Financial aid Eligibility For discussions of how academic progress affects financial aid eligibility, see the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid. appeals An explanation of the appeals process is in the Student Academic Appeals Policy and Procedures. pOliCy On prE-COllEgE study A student may enroll at the pre-college level for noncollege­level study. Pre-college work does not count toward the credit requirements for an associate or bachelor’s degree. Pre-college studies help students develop the academic skills needed for successful college study. Students may enroll for no more than 16 units of pre-college study. Pre-college studies are contracted and evaluated in the same way as college-level studies. In terms of time on task, student-mentor contact and billing, one unit of pre-college study is comparable to 1 credit of college-level study. Learning contract proposals, contracts and evaluations must specify the number of pre­college units and clearly label the study as pre-college. Students may include pre-college study in any enrollment. Sometimes it becomes evident that a student will be unable to complete a study at the college level. By the mid-point of a study, a mentor should have enough information about a student’s work to know whether any significant changes need to be made in the study itself. Therefore, if later in a study a student has been unable to work at the college level, the mentor should not submit an amendment to change the study to the pre-college level. For example, a student registered for College Writing who is unable to complete introductory-level work should receive a no credit outcome, rather than receiving credit for a study redefined as pre-college level. EnrOllMEnt status Full-time and part-time Enrollment status Undergraduate students enrolled in 12 or more credits in an enrollment term are considered full time. Undergraduate students enrolled for 11 or fewer credits in an enrollment term are considered part time. Graduate students enrolled in 9 or more credits in an enrollment term are considered full time. Graduate students enrolled for 8 or fewer credits in an enrollment term are considered part time. aCadEMiC witHdrawal Students may withdraw from a study until the last day of an enrollment term. However, the actual date of withdrawal may affect enrollment charges, enrollment status, satisfactory academic progress and financial aid eligibility. The student must submit a withdrawal request in writing by completing a withdrawal form available in the forms center. For additional information on academic withdrawal, please visit www.esc.edu/Withdrawal. Effect on Enrollment status The effective date of the withdrawal may affect the full- or part-time enrollment status of the student. For the purpose of establishing enrollment status, enrolled credits are the number of registered credits after day 28 of the enrollment term. For example, a student who first enrolls for 12 credits and withdraws from one 4-credit study on or before day 28 remains enrolled for only 8 credits and is no longer considered full time. If the student withdraws after day 28, he or she is considered full time. A withdrawal that results in a change from full- to part-time enrollment status can jeopardize the student’s financial aid eligibility. See the Empire State College statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid. Effect on satisfactory academic progress The effective date of a withdrawal also affects the calculation of satisfactory academic progress. For purposes of calculating academic progress, credits attempted is the number of registered credits after day 28 of the enrollment term. Thus, the date of withdrawal affects whether the credits are counted in the number of credits attempted. For example, if a student first enrolls for 12 credits and then withdraws from one 4-credit study on or before day 28, satisfactory progress is calculated on 8 credits attempted. If the student withdraws after day 28, satisfactory progress is calculated on 12 credits attempted. For information on the effect on financial aid eligibility, see the statements on Eligibility for New York State Financial Aid and Eligibility for Federal Financial Aid. pOliCy On VisitOrs tO instruCtiOnal aCtiVitiEs Instructional activities are not normally accessible to those outside the Empire State College community other than on the basis of invitation. All of the college’s instructional activities, including individual faculty/student meetings, study groups, online learning courses and group sessions at residencies are intended to foster academic inquiry in an atmosphere supportive of academic freedom. Attendance at instructional activities is normally limited to the students enrolled for the activity and the instructor(s). On occasions provided for in faculty evaluation procedures, the faculty member’s supervisor or other designated evaluator may observe teaching activity. Faculty members may invite students not enrolled in the activity, faculty colleagues and other presenters or visitors, with the following stipulations: 1) Students enrolled in the instructional activity should be informed and consulted about such visitors in a timely way; 2) When arranging to bring external visitors to the college, faculty members should inform or consult their supervisors as appropriate. When the college has a formal partnership or contractual relationship with an external organization, such agreements commonly include provisions for evaluation of the program. When observation of instructional activity is part of a plan agreed to by the college and an external organization, the observation will be designed to avoid interference with instructional aims. Observations conducted for purposes of program evaluation will not be used in evaluation of individual faculty. Faculty and students or prospective students will be informed of such program evaluation plans at the outset of the program and will receive advance information about specific observational visits. When the college invites individuals to visit academic programs to introduce them to the college, the visitor will observe instructional activity only when such a visit is agreed to in advance by the faculty member, in consultation with students and the center or program administrator. If visitors offer unsolicited evaluative comments or written reports, these will not be considered in evaluation of the individual faculty member. Individuals wishing to visit the college, e.g., community members, legislators, representatives of organizations with which the college has no formal relationship, should be referred to the appropriate administrator. aCCElEratiOn Acceleration is the opportunity to earn more than the maximum 16 credits in one enrollment term, but not more than 20 credits. This is limited to full-time students who have not interrupted the learning contract in question. Acceleration may occur in two different ways. First, the learning contract proposal can be drawn up with more than 16 but no more than 20 credits. The center dean must review and approve this accelerated enrollment. Acceleration may be accomplished by amending a full-time enrollment. Again, the center dean must review and approve the amendment for the accelerated enrollment. CrOss rEgistratiOn at OtHEr institutiOns Empire State College students may cross register at other institutions. This option expands the variety of learning resources available. For cross registration, a course must be taken for academic credit at a college or university that is accredited, or a candidate for accreditation, by a recognized regional accrediting agency. An undergraduate student may cross register for no more than 50 percent of his or her total Empire State College learning contract credits. A graduate student may transfer in no more than 12 credits, and may include in the degree no more than 15 credits from transfer and cross registration combined. For study taken through cross registration at another institution, the learning contract must document the name of the other institution, the course number and the minimum acceptable grade for the credit award at Empire State College (at the undergraduate level: C or better; at the graduate level: B or better). The amount of credit to be earned for a cross-registered course must be expressed in semester hours on the Empire State College enrollment documents. The student must request that the other institution send an official (institution-to-institution) transcript to Empire State College. The learning contract outcome should refer to the outcome reported on the official transcript. The official transcript is retained by the Office of the Registrar in the student file. Please visit www.esc.edu/StudentAccounts for information on tuition adjustments for cross registrations. Cross-registration procedures To cross register, the student must enroll for the course through an Empire State College learning contract proposal (registration) approved by the mentor. The mentor submits an Empire State College learning contract for the course. The student also must follow local cross-registration procedures. These depend on the type of host institution or on specific arrangements between Empire State College and the host institution. Empire State College allows tuition adjustments for cross registrations. Procedures depend on the type of host institution or on specific arrangements between Empire State College and the host institution. Please visit www.esc.edu/StudentAccounts for information on tuition adjustments for cross registrations. graduatiOn ClEaranCE pOliCy The final date of a student’s liability for tuition and eligibility for financial aid is the end date of the final contract/last term of enrollment. The center/program recommends the student for graduation when all activities for degree completion have been accomplished. Upon receipt of the center recommendation, the Office of the Registrar conducts an academic clearance. Student Accounts conducts a financial audit of the student’s account and financially clears the student. A student who is graduating is classified as a student until an official degree award date has been assigned signifying that his or her name has been forwarded to the SUNY Board of Trustees with a recommendation for degree conferral. studEnt aCadEMiC appEals pOliCy and prOCEdurEs policy statement Students are responsible for reviewing and abiding by the college’s academic policies and procedures. Students are responsible for their academic choices and for meeting the standards of academic performance established for each study or course in which they enroll. Faculty are responsible for establishing methods and criteria for evaluation and evaluating a student’s performance in learning contracts, courses, final projects, exams, prior learning assessments, etc. Evaluations of students, awards of academic credit and other academic judgments are based upon academic performance and the application of relevant academic policies. Academic judgments made by faculty and other academic professionals are recorded in college documents, such as: • learning contract, and course outcomes and evaluations; • evaluations of prior learning; and • written academic decisions made by assessment committees, academic review committees, center or program administrators, or other academic staff. On occasion, a student may disagree with the academic decision of a faculty member or academic professional, administrator or committee. The college provides an appeals process for the student to request reconsideration of an academic decision. Appeals are petitions to change a decision rendered about an academic matter. The basis for a student’s appeal of an academic decision may be either that the academic judgment was unfair in the view of the student or that the college’s academic policies were applied incorrectly in the view of the student. procedures for appeals of academic decisions The administrator for the center or program where an academic decision was made is responsible for administering the appeals process. If the relevant administrator made the original academic decision while serving in the role of mentor, tutor or evaluator, the faculty chair fills the administrative role in the appeals process. The locus of appeal is the center or program where the original academic decision was made. For example, if a center student enrolls in a Center for Distance Learning course and appeals the CDL course outcome, the appeal is handled by the Center for Distance Learning. Questions about the appropriate locus of an appeal are resolved by the ombudsperson in the Office of Academic Affairs. The relevant administrator should provide the student with a copy of the Student Academic Appeals Policy and Procedures. The college appeals process includes an informal resolution procedure as well as a procedure for formal appeal of an academic decision. The college strongly encourages the student to attempt an informal resolution before making a formal appeal. A . Procedure for Informal Resolution The informal resolution process includes two possible steps: 1. the student should discuss the matter directly with the party who made or represented the academic decision (tutor, mentor, assessment committee representative, assessment professional, etc.) and make a reasonable effort to resolve the issue. The student must begin such an informal resolution process within 30 days of receiving the academic decision. (Throughout this document, read days as calendar days.) 2. if no resolution is reached through the first step, or if the student is uncomfortable trying to resolve the issue directly with the appropriate party, the student should request informal resolution by the center dean or program administrator (or designee). This step must occur within 45 days of the student’ s receipt of the original academic decision. The center or program administrator discusses the academic decision with the student and listens to the student’s perspective on the situation, and may gather additional relevant information. The administrator attempts to facilitate understanding and acceptance by the student of the original decision or agreement by the parties to an alternative resolution, as appropriate. The center or program administrator does not play a decision-making role; rather, he or she facilitates a resolution when possible. B . Procedure for Formal Appeal 1. A student may initiate a formal appeal of an academic decision within 60 days of receipt of the decision, whether or not he or she has attempted an informal resolution as described previously. An academic review committee, described below, considers appeals of academic decisions. a. The student submits a written appeal to the center or program administrator and includes in it: • a full description of the academic decision and the basis for the student’s appeal for reconsideration, • a statement of the remedy the student is seeking, • any supporting documents, and • information on when and with whom the student may have attempted any informal resolution. b. The administrator transmits the appeal to the center or program academic review committee and provides a copy to any other relevant parties. The administrator should take these steps within seven days of receiving the appeal. He or she ensures that the ARC review takes place in a timely manner. 2. Academic Review Committee a. The ARC consists of at least three, but no more than five, faculty members. Each center or program establishes procedures for constituting the ARC and for establishing a chair. If a member of the ARC is a party to the appeal, a substitute is designated if necessary to bring the membership up to the minimum. b. The ARC may obtain additional relevant information before or after a hearing. Academic review committee consideration of the appeal focuses only on the student’s claim of unfairness or incorrect application of college policies. 3. Initial ARC Review a. Based on its initial review, the ARC may return an appeal to the student for further information or clarification. If the appeal is returned for further information or clarification, the student must submit the requested information or revision within 15 days for the appeal to be heard. b. Upon review of the initial or resubmitted appeal, the ARC may determine that there is no basis for a claim of unfairness or incorrect application of college policies and refuse to hear the appeal. c. The ARC should convey a decision not to hear an appeal within seven days of receiving the initial or resubmitted appeal. 4. ARC Hearing a. Each party to an appeal has a right to a meaningful opportunity to be heard and to respond to information and documentation presented. The chair of the ARC will ensure a fair and timely hearing of the information and produce an accurate record of the hearing. b. The ARC should schedule a hearing within 30 days of receipt of an appeal to consider information relevant to the appeal. A hearing may take the form of a meeting, conference call or videoconference, at the discretion of the ARC. c. The student may attend the hearing and present his or her case directly to the ARC. Likewise, the individual or a representative of the committee responsible for the original decision also may attend the hearing and present relevant information. A student may have an advisor at the hearing; however, the advisor may not participate directly in the hearing. 5. Following a hearing, the ARC deliberates in closed session. Decisions are made by majority vote unless otherwise noted. The ARC may: • uphold the original decision, • refer the decision back to the individual or committee making the original academic decision for reconsideration based upon ARC findings regarding fairness and/or application of college policy, or • revise or overturn the original decision, which requires a unanimous vote by the ARC. The ARC should provide a written decision and rationale for the decision to the student and other relevant parties within seven days of the hearing. 6. Reconsideration by original decision maker. If the ARC refers the decision back for reconsideration, the individual or committee making the original decision reviews the situation and may either affirm the original decision or issue a new decision. The individual or committee should convey the result in writing to the student and other relevant parties within 30 days of the referral. 7. Further Appeal. The student may appeal either a decision made by the ARC, including one not to hear an appeal, or a decision by an individual or committee following a reconsideration of the original decision. The written appeal is to the center or program administrator. a. The student must submit any further appeal in writing to the center or program administrator within 30 days of transmittal of an ARC decision or a reconsideration decision, and must include an explanation or justification for the appeal. b. The center or program administrator should notify the other relevant parties within seven days of receiving an appeal. Those parties should provide any written response within 15 days. c. The center or program administrator should provide a written decision and rationale within seven days of receiving responses to the appeal. The written decision is conveyed to the student with copies to the other relevant parties. 8. Final Appeal. Decisions made by the center or program administrator may be appealed to the provost/vice president for academic affairs (VPAA). a. The student must submit any further appeal in writing to the provost/VPAA within 30 days of transmittal of an ARC decision or a reconsideration decision, and must include an explanation or justification for the appeal. b. The provost/VPAA should notify the other relevant parties within seven days of receiving an appeal. Those parties normally provide any written response within 15 days. c. The provost/VPAA should provide a written decision and rationale within seven days of receiving responses to the appeal. The written decision is conveyed to the student with copies to the other relevant parties. d. The provost/VPAA’s decision is final. 9. A student’s status does not change while an appeal is under consideration. If a student was dismissed, he or she remains dismissed. If he or she is in academic warning, the warning stands. aCadEMiC HOnEsty pOliCy and prOCEdurEs policy Empire State College expects honesty from students in presenting all of their academic work. Students are responsible for knowing and observing accepted principles of scholarly research and writing in all academic work. Academic dishonesty or cheating includes acts of plagiarism, forgery, fabrication or misrepresentation, such as the following: • claiming the work or thoughts of others as your own • copying the writing of others into your written work without appropriate attribution • writing papers for other students or allowing them to submit your work as their own • buying papers and turning them in as your own • having someone else write or create all or part of the content of your assignments • submitting the same paper for more than one study or class without explicit permission from the faculty members • making up or changing data for a research project • fabricating and/or altering documents and/or information in support of the degree program College faculty and staff provide guidance regarding academic honesty through new student orientation programs and materials, learning contracts and study materials, and other college information resources. The college website, print materials, writing centers, writing studies and workshops, as well as innumerable texts on college research writing, provide rich resources for learning in this area. Mentors, tutors, evaluators and others who make academic decisions (who are collectively referred to as faculty in the remainder of the document) are responsible for identifying breaches of the college’s academic honesty expectations. Faculty make judgments about whether a breach of academic integrity represents a developmental need or a dishonest act. Faculty determine study, course and credit by evaluation outcomes and respond to breaches of academic honesty expectations in accordance with the procedures outlined on the following pages. The dean of the student’s home center may reprimand, warn or dismiss a student for serious acts of dishonesty in accordance with the procedures that follow. procedure When facing a breach of academic honesty expectations, a faculty member exercises his or her academic judgment in light of the particular circumstances and the student’s academic history. Consultation with the dean and/or the faculty chair throughout the process is encouraged. The faculty member: 1. reviews this policy and procedures statement. 2. documents the concern to the extent possible. 3. determines whether the breach is intentional and/or knowing, or results from a need for academic skills development. 4. based on that determination, identifies options for responding to the case in accordance with the procedures that follow. A . When Breaches of Honesty Expectations Result From a Need for Academic Skills Development 1. When the faculty member determines that a breach of academic honesty expectations resulted from the student’s need for academic skills development, he or she • raises the concern quickly and directly with the student • continues to work with the student • outlines expectations for academic honesty and refers the student to appropriate resources for skills development • informs the student’s primary mentor (advisor) of the concern. Once a faculty member or study tutor brings a breach of academic honesty to the attention of the student, the student is responsible for learning the necessary skills to prevent such concerns regarding future work. 2. The faculty member also does one or more of the following, or some other appropriate action, at his or her discretion: a. provides developmental advice to the student on academic expectations and the nature of the student’s breach of those expectations. b. requires that the student consult specific research writing or other academic skills development resources. c. requires that the student rewrite the assignment(s), meeting standards for academic honesty. d. requires that the student complete additional assignment(s) that meet standards for academic honesty. e. fails the student on the assignment and/or lowers the student’s grade in the study, if the study is graded. f. raises the developmental concern in the report of the academic decision. 3. Having provided guidance to the student, the faculty member remains alert to the possibility of further breaches. If the faculty member discovers repeated instances of problematic behavior, he or she considers whether the breach is an intentional/knowing act or if it resulted from a need for further skills development. In general, the college views repeated instances of mishandling source materials as acts of dishonesty, not as a need for further skills development. If the faculty member concludes that a repeated instance is part of the normal process of learning documentation skills, he or she continues to work with the student and follows the procedures in this section. However, if the faculty member concludes that these repeated instances are intentional and/or knowing acts of dishonesty, he or she proceeds as outlined for cases of academic dishonesty. B . When the Breach is Knowing or Intentional Action by the Faculty Member 1. When academic dishonesty occurs in the context of a study or course, the faculty member normally assigns a no credit outcome. When academic dishonesty occurs in the context of individualized credit by evaluation (CBE), the evaluator normally does not grant credit for the component. If the faculty member concludes that a no credit outcome is not warranted for a study or course or that the student should receive credit for the CBE component, then the faculty member follows the procedures for breaches of academic dishonesty resulting from a need for academic skills development described in the previous section. Otherwise, the faculty member follows the steps in the next section. 2. When a faculty member concludes that a student has committed an act of academic dishonesty that warrants a no credit outcome (or the equivalent if the context is other than a study or course) he or she: a. raises the concern quickly and directly with the student. b. assigns a no credit outcome for the study or course or an evaluation for a CBE. c. informs the student in writing within four weeks (either through the learning contract outcome form or through a memo) of the determination and the reason for it (and the study outcome as appropriate). d. copies the written notice to the student’s primary mentor and the dean (both at the student’s home center or program and at the center or program where the suspected dishonesty occurred, if the two are different). A student who believes that the determination of academic dishonesty is unfair may appeal that decision through the college’s Student Academic Appeals Policy and Procedures. Serious Acts of Dishonesty 1. Possible Penalties . Serious or continued breaches of academic honesty also may constitute grounds for formal reprimand, academic warning or dismissal from the college. The following penalties may apply: Reprimand A reprimand is a formal written notice from the dean to the student expressing disapproval of the behavior. It describes the nature of the breach of academic honesty standards, expectations for future behavior and any specific educational requirements. The letter of reprimand is not included in the student’s official college record. Academic Warning An academic warning for academic dishonesty is a formal written notice from the dean to the student providing conditions for continued enrollment in the college. It describes the nature of the breach of academic honesty standards, expectations for future behavior and any specific educational requirements. The academic warning for academic dishonesty is included in the student’s official college record. A breach of academic honesty expectations after an academic warning for academic dishonesty normally leads to dismissal. An academic warning for academic dishonesty remains active on the student’s academic record until graduation. While the college retains information internally about the academic warning after graduation, the college clears the official record. If the student pursues additional study with the college, the information is available to college personnel who may consider it if the student breaches academic honesty expectations again. Academic Dismissal An academic dismissal for academic dishonesty is an indefinite separation from the college. The formal written notice describes the nature of the breach of academic honesty expectations. The academic dismissal for academic dishonesty is included in the student’s official college record. 2. Review of Serious Cases of Dishonesty . If the faculty member, the primary mentor or the dean of the center where the dishonesty occurred believes that an instance of academic dishonesty is serious enough to warrant an official reprimand or possible academic warning or dismissal he or she refers the case to the dean of the student’s home center. The dean of the student’s home center/program reviews the case and the student’s academic history and determines next steps. He or she may: • refer the case to the academic review committee for a recommendation on possible reprimand, academic warning or academic dismissal; • issue a reprimand; or • in consultation with the student’s primary mentor, require additional educational activities and/or provide developmental advice. 3. Academic Review Committee Procedures . The Student Academic Appeals Policy and Procedures defines academic review committee membership. Academic review committee procedures are as follows: a. When the dean refers the case to the ARC, he or she notifies the student in writing within 15 days of receiving the copy of the notice to the student from the faculty member. The dean’s notice provides the student the opportunity to respond in writing to the ARC. b. The student has 15 days to submit any written response to the ARC. The ARC considers the student’s response in its review. c. The ARC may obtain additional relevant information before or after a hearing. d. Academic Review Committee Hearing • The ARC should schedule a hearing within 30 days of receiving an academic dishonesty case to consider relevant information. A hearing may take the form of a meeting, conference call or videoconference, at the discretion of the ARC. • Each party to a case of academic dishonesty has a right to a meaningful opportunity to be heard and to respond to information and documentation presented. The chair of the ARC ensures a fair and timely hearing of the information and provides an accurate record of the hearing to the dean. • The student may attend the hearing and present his or her case directly to the ARC. Likewise, the individual(s) referring the case also may attend the hearing and present relevant information. A student may have an advisor at the hearing; however, the advisor may not participate directly in the hearing. e. Following the hearing, the ARC deliberates in closed session. Decisions are made by majority vote. The ARC decides whether the breach of academic honesty was intentional or knowing or a result of a developmental need. Based on its conclusion the ARC may: • decide that a penalty is unwarranted, • recommend that the dean issue a reprimand or academic warning, or • recommend that the dean dismiss the student from the college. f. Within seven days of the hearing, the ARC transmits its decision/recommendation and rationale in writing to the student, the primary mentor and the dean. 4. Review of ARC Decision/Recommendation by the Dean . Within seven days, the dean reviews the ARC’s decision on dishonesty and any recommendation for a reprimand, academic warning or dismissal. The dean may decide to issue a reprimand, academic warning or dismissal as appropriate to the situation or may issue another decision. 5. Written Notice . The dean provides to the student a written notice of his or her decision in the case. a. If no penalty is warranted, the dean provides the rationale and advises the student of developmental resources and/or required educational activities as appropriate to the case. b. If a penalty is warranted, the dean provides written notice to the student of the penalty, which may be a reprimand, academic warning or academic dismissal. The written notice specifies the effective date of the action. c. The dean sends a copy of any written notice to the student’s primary mentor and retains a copy in the center/ program file. The dean also sends a copy of written notices of academic warning or dismissal to the Office of the Registrar. Reinstatement after Dismissal for Academic Dishonesty For the dean to consider reinstatement, a student must present to the dean convincing written evidence that he or she has come to value the standards for academic honesty and a written affirmation that he or she agrees to follow the college’s Academic Honesty Policy. The dean of the student’s home center is responsible for acting on requests for reinstatement after academic dismissal. Students are not eligible for reinstatement for at least 16 weeks or one term, whichever is longer, after an academic dismissal. Students who are academically dismissed a second time for academic dishonesty are not eligible for reinstatement. If the dean reinstates a student, he or she places the student in warning status. The dean also may establish terms and conditions for re-enrollment that promote academic honesty. For example, the center/program administrator may impose specific conditions, such as requiring: • participation in writing center workshops, • enrollment in studies to build academic skills, or • enrollment in a study on ethics. Written Notice . The dean sends a copy of any written notice of reinstatement to the student’s primary mentor, retains a copy in the center/program file and forwards a copy to the Office of the Registrar. Student Appeals Students may appeal any decision made about academic honesty as outlined in the Student Academic Appeals Policy and Procedures. Approved by the college Senate May 14, 2004. Effective July 1, 2004. This supersedes the Academic Integrity Policy approved on Feb. 19, 1999, which superseded the Academic Dishonesty Policy approved in 1980, which superseded the Probation and Dismissal Policy approved in 1977. prOtECtiOn OF HuMan rEsEarCH suBJECts Empire State College acknowledges and accepts its responsibility for protecting the rights and welfare of human subjects of research and will comply with the Department of Health and Human Services regulations (including 45CFR46) and New York State Department of Health Regulations for the protection of human subjects. The college has adopted and will abide by the ethical principles set forth in the report of the National Commission for the Protection of Human Subjects of Biomedical and Behavior Research titled, “Ethical Principles and Guidelines for the Protection of Human Subjects of Research” (the “Belmont Report”). The college will exercise appropriate administrative overview, carried out at least annually, to ensure that its practices and procedures designed for the protection of human subjects are in compliance and effectively applied. All research involving human subjects will be reviewed and approved by an Institutional Review Board, which has been established under this assurance of compliance, regardless of the source of funding. The involvement of human subjects in research covered by this policy will not be permitted until the IRB has reviewed and approved the research and informed consent has been obtained. If the only involvement of human subjects will be in one or more of the categories exempted or waived from review by the federal Office of Human Research Protection, the expedited review process shall be undertaken as required under present New York state law. This policy is applicable to all activities, in which whole or in part, involve research with human subjects if: 1. the research is sponsored by the college; 2. the research is conducted by or under the direction of any employee or agent of the college in connection with his or her institutional responsibilities, or uses any property or facility of the college; 3. the research involves the use of the college’s nonpublic information to identify or contact human research subjects or prospective subjects. Student Life Policies and Procedures T his chapter covers nonacademic policies and procedures that apply to students. This chapter covers both rights and responsibilities of students. Students are responsible for understanding and adhering to college policies. If you have questions, please contact your mentor or the coordinator of student services at your center or program. studEnt griEVanCE prOCEdurE A grievance is a complaint about college services. A grievance differs from an appeal of an academic decision. A student may file a grievance if he or she believes he or she has been improperly served. 1 . Informal Resolution . The student is strongly encouraged to seek informal resolution of a grievance by bringing it to the attention of the relevant center, program or office administrator in a timely fashion. An attempt at informal resolution should begin no more than 30 days after the concern arises. 2 . Written Grievance . If the student is unsatisfied with the response, the student may make a formal, written complaint to the center dean. a. Any formal complaint must be submitted within 60 days of the concern arising. The student must state the nature of the grievance, the remedy he or she is seeking and describe any previous attempts to resolve the issue. b. The administrator reviews the situation and should provide a written response within 15 days of receiving the complaint. 3 . Appeal . If the student is unsatisfied with the first level of administrative response, the student may appeal in writing to the appropriate vice president. a. Appeals regarding academic services are to be submitted to the provost/vice president for academic affairs. Appeals regarding financial issues are to be submitted to the vice president for administration. b. Any appeal must be submitted within 30 days of the transmission of the first-level administrative response. The student must state the nature of the justification for the appeal and describe any previous attempts to resolve the issue. c. The vice president reviews the situation and should provide a written response within 15 days of receiving the appeal. The vice president’s decision is final. studEnt COnduCt pOliCy and prOCEdurEs policy statement The Student Conduct Policy sets behavioral standards for Empire State College students and defines the relationship between the college and its students. It affirms values essential to promoting individual intellectual and personal development and for creating an effective learning community. Empire State College expects students to conduct themselves in a responsible manner that is respectful of the rights, well-being and property of all members of the college community and that supports the college’s educational mission. This policy complies with section 6450 of the Educational Law and section 535 of the Rules of the Board of Trustees of the State University of New York. Students are expected to: • treat students, faculty and staff of the college with civility and respect; • represent themselves and any documentation that they may present to the college in an honest manner; • respect college property and the activities conducted at college facilities or college-sponsored events; • uphold college policies, SUNY policies and all applicable laws. Empire State College students should expect the same degree of civility and respect from other students, faculty and staff. scope A student is a person admitted or enrolled at Empire State College. The college has an interest in student conduct, which occurs during a student’s matriculation or enrollment at the college, including any breaks in enrollment permitted by college policy. Students are responsible for their own behavior and the behavior of their guests. The college does not normally pursue alleged conduct violations that occur away from Empire State College facilities or events, or that are not associated with the student’s relationship with Empire State College. However, in situations when the safety of members of the college community may be endangered, the college may review such violations pursuant to the policy on student conduct. College regulations The following behaviors by a student, or any guest of a student, whether acting alone or with any other persons, violate the policy on student conduct: 1. conduct that threatens or endangers the mental health, physical health or safety of any person or persons, or causes actual harm, including: • physical harm or threat of physical harm such as physical abuse, sexual assault or coercion, harassment and intimidation, whether physical, verbal (oral or written) or nonverbal. 2. dishonest conduct not covered by the Empire State College Academic Honesty Policy and Procedures, including forgery, alteration, fabrication or misuse of identification cards, records, grades, diplomas, college documents or misrepresentation of any kind to a college office or official 3. disorderly conduct that interferes with the rights of others 4. intentional or reckless disruption or interference with the activities of the college or its members 5. theft of personal or college property or services, or illegal possession or use of stolen property 6. vandalism or intentional or reckless damage to personal or college property 7. unauthorized entry, use or occupation of college facilities or the unauthorized use or possession of college equipment 8. illegal purchase, use, possession or distribution of alcohol, drugs or other controlled substances* 9. failure/refusal to comply with a reasonable request from a college official acting within the scope of his or her duties 10. unauthorized possession or use of firearms, explosive devices, fireworks, dangerous or illegal weapons, or hazardous materials 11. interference with, or misuse of, fire alarms, elevators or other safety and security equipment or programs, including but not limited to initiating, or causing to be initiated, any false report, warning or threat of fire, explosion or other emergency 12. violation of a condition or sanction imposed (or agreed upon) due to a violation of the policy on student conduct 13. violation of any federal, state or local law that poses a threat to the health, safety or well-being of the college or its individual members * See Empire State College Firearms Policy rights of the parties Students are entitled to equal care and fairness in the application of the policy on student conduct. A student accused of a breach of student conduct and others in the college community have equally important interests. Thus, the college takes into account the interests of all parties in order to reach a fair resolution. 1. Each party has the right to be informed of his or her rights through receipt of a copy of this policy. 2. Each party has the right to receive relevant information and documentation, including information that is favorable to the student accused of a violation or that may indicate that he or she may not be responsible. 3. Each party has the right to a meaningful opportunity to be heard and to respond to the information and documentation presented. Consideration of information In both formal and informal investigations of complaints and concerns, the college may review and consider relevant information about prior complaints and their outcomes and informal steps toward changing the behavior. The college will not include information about conduct complaints for which a student was found not responsible. interim suspension 1. Interim suspension is used only in the following circumstances: • to ensure the safety and well-being of members of the community or preservation of college property; or • to ensure the student’s own physical or emotional safety and well-being; • if the student poses a definite threat of disruption of or interference with the normal operations of the college 2. The dean or provost’s designee may place a student on interim suspension upon making a determination that such an action is necessary to maintain safety and order. The dean or provost’s designee normally consults with the provost and/or judicial officer before taking such action. The interim suspension remains in effect until responsibility and sanctions have been determined and any appeals have been resolved. 3. Upon placing the student on interim suspension, the dean or provost’s designee immediately forwards a formal complaint to the judicial officer. Consequently, the dean or provost’s designee is a party to the complaint. 4. The judicial officer assembles a student conduct committee as outlined and conducts the hearing within 15 calendar days of the notice to the student of the interim suspension. 5. A student placed on interim suspension may request reconsideration in writing to the dean or provost’s designee. The student must provide evidence that he or she is not a risk to safety and order. The dean or provost’s designee reviews the request and considers the information the student provides. If the dean or provost’s designee reconsiders and sustains the suspension, the student may appeal to the provost. informal resolution Center, program and functional staff (Financial Aid, Student Accounts, Business Services, Admissions, etc.) are expected to resolve issues around student behavior informally through discussion and advisement before moving to formal complaints. Any resolution reached through this process is binding. Staff summarize in writing both informal resolutions reached with the student and attempts to resolve issues informally and send that summary to the student and any other relevant parties. In some cases, it is appropriate to move directly to a formal complaint. Formal Complaints The Office of Academic Affairs is responsible for administering formal student conduct procedures. A staff member within the Office of Academic Affairs serves as the college’s judicial officer. The college uses the procedures that follow only if there is a formal allegation of a breach of student conduct as defined in this policy. The procedures support investigation of alleged misconduct and hearings are an extension of that investigation and not trials. The college’s standard for finding a student responsible for a violation of the policy on student conduct is that there is a preponderance of evidence supporting the complaint. There are three possible formal sanctions. The sanctions of expulsion and suspension result in a loss of good standing with the college. Repeated violations may be a basis for determining that a sanction of suspension or expulsion from the college is warranted. Expulsion: A student who is expelled from the college for disciplinary reasons is permanently excluded from all college activities, functions, facilities and buildings, and may not use any college resources. Suspension: A student who is suspended from the college is excluded from all college activities, functions, facilities and buildings and may not use any college resources for the period of the suspension. The student is restored to good standing at the end of the suspension period. Written Warning: A written warning describes the breach of conduct and directs the student not to repeat the conduct in question. A written warning indicates that the student has damaged his or her relationship with the college, but does not carry a loss of good standing. A written warning issued for a breach of conduct will be reviewed when considering any future breaches of conduct. A suspension or written warning may be accompanied by restrictions on the use of specific college resources or facilities (e.g., use of computer resources). A restriction may be temporary or permanent. Information defining such restrictions must be included in the written notice to the student. In addition to the sanctions specified previously, the college may require the student to make restitution or compensate for any loss, damage or injury. prOCEdurEs Formal Complaint Any member of the college community may file a complaint alleging a breach of student conduct. The complainant(s) submits a signed, written complaint to the judicial officer within 30 calendar days of the occurrence of the event or discovery thereof. The complaint must describe the alleged violation and include any available documentation/information. The complaint may include information about previous behavior that demonstrates a recurrent pattern of behavior that is relevant to the current conduct violation. In the initial review, (described below) the judicial officer determines if the college will charge the accused with a violation of the conduct policy. Given the role of the judicial officer in resolving behavioral concerns, the judicial officer is often aware of the full range of a student’s behavior across the college and may be the most knowledgeable. Consequently, the judicial officer may initiate formal proceedings based on his or her knowledge of the student’s behavior. If there is a conflict of interest the judicial officer may excuse himself or herself and the provost will appoint an alternate judicial officer. initial review The judicial officer first determines if there are grounds for the allegation and whether the allegation falls within the scope of the policy on student conduct. 1. If the judicial officer determines that the allegation is groundless or the alleged violation does not fall within the scope of this policy, the judicial officer so notifies the complainant in writing. 2. If the judicial officer determines the allegation falls within the scope of this policy, he or she determines whether a formal or informal process should be followed. If the judicial officer decides that a formal process is required, then the judicial officer charges the student with a violation of the Student Conduct Policy. informal resolution The judicial officer may address the concern through discussion with the student or other appropriate means and make an effort to resolve the matter informally. The formal process is followed if the judicial officer determines that the informal process is insufficient or inappropriate. Formal process 1. If the judicial officer determines that the alleged violation does not potentially warrant a sanction of suspension or expulsion from the college, but still warrants formal action, the next step is a review conference with the student. 2. If the judicial officer determines that the alleged violation is serious enough to potentially warrant a sanction of suspension or expulsion from the college, the next step is referral to the student conduct committee for a hearing. Repeated violations may be a basis for determining that a referral must be made to the student conduct committee. In any case, the judicial officer notifies the student in writing within 15 calendar days of receipt of the complaint. The written notice indicates who filed the complaint, summarizes the student’s alleged violation of college policy and the nature of the information and documentation presented against the student, and includes a copy of the policy on student conduct. The written notice also indicates whether the next step is a discussion, a review conference or referral to the student conduct committee for a hearing. review Conference 1. The review conference includes the judicial officer and the student who has been charged with a violation and may take the form of a meeting, phone conference or videoconference. The conference usually takes place within 15 calendar days of the written notice to the student. 2. In the review conference, the judicial officer reviews the allegation and the college’s policy on student conduct with the student and gives the student an opportunity to respond. The judicial officer may consult with others, as he or she deems necessary. 3. The judicial officer makes a determination about the allegation and may: a. determine that the student is not responsible b. determine that the student is responsible and resolve the issue administratively by mutual consent of the parties in a way that is acceptable to the judicial officer c. redefine the alleged violation as potentially warranting a sanction of suspension or expulsion from the college, and refer the case to the student conduct committee for a hearing d. determine that the student is responsible for a violation for which a written warning is appropriate. In this case, the administrator may impose the sanction of a written warning. 4. The judicial officer provides a written summary of the issue and its disposition to the student, the complainant and the student’s home center dean or program administrator, and maintains a copy for the college’s records. 5. The judicial officer copies all correspondence arising from the review conference to the student’s home center dean, the provost/VPAA and to relevant parties as appropriate. 6. The judicial officer is responsible for producing and maintaining an accurate record of the review conference. student Conduct Committee 1. A student conduct committee (SCC) considers alleged violations of the policy on student conduct that may warrant a sanction of suspension or expulsion from the college. 2. A SCC consists of three members, at least one Empire State College faculty member, one student service professional and, if possible, one Empire State College student. If a student is not available another faculty member will be added. The Office of Academic Affairs establishes and maintains a list of faculty and student service professionals trained to conduct hearings. One member of the group of trained faculty and professionals serves as convener. 3. The judicial officer identifies a conduct committee for a particular case and establishes a faculty or staff member of the committee as the hearing officer. 4. If a member of the SCC is a party to a complaint or has a conflict of interest, he or she excuses himself or herself. The judicial officer identifies a substitute member who is not involved in the case who replaces the original member. student Conduct Hearing 1. A SCC hearing takes place within 30 calendar days of the referral, not counting college no-appointment periods. The hearing may take the form of a meeting, conference call or videoconference, at the discretion of the SCC. 2. The SCC is responsible for conducting a fair hearing of the facts and relevant information. 3. The hearing officer is responsible for procedural decisions, correspondence, and coordinating and chairing the hearing. 4. The judicial officer serves as advisor to the hearing officer; either may designate additional staff support for the hearing. 5. Each party has the right to have an advisor at a SCC hearing, but advisors may not question witnesses, address the SCC or participate directly in the hearing. 6. Each party has the right to refuse to answer questions. 7. The hearing officer must require all witnesses to swear or affirm that the information they provide will be truthful. 8. A single, verbatim record (e.g., transcript or recording) is made of the hearing. It and any copies made for safekeeping remain the property of the college. The college provides supervised, post-hearing access to the record, but does not provide copies to the parties. 9. The SCC is responsible for obtaining and reviewing any supporting documentation it deems necessary from the student, the complainant and/or others. 10. Following the hearing, the SCC deliberates in closed session. 11. The SCC is responsible for determining whether the student violated the policy on student conduct and for determining an appropriate sanction. The SCC may: a. determine that the student is not responsible b. determine that a violation has occurred which does not warrant even a written warning sanction, and refer the case back to the judicial officer for resolution through a review conference c. determine that the student has violated the policy on student conduct and decide on a sanction of expulsion, suspension or written warning. Since alleged violations are referred to the SCC only when a sanction of suspension or expulsion from the college is potentially warranted, an SCC finding of misconduct normally results in a decision for either of those two sanctions. However, the SCC may decide upon the lesser sanction of a written warning. 12. The SCC transmits its written decision and rationale to the student, the complainant, the student’s home center dean or program administrator and the judicial officer within 15 calendar days of the hearing. The SCC also transmits the verbatim record of the hearing session to the judicial officer within 15 calendar days of the hearing. sanctions and imposition of sanctions The judicial officer is responsible for implementing any sanction for misconduct within seven calendar days of the SCC decision. The judicial officer provides a written notice to the student, the complainant and the dean of the student’s home center or program administrator, and maintains a copy for the college’s records. appeals 1. The student has the right to appeal a decision by the judicial officer or by the SCC to the provost/vice president for academic affairs. Such appeals are not a rehearing of the complaint; rather, they provide a safeguard against errors or unfairness. The student may appeal the determination of responsibility, the sanction or both. 2. Appeals are considered on one or more of the following grounds: a. significant new information not available at the time of the hearing /decision, b. information/documentation presented at the hearing/ decision that was disregarded, c. substantive procedural violation that may have altered the outcome of the hearing/decision, or d. imposition of an unreasonable sanction. 3. The student must submit any appeal in writing to the provost/vice president for academic affairs (provost/VPAA) within 30 calendar days of transmittal of the decision and must include an explanation or justification for the appeal. 4. The provost/VPAA notifies other parties in the case within seven calendar days of receipt of an appeal. Those parties normally provide any written response within 15 calendar days. The provost/VPAA normally provides a written decision and rationale within seven calendar days of receipt of responses to the appeal. The provost/VPAA’s decision is final. 5. If the student files a timely appeal, no sanction is imposed until the provost/VPAA renders a decision, except that an interim suspension imposed to maintain safety and order remains in effect. Maintaining records The Office of Academic Affairs maintains judicial records for five years from the date of last enrollment or graduation date, whichever is later, except in cases resulting in suspension or expulsion, in which case the record is maintained indefinitely. If a student matriculates into another program at Empire State College, the record remains active. rEViEw OF pOliCiEs and prOCEdurEs Changes to this policy are subject to approval by the appropriate governance bodies, the college president and the College Council. The provost/vice president for academic affairs approves procedural changes. inVOluntary witHdrawal prOCEdurE Whenever possible, the college uses the Student Conduct Policy and Procedures to address violations of college regulations. In rare cases, a student poses a significant risk to self or others and may not be competent to participate in student conduct proceedings. Significant risk constitutes a high probability of substantial harm and not just a slightly increased, speculative or remote risk. In these cases, the provost/vice president for academic affairs or designee may involuntarily withdraw the student from the college. procedure A. If a student poses an immediate and significant risk of harm to self or others, the individual confronted with the situation calls local police. The dean makes a further assessment after the immediate safety issues are addressed. B. The dean uses available evidence to determine if there is significant risk to self or others. The assessment may include a review of recommendations by emergency responders (police, EMTs, etc.) and medical professionals. Additionally, or in the absence of such information, the dean uses the best available information. C. The dean of the student’s home center makes a request to the provost/vice president for academic affairs outlining the risk posed by the student and explaining why the student is not able to participate in conduct proceedings, if applicable. D. The provost/vice president for academic affairs reviews the request and determines if the threat and the assessment of incompetence is sufficient to warrant the involuntary withdrawal of the student from the college. The provost/vice president for academic affairs may consult with others as needed and provides the student an opportunity to provide his or her own evaluation or other evidence. a. If an involuntary withdrawal is warranted, the provost/ vice president for academic affairs notifies the individual in writing, summarizes the basis for the decision, and copies the dean. The provost/vice president for academic affairs also may require as a precondition to a student’s return that the student provide documentation that the student has taken steps to reduce the previous threat. The college may require a release to speak with any treatment professional. b. If the student poses a risk to safety and order and the provost/vice president for academic affairs determines that the student is competent to participate in conduct proceedings, involuntary withdrawal is not appropriate. The conduct policy and procedures provide for an interim suspension pending conduct proceedings. c. If the provost/vice president for academic affairs determines that the student does not pose a significant risk, he or she refers the matter back to the dean for action in accordance with established policies and procedures. E. The student may request reconsideration of the involuntary withdrawal in writing to the provost/vice president for academic affairs. The student provides a rationale and additional evidence that supports his or her request. This may include documentation that he or she has taken steps to reduce the previous threat. The provost/vice president for academic affairs reviews the request and any documentation, may consult with others, may require a release to speak with any treatment professionals, and informs the student in writing of the final decision. adHErEnCE tO FaMily EduCatiOnal rigHts and priVaCy aCt OF 1974 The Family Educational Rights and Privacy Act of 1974 was designed to ensure that educational records would be open to inspection and correction when appropriate and that recorded information would not be made freely available to individuals outside the school without consent. Both current and former students have the right to inspect and review all records, files, documents and other material directly related to them which are maintained by the school or a person acting for the school. To comply with the provisions of the act, Empire State College guarantees the following: 1. The college will inform students annually of their rights under the act. 2. Students may request to examine their education records by the following methods: Center/Unit or Program Files: in person or written request to dean or designee. Coordinating Center Files: in person or written request to college registrar. Proper identification required for in-person requests, e.g., Empire State College identification card. The college will comply with such requests in a reasonable time not to exceed 45 days from receipt of the request. 3. If the student wishes copies of the education records, the following fee schedule will apply: transcript $5, all other education record materials $.50/page. While the college may not deny access to the records, under certain circumstances it may have cause to deny a request for a copy of a student’s education records. The college will not issue an official transcript to a student who is in arrears. Types and locations of records maintained by the college, and the officials responsible for them are as follows: a. Admission Records: Admissions office – director of admissions; centers/units or programs – center dean/ program director. Upon official enrollment of a student, admissions records are transferred to the Office of the Registrar. b. Academic Records: Office of the Registrar – the registrar; center/units or programs – center dean/program administrator. c. Official Empire State College Transcripts: Office of the Registrar (Saratoga Springs) – registrar. d. Financial Aid Records: Financial Aid and Student Accounts (Saratoga Springs) – directors of business services, financial aid and student accounts. e. Billing Records: Student Accounts (Saratoga Springs) – director of student accounts. f. Graduate and Inactive Academic Student Records: Office of the Registrar – registrar. 4. The college will not disclose personally identifiable information from a student’s education records without prior written consent of the student except as permitted by the act in paragraphs 99.31 and 99.37. 99 .31 – Prior Consent for Disclosure not Required Prior consent is not required for the following: a. School Officials: those persons (and their supporting staffs) whose official functions require access to student records (e.g., Office of Academic Affairs, Admissions, Office of the Registrar, Financial Aid, Student Accounts, Office of Collegewide Academic Review personnel, mentors, research personnel). b. Authorized representatives of the comptroller general of the United States; the secretary, the commissioner, the director of the United States Department of Education; the assistant secretary for education; state educational authorities. c. Persons connected with financial aid (e.g., determining eligibility, amount, conditions and enforcement of conditions). d. State and local officials when information is required to be disclosed by state statute. e. Organizations conducting studies for the college for specific purposes when personal identification will not be possible outside the organization. f. Accrediting organizations in carrying out their functions. g. To comply with judicial orders. h. In event of health or safety emergency. i. To comply with the Patriot Act of 2001. 99 .37 – Disclosure of Directory Information Directory information which can be released without prior consent of the student is limited to the following (as authorized by the act): a. Name b. Address c. Phone number d. Dates of attendance e. Most recent previous educational institution attended f. Major area of concentration g. Degree and awards earned h. Participation in officially recognized college activities i. Date and place of birth j. Country of citizenship The student may restrict the release of all or part of the directory information by following the procedures specified in each annual notice. All parts of the college will operate under the following procedures with regard to requests for information: 1. Incoming Phone Requests: only directory information items d, f, g will be released over the phone to persons outside the college. 2. Written Requests: directory information will be released by the college registrar in response to requests on official letterhead to persons having legitimate reason for requesting the information. If additional information is requested, the student will be notified and release requested. 3. In-Person Requests: directory information will be released to those who have proper identification and legitimate reason for requesting the information. It will not be released to other students. 4. Other than directory information will be released only by the college registrar and only with the prior consent of the student. 5. The Office of the Registrar will maintain a record in the student’s file of all requests for, and disclosure of, personally identifiable information (other than directory information) from a student’s education records as specified in the act. This record may be inspected by the student. 6. Students may request to amend their education records if they believe information contained therein is inaccurate or misleading or violates their privacy or other rights. If such a request is refused, the college will so inform the student and advise the student of the right to a hearing to be held within a reasonable time. 7. All parts of the college will maintain student records in lockable file cabinets, preferably in lockable rooms. Similarly, computer files will be maintained in such a way as to ensure maximum security and to provide access only to authorized personnel. Storage and destruction will be in accordance with State University policy and procedures. 8. Copies of this policy and of the act will be on file in all locations of the college and will be made available to eligible students upon request. access to lists of Empire state College graduates The Family Educational Rights and Privacy Act of 1974 stipulates under what conditions information regarding graduates, as well as students, may be made public. It is the policy of this college not to make mailing lists of graduates available to other organizations or individuals. In no instance will lists of Empire State College graduates be released to organizations or individuals for commercial purposes. All requests for information on individual Empire State College graduates will be forwarded to the college registrar. If, in the view of the college registrar, a compelling case exists to grant exception to this policy, the college registrar will consult with the Office of the President and office of Alumni and Student Relations to determine if an exception is warranted. In those cases where an exception is granted, the release of information will still be governed by the Family Educational Rights and Privacy Act of 1974. Approved: Feb. 14, 1980. Revised: Sept. 1, 1995. aFFirMatiVE aCtiOn/ nOndisCriMinatiOn pOliCy It is the policy of Empire State College, State University of New York, to provide equal opportunity in education and employment for all qualified persons and prohibit discrimination on the basis of race, color, national origin, religion, age, sex, sexual orientation, disability, veteran status or marital status. Empire State College complies with state and federal laws prohibiting discrimination and sexual harassment, including Title VI of the Civil Rights Act of 1964; Title IX of the Education Amendment of 1972; Sections 503 and 504 of the Rehabilitation Act of 1973; Title II of the Americans with Disabilities Act of 1990; and the Age Discrimination Act. In accordance with the Vietnam Era Veterans’ Readjustment Assistance Act, special disabled, Vietnam-era, newly separated and other protected veterans are assured of nondiscriminatory treatment. The college adheres to the dictates of the Governor’s Executive Order No. 28 that prohibits discrimination relating to employment based on sexual orientation and to the policy of the State University of New York’s Board of Trustees that requires that personal preferences of individuals unrelated to performance, such as sexual orientation, shall provide no basis for judgment of such individuals. The college’s Affirmative Action Plan reflects the commitment of the college and the State University of New York to the ideals of fairness, access and excellence. Further, the college believes that its mission as an institution of higher education requires it to increase the representation of protected groups throughout its workforce, thus promoting pluralism and diversity in its administration, faculty, staff and student body. Empire State College, in prohibiting discrimination and harassment based on sex or other protected characteristics, provides a confidential grievance procedure for students and employees to file complaints of discrimination and harassment. A PDF-formatted copy of this Discrimination Complaint Procedure can be found on the college’s website (www.esc.edu) under Human Resources/Affirmative Action. Appendix A of this document provides specific information on prohibited acts and behaviors. Employees and students of either gender may make a claim of discrimination or harassment using this procedure or may take such a complaint to one of the state or federal agencies listed in the procedure as Appendix B. The college’s Affirmative Action Plan describes initiatives undertaken to prevent discrimination and harassment and nurture an inclusive, respectful and collegial environment among employees, students and visitors. The plan has been prepared in accordance with State University of New York policy and the regulations promulgated by the Office of Federal Contract Compliance Programs, U.S. Department of Labor, 41 CFR Chapter 60 and Executive Order 11246. A link to a PDF-formatted copy of the plan can be found on the college’s website (www.esc.edu) under Affirmative Action. Inquiries regarding the Discrimination Complaint Procedure or the Affirmative Action Plan may be directed to Mary Morton, Affirmative Action Officer, 518-587-2100, ext. 2265, located at 2 Union Ave., Saratoga Springs, NY 12866-4390. rigHts OF tHE disaBlEd and prOCEdurEs FOr aCCOMMOdating studEnts witH disaBilitiEs at EMpirE statE COllEgE policy Empire State College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. These acts “ … no otherwise qualified handicapped individual … shall, solely by reason of his or her handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance (29 U.S.C Sect. 706).” Regulations implementing Section 504 and ADA establish standards for employment practice, accessibility of facilities, and education programs with which institutions receiving federal funds must comply (34 CFR Part 104). In accordance with these regulations, a qualified person with a disability who meets the academic and technical standards required to enroll in and participate in the Empire State College program shall be provided an equal opportunity to obtain a degree in the most integrated setting appropriate to that person’s needs. Empire State College makes reasonable accommodation to meet the needs of students with disabling conditions. Reasonable accommodation does not include academic adjustments that would fundamentally alter the nature, essential requirements or academic standards of the program. The college considers each student’s individual needs through consultation with the student’s center or unit and the director of the Office of Collegewide Disability Services. The director of the Office of Collegewide Disability Services, coordinates the college’s compliance with Section 504, ADA and their implementing regulations with respect to students. Questions concerning the college’s policy should be directed to the director of the Office of Collegewide Disability Services, SUNY Empire State College, 1 Union Ave., Saratoga Springs, NY 12866-4391, 518-587-2100, ext. 2544. procedure for students requesting reasonable accommodation of disabling Conditions Empire State College provides educational services through regional enrollment centers throughout New York state and the Center for Distance Learning. Students with disabling conditions may work out informal accommodations with their mentors/ tutors. To make a formal declaration of disability and request accommodation, a student must contact the center’s disability representative (see A below). A . Requesting Accommodation through the Center’s Disability Representative 1. The student first contacts the disability representative for his or her center. A list of the disability representatives and their contact information can be found in the student services section of this catalog or online at www.esc.edu/DisabilityServices. 2. The student completes the Disability Declaration and Request for Accommodation form (available from a disability representative or online at www.esc.edu/ DisabilityServices) to provide information about his or her disability and request accommodations. The student does not need to provide documentation of the disability at this stage. 3. The disability representative reviews the request and determines appropriate accommodations, consulting with the dean, the student’s mentor and Collegewide Disability Services’ staff as needed. Most accommodation requests are implemented at the center level. If an accommodation request cannot be easily accommodated at the center level or if the student is requesting an accommodation that necessitates the provision of documentation, the disability representative refers the student to Collegewide Disability Services (see Section B). 4. The disability representative informs Collegewide Disability Services that a request has been received and an accommodation has been approved. The student contacts his or her mentor(s) or tutor(s) to discuss implementing the approved accommodations. B . Referral to Collegewide Disability Services 1. The disability representative refers a student to Collegewide Disability Services when the disability representative feels that more information is necessary to process the request for accommodations, the requested accommodations cannot be easily implemented at the center level or when documentation is required by a third party involved in the accommodation. Third-party accommodations include: a. eligibility for TAP awards as a part-time student b. funds from the Reader’s Aid Program c. electronic text copies of textbooks from the publisher d. audio books from Recordings for the Blind and Dyslexic 2. The disability representative sends the basic information about the student’s request, what actions have been taken so far and the reasons for the referral to Collegewide Disability Services. Referrals from the Center for Distance Learning are reviewed by the collegewide disability specialist while referrals from the regional centers and other programs are reviewed by the director. 3. Upon receiving the referral, the collegewide disability specialist or the director contacts the student to request documentation. The student should forward supporting materials and requested documentation to Collegewide Disability Services as soon as possible. Review of the student’s accommodation request begins when all documentation has been received. Documentation must be current, include a statement of diagnosis, illustrate the impact of the disability on the student’s academic functioning and recommend accommodations. a. The collegewide disability specialist or the director reviews and evaluates the request for accommodation, consulting as needed with the assistant vice president for academic affairs, SUNY Office of Disabilities, etc. b. The collegewide disability specialist or the director makes evaluative judgments in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. c. The director provides a written response to the student (with copies to mentors/tutors, the disability representative and the dean) within five business days from receipt of complete documentation and supporting materials. If the requested accommodation is denied, the director includes the reason for the denial. C . Procedures for Requesting Textbooks in Alternative Formats Students who have a documented print disability may request copies of their textbooks in alternative formats. The college uses a variety of sources to supply these materials, including files obtained from the publishers or Bookshare, audio formats from Recordings from the Blind and Dyslexic and electronic scanning of books to create electronic text. While the college will make a reasonable effort to provide the textbook in the student’s preferred file format, it will provide a reasonable and effective alternative when it cannot obtain the preferred format. You must follow the procedures below to request textbooks in alternative formats: 1. Purchase the required textbooks. Whether you purchase your books through the Empire State College online bookstore or privately, you must submit proof of purchase with your request for electronic texts. New York state law requires that students purchase a hard copy of the book requested in alternative format. 2. Download and complete the Application for Alternatively Formatted Textbooks, located on the disability services website (www.esc.edu/ DisabilityServices, click on forms.) This form gives the college information regarding a student’s preferred file format and the information about the textbooks required. Submit your request two months before you need the books. While Collegewide Disability Services will accept late requests, late submission reduces the likelihood that you will receive the alternative formats when you need them. You must complete this form each term you need books in alternative formats. 3. Submit your completed application with documentation of your print disability. You need only provide documentation of print disability once. Note: You may submit this documentation at the same time you request texts in alternative formats. Textbooks Not Available From External Sources If the textbooks are not available from external sources within 10 days of the college’s request, the collegewide disability specialist will ask you to provide the college with hard copies of the textbooks for scanning. You should submit these textbooks to the college within 10 days of its request. • To facilitate scanning (if needed), have the seller (Empire State College Bookstore or other retailer) ship your books directly to Collegewide Disability Services in Saratoga Springs when you purchase your books. The shipping address is set forth below. • If you must ship the books to Collegewide Disability Services yourself (rather than having the seller ship them directly to the college), the college will reimburse you for shipping costs. The college will obtain permission from the publishers for the college to scan your books and create the electronic text. The files can be provided to you in text format, digital audio format or DAISY digital text format. Please note: The binding of your textbooks will be cut off in order to scan the book. The books will be rebound prior to shipping them back to you. In many instances, paperback books can be rebound using the original binding. Hardcover textbooks may need to be bound using other materials and will not be restored to their original condition. Send documentation, requests and books to: Collegewide Disability Services SUNY Empire State College 1 Union Ave. Saratoga Springs NY 12866-4391. Processing and Handling of Requests Upon receipt of a request, the collegewide disability specialist will: • confirm that the following has been received: 1) print disability documentation; 2) completed alternative text application; 3) proof of purchase. • search the Recordings for the Blind and Dyslexic’s online book catalog for the availability of texts. • search Bookshare’s inventory of electronic text files for the requested texts. • locate the contact information for each publisher through the American Association of Publisher’s look-up service and request the textbook in electronic format directly from the publisher. After 10 business days, the collegewide disability specialist will provide an update to the student via email regarding: • the availability of textbooks from the lending libraries, i.e., Recordings for the Blind and Dyslexic, Bookshare, etc. • the response from the publishers regarding the availability of text files requested. • textbooks received. If the textbooks are not available from external sources within 10 days, the collegewide disability specialist will ask the student to provide the college with hard copies of the textbooks and the college will scan the student’s textbooks to produce an electronic text file . The files can be provided to the student in text format, digital audio format or DAISY digital text format . When the textbooks have been converted or received, the collegewide disability specialist will ship the student’s files and any textbooks shipped directly to Collegewide Disability Services to the student’s home address. When the alternative text becomes available, within one calendar week of the start of the academic term, or if the term already has begun by the time the alternative text becomes available, the college will ship the texts to the student via overnight mail. D . Americans with Disabilities Act Grievance/Appeal Process An ADA grievance is a complaint related to accommodation of a disability.* 1. Informal resolution. The student is strongly encouraged to seek informal resolution of a grievance by bringing it to the attention of his or her disability representative and/or center dean in a timely fashion. This process must begin within 30 calendar days of the concern arising. 2. Written grievance. If the student is unsatisfied with the informal resolution, the student may make a formal, written complaint to the provost. The student should follow procedures for formal appeal found on page 85. * The college’s grievance/appeals procedure should be referenced and utilized for all non-ADA related concerns. The procedure can be found on MyESC (www.esc.edu/MyESC) under policies and procedures. The student may seek further redress by registering a complaint with the Office of Civil Rights or the New York State Division of Human Rights. sMOking pOliCy In accordance with New York state law, no smoking is allowed in any college facility or within 30 feet of any building. sExual HarassMEnt and assault sexual Harassment Empire State College is committed to ensuring an environment for all employees and students that is fair, humane and respectful; an environment that supports and regards employee and student performance on the basis of ability and effort. In November 1980, the Equal Employment Opportunity Commission issued final guidelines on sexual harassment in the workplace, reaffirming that sexual harassment is an unlawful employment practice under Section 703 of Title VII of the Civil Rights Act of 1964, as amended. The Federal Equal Employment Opportunity Commission has defined sexual harassment as unwelcome sexual advances, requests for favors and other verbal or physical conduct of a sexual nature when (1) submission to such conduct is made either explicitly or implicitly a condition of an individual’s employment, (2) submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individual, or (3) such conduct has the purpose or effect of substantially interfering with an individual’s work performance or creating an intimidating, hostile or offensive working environment. In an educational institution, these guidelines should be interpreted to apply not only to employees but also to students. A beneficial relationship between students and faculty seeks the establishment of trust, aims to increase knowledge and insight, and also to strengthen and encourage students in productive independent functioning. In no way, therefore, should students be subject to sexual behavior that, either explicitly or implicitly, is a term or condition of academic decisions affecting them. Empire State College prohibits such conduct. Thus, it is an official college policy that sexual harassment of either employees or students will not be tolerated. The college accepts the proposition that sexual harassment, like any civil rights violation, generates a harmful atmosphere. The college will act positively to investigate alleged harassment and to effect remedy when an allegation is substantiated. Empire State College has a discrimination grievance procedure that is available for use by any employee or student who feels that he or she has been the victim of sexual harassment or other unlawful discrimination. Persons wishing to discuss an incident or use the discrimination procedure may contact the affirmative action officer at 518-587-2100, ext. 2265, or their dean. All inquiries are confidential and will be dealt with promptly. statEMEnt FOr studEnts aBOut sExual assault and HarassMEnt Empire State College takes issues of personal safety seriously, especially sexual assault and harassment. The following information is provided to students to assist in the prevention of, and response to, sexual assault and harassment and to meet the requirements of the Personal Safety Law of the State of New York and the Higher Education Amendment of 1992. Students who are undecided about what process to follow and would like to have a confidential conversation about concerns and questions may contact their center or program administrator (see pages 10 - 12 for a list) or any of the individuals listed next for advice and assistance. They can discuss an incident, help to appropriately label a given experience, and provide information about options and resources. Confidentiality means that the information you provide will only be shared with individuals who have an official need to know it. Thomas A. Vumbaco Director of Campus Safety and Security Office of Safety and Security SUNY Empire State College 2 Union Ave. Saratoga Springs, NY 12866-4390 518-587-2100, ext. 2800 Mary Morton Affirmative Action Officer Office of the President SUNY Empire State College 2 Union Ave. Saratoga Springs, NY 12866-4390 518-587-2100, ext. 2265 Patricia Myers Director of Collegewide Student Services Office of Academic Affairs SUNY Empire State College 1 Union Ave. Saratoga Springs, NY 12866-4391 518-587-2100, ext. 2463 Mary Ellen Keeney Assistant Vice President for Human Resources and Labor Relations SUNY Empire State College 2 Union Ave. Saratoga Springs, NY 12866-4390 518-587-2100, ext. 2240 sexual assault and rape Interpersonal violence can happen to anyone regardless of age, sex, race, socioeconomic status, or the length of time the individuals involved have known each other. Rape is an act of violence and an attempt to control, humiliate and degrade the victim. Rapists can be anyone and often may be a friend, acquaintance or family member. Alcohol and other mood-altering substances are known contributors to episodes of this type of behavior. Any sexual contact that is made without the consent of the victim is considered a sexual offense. Rape and sodomy are felony crimes. The New York state penal law, Article 130 defines sex offenses and punishment and is available through the college’s website. sexual assault prevention Although most sex offenders know their victims, taking precautions against attacks by strangers is important. Some of the most common suggestions include: • Be alert to your surroundings and walk with confidence. • If a situation or place makes you uncomfortable or uneasy, leave. • Don’t let alcohol or other drugs cloud your judgment. • Lock all doors and windows, even when you are inside your home. • Never open your door to strangers. Offer to make an emergency phone call while someone waits outside. • Be wary of isolated spots both in and out of doors. Walk with a friend, coworker or security guard, particularly at night. • Park in well-lit and well-traveled areas. • Always lock your car, both when you get in and when you get out. • If someone is following you or loitering near your car, go into a store or other public place and call the police. If you are attacked, your primary objective is to survive the attack. The decisions you make will depend on the circumstances at that moment. There are no right or wrong responses. Try to escape or scream, especially if some one is nearby to help. Try to talk, stall for time, negotiate or calm the attacker. Try to discourage the attacker, by claiming to be sick, pregnant, HIV positive, by crying, pretending to faint or acting mentally incapacitated. If you decide to fight back, you must be quick and effective. Target the eyes or the groin. You may have no choice but to submit, especially if the attacker has a weapon or if you risk severe injury or death. Remember that submission is not consent and that survival is the goal. sexual assault Victims – immediate needs If you have been sexually assaulted or raped, your first concern is your safety and well-being. The following steps should be taken by anyone who is a victim of such a crime: • Go to a safe place. Your first concern should be that you are in a safe place. If you are at a college location, go to a mentor or staff member whom you trust or to the dean’s office. • Report the assault or rape to the appropriate local police agency as soon as possible. The sooner you report it, the more likely it is that the attacker will be caught. Since college services are delivered through locations across the state and the college does not have its own police force, we rely on local law enforcement to respond to reported crimes at our locations. • Tell someone. Let someone know what happened to you so that you can get support. Pick someone you trust. You may choose a friend, family member or a member of the college staff or faculty. Most importantly, let someone help you. • Seek medical attention. See a doctor immediately for treatment of any injuries. The doctor can provide important medical evidence should you choose to report the assault or rape and press charges. Don’t shower, bathe (or, if female, douche), or change clothes before you seek medical attention. • Seek counseling from a trained rape crisis counselor. The New York State Coalition Against Sexual Assault maintains a searchable list of rape crisis centers at www.nyscasa.org/rape_crisis/index.cfm (518-482-4222). The Safety Zone maintains a county-by-county list of domestic violence programs at www.serve.com/zone/ everyone/resource.html. The New York State Adult Domestic Violence Hotline can be reached at 800-942-6906 (English) or 800-942-6908 (Spanish). • Remember, rape or sexual assault is not your fault and you are not to blame. reporting sexual assault or rape to the College After you have seen to your own safety and well-being, you may need to report the incident to a college official. The college has procedures in place to facilitate reporting: You may report the incident to the dean of your center or director of your program (see pages 10 - 12 for a listing). He or she will ensure that the proper individuals in the college are notified. You also may report the incident to the appropriate staff member at the college’s Coordinating Center in Saratoga Springs. If the accused is a member of the college faculty or staff, in addition to filing a police report, report the incident to the Office of Human Resources, at 518-587-2100, ext. 2240. If the accused is a student at the college, in addition to filing a police report, report the incident to the assistant to the provost who can be reached at 518-587-2100, ext. 2867 or Office of Safety and Security, ext. 2800. action Following a report to a College Official of Sexual Assault or Rape When a sexual assault has been reported to the college for administrative action, the Office of Safety and Security and the Office of Human Resources, or assistant to the provost will initiate action on the student’s behalf. • If the accused is a member of the college staff or faculty, the Office of Safety and Security and the Office of Human Resources and the director of collegewide student services will conduct an investigation. Together, they will make a recommendation to the college president who will determine what, if any, corrective and/or disciplinary action will be taken. A variety of outcomes are possible and may range from no action to termination of the employee. • If the accused is a student, the Office of Safety and Security and the assistant to the provost will work with the center or program administrator where the student is enrolled to initiate student conduct procedures. Behavior deemed sexual harassment or assault is a violation of the Student Conduct Policy. The policy and procedures are available on page 91, on the Web at www.esc.edu/StudentPolicies, through the Office of Academic Affairs and at all college locations. The college president or designee may immediately place a student on interim suspension after determining that such an action is necessary for maintaining safety and order. The suspension will be in effect until a hearing can take place and a final resolution is reached. Actions the college may take in relation to employees and students have to do with their relationship with the college. Sexual assaults violate the standards of conduct expected of every member in the college community. Sexual assault is a criminal act, which subjects the perpetrator to criminal and civil penalties under state and federal law. In all cases, the college will abide by and cooperate with local, state and federal sanctions. College disciplinary action may include suspension or expulsion depending on the seriousness of the situation. Empire State College will change a victim’s academic situation after a sex offense or alleged sex offense if those changes are requested by the victim and are reasonably available. The accuser and the accused are entitled to the same opportunities to have others present during a disciplinary proceeding. Please refer to the College Student Code of Conduct for particulars. In addition, both the accuser and the accused must be informed of the outcome of any institutional, college, disciplinary proceeding brought alleging a sex offense. sexual Harassment Sexual harassment is any unwelcome attention or unwanted verbal or physical advance of a sexual nature made by someone in the workplace or educational setting, which is offensive or objectionable to the recipient. Both the nature of the advance and the conditions that apply to it are elements of sexual harassment. An advance is defined as making a request for sexual favors, making sexually explicit derogatory statements, distributing sexually explicit derogatory material or making sexually discriminatory remarks. When any of the following conditions are associated with such an advance, the behavior meets the definition of sexual harassment. • Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment, education, outcome or grade. • Submission to, or rejection of, such conduct by an individual is used as the basis for academic or employment decisions affecting the individual. • The conduct has the purpose or effect of unreasonably interfering with an individual’s academic or work performance. • The conduct has the purpose or effect of creating an intimidating, hostile, or offensive employment or educational environment. Sometimes people who are being harassed feel that if they ignore the problem it will go away. The truth is, the situation could continue or get worse. Sexual harassment can substantially interfere with a student’s education and should be addressed. For further assistance, please contact the college’s affirmative action officer at 518-587-2100, ext. 2265 or the director of collegewide student services at 518-587-2100, ext. 2201. The Sexual Harassment Policy is available on page 101 and on the Web at www.esc.edu/StudentPolicies, through the Office of Academic Affairs and at all college locations. It states, “Sexual harassment of either employees or students will not be tolerated. The college accepts the proposition that sexual harassment, like any civil rights violation, generates a harmful atmosphere. The college will act positively to investigate alleged harassment and to effect a remedy when an allegation is substantiated.” action Following a report to a College Official for Harassment Discrimination complaints against a member of the college staff or faculty, including sexual harassment, are handled by the college’s affirmative action officer. Resolution of such complaints involves an investigation and the attempt to achieve an informal resolution. If an informal resolution cannot be achieved, the case goes to a three-member panel for a hearing. In either case, a recommendation is made to the president regarding disciplinary action, if warranted. A variety of outcomes are possible and may range from no action to termination of the employee. A copy of the Empire State College campus crime statistics, as reported annually to the United States Department of Education, will be provided upon request. Please direct all such requests to the Office of Safety and Security at 518-587-2100, ext. 2800. Information also can be obtained from the United States Department of Education website at: http://ope.ed.gov/security/. Empire State College takes bias crimes seriously. We provide the following information to students to assist in the prevention of and response to bias crimes. This statement meets the requirements of the New York State Hate Crimes Act of 2000 (Penal Law Article 485). Copies of the New York law are available on the college’s website. Bias CriMEs Hate crimes, also called bias crimes or bias-related crimes, are criminal activities motivated by the perpetrator’s bias or attitude against an individual victim or group based on perceived or actual personal characteristics, such as race, religion, ethnicity, gender, sexual orientation or disability. Penalties for bias-related crimes are very serious and range from fines to imprisonment for lengthy periods, depending on the nature of the underlying criminal offense, the use of violence or previous convictions of the offender. If you are the victim of, or witness to, a hate/bias crime at a college location or event, report it to the appropriate local police agency. Since college services are delivered through locations across the state and the college does not have its own police force, we rely on local law enforcement to respond to reported crimes at our locations. reporting a Bias Crime to the College After you have seen to your own and the victim’s safety and well-being, you may need to report the incident to a college official. The college has procedures in place to facilitate reporting: You may report the crime to the dean of your center or program (see pages 10 - 12 for a listing). He or she will ensure that the proper individuals in the college are notified. You also may report the incident to the Office of Safety and Security at the college’s Coordinating Center in Saratoga Springs and: • If the accused is a member of the college faculty or staff, in addition to filing a police report, report the crime to the Office of Human Resources, at 518-587-2100, ext. 2240. • If the accused is a student at the college, in addition to filing a police report, report the crime to the director of collegewide student services who can be reached at 518-587-2100, ext. 2201. Bias incidents Bias incidents directed at a member of a group within Empire State College that does not rise to the level of a crime include bigotry, harassment or intimidation based on national origin, ethnicity, race, age, religion, gender, sexual orientation, disability, veteran status, color, creed or marital status. Such incidents may be addressed through the State University’s Discrimination Complaint Procedure or the college’s Student Conduct Policy and Procedures. Bias incidents can be reported to the Office of Safety and Security or the following individuals: Mary Morton Affirmative Action Officer Office of the President SUNY Empire State College 2 Union Ave. Saratoga Springs, NY 12866-4390 518-587-2100, ext. 2265 Patricia Myers Director of Collegewide Student Services Office of Academic Affairs SUNY Empire State College 1 Union Ave. Saratoga Springs, NY 12866-4391 518-587-2100, ext. 2463 Victims of bias crimes or incidents may seek counseling services from their own health care providers. The college has a counseling service that is available for assessment, short-term telephonic counseling and crises. The counseling service provides assistance in locating face to face counseling for students in their local region if needed. The number for this service is 800-756-3124. EMpirE statE COllEgE sECurity pOliCy and prOCEdurEs As a nonresidential college, SUNY Empire State College’s facilities consist of office space where faculty meet with students and administrative work is conducted. Each location has its own procedures for maintaining the security of that particular facility. This policy complies with Title II of Public Law 101-542, the Crime Awareness and Campus Security Act of 1990. The cooperation and involvement of all members of the college community is essential to a successful safety and security program. All persons must assume responsibility for their own personal safety and the security of their personal belongings by taking common sense precautions. The college is not responsible for lost or stolen personal items. Students, faculty and staff should report suspicious persons, questionable circumstances, activities or unusual incidents they may observe to the Office of Safety and Security. OFFiCE OF saFEty and sECurity The Office of Safety and Security at SUNY Empire State College oversees security operations for the college. The office serves as an administrative oversight for security operations at the Coordinating Center in Saratoga Springs and collegewide. The office works closely with law enforcement agencies and first responders throughout New York to ensure a safe, secure learning environment for our students and a professional work environment for our faculty and staff. Safety is everyone’s responsibility. The college community is a great place to work, however, it is not immune to the types of problems that beset the rest of the nation. Unfortunately, one of these problems – crime – is a reality at every location of Empire State College. The college attempts to provide a safe and secure environment for students, staff and visitors. However, it is only possible to maintain safety and security when every student and staff member takes an active part in the effort. The purpose of this publication is to: • provide an overview of the Office of Safety and Security; • share crime statistics required by the Jeanne Clery, Disclosure of Campus Security Policy and Campus Crime Statistics Act; • inform current and prospective students, staff and visitors about the policies and programs designed; • provide information regarding emergency preparedness and planning; • make public information regarding fire safety, fire statistics and fire-related information. COllEgE law EnFOrCEMEnt SUNY Empire State College’s Office of Safety and Security is located in Saratoga Springs. In conjunction with local law enforcement and individual facility management at our various locations, the office works to ensure the safety and security of the college community as a whole. The office is staffed during business hours only, and does not provide 24 hour a day coverage or a patrol force. The office works cooperatively with law enforcement agencies having jurisdiction at each Empire State College location. All federal, state and local laws apply at Empire State College. Memorandums of understanding have been forged with local law enforcement for the investigation of crimes that may occur at Empire State College. Representatives of the Office of Safety and Security serve an administrative function and do not have law enforcement authority. While we have developed procedures and policies to ensure that students and their possessions are protected as much as possible, it is primarily the responsibility of the student, faculty or staff member to provide for his or her own safety and security by taking simple, sensible precautions and by reporting information to local police, the Office of Safety and Security or other campus security authorities as identified within this publications. tHE JEannE ClEry aCt Compliance statement: the Crime awareness and Campus security act of 1990 a. Clery Campus Crime statistics The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act is the federal law, originally known as the Campus Security Act that requires colleges and universities across the United States to disclose information about crime on and around their campuses. The Clery Act also requires reporting crimes on public property not owned or controlled by the college. (SUNY Empire State College is a nonresidential college.) Schools are required to publish an annual report every year that contains three years worth of campus crime statistics and certain security policy statements including sexual assault policies that assure basic victims’ rights, the law enforcement authority of campus police and where students should go to report crimes. The report is to be made available to all current students and employees. Prospective students and employees are to be notified of its existence and given an opportunity to request a copy. It remains the responsibility of the Office of Safety and Security for the collection of crime reports and distribution of the annual crime statistics and report by Oct. 1 of each calendar year. The Annual Security Report and the College Safety and Security Policy and Procedures are available to all current Empire State College students and employees and to all prospective Empire State College students and employees upon request, and at the Office of Safety and Securities website, College Safety and Security Policy and Procedures. They include: • statistics on the number of on-campus murders, rapes, robberies, aggravated assaults, burglaries, motor vehicle thefts, bias-related crimes and arrests for weapons possessions and liquor and drug abuse violations; • policies regarding security, access to college and other facilities, and college law enforcement; • procedures for reporting crimes and other emergencies; • information on college sexual assault and rape awareness programs, procedures to follow when a sex offense occurs, disciplinary action procedures, counseling opportunities and notification to students that Empire State College will make reasonable changes of a victim’s academic situation if the victim so chooses; • policies on the use, possession and sale of alcoholic beverages and illegal drugs; • a description of Empire State College programs informing the campus community about alcohol and drug abuse education, crime prevention and campus security practices; • sex offender registry information, New York State Sex Offender Registry, NYS Sex Offender Registry home page. You also can call 800-262-3257. • procedures for emergency response, emergency communications and emergency evacuation procedures. CriMinal and inCidEnt rEpOrting Criminal Offense If a criminal offense occurs at any of the college’s locations, it must be reported immediately. Notification must be made to local police and to the center dean or program administrator. Individuals who are victims of a crime at or near a college facility, have the responsibility to report such acts to local police, college officials/campus security authorities or the Office of Safety and Security. In each case, the center dean or program administrator will discuss the situation with the director of campus safety and security and vice president for administration to determine the necessary actions to take. Victims or witnesses to crime also may report the incident to the Office of Safety and Security in Saratoga Springs. Emergency contact information for local police may be located on the College Safety and Security website. During normal business hours, college officials will be available to assist victims and witnesses in reporting incidents to police. Criminal offenses occurring outside of normal business hours should be reported directly to local law enforcement. The college also has established an after-hours emergency contact number for the Office of Safety and Security, this number is 518-587-2100, ext. 2899. incident reporting procedure suny Empire state College incident reporting procedural statement purpose Establish guidelines to assist Empire State College community members in reporting of incidents that may occur to students, faculty and staff. Empire State College is regulated by statute to report specific criminal incidents that have direct correlation to the college. The guidelines that follow will assist individuals in reporting of incidents and streamline the notification process. Definitions • Incidents: An incident may be defined as, an action or event that is, has or is going to occur that has an effect on someone or something. For the purposes of this procedure an “incident” is a crime, emergency or incident immediately dangerous to life, health or to the college as a whole. • Incident Report: Official report taken by Empire State College with regards to an incident documenting information regarding said incident. A police agency report will serve as an official report under this definition. incident reporting, Criminal or Violent Behavior All college staff, faculty and students are asked to assist in making the college a safe place by being alert to suspicious situations or persons and reporting them as outlined below. If you witness, are the victim of, or are involved in any on-campus violation of the law such as assault, robbery, theft or overt sexual behavior, local emergency police services should be called at 911 as soon as possible and the following information should be given: • nature of the incident • location of the incident • description of the person(s) involved, injured • description of the property involved In addition, the individual should immediately report the incident to the dean (or designee) or appropriate vice president. Crimes or incidents of a lesser nature including, but not limited to: property crimes, larceny and vandalism, are to be immediately reported to the dean (or designee) or appropriate vice president. If an individual notices a person(s) acting suspiciously at a Coordinating Center location, he or she should contact the Office of Safety and Security at 518-587-2100, ext. 2899. In all other locations, individuals should contact the dean (or designee) at the location who will determine if the police need to be contacted. Incidents requiring medical attention should be reported to local emergency 911 officials. In addition, the individual should immediately report the incident to the dean (or designee) or appropriate vice president. Reporting of all incidents to college officials is mandatory. Persons reporting must contact the dean (or designee), appropriate vice president or designated college campus security authority to report the incident that occurred. They in turn will contact the Office of Safety and Security (518-587-2100, ext. 2899) who will conduct an investigation with the police agency taking the initial report (if applicable). In addition, the dean (or designee) or appropriate vice president must file a written incident report with the Office of Safety and Security at www.esc.edu/SafetyandSecurity. All Empire State College locations located on a SUNY college campus are required to adhere to that respective college’s emergency notification system when incidents occur. When Empire State College employees are notified of an incident on another SUNY college/university campus that requires that they take action, the Office of Safety and Security at the Coordinating Center should be immediately notified by the dean or designee. In the event of a critical incident or violent criminal act, Empire State College, in conjunction and in communication with local law enforcement, will, in accordance with the Jeanne Cleary Act (34 CFR 668.46(e), issue a “timely warning” as directed by the Empire State College Timely Warning Policy. Identification of College Campus security authorities The college has designated certain administrators and staff as “campus security authorities” in recognition that many students, faculty and staff may be hesitant about reporting crimes to local police or the Office of Safety and Security, and may be more inclined to report incidents to non-law enforcement administrators and staff instead. Campus security authorities are individuals designated at each Empire State College campus to aid in the safety of the college community. Contact your campus security authority if you see unsafe conditions at a college location; if you or someone else in the college community is the victim of a crime; or if you or someone else in the college community needs a referral for drug or alcohol abuse, or for rape counseling. Campus security authorities are charged with reporting to the appropriate law enforcement personnel, either Safety and Security staff or local police, or to any official or office which should be informed of the crime or complaint due to the nature of the crime or complaint, those allegations of Clery Act crimes that the campus security authority concludes are made in good faith. A campus security authority is not responsible for determining whether a crime took place as that is the function of law enforcement and its investigatory process. A campus security authority is required to report all allegations to law enforcement personnel, even if the campus security authority was told of a crime in the context of providing emotional support or health care support. The allegations will be reported whether or not the victim chooses to file a report with law enforcement or press charges. A campus security authority also may provide a victim or witness with assistance in reporting a crime to Safety and Security staff or local police, or to any official or office which should be informed of the crime or complaint. Counselors at the college are not campus security authorities, and are, therefore, exempt from disclosing or reporting allegations of crimes and incidents. However, to be exempt from the Clery Act reporting requirements, the counselor must be acting in their professional role of mental health counselors at the college. For example, a dean who has Ph.D. in psychology is not acting in the counseling role, but rather as a dean; and a Ph.D. student in psychology working in the counseling center as part of his or her education and training is acting in the counseling role. Pastoral counselors and mental health counselors are trained in the procedures for reporting crimes and the procedures for reporting crimes confidentially. The college encourages them to inform their clients of the procedures in accordance with their professional judgment, given the individual victim and circumstances before them. In addition, as required under, (34 CFR 668.46a) • The college must designate certain administrative personnel as “college security authorities” • The following persons are recognized as college security authorities: – the Office of Safety and Security, director/coordinator and assistants/designees – vice president and assistant vice president for administration, affiliate vice presidents – assistant vice president for human resources, certain senior staff within – the provost and vice provosts – director of collegewide student services – deans and associate deans – directors, unit coordinators – president’s advisory committee on security, threat assessment team members incidents requiring Medical attention Incidents requiring medical attention should be reported to local emergency 911 officials. In addition, the individual should immediately report the incident to the dean (or designee) or appropriate vice president. Notification to SUNY Empire state College administration Once the incident has been effectively handled by police, reporting of the incident to college officials is mandatory. Persons reporting are instructed to contact the dean or associate dean of a region or a college security authority to further report the incident that has occurred. Persons reporting also should contact the Office of Safety and Security in Saratoga Springs to report incidents. The Office of Safety and Security will conduct an investigation with the police agency taking the initial report. Once an incident has been reported to a regional center dean or the Coordinating Center, an incident report will be filed though the Office of Safety and Security at www.esc.edu/ SafetyandSecurity. Protection and Confidentiality Nothing in this report shall be construed to permit the college, or an officer, employee or agent of the college, participating in any program under this title to retaliate, intimidate, threaten, coerce or otherwise discriminate against any individual with respect to the implementation of any provision of this document. At this time, there are no provisions for confidential reporting. Empire State College encourages students, faculty and staff to report all criminal activity that has occurred at an Empire State College location. The report of the criminal activity may be anonymous and the person may request confidentiality. Empire State College does not have a policy or procedure that encourages its professional counselors; if and when the counselor deems it appropriate, to inform the person being counseled of any procedures to report crime on a voluntary, confidential basis for inclusion in the annual disclosure of crime statistics. daily Crime log In accordance with The Jeanne Clery Act, Campus Safety Act, Empire State College maintains a “daily crime log.” The information contained in this log identifies incidents and or crimes reported to the Office of Safety and Security, occurring on or near a college facility. The information contained in this log identifies, but is not limited to, the nature of the crime reported to security or law enforcement, dates and times the incident was reported and occurred, the general location of the incident or crime and the disposition of the complaint if known. The crime log is available for public viewing during normal business hours at the Office of Safety and Security in Saratoga Springs. The log also may be viewed at one of our regional centers through the dean’s office. The most recent 60-day period is open to public inspection, upon request, during normal business hours. Anyone may ask to see the log, whether or not they are associated with the college. timely warning In the event of a critical incident or violent criminal act, Empire State College, in conjunction and in communication with local law enforcement, will, in accordance with the Jeanne Cleary Act (34 CFR 668.46(e), issue a “timely warning” in accordance with the Empire State College Timely Warning Policy. tiMEly warning prOCEdurEs suny Empire state College timely warning policy policy statement In the case of a serious threat to the Empire State College community, as determined by the director of campus safety and security, in consultation with the vice president of administration or designee, and the Office of Communications and Government Relations, a “timely warning” will be prepared and distributed to the college community. This information will be disseminated in various forms, via phone network, the college email, posted at building main entrances of locations affected and posted on the Office of Safety and Security website. Such reports shall be prepared and distributed within a timely manner as determined by statute. Background Empire State College will distribute “timely warnings” to the college community about serious crimes that are considered to be a threat to members of the college community and those crimes that are reported to college security or local police agencies. Such reports shall be provided to students and employees in a manner that is timely and so to aid in the prevention of similar occurrences. The types of crimes reported will include, but not be limited to: • sex offenses, forcible or nonforcible • murder • robbery • aggravated assault • burglary • motor vehicle theft • manslaughter • arson suny Empire state timely warning procedure distributing “timely warnings” A “timely warning” consists of issuing a notice of a threat to the college community and is disseminated in various forms, to include but not limited to, the college phone network, college email systems, ESCNet, Exchange, posting notices at building main entrances of affected locations, and posting information on the Office of Safety and Security website. Such reports shall be prepared and distributed within a timely manner as determined by statute. what Constitutes an “Emergency” at suny Empire state College? Below is a list of emergency situations identifying the most common types of emergency notifications. Any emergency where the health and/or human safety at Empire State College are in question may constitute an “emergency.” The list is not inclusive: • bomb threat – based on credible intelligence that indicates a threat. • civil disturbance – disruption of normal college activities by a group of people. • fire – large-scale fire to building(s), wildfires, local community or industry that may endanger college students, faculty, staff or property. • hazardous material – dangerous material that is chemical, biological, nuclear spreading from a contained area. • major road closing/incident – unanticipated event that would disrupt safe passage to and from college. • medical emergency – pandemic or an event with mass casualties. • personal safety – situations that include use of weapons, violence, perpetrator(s) at large, active shooter and hostage situation or missing persons. Any situation, on or off college, that, in the judgment of the local authorities, the college president or his designee, constitutes an on-going or continuing threat to person or property. • suspicious package – reasonable belief that a package may contain chemical, biological or nuclear substance that would cause harm to persons or property. • utility failure – a major disruption or damage to utilities including gas, electrical or water. • weather – severe weather conditions to include flooding, snow/ice/cold, thunderstorm, wind, tornado or hurricane. suny Empire state College Community responsibility All Empire State College community members including faculty, staff and current students are encouraged to sign up for SUNY NY-Alert. Empire State College may use this as one of the methods to communicate emergencies. suny ny-alert SUNY NY-Alert is currently in test mode. You will receive alert messages from Campus Emergency Alert-Notices until further notice. • What is it? Empire State College is one of many state university campuses that have adopted an emergency messaging service offered through the State Emergency Management Office and the State University of New York. The system will allow Empire State College to communicate on matters of critical emergencies with all members of the university community who sign up for this service. The system allows email, phone and text messages to be sent automatically to all members of the campus community who have provided their contact information. • How to sign up: Please follow the information outlined and listed on the Safety and Security website. If you choose to receive the alerts, you must provide at least one email address. You also may provide a cell phone number and provider to receive text message alerts and a phone number, either cell or land line, to receive voice alerts. You may list up to three phone numbers for each of these options, but you should be aware that the alert system will attempt to contact every number that you list until one of the phones is answered. We advise that you list your most-used number for text messaging and/or your most-used number for voice messages. The college is currently in the process of instituting an all collegewide notification system that will allow single source notifications to all parties affected by an emergency to receive information in a timely manner as needed. This information will be posted on the Safety and Security website as the program is implemented. Empire state College locations on suny or Community College Campuses I. All Empire State College locations located on a SUNY college campus are required to adhere to that respective college’s emergency notification system when incidents occur. II. When Empire State College employees are notified of an incident on a SUNY college campus that requires that they take action, the Office of Safety and Security at the Coordinating Center should be immediately notified by the dean or designee. Building sECurity a. access to Facilities and security of Building Most college locations are open to the public during normal business hours. At night and during periods of time when classes are not in session, college buildings are generally locked. A security access card system is utilized at various locations. Faculty, staff and a limited number of students, with proper identification are issued keys/access cards to gain entry into buildings. Individuals assigned access cards or keys are responsible for reporting missing, lost and/or stolen access cards or keys. B. Campus Facilities The college’s goal is to provide a campus environment that is as safe and secure as possible. Generally, campus buildings and facilities are not only accessible to members of the campus community but also to the public during normal business hours 8 a.m. to 5 p.m. During nonbusiness hours, 5 p.m. to 8 a.m., classrooms and office buildings not in use will remain locked. The college details additional access control and building operations under procedures for Security and Access to Campus Facilities. C. security and access to Campus Facilities procedure policy statement Empire State College establishes procedures to ensure the safety of its students and employees. While the procedures are appropriate collegewide, a particular location may at the discretion of the dean. All procedures follow these principles. • Normal business hours: 8 a.m. to 5 p.m., Monday through Friday. Main entrances to facilities will be open and auxiliary entrances shall remain secured unless otherwise accommodated for. Facilities that host after-hour events or provide student instructional services may opt to have entrance times vary. The office manager and dean of the center are responsible for variances in times. Additionally, at the discretion of the center dean, some locations may conduct slightly different hours of operation. • Holidays and other college closings: All facilities will be closed and secured during state recognized holidays. Alarm systems will be armed for 24 hours during these dates. Only college personnel with authorization privileges shall be permitted access to the building. • Special considerations: Empire State College hosts various functions and has liberal leave days. During these times facilities operate on limited staffing. When a facility remains open the receptionist area of the main entrance will be staffed when possible. Main entrance areas may remain open. In buildings with card access, personnel will utilize this option for access to the facilities. Example: in Saratoga Springs during an event such as the All College Conference, the shipping and receiving area will be the primary point of delivery for all college deliveries during times of reduced staffing. security and access to Campus Facilities Each location establishes procedures to ensure the safety of its students and employees. While the procedures are appropriate to the particular location, all procedures follow these principles: 1. Keys, access cards and knowledge of the security codes (in buildings with alarm systems) are limited to employees, and only those who may need to be in the building during evenings and weekends are given keys or access cards. 2. Individuals who are no longer employees of the college must turn in their keys/access cards before they leave to the appropriate dean or Office of Human Resources. 3. Where there are receptionists, all visitors and students must check in upon arrival. 4. Employees who organize after-hours meetings and events are responsible for security while the meeting is in session and also are responsible for ensuring that the building is secured when they leave. weapons possession College policy prohibits unauthorized possession or use of firearms, explosive devices, fireworks, dangerous or illegal weapons, or hazardous materials. Firearms policy Empire State College (in accordance with the SUNY policies and regulations*) prohibits any person from possessing firearms at any college facility or college-sponsored event without the written authorization of the college’s chief administrative officer. This policy specifically applies to law enforcement officials who may otherwise be authorized to carry firearms while off duty and to other individuals who may be licensed to carry firearms. This policy prohibiting the possession of firearms does not apply to law enforcement officials in pursuit of official duty when authorized by federal or state law. For purposes of this policy, law enforcement officers who are required to carry firearms while taking on-duty breaks shall be considered to be in “pursuit of official duty” when on such breaks. * The following SUNY policies and regulations apply: 8 NYCRR Part 590 – SUNY’s regulations relating to firearms; SUNY’s Policy for Firearms on State-operated Campuses; 8 NYCRR Part 535 SUNY’s regulations for the maintenance of public order security programs The college provides no formal crime prevention programs for students at this time. The students are mature adults who live and work in their own communities, many of which publicize the best ways to prevent crime. All staff are advised of basic safety and security procedures when they begin employment with the college, at new employee orientation and at various other increments. Programs are offered at various times throughout the year addressing topics that concern the overall safety and security of the college community. Off-Campus student Organizations The college does not have off-campus student organizations or housing facilities. Crime statistics availability statement: Clery statement, annual safety and security report A copy of the Empire State College campus crime statistics as reported annually to the United States Department of Education will be provided upon request and on the Web at www.esc.edu/SafetyandSecurity. Please direct all such requests to the Office of Safety and Security at 518-587-2100, ext. 2800. Information also can be obtained from the United States Department of Education website at: http://ope.ed.gov/security/. drug prevention programs standards of Conduct Empire State College policy prohibits the unlawful possession, use or distribution of illicit drugs and the abuse of alcohol by students and employees on college property or as part of the college’s activities. Health risks There are significant psychological and physiological health risks associated with the use of illicit drugs and alcohol. Physical addiction, loss of control and withdrawal syndrome as well as serious damage to vital organs of the body can result from drug and alcohol abuse. Further information is available from centers or the Office of Academic Affairs. Federal, state and local legal sanctions Conviction for possession and sale of controlled substances carries a number and variety of penalties under New York state law. These range from fines to prison terms of 15 years to life, depending upon the nature of the substance, the criminal act and the character of the crime. Federal Trafficking Law convictions also carry a variety of penalties which range from five to 30 years in prison and substantial fines. These sanctions are described in materials which are available at the centers or the Office of Academic Affairs. Counseling services The college provides no counseling, treatment or rehabilitation programs for drug users or alcohol abusers. The college makes available to students and employees information about organizations which offer counseling, treatment and rehabilitation services. disciplinary sanctions – students A student accused of possession/use of or distribution of drugs will be subject to the college’s Student Conduct Policy and Procedures (see page 91). Sanctions for those found responsible may include written warning, suspension or expulsion. COMputEr usE statEMEnt FOr studEnts Empire State College promotes student use of its online academic resources, online student support services and computing facilities located at centers and units, and seeks to improve the computer literacy of its students, faculty and staff. Every user is expected to adhere to the guidelines that follow to further these goals. 1. Receiving an account is a privilege extended only to the person who was assigned the account. Under no circumstances should anyone else be allowed to use the account. Take all reasonable precautions to prevent unauthorized use of your account. 2. Unauthorized use of the Empire State College computer network will lead to the termination of your account. Unauthorized use of Empire State College computers and computer accounts includes (but is not limited to): • using any Empire State College computer or account for personal profit. • using any Empire State College computer resources, online resources or accounts for other than academic or college purposes. • attempting to interfere with the performance of any Empire State College computer or computer system. • damaging any Empire State College computer hardware or software. • accessing, or attempting to access, computer files or information belonging to another user without permission. • interfering with, or attempting to interfere with, the legitimate work of another user on the Empire State College computer network. • allowing someone else to use your Empire State College computer account. • the unauthorized copying of any Empire State College software or Web page that is protected by copyright, patent or trade secret law. • abusing specific computer resources, such as the Empire State College network or the Internet. • circumventing or attempting to circumvent Empire State College’s computer system security. • using any Empire State College computer or account for any activities which violate local, state or federal laws. 3. The college reserves the right to monitor or restrict computing activity on this system. The college is not responsible for loss of data or service interference resulting from efforts to maintain the college’s computing facilities. 4. Students creating personal Web pages on the college’s servers must abide by the college’s Web policy (www.esc.edu/WebPolicy). wOrld widE wEB pagEs Empire State College has created a World Wide Web presence to support and promote the mission of the college: learning, research and community service. It is expected that individuals’ publishing information on the Empire State College Web presence will abide by all applicable policies and all laws governing the use of the Internet. The college recognizes that its World Wide Web presence serves a variety of needs and includes various types of websites. • College Web Pages are Web pages under the direct control of SUNY Empire State College that represent the official voice of the college to all internal and external audiences including prospective students, current students, alumni, faculty, staff, friends of the college and the general public. Examples include the main college Web pages, learning resource sites such as the online library, Web-based applications such as Web Advisor and DP Planner and other online sites and tools used to conduct official college business or convey official college information. • College-affiliated Web Pages are Web pages developed, maintained or hosted by entities other than SUNY Empire State College but referenced or used by the college to conduct official business or represent the official voice of the college in accordance with the college’s mission. Examples may include but are not limited to: www.esclibrary.blogspot .com; www.ed2go.com/esccwa; www.subjectguides.esc.edu/home; www.cml.esc.edu; www.alumni.esc.edu; and, www.Bookstore.esc.edu. • Individual Web Pages are Web pages developed and maintained by SUNY Empire State College students, faculty and staff for the purpose of self-expression, communication or other individual uses related to the individual’s affiliation with the college and the college’s mission. • Personal Web Pages are Web pages developed and maintained by individuals for the purpose of personal self-expression, communication or other personal uses. SUNY Empire State College does not host, maintain or provide support for personal Web pages. College, and college-affiliated, Web pages are governed by the Web Presence and Publishing Policy (www.esc.edu/Web­Presence-Policy). Individual and personal Web pages are governed by the Use of the Commons and Individual Web Spaces Policy (www.esc.edu/commons-policy). agreements and guidelines for individual web pages Empire State College promotes the use of its computing facilities and seeks to improve the computer literacy of its students, faculty and staff by providing space to house individual Web pages. To further these goals, every member of the college community who creates an individual Web page on the college Web presence is expected to adhere to the applicable college policies on computer use and individual Web pages. A summary of the agreements and guidelines from those policies is below. Your individual Web pages will not be screened. However, the college reserves the right to monitor your work on college servers and remove your files if it believes that you have violated one of the agreements or guidelines. In addition, failure to follow the agreements or guidelines could, in some cases, lead to criminal prosecution. Faculty and staff will have the option of linking to your individual Web page from the page on the college’s Web presence which is designated for faculty and staff Web pages. This page contains a disclaimer absolving the college of all responsibility for the content of your home page(s). You will not, however, be required to list your page here. With your permission, the college may create additional links to your work. However, any additional link created from any official college home page to your individual page also will contain the disclaimer. At some point, the college and you may decide to make your work part of the college’s official Web presence. At this time your page(s) may require revision to meet the guidelines of official college home pages. Agreements 1. You alone are responsible for meeting all of the following guidelines. Failure to meet these guidelines could result in the removal of your pages from the Empire State College World Wide Web servers, or removal of links to your pages housed on other servers. 2. The Empire State College World Wide Web presence is a college resource to be used in conjunction with academic learning, teaching, scholarship and professional development in accordance with the college’s mission. 3. Individual Web pages hosted in the college Web presence shall not be used for commercial purposes, personal benefit or to duplicate content or functionality already provided by official college, and college-affiliated, Web pages and publications. Links from individual Web pages to official college, and college-affiliated, Web pages and electronic publications are permitted. 4. Individual Web pages will be hosted in the college Web presence for faculty, students and staff for the term of employment or as long as there is an official academic or professional relationship with the college. Once employment, or the relationship with the college, is terminated, responsibility for providing Web services will end. 5. Your space on the Empire State College Web presence is for you alone. You are responsible for the content of materials in your space. You should take all reasonable precautions to prevent unauthorized use of your space and/or files. 6. The college reserves the right to monitor or restrict your activity on the college Web presence. The college is not responsible for loss of data or service interference resulting from efforts to maintain individual Web pages. 7. You will not attempt to interfere with the performance of any college server or Web-based service. 8. You will not damage any Empire State College computer hardware or software. 9. You will not attempt to manipulate or delete computer files belonging to another user. 10. You will not attempt to circumvent system security. use of College name and wordmark The Empire State College name, symbols, logo and wordmark are protected trademarks of Empire State College. It is the policy of the college to permit the use of these trademarks by centers, Coordinating Center offices and alumni student associations for purposes of public relations and fundraising, where the proceeds benefit the college and its students. Notwithstanding such policy, the college reserves its right, at its sole discretion, to revoke or restrict use of its trademarks for commercial purposes and in any other circumstances. Any group wishing to use the trademark(s) must receive written permission from the Office of Communications and Government Relations. Such permission will set forth the name of the group, the nature of the use, and restrictions regarding the standards and quality of the goods and services in connection with which the trademark(s) are used. The college reserves the right to approve samples showing the proposed use of the trademarked product or service prior to production and distribution. The Empire State College trademarks should not be used in any manner suggesting advocacy or official position of the college regarding any issues including, but not limited to, political issues. For further information to use the Empire State College trademarks, contact the Office of Communications and Government Relations at 518-587-2100, ext. 2494. Approved: Sept. 1, 1992. COpyrigHtEd MatErials: tHEir rEprOduCtiOn and usE Empire State College complies with the U.S. Copyright Act of 1976 and with the Doctrine of Fair Use established in that act. The college respects the intellectual property rights of those who create and publish original works of authorship, whether in written form or in other tangible media of expression. The college, therefore, authorizes reproduction of copyrighted materials only under the following conditions: 1. when permission is obtained from the copyright owner, or 2. when reproduction of copyrighted materials falls within fair use guidelines. The bookstore manager can provide information on obtaining permission to copy. agreement on guidelines for Classroom Copying in Not-for-Profit Educational Institutions with respect to Books and periodicals Multiple Copies for Classroom use: Multiple copies (not to exceed in any event more than one copy per pupil in a course) may be made by or for the teacher giving the course for classroom use or discussion, provided that: 1. the copying meets the tests of brevity and spontaneity as defined; 2. meets the cumulative-effect test as defined; and 3. each copy includes a notice of copyright. Definitions Brevity: 1. Poetry: (a) a complete poem if less than 250 words and if printed on not more than two pages or (b) from a longer poem, an excerpt of not more than 250 words. 2. Prose: (a) either a complete article, story or essay of less than 2,500 words, or (b) an excerpt from any prose work of not more than 1,000 words or 10 percent of the work, whichever is less, but in any event a minimum of 500 words. (Each of the numerical limits previously stated in 1 and 2 may be expanded to permit the completion of an unfinished line of a poem or of an unfinished prose paragraph.) 3. Illustration: one chart, graph, diagram, drawing, cartoon or picture per book or per periodical issue. 4. Special works: certain words in poetry, prose or in poetic prose which often combine language with illustrations and which are intended sometimes for children and at other times for a more general audience fall short of 2,500 words in their entirety. Paragraph 1 notwithstanding, such special works may not be reproduced in their entirety; however, an excerpt comprising not more than two of the published pages of such special work and containing not more than 10 percent of the words found in the text thereof may be reproduced. Spontaneity: 1. The copying is at the instance and inspiration of the individual teacher; and 2. The inspiration and decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it would be unreasonable to expect a timely reply to a request for permission. Cumulative Effect: 1. The copying of the material is for only one course in the school in which the copies are made. 2. Not more than one short poem, article, story, essay or two excerpts may be copied from the same author, nor more than three from the same collective work or periodical volume during one class term. 3. There shall not be more than nine instances of such multiple copying for one course during one class term. (The limitations stated previously in 2 and 3 shall not apply to current news periodicals and newspapers and current news sections of other periodicals.) Prohibitions: Notwithstanding any of the above, the following shall be prohibited: 1. Copying shall not be used to create or to replace or substitute for anthologies, compilations or collective works. Such replacement or substitution may occur whether copies of various works or excerpts therefrom are accumulated or are reproduced and used separately. 2. There shall be no copying of or from works intended to be consumable in the course of study or teaching. These include workbooks, exercises, standardized tests and test booklets and answer sheets and like consumable material. 3. Copying shall not: q substitute for the purchase of books, publisher’s reprints or periodicals; q be directed by higher authority; q be repeated with respect to the same item by the same teacher from term to term. 4. No charge shall be made to the student beyond the actual cost of the photocopying. Note: This material comes from “Questions and Answers on Copyright for the Campus Community,” Copyright 1994, National Association of College Stores Inc. and the Association of American Publishers. rEligiOus OBsErVanCE In compliance with Section 224-a of the Education Law, students unable, because of religious beliefs, to engage in learning activities – classes, examinations, study or work requirements – on a particular day or days will not be penalized and will be provided with means to make up for any study opportunities that may have been missed because of absence for religious reasons. Since most study arrangements at Empire State College are individually made between student and faculty, students may schedule meetings and other academic activities so they do not conflict with their religious observances. In cases where group meetings are arranged (e.g., classes, seminars, special examinations such as College Level Examination Program or College Proficiency Examination Program), students who wish to avail themselves of these opportunities but are unable to participate at certain times because of religious beliefs should consult with their mentors to make alternate arrangements. No adverse or prejudicial effects shall result to any student because of his or her religious beliefs. Learning Opportunities S UNY Empire State College offers a rich array of learning opportunities from which to create your study plan each term. Students choose from guided independent study, online courses, study groups and residency-based studies. Students also may review offerings from other colleges and universities and include those in their study plan for the term. Students in special programs may have study or course offerings specifically for their program. The college strongly encourages student initiative and collaboration between student and mentor in designing studies that meet individual student goals. Students work with their primary mentor to identify and define the purpose of customized studies and then with the study mentor to fully develop the learning contract. The primary mentor can add a uniquely titled study to a student’s worksheet. Empire State College integrates online learning into many aspects of its instruction. Our Center for Distance Learning is a leader in the development of online courses. For the undergraduate student who wishes to study entirely online, the Center for Distance Learning is the best option. Our undergraduate centers located throughout New York state offer a rich blend of learning opportunities including guided independent study, study groups and internships as well as online courses from the Center for Distance Learning. Many of these include online elements. Faculty across the college may use the online course templates and other online resources to enhance and support student learning. Some of our special programs and thematic residencies include both face-to-face and online studies. All of our graduate programs include online study along with face-to-face meetings. Throughout the year, various centers offer credit-bearing programs open to students from across the college. These include teach-ins on special topics; photojournalism, documentary photography and women in photography workshops; and study tours. For more information about these options, see the current term guide. As the registration advising and study preparation periods begin for each term, the college presents the relevant term guide online. Students and mentors are able to review the many possible study opportunities, discuss how they fit with the student’s goals and create a study plan for that term. You can search the term guide by center, area of study, subject or mentor. You can view the term guide for the upcoming term through MyESC. In MyESC, click on the registration tab to get to the term guide. guided independent study In guided independent study you work one-to-one with a faculty member on a study. You may periodically meet face-to-face with a faculty tutor at one of our many locations across the state, or work with a faculty tutor at a distance – by mail, phone and/or the Internet. Depending on your goals, you may work with your mentor to create and define an individualized study or you may select a study from the term guide. Some learning opportunity listings provide a general subject area, and you work with the mentor to develop a learning contract that meets your needs. Students are strongly encouraged to individualize their studies when appropriate. It allows you to take a major role in designing a study and to take charge of your own learning. To do so, you work with your mentor to determine the learning goals, the learning activities you will undertake to achieve those goals and how your mentor will evaluate your learning. Regardless, your mentor formalizes your goals, activities and evaluation criteria in a learning contract. Students often incorporate internships and/or field study into their degree programs. You may apply for formal internship programs established by state, local and national governments, as well as by corporations, nonprofit institutions, and colleges or universities. Alternatively, with the help of your mentor, you may arrange for a special internship designed around your learning goals. You and your mentor create a learning contract just as you would for other individualized studies. Online Courses Our online courses offer you the opportunity to interact with other students as well as the instructor, in discussions of the course material and group projects. Online courses are generally small groups (15 - 20) of students and a mentor. Courses leading to degrees in all of the college’s 12 areas of study are available online. Online courses allow you to communicate with your instructor and other members of the course at times that are convenient to you. Online courses are prestructured and designed for groups. Your course website guides you through the goals of the course, the learning activities and defines evaluation criteria. You will not receive a learning contract for online courses. study groups Study groups are small group seminars offered at the college’s many locations. They generally meet face-to-face several times during the term and some meet on weekends. Study groups allow students to explore diverse perspectives on topics of common interest and present the results of their studies to others. During your meetings, you discuss common learning activities and share independent reading and research. Between group meetings, you will continue to engage in a good deal of independent study. Study groups provide an opportunity to learn from other students, as well as the instructor. Frequently, mentors and students use new and interdisciplinary approaches to learning. This may entail field study, skills practice, problem solving, reading, and library or Internet research. You may work on group or joint projects. Students find that study groups provide the support and stimulation of working with other students while maintaining the intimacy of student-centered learning. Students in study groups may have a common learning contract or each student may have his or her own individualized learning contract. residency-based studies You may choose to participate in a residency-based study, which typically lasts two or three days. The college’s thematic residencies draw students from around the state and from around the world. Each year, the college sponsors a women’s studies residency and an environmental studies residency. Depending on the needs of our students and the availability of faculty, the college designs and offers other residencies. taking Courses at Other institutions (Cross registration) You may find it advantageous to take a course at another college or university from time to time to complete your degree requirements at Empire State College. You may enroll in a course for academic credit at a college or university that is accredited, or a candidate for accreditation, by a recognized regional accrediting agency. By doing so, you expand the variety of learning resources available. Please review the policy on cross registration on page 84. Other Courses Some programs, such as the International Brotherhood of Electrical Workers Apprentice Program at The Harry Van Arsdale Jr. Center for Labor Studies, have established classroom-based courses. These listings will be available to students within those programs. aCadEMiC rEsidEnCiEs Students from across the state participate in intensive face-to-face meetings over a weekend or several days on a wide range of topics. Before and after the residency, students study independently. american revolutionary war Era residency The American Revolutionary War Era Residency is offered to students each fall, under the direction of Dr. Gregory Edwards of the Niagara Frontier Center’s Jamestown Unit. The residency is open to all students collegewide. The purpose of this study is to give students the opportunity to survey the history of the American Revolutionary era from the end of the Seven Years War until the end of the War of 1812, and introduce them to the major historical issues of this era such as the causes of the war, the relationship between the First Great Awakening, the Enlightenment, the Renaissance and the Revolution; the factors behind America’s triumph in the war; Revolutionary ideology and the institution of slavery; “The Critical Period in American History;” the creation and ratification of the U.S. constitution, the origins and character of the first national party system in America; the causes and course of the War of 1812. The students will participate in a three-day residency in Saratoga Springs, N.Y. A one-day field trip to the Saratoga National Historical Park is planned as part of the residency. During the rest of the residency, the students will participate in a variety of mini-seminars (at a hotel TBD) addressing some of the major issues of the Revolutionary Era in America. All students will be responsible for giving an oral presentation during one of the mini-seminars, or at the Saratoga National Historical Park, based on a research paper that he or she has completed for their particular course. Students who intend to participate in the residency should register for one of the following courses: • America in the Age of Revolutions and Constitutions: Religion in the Revolutionary Era • America in the Age of Revolutions and Constitutions: Slavery and the Founding Fathers • America in the Age of Revolutions and Constitutions: Major Problems in American Constitutional History • America in the Age of Revolutions and Constitutions: Women of the Revolution • America in the Age of Revolutions and Constitutions: Federalists and Jeffersonians • America in the Age of Revolutions and Constitutions: Military History When students enroll for one of the American Revolutionary Era Residency courses, a residency fee will automatically be attached to each student’s tuition bill to cover the following costs during the residency: lodging, meals and group bus transportation to/from the hotel to the Saratoga National Historical Park. Students will be responsible for getting themselves to and from the hotel in Saratoga Springs, N.Y. More information can be obtained through your primary mentor or by calling the Niagara Frontier Center’s Jamestown Unit at 716-338-1370. Business learning Community (BlC) The BLC is an opportunity to study face-to-face with other students in the Business, Management and Economics (BME) area of study. Students are able to network with other BME professionals. Students also will hear from guest speakers about careers in business, internship opportunities and other topical issues of interest to BME students. Although the studies are designed to be particularly relevant to students pursuing BME degrees, all studies are open to students in other areas of study. Students from all parts of the college are encouraged to enroll. Most of the studies will be offered in a blended mode, with students engaging in online activities between the residency meetings. The BLC meetings are held on three Saturdays during the September and January terms, once or twice during the May term and attendance at all group meetings is required. Students may take one, two or three studies during any one term. There is a $45 residency fee for the September/January terms and $30 residency fee for the May term. Business residency In the fall during odd numbered years, we offer a business residency in the Hudson Valley region. The business residency focuses on issues facing managers and leaders and is targeted to students who work in government agencies, for-profit and nonprofit organization. Past residencies have offered workshops or study groups on such topics as: Case Competition: Entrepreneurship and Small Business Management – A Study of Survival; Is There Any Such Thing as Uncertainty in Business? Profiles and Prospects: Business in New York; Employee Motivation and Job Performance; and HR Challenges in an Unpredictable Economy. For more information, please contact Dr. Amy Ruth Tobol, at AmyRuth.Tobol@esc.edu. Civil war History residency The Civil War History Residency is offered each spring, under the direction of Dr. Gregory Edwards of the Niagara Frontier Center’s Jamestown Unit. The residency is open to all students collegewide. The purpose of this study is to give students the opportunity to survey the history of Ante-Bellum slavery, the Civil War and the Reconstruction Era, and introduce him or her to the major historical problems of the American Civil War and Reconstruction Era such as the causes of the war, the character of Ante-Bellum American Slavery, the causes behind the Confederacy’s defeat, the Lincoln Enigma, and the character and legacy of Reconstruction, within the context of the broad sweep of American history from the Colonial period through the Reconstruction Era. Courses being offered by Dr. Edwards that incorporate this Civil War Residency learning activity include: Civil War, Slavery and Reconstruction; American Religious History II; American Military History; The American Presidency; and Generals of the Civil War. Each of these courses will fulfill the American History general education requirement. The History of Warfare in the Western World course meets the Western Civilization general education requirement. Students enroll in one of the above courses and will participate in the residency – a four-day field trip (via group-chartered bus) to Manassas (Va.), Antietam (Md.) and Gettysburg (Pa.). More information can be obtained through your primary mentor or by calling the Niagara Frontier Center’s Jamestown Unit at 716-338-1370. Note: A limited number of spaces for guests and/or alumni may be available. Please contact Paula Barber at the Niagara Frontier Center’s Jamestown Unit for more information (716-338-1370) or Paula.Barber@esc.edu. diversity residency In April, during even numbered years, the Hudson Valley Center offers a Diversity Residency offered in the January and March terms. This exploration into diversity issues will offer four sets of workshops throughout the weekend. Some will focus on disciplinary studies such as The Harlem Renaissance, Diversity in Children’s Literature, Latino Families and Intercultural Communication. Some will consider broader themes such as The Global Economy, Women and Global Politics, Immigrant Women, Cultural Constructions of Illness and Healing, Outsider Art. Others will investigate the more controversial side of diversity: Power, Privilege and Oppression; and Religious Knowledge in a World of Religious Diversity. There is a nonrefundable fee of $40 which covers some meals. Lodging will be available at the Comfort Inn at group rates. Options for follow-up studies also may be available. For more information, please contact Dr. Marie Tondreau (Marie. Tondreau@esc.edu) or Dr. Celest Woo (Celest.Woo@esc.edu). Emergency Management residency Fall and Spring Terms Metropolitan Center/Staten Island Unit 500 Seaview Ave., Suite 230 Staten Island, NY 10305-3402 Elizabeth Feinstein Elizabeth.Feinstein@esc.edu 718-667-7524, ext. 1770 fax 718-667-6226 The goal of this residency is to explore emergency management from a theoretical perspective, to better understand how to plan for, and ensure the health and well-being of, a vibrant, open, civil society. We will explore the growth of this area in the public sector. What drives it? How has it developed in recent years? We will move beyond the simple concept of protecting society and define what it means to commit to serving society. What does it entail? Why is it worthwhile? Participants will gain perspective, insight and planning skills to strengthen their role as future leaders in emergency management. Studies that have been offered in the past include: Community Risk Reduction for the Fire and Emergency Services; Spanish for First Responders; A Historical Inquiry: Government Responses to Emergency; Security and Mass Transit: Readiness, Responders, and Recovery; Psycho-Social Impacts of Mass Disasters; Managerial Issues in Hazmat; The Environment: Threats and Realities; and Emergency Management: Your Story. Students can choose from a variety of studies tailored to the requirements of their concentration and degree program. Students may enroll in any or all of the studies listed above. Students throughout the state and from any content area are invited to enroll. The studies are comprised of in person group and blended learning. Entertainment and Music industry residency Spring Term Metropolitan Center 325 Hudson St., 5th Floor New York, NY 10013 Justin Giordano Justin.Giordano@esc.edu 646-230-1246 fax 212-647-7829 The Entertainment and Music Industry Residency explores the various challenges faced by artists, practitioners and professionals – including those involved with artist management, production, and/or other supporting and behind the scenes activities – affiliated with the entertainment industry with a special focus on the music industry. This residency will examine a broad array of topics and subjects pertinent to the field including the legal, business and artistic aspects. The music industry component, for example, will comprehensively look at the process involved in developing and completing a musical project from song selection, production (i.e., choosing appropriate recording studio or equipment, production costs, identifying the most suitable session musicians, etc.), and marketing including distribution. As it particularly pertains to the key aspect of distribution, this residency also will explore and analyze the new landscape in the field, namely the prominent role that the Internet and related venues have acquired versus the more traditional modes of distribution. Students will be expected to attend and participate in the two Saturday meetings scheduled for two consecutive weeks. Every student also is required to schedule an individual meeting with the residency leader, Professor Justin Giordano, prior to the first residency meeting as well at least one meeting following the second full-day residency meeting. In addition, students will be expected to commence their assigned readings prior to the two, full-day meetings and be prepared to fully participate and engage in said meetings. Environmental/adirondack studies residency Begun in 1997, the Environmental/Adirondack Studies Residency is an annual academic program of Empire State College. Held each October, the program features a three- (or four-) day interdisciplinary residency at Camp Huntington in the Central Adirondacks, with students and faculty from all over New York state. At the residency, students divide into small group seminars based on their selection of one of eight interdisciplinary courses, each focused on a different environmental approach, concept or issue. All of the studies help satisfy general education requirements, and any of them would contribute significantly to student degree programs in a wide variety of fields. Examples of typical studies from previous years’ offerings include American Environmental History, Ecological Economics, Ecopsychology, Iroquois Cultural Botany, The Science of Global Environmental Change and Digital Nature Photography. The first of the Adirondack “Great Camps,” Camp Huntington is a National Historic Landmark, and students receive a historical tour. In addition, there are guest speakers; a basic session on ecology; a folklore presentation; and time for reflection, socializing and exploration of the natural areas surrounding the facility. An optional day of field experience and observation precedes the residency. Before and after the residency, students complete the other learning activities for their studies via independent, online learning. Matriculated Empire State College students receive preference in registering for the residency, for which there is a modest fee to cover room and board at the camp (beyond tuition and academic fees). Transportation is the student’s responsibility, though program facilitators help initiate informal car pooling. Additional information is available through the program’s website, www.esc.edu/AdirondackRes, where details for the upcoming program are posted each April. Organizers have recently developed the Urban Environmental Studies Residency, the first delivery of which occurred in 2011, at the college’s Metropolitan Center in Manhattan. Future sessions of this newer residency will occur at other urban locations of the college. Information is available through the colleges website. As the program develops, details will be provided on the college website and a link will be added to the Environmental Studies website. Hudson river Valley residency In keeping with what has become a Hudson Valley Center spring tradition, students have the opportunity to sample of a wide range of studies focused on Hudson River Valley art, music, history, ecology and people. Subjects for the 8 - 12 workshops include the valley’s economic and industrial heritage, land use issues, ecology, education, Native Indians, art and architecture including the Hudson River School of Painters, and the literature of important American writers. To round out the residency, students have an opportunity to stroll the grounds of the estate and visit the FDR Museum in Hyde Park, N.Y. Options for additional study also will be available after the residency. The Hudson River Valley Residency is offered in the spring in odd numbered years. For information please contact: Jaime Decker at the Hudson Valley Center, 914-948-6206, ext. 3590, Jaime.Decker@esc.edu. Human services learning Community (HslC) The HSLC is an opportunity to study face-to-face with other students in Human Services. Students are able to network with other Community and Human Services professionals. Students also will hear from guest speakers about careers in human services, internship opportunities and other topical issues of interest to Human Services students. Although the studies are designed to be particularly relevant to students pursuing Community and Human Services degrees, all studies are open to students in other areas of study. Students from all parts of the college are encouraged to enroll. Most of the studies will be offered in a blended mode, with students engaging in online activities between the residency meetings. The HSLC meetings are held on three Saturdays during the September and January terms, once or twice during the May term and attendance at all group meetings is required. Students may take one, two or three studies, during any one term. There is a $45 fee for the September/January terms and $30 for the May terms. For more information, please see our website: www.esc.edu/HSLearnComm. latin american Film Festival residency Spring Term Metropolitan Center 325 Hudson St., 5th Floor New York, NY 10013 Ruth Goldberg Ruth.Goldberg@esc.edu 646-230-1247 fax 212-647-7829 Students in this residency will attend the annual Havana Film Festival in New York City. This is a rare opportunity to see the most current offerings in Latin American cinema, meet filmmakers and hear them talk about their work, and attend panels and discussions organized around themes of interest. Students will begin by contacting the mentor and ordering festival passes. They will receive a packet of readings and assignments and will begin the semester by reading, watching films independently and writing a series of brief analytic papers which will be submitted to the mentor at intervals. The group will meet for two, four-hour, face-to-face sessions to discuss the work of the residency, screen a series of films together and discuss the requirements for credit. Immediately following the second session, students in the residency will be free to attend all of the weekend screenings, panels, workshops and events associated with the festival. theatre for development Each year Metropolitan Center 325 Hudson St., 5th Floor New York, NY 10013 Lucy Winner Lucy.Winner@esc.edu 646-230-1272 fax 212-647-7829 In this interactive, hands-on residency, students will explore the theory and practice of theatre for development, with a specific focus on the work of the Winter/Summer Institute in Theatre for Development (WSI) and its work in Lesotho, Southern Africa. Participants will explore such issues as the interrelationship of gender inequity, stigma and denial in the rural communities of sub-Saharan Africa, and learn the WSI model of collaborative theatre making. We will look at the ways theatre can be used to help people grapple with complex questions about the health of our communities. This residency has featured guest speakers and performers and film screenings of WSI’s work in Lesotho and culminates in a collaborative performance. women in Management Spring Term Metropolitan Center/Brooklyn Unit 177 Livingston St. Brooklyn, NY 11201 Deborah A. Noble Deborah.Noble@esc.edu 718-907-5754 fax 718-858-0943 In this study, students will explore a wide range of issues that women managers face in the workplace. Such topics as strengths that women bring, gender biases, stress management, work versus life conflicts, and the state of the proverbial “glass ceiling” will be explored and discussed in a residency setting. Students will be encouraged to utilize periodicals, texts and interviews as well as to participate in discussions with a group of guest women managers and leaders. The two, face-to-face residency Saturdays will feature guest speakers from various professions and industries speaking to the experience of women in management. They will engage with students. women’s studies residency Women’s studies as an interdisciplinary academic field has emerged in the last 40 years. Women’s studies courses focusing on women’s experiences or applying a feminist or gender analysis have ranged across a broad number of disciplinary fields including economics, historical studies, literature, math, psychology, science and sociology, to name a few. Empire State College has hosted Women’s Studies Residency meetings in conjunction with women’s studies course offerings since the mid 1970s, and like the field of women’s studies, this residency program has responded to the world and has evolved over the years. The Women’s Studies Residency study groups will be offered in the January 2012 term with a required three-day residency at mid term. The residency component offers opportunities for students to meet with their study group instructors and engage in group conversations about the study group topics as well as participate in larger group meetings around speakers, workshops and meals/social gatherings with college alumni, members of the Academy for Lifelong Learning and community groups. Information can be obtained through your primary mentor or at the Women’s Studies Residency Web page: www.esc.edu/WomensStudies. writing intensive residency Over one weekend in June in most years, the Hudson Valley Center offers a Weekend Writing Intensive Residency. Workshops and study groups are offered on such topics as writing for children, dramatic writing, fiction/nonfiction and poetry. Beginners, as well as seasoned writers, are welcome. For more information, contact Steve Lewis at Steve.Lewis@esc.edu. OnlinE COursEs OFFErEd tHrOugH tHE CEntEr FOr distanCE lEarning information technology in Online Education Students enrolled in the Center for Distance Learning are expected to develop competence with personal computers and the Internet. Use of this technology will enable the development of academic work as well as place students in direct contact with their instructors, their mentors, other students and administrators. Information technology has transformed the world of work and education in the past several decades. The information superhighway is being constructed at a breakneck pace and all predictions show increased need for information access and processing skills for tomorrow’s citizens. As the developed world moves toward a knowledge-based economy, there are few fields of endeavor that are not impacted, if not being revolutionized, by technological advances. Since an undergraduate education needs to prepare students for work, leisure, social and political involvement in the 21st century, these skills are an essential part of today’s academic experience. As part of the educational process, students may have the opportunity to: • prepare documents using word processing software. • manipulate information using database management tools. • reason quantitatively using spreadsheets, statistical and numerical software, and calculators. • obtain professional and academic information from computer networks using Internet search tools. • communicate in one’s field through online discussion groups. Online Course information Our online courses offer you the opportunity to interact with other students, as well as your instructor, in discussions of the course material and group projects. We have found that the discussions deepen students’ understanding of the subject and provide a forum for students to share their knowledge with one another. Discussions are a hallmark of our Web courses and all students enrolled in a Web course are expected to participate. The discussions are asynchronous; you do not need to be online on specific days or times. However, you are expected to log on three to four times per week – at appropriate intervals – to participate fully in the discussions. Some courses (such as foreign languages) require the use of synchronous (at the same time) chat and text software. These course descriptions will include this information at the time of registration. Other courses use optional chat to support extra study time with instructors or ease of communication with other students. The course instructor will provide more detailed information regarding the discussion or group requirements at the beginning of the term. accounting Accounting for Decision Makers BME-211956 6 credits, lower level This course is a 6-credit intensive study of accounting in today’s business environment. This course covers fundamentals of financial and managerial accounting from the perspective of users. The course emphasizes the relevance of accounting information to managers in all areas of business, as well as administrators in nonprofit organizations. Topics covered include the analysis of financial statements, financial planning, the importance of cost analysis and understanding the master budget. These components are connected to practical implications of the business decision-making process. Students are expected to critically evaluate and offer possible solutions for business problems. Note: Students need Excel or equivalent spreadsheet software. This course has no formal course prerequisites. It is appropriate for both those pursuing a non-accounting major/concentration degree in the area of Business, Management and Economics, as well as for students studying in other areas who want to understand the accounting process. This course will satisfy the prerequisite for Corporate Finance. It does not meet the prerequisites for further accounting study. This course is a combination of Introductory Accounting 1 and Introductory Accounting 2 (for non-accounting concentration). Consequently, the credit for this course can not be counted in a student degree plan which has either Introductory Accounting 1 and Introductory Accounting 2 or both. Accounting for Governmental and Not-for-Profit Organizations BME-213204 4 credits, upper level Governmental and nonprofit organizations account for a very large segment of industry in the United States. It is about 80 percent of the whole business organizations in the U.S. The accounting function in these organizations follows unique guidelines that are not covered in other offered accounting courses except an introductory part in the Advanced Accounting course. The purpose of this course is to provide students not only with the fundamentals of accounting for this sector of industry, but also with the operational concerns an accountant has to take into consideration that have an impact on the accounting functions or the tax exempt status of these organizations. Also the CPA exam tests the candidate’s knowledge in applying the accounting principles and procedures to the governmental and not-for-profit organizations. Prerequisite: Intermediate Accounting 1 and 2 or equivalent. Accounting Information Systems BME-213214 4 credits, upper level The course provides students with the knowledge and skills needed to function within cutting edge accounting information systems that integrate information technology and software in the transactions control procedures and financial reporting cycles. Throughout this course, students learn how to be proactive accountants to improve the analysis and design of the Accounting Information Systems (AIS) to add a real value to business organizations, protect business information and its net worth, and advise businesses about security risks which affect the business internal control systems over financial documentation, record keeping and reporting. In addition, students will have hands-on using accounting software in designing an accounting information system for a small-to-medium size business. Student may enroll in both Management Information Systems (MIS) and AIS. However students who are interested in accounting concentration are strongly recommended to enroll in AIS as it is directly geared to accounting application. Prerequisites: Intermediate Accounting 1 and 2 or equivalent upper-level knowledge and/or experience of financial accounting. Basic computer skills are recommended. Students should have access to a private computer where they can download and use the course software. Advanced Accounting BME-214014 4 credits, upper level Apply financial accounting theory to problems and cases involving the recording of transactions, changes in ownership and liquidations, adjusting and closing procedures, the reporting processes for partnerships, consolidated financial statements, multinational enterprises and governmental units. This course is only offered in the September term. Note: Students need Excel or equivalent spreadsheet software. Prerequisites: Introductory Accounting 1, Introductory Accounting 2, Intermediate Accounting 1, Intermediate Accounting 2, at least one course in Legal Environment of Business or equivalents. Prior course work in income tax, cost accounting and finance also would be helpful. If a significant time interval has occurred since the student completed intermediate accounting and other prerequisite courses, the student should undertake an intensive review of this foundation knowledge before attempting this study. Such students are advised to consult with the course tutor before enrolling. Auditing BME-214024 4 credits, upper level Undertake an in-depth analysis of auditing procedures. Emphasis is placed on various decision-making and judgment processes involved in auditing. Distinguish between different types of audit classifications and relate them to the current practice. Learn to understand the cost-benefit analysis involved in auditing decisions, perform an audit and build strong communication and reporting skills. Special attention is devoted to professional and business ethics, international auditing environment and legal and social responsibilities. Notes: Students need Excel or equivalent spreadsheet software. Prerequisite: Intermediate Accounting 1 and 2. Corporate Finance BME-213514 4 credits, upper level Understand and apply the theories of managerial finance. Focus on the dynamic economic environment in which corporate financial decisions are made, the role of the financial manager within the firm and the empirical aspects of corporate finance. Topics include the financial environment; techniques of financial analysis and planning; management of working capital; fixed assets and capital budgeting; cost of capital; dividend policies; and sources of long-term financing. The Wall Street Journal is required reading for this course. Student discount subscription can be obtained by calling 800-568-7625. Prerequisites: Introduction to Accounting, Economics/Macro or Economics/Micro, Algebra and/or Statistics or their equivalents. Cost Accounting BME-213104 4 credits, upper level Develop an understanding of the attributes of cost behavior, cost accumulation systems and techniques, management planning and control systems, relevant cost information for short-term decision making and accounting data in long-term capital budgeting decisions. Includes detailed coverage of cost-volume-project analysis; job order and process costing including spoilage, budgeting, standard costing and variance analysis; absorption and variable costing; relevant costs; and capital budgeting. Note: Students need Excel or equivalent spreadsheet software. Prerequisite: Introductory Accounting 1, Introductory Accounting 2 or equivalent. Income Tax 1 BME-213604 4 credits, upper level This is individual federal income taxation course. It is the first of two-course sequence in federal income taxes. The second course Federal Income Tax 2 covers business income tax. The main purpose of this course is to provide a basic overview and general understanding of the federal income tax structure and its legislative history with emphasis on the major provisions of the tax laws as they relate to the personal income tax return preparation, and to promote an understanding of the simple tax planning for individuals and enhance students’ searching skills using the federal taxation database to access tax law, cases and ruling. It aims at developing crucial professional skills dealing with personal income tax regulations, ethics and equity, global perspective and court decisions. The course seeks to enhance critical learning skills through tax planning cases. Among topics covered are the federal income tax law history, sources and procedures, tax filing statuses, sources of income, taxable income, deductible expenses, simple tax planning and strategy to maximize the benefits from allowable deductions, exemptions and allowances, itemized deductions, self-employment taxable income, alternative minimum taxes, and preparing a simple-moderate personal federal income tax return. Prerequisite: Introductory Accounting 1 or equivalent. Income Tax 2 BME-213624 4 credits, upper level This course builds on knowledge gained in Income Tax 1 (Individual/ Personal Income Tax) course. The main goal of this course is to establish the appropriate professional skills needed to accumulate data, analyze the information available, understand tax regulation and laws and their implications on various decisions from a business perspective and enhance the research skills needed to deal with various guidelines, laws, regulations, rulings and courts’ decisions for different tax scenarios. It aims at developing basic professional federal income tax preparations skills apply to businesses enterprises in form of: corporations, partnerships, estates and trusts. It deals with business tax implication of various transactions relevant to formation, equity distribution, liquidations, reorganization and consolidations of a business. Among topics covered are: identifying tax sources, statutory, administrative and judicial tax rules unique to corporations’ ownership, legal status, and operations; tax consequences of the distribution of the corporation and its shareholders, redemption, liquidation and accumulated earnings tax; tax effect of business reorganization and consolidation; the tax consequences of the partnership’s financial transactions on its partners upon the formation of the partnership and through its operations and liquidation/ dissolving; the tax consequences of financial transactions of an S Corporation and its implications on the shareholders through formation, operation, distribution and termination; the tax effect of conducting a business under other form distinguished from corporations and partnership; the applicable rules for gift taxes, trusts and estate taxes from family perspectives to minimize taxes; the tax audit, penalty, assessment and appeal process, as well as compliance procedures with regulations; and preparing simple federal income tax returns for Corporations, S Corporations, Partnerships and Estates/ gift and/or Trusts. Prerequisites: Income Tax 1, Accounting 2 or equivalent. Intermediate Accounting 1 BME-213014 4 credits, upper level Apply financial accounting principles in a corporate setting to topics such as revenue and expense recognition, income statement and balance sheet analysis, stockholders’ equity and present value. Also covers working capital management including cash management, receivables, inventories and liabilities, long-term assets and liabilities and intangible assets. Knowledge of basic accounting principles as well as practice in opening, maintaining and closing books for all types of businesses, including corporations, is necessary. Proficiency in using spreadsheet software is helpful. Note: Students need Excel spreadsheet software. This course has a required CD-ROM component. Prerequisite: Introductory Accounting 2 or equivalent. Intermediate Accounting 2 BME-213024 4 credits, upper level Apply accounting principles in a corporate setting to topics such as long-term liabilities, capital stock, earnings per share, securities and funds investment, revenue recognition, leases, pension funds, financial reporting and basic financial statement analysis. Emphasis is placed on special situations and business problems. Proficiency in using spreadsheet software is helpful. Note: Students need Excel spreadsheet software. This course has a required CD-ROM component. Prerequisite: Intermediate Accounting 1 or equivalent. Introductory Accounting 1 BME-212054 4 credits, lower level This course is an intensive 4-credit study of the basic accounting principles and procedures for gathering, recording, summarizing, reporting and interpreting accounting data. It examines generally accepted accounting principles for measurement and reporting of financial information in a balance sheet and income statement. Topics include financial assets including cash, short-term investments and accounts receivables; inventories and the cost of goods sold; and plant assets and depreciation including acquisition of assets, disposal of plant and equipment, intangible assets and natural resources. Liabilities common to most businesses also are considered. It includes an introduction to the interpretation of financial data for decision-making purposes. Since the course content is similar, students cannot count the credit for Accounting for Decision Makers in their degree plan if they also take Introductory Accounting 1 and/or Introductory Accounting 2. Note: Participation in this course requires the use of Excel spreadsheets. Introductory Accounting 2 BME-212064 4 credits, lower level This course is a continuation of BME-212054, Introductory Accounting 1. The course focuses on developing basic knowledge of management accounting concepts, tools and techniques used from various disciplines to strengthen their analytical skills. It also utilizes the current professional pronouncements and their application in management accounting. The course aims at building students’ skills in comprehending some of specialized financial reporting issues such as preparing, interpreting and using of statement of cash flows, financial statement analysis and international reporting in decision making. It also strengthens the students’ analytical skills in making various decision making such as buy or make, sell or process further, long and short-term financial investment and production decisions. Topics covered in this course include, corporate organizations and stockholders’ equity, reporting unusual events and special equity transactions and special types of liabilities; managerial accounting topics including accounting for manufacturing operations, measuring unit costs and cost control, cost behavior and allocation; use of cost-volume-profit analysis and increment analysis in decision-making process; impact of income taxes rules and their effect on business decisions, operational budgeting and capital budgeting; and impact of globalization on accounting and financial reporting. Since the course content is similar, students cannot count the credit for Accounting for Decision Makers in their degree plan if they also take Introductory Accounting 1 and/or Introductory Accounting 2. Note: Participation in this course requires the use of Excel spreadsheets. Investing BME-213524 4 credits, upper level Learn about the overall investment environment, including the concepts of risk and return. Examine investment vehicles such as common stock, bonds, preferred stocks, options and the vehicles, techniques and strategies used when making investment decisions. Topics include financial markets; tax structures and laws governing securities trading; sources of investment information and advice; measuring investment risk and return; common stock analysis; pricing and efficient markets; investment vehicles; portfolio management and performance evaluation. The Wall Street Journal is required reading for this course. Student discount subscription can be obtained by calling 800-568-7625. Prerequisites: Knowledge of or introductory courses in economics and business mathematics is very useful. aging and gerontology Adult Development HDV-283204 4 credits, liberal study, upper level, general education requirements This course takes a psychological approach to understanding human development during adulthood. Within a life-span developmental framework, transitions, common issues and trends during young adulthood and middle adulthood will be studied in-depth, with some attention to aging. Individual development will be emphasized, but with an appreciation of the impact of individuals’ social networks and historical contexts. Following an examination of assumptions, definitions and methods, the course turns to some theories of adult development. This is followed by an examination of changes in health, cognition, social roles, relationships, work roles, personality, stresses and differential emphases on the meanings of life. Students will be evaluated on the basis of their written essay assignments (four), and their participation in the on-going Web discussions. Prerequisite: Human Development or equivalent. This course fully meets the general education requirement in Social Sciences. Adults as Learners: Theories and Strategies HDV-283184 4 credits, liberal study, upper level, general education requirements This 4-credit, advanced-level course provides a thorough treatment of adults as learners, making use of key learning theories, research on adult learning and relevant strategies for understanding adults as learners. This course is appropriate for students who approach Human Development from a learning perspective; who are (or will be) involved with adult learners in academia, communities or business; and who, as adult learners, wish to reflect on their personal process. The focus of the course is on approaches to adult learning and associated learning strategies. The primary perspectives covered in the course are: Critical Pedagogy; Communities of Learning and Practice; Adult Development; and Systems of Learning. Major theorists from each perspective will be reviewed in some detail. Students will have the opportunity to relate a particular learning environment to one or more theory/perspective of personal interest to them. Prerequisites: A foundational course in the social sciences and upper-level critical-thinking skills. This course fully meets the general education requirement in Social Sciences. Aging and Society HDV-283254 4 credits, liberal study, upper level, general education requirements This upper-level course is intended for students in Human Development (Development, Psychology and Social Studies), Family Studies, Community and Human Services, and Health Services, as well as others who are interested in the study of aging (including AARP students). The course includes: aging as part of the human life cycle and of family life; biological, developmental, and psychological aspects of aging; an examination of aging in various cultures; changing views of aging in the United States; how aging affects different segments of our diverse population, including men and women; death and bereavement; health and support services for the aging; and social policy issues. This course will expose students to information and perspectives on aging from across the disciplines that contribute to the study of human development; including Human Development, Psychology, Sociology, Human Services and Health. Note: This course has a required video component. Note to NYS Nursing Home Administrator Certificate Students: This course fulfills the requirement in Gerontology. Prerequisite: Human Development or equivalent. This course fully meets the general education requirement in Social Sciences. Attachment: Continuity and Separation: Advanced HDV-283124 4 credits, liberal study, upper level, general education requirements This 4-credit, advanced-level course will have you examining the current knowledge about continuity and separation in Human Attachment from infancy to old age, developmentally and behaviorally. The scope and contexts of attachments across the life cycle, particularly as they arise from early attachment experiences, will be grounded in theory and research relevant to historical, cultural, familial, personal and age-related contexts. Students also will study the counterpart of attachment separation, normative and precipitous – lifelong and temporary such as interruptions in attachments due to military service. This base of understanding sets the groundwork for understanding attachment in both personal and professional settings across all age groups, including family relationships, i.e., parent, sibling, grandparent; and beyond, i.e., friends, caregivers, life partners. This course offers information for students studying for the Infant Toddler Care Credential. Finally, this study is useful for students, particularly those from the social sciences, who wish to know more about their personal relationships. Level of Study: Advanced. Important: This course also is offered at an introductory level under the title Attachment in Early Childhood. Students should not include this course twice in their degree programs: It can be taken only be taken once, either at the introductory-level or the advanced-level of study. Prerequisite: A basic social science course such as Human Development, Introduction to Psychology or The Sociological Imagination. This course fully meets the general education requirement in Social Sciences. Developmental Neurobiology: The Human Lifespan HDV-283112 2 credits, liberal study, upper level Building on their basic knowledge of human development and human biology, students in this 2 credit, 8-week advanced-level course will gain knowledge about developmental processes in humans across the lifespan, viewed from both the inside (neurological changes) and the outside (changes in behavior). They will see how the neurological changes and behavioral changes interact. This course will help students feel comfortable with basic vocabulary and concepts associated with developmental neurobiology. Prerequisites: An introductory course in lifespan human development, and an introductory course in human biology. Important note: This course was renamed effective the September 2009 term and was formerly offered as Developmental Neurobiology. Students who have successfully completed 283112, Developmental Neurobiology, should not enroll in this course. Students obtaining Federal Direct loans: If you are only taking 8-week courses during the Summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/FinancialServices for more information. Grief and Loss CHS-254044 4 credits, liberal study, upper level Explore the phenomenon of grief including theoretical understanding of the stages and process of dealing with major life losses, the roles of ritual, faith and Remembrance within the context of culture. The course also will deal with determining when grief becomes dysfunctional and how the Human Services worker can appropriately determine if referral is needed for the client. Students will be required to complete the following assignments for this course: two written assignments and an annotated bibliography. Prerequisites: Introduction to Human Services or Psychology, or an entry-level Sociology course. Human Development HDV-282174 4 credits, liberal study, lower level, general education requirements This course is designed to provide students with an overview of the current theories and research findings about human development, from the beginnings of life through the end. Students are introduced to the major conceptualizations and methods of understanding development (i.e., theories, frameworks and research models.) Students will study expected developmental achievements and variations, both group and individual, as well as the factors, biological and environmental, that influence development across the lifespan. This course fully meets the general education requirement in Social Sciences. Human Service Practice with Older Adults CHS-253324 4 credits, liberal study, upper level This course will provide a foundation in basic components of human service practice with the aged population and their support systems. Content covers the physical, emotional, social, psychological and cognitive aspects of aging. This course also will cover the practical applications of a biopsychosocial assessment of the older adult, the appropriate performance of professional, culturally competent human service roles when assisting older adults, and understanding life tasks during the last stage of life with emphasis on strengths and challenges experienced within the older persona and their support system. Students must have basic knowledge of human service ethics and human development and the delivery of health care and human services. This may be demonstrated through PLA or by taking an Introductory course in one of the following: Community and Human Services, Human Development, Sociology, Psychology, Health Services or equivalent experience Qualitative Research: Design and Methods SOC-284534 4 credits, liberal study, upper level, general education requirements Qualitative social science research utilizes inductive approaches to explore and understand human behaviors, social interactions, and the construction of social reality. This course examines the ways social scientists ethically formulate questions, collect and analyze data, and present their findings. Students will apply this knowledge by writing a formal research proposal, conducting fieldwork, using visual and/or narrative analysis. Prerequisites: At least one introductory course in the discipline of a social science concentration. Note: Students may receive credit for either Survey for Social Science Research Methods OR Qualitative Research: Design and Methods. This course fully meets the general education requirement in Social Sciences. Research Perspectives on Lifespan Development HDV-284244 4 credits, liberal study, upper level, general education requirements This 4-credit, 400-level course is designed to be a capstone course for students in the Human Development area of study with a concentration in Human Development, particularly those who plan to go on to graduate school and/or do action research in the area. This course augments what students have learned about humans at different stages of development, integrating it with what they have learned about research methods. Students will have the opportunity to create a developmental design for a study in an area of professional or personal interest. Statistics is a prerequisite for this course and Survey of Social Science Research (or the equivalent) is a prerequisite or corequisite for this course. Prerequisites: Statistics is a prerequisite for this course. Survey of Social Science Research (or the equivalent) is a prerequisite (or corequisite) for this course; and since this is a 400-level course, students need significant prior knowledge in Human Development and the social sciences. This course fully meets the general education requirement in Social Sciences. alcohol and substance abuse Adolescence and Addictions CHS-253854 4 credits, liberal study, upper level, general education requirements This upper-level course examines youth substance abuse from a developmental perspective. Topics of study will include: Etiology, neurophysiology, co-morbid disorders – treatment and prevention. Prerequisites: Students should have a solid understanding of developmental theory and a fundamental understanding of chemical dependence. The courses Adolescence and Identity and Chemical Addiction, or similar background knowledge and experience, would fulfill these requirements. This course fully meets the general education requirement in Social Sciences. Chemical Addiction: Theories and Practices CHS-253184 4 credits, liberal study, upper level Through group discussions and learning activities, explore the meaning of the addiction experience by examining the major theories of addiction and the research outcomes. The course will enable the student to develop a realistic model for understanding the addiction, treatment and recovery processes. The issues of adolescents, women, the dually diagnosed, older adults and the culturally diverse are discussed to determine the impact of these issues on a successful recovery. Treatment practices are investigated and students will examine treatment programs in their local areas to determine available treatment resources. Students will be required to complete the following assignments for this course: five written assignments and a final project. Prerequisite: the student should have already taken several lower-level human and/or health services courses. Chemical Addiction: Theories and Practices CHS-253186 6 credits, liberal study, upper level Explore the meaning of the addiction experience by examining the major theories of addiction and the research outcomes. The course will enable the student to develop a realistic model for understanding the addiction, treatment and recovery processes. The issues of adolescents, women, the dually diagnosed, older adults and the culturally diverse are discussed to determine the impact of these issues on a successful recovery. Treatment practices are investigated and students will examine treatment programs in their local areas to determine available treatment resources. Students complete additional readings and assignments in this 6-credit version of the course. Students will be required to complete the following assignments for this course: six written assignments and a final project. Prerequisite: the student should have already taken several lower-level human and/or health services courses. Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology anthropology Documenting Community Arts and Traditions ART-224314 4 credits, liberal study, upper level Students will learn concepts of folklore and use a range of fieldwork methods to study and document community arts and traditions. Emphasis will be on material culture, verbal art and belief systems of the local communities. The course will begin with an overview of key concepts, genres and ethics in folklore studies. Students then will learn fieldwork methods such as interviewing, participant observation, visual and audio documentation, and representation/ reporting. Concurrently, students will be expected to carry out a project to practice these fieldwork documentation methods at their own local community. Through regular online discussion of the course readings and individual project, students also will engage with critical issues that arise in the context of conducting local fieldwork. Projects could deal with any of the wide array of local or everyday life artistic expression and traditions that sustain communities: regional arts and crafts, festival/fair, rituals, jokes, proverbs of community elders, regional foodways and so on. At the end of the course, students will develop a fieldwork portfolio including all the (digitalized) raw material collected from the field, field notes, a well crafted example of visual or audio documentation (e.g., photographic documentation, short video documentation, audio-recording/reporting) and a final culminating report. Note that this course emphasizes practical exercise of research methodology in the field of folklore studies: interview, visual and audio documentation, and reporting. The primary audience for this course includes students interested in cultural studies, folklore studies, public history, journalism, community services and the arts. In addition, a student in gender studies could use this course as an opportunity to research some aspect of women’s creativity and culture in the local community. Or, a student in Community and Human Services might focus on the role of a regional arts organization in promoting the well-being of the community. Alternatively, a Labor Studies student could study some aspect of working class lore in the local community. Prerequisites: Camera and audio recorders are required. No prior knowledge of folklore or art is assumed or required. Time, equipment and ability to conduct a fieldwork project at the local community are crucial. Note: Audio editing software is required only for students who choose to produce an audio project. Video recorder and editing software are required only for students who choose to produce a short video project. Families: A Global Perspective SOC-284434 4 credits, liberal study, upper level, general education requirements The family is a central human institution and takes a wide range of forms; this study will be a cross-cultural exploration and comparison of family and kinship structures within the tradition of cultural anthropology. Looking at family and kinship holistically, within the broader context of culture, this study will examine the cultural construction of families and the roles of males and females, old and young within families across several different non-Western cultures (e.g., African, Asian, Middle Eastern and/or Latin American). By examining an array of non-Western cultures we will explore what constitutes a family, and what roles and opportunities women and men have in these various manifestations of families. We’ll explore people’s experiences in families around issues such: reproduction, parenting and parenthood, family and household economies, marriage, domestic life, post-marital residence patterns and kinship and polity. Recommended: A lower-level social science course (such as sociology or anthropology) and advanced-level critical-thinking and writing skills. This course fully meets the general education requirement in Other World Civilizations. Gays and Lesbians in American Culture SOC-242204 4 credits, liberal study, lower level, general education requirements The greater visibility of lesbians and gay men has been one of the most notable changes in contemporary American culture. Whereas once lesbians and gays were confined to the cultural “closet,” cultural productions by and about gay people now span popular media such as sit-coms and more “serious” genres such as theater. These works of art and culture are part of a more general social awareness of diversity, including diversity of sexual orientation, and they raise a number of issues for Americans, both gay and straight. Is homosexuality (or heterosexuality, for that matter) something you are or something you do? What is the relationship between differences in sexual orientation and other formulations of difference? This course will examine how recent American plays, novels, autobiographies, movies, television programming, comic strips and other cultural texts have been exploring these and related issues. In doing this work, students also will be introduced to tools of cultural analysis used in the contemporary humanities, contributing a foundation for more advanced work in and The Arts. Note: Students will need the capability to acquire and view DVD materials for this course. This course fully meets the general education requirement in Humanities. Introduction to Cultural Anthropology SOC-282224 4 credits, liberal study, lower level, general education requirements This course introduces students to the concepts, contributions, trends and methods of cultural anthropology, stressing the insights they offer into contemporary social issues, both in the U.S. and abroad. We will examine the cultural practices and institutions of people living in societies ranging from hunter-gatherer groups to urban centers focusing primarily on non-Western societies. In doing so, we explore the difference, creativity and inventiveness of cultures as well as the divisive aspects of class, ethnic, racial and gender hierarchies. Topics will include: kinship and social organization; beliefs and ritual; language and communications; economic and political systems; and systems of social stratification (race, ethnicity, gender, etc.). Throughout the course we will employ a cross-cultural perspective on these topics, examining a range of societies and diverse cultures. This course meets the general education requirement in Other World Civilizations. Populations and Diseases SMT-272044 4 credits, liberal study, lower level, general education requirements Diseases can manifest differently in different populations; diseases also can impact populations disproportionately. What determines how a disease progresses is a combination of genetic, biological, environmental and/or social factors. Adopting a public health or epidemiological approach is useful to interpret and understand how diseases manifest themselves and impact populations differently. This course is based on a careful examination of six diseases that may (or may not) affect populations differently. Concepts of risk, exposure, prevention and treatment will be explored in each disease module. Students will learn analytic skills and become familiar with publicly available data on select diseases. Students will read, write and research together and individually to learn to think critically about published scientific findings. This course fully meets the general education requirement in Natural Sciences. Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Travel and Tourism: A Critical Perspective SOC-283244 4 credits, liberal study, upper level, general education requirements This course explores tourism, one of the world’s largest and fastest growing industries, from an anthropological perspective. We will examine the meanings and consequences of tourism from both the tourist and toured/host views. Students will be exposed to diverse theories on travel, tourism and the tourist experience. There are many kinds of tourism including: solidarity/humanitarian tourism, sex tourism, historical or heritage tourism, cultural tourism, ecotourism and nature tourism. The course will probe the differences among these various types of tourists and tourist sites, and analyze their impacts. Through the focus on tourism, the course also exposes students to concepts and methods of cultural anthropology which studies cultural variations among contemporary peoples around the world. Using texts, films and case studies focusing on a variety of non-Western cultures, we will analyze the processes of shaping and marketing culture, identity, history and nature for tourist consumption, and the implications of this growing type of global encounter. Prerequisites: At least one course in a social science discipline (anthropology, sociology, psychology, etc.) is recommended. Upper-level college reading and writing skills. This course fully meets the general education requirement in Social Sciences and Other World Civilizations. Women Activists: The Voices of Human Rights in Latin America HIS-242214 4 credits, liberal study, lower level, general education requirements Women’s Testimonials: The Voices of Human Rights in Latin America is a survey course on the modern history of Latin America and the personal stories of its citizens, women in particular. The history of the region is advanced through the voices of women who have lived the events that portray the overall essence and character of the region as a whole. Focusing on Brazil, Cuba, Argentina, Mexico and Guatemala, the use of testimonials provides a survey of the social, cultural, economic and human rights history of the region as a whole. Latin America will serve as a catalyst for a larger study of the overall struggles of women globally within the context of the broader issues surrounding human rights. Students will engage in a variety of activities ranging from ongoing substantive discussions, to reading and reflecting upon required texts, completing a mapblog assignment and conducting an in-depth cumulative research project. For the final project, students may research a topic and region of their choice that deals with the subject matter. Important note: This course was renamed effective the January 2012 term and was formerly offered as Women’s Testimonials: Voices of Human Rights in Latin America. Students who have successfully completed 242214 should not enroll in this course. This course fully meets the general education requirement in Other World Civilizations. arts: Visual and performing A World of Art ART-221654 4 credits, liberal study, lower level, general education requirements Explore the formal elements of art, the principles of design and the different media that artists use. Gain insight into the process of artistic creation, including questioning, exploration, trial and error and discovery. The course is organized around five main themes: 1) The Visual World: Understanding the Art You See, 2) The Formal Elements and Their Design: Describing the Art You See, 3) The Fine Arts Media: Learning How Art is Made, 4) The Visual Arts in Everyday Life: Recognizing the Art of Design, 5) The Visual Record: Placing the Arts in Historical Context. Students will learn how artists use formal elements of design and the unique characteristics of each medium to make a work of art, apply principles of design, appreciate how making art is a process that involves critical-thinking and problem-solving skills that relate to their own life experiences and develop an awareness of the social contexts in which works of art are created. Assignments include not only reading, writing and discussion, but also several hands-on creative projects intended to enrich the students’ actual experience of art materials, methods and problem-solving processes. Note: Students are required to digitize and post their work online for evaluation; thus, students will need access to a digital camera or a scanner and the digital capacity to submit print material online as low-resolution JPEG images. This course has a required video component. This course fully meets the general education requirement in The Arts. American Popular Music in the 20th Century ART-223414 4 credits, liberal study, upper level, general education requirements What are the roots of the music that Americans listen to today? How have the ways Americans listen to music changed and how have these changes affected musical tastes and listening habits? Are songs that Americans listen to creations of commercial enterprises, individual artists or products of a cultural environment? As a nation composed of many different cultures that have influenced each other, America has produced many forms of music known as uniquely “American.” Students in this course will explore the origins and development variety of the musical styles listened to in America. They will examine the impact of a myriad of cultural influences: commercial, economic, technological and social upon the development of American popular music. The course will allow students a great deal of choice in their exploration of musical history. They will engage in interactive discussions including the creation and exchange of playlists. Students also will have the option to access the course through their mobile devices. Although a smart phone is not required for the course, students that do have a smart phone with a data plan will be able to interact with the course the same way they listen to their music, on the go. Prerequisites: Advanced-level reading, writing and research skills. This course fully meets the general education requirement in The Arts. Art History: A Study of Cultures ART-223514 4 credits, liberal study, upper level, general education requirements There are many different approaches to the study of art history. This course offers one way to make a start into this vast subject by thinking about art history as inseparable from the study of cultures. Whether we are considering an individual artist or artwork, an artistic movement or time period, or an artistic medium or practice, we become involved in the development of tools for understanding and interpreting social attitudes, values and beliefs, as well as aesthetic trends and customs in different eras and locales. In doing so, we also can make a start at tracing out wider understandings of the role of art in our own lives, and at deepening our experiences, enjoyment and appreciation of artworks and artists we already enjoy. This course is designed to cultivate skills for constructing a lens on history and culture out of a web of artists, artworks and artistic practices. It aims to connect artistic practices not only with questions of beauty and form, but also with the shifts of time, wealth, spiritual attitudes and power. This course, thus, is appropriate both for students whose concentrations are art related, as well as for those interested in art as part of their upper-level general learning. This course is structured around core- and elective-learning modules. In the core-learning module, students will study together the history of art history, the politics of art history and visual culture. In the elective-modules, each student will individualize their study by choosing to focus in depth on particular time periods, on multicultural art history (for instance, issues of gender and ethnicity) and/or on particular artistic mediums or artists. In addition to class discussions and brief writing assignments (summaries and responses), students will design and complete two research papers on the topics of their interests chosen from the elective-modules. Students also will complete a final project in which they may choose to develop their own theory of art and history or to design a 21st century art museum. Note: While there are no formal prerequisites, students must be prepared for advanced-level work: critical reading, writing and research. It is recommended that students have achieved the equivalent of lower-level learning in the arts or cultural studies, as well as familiarity with U.S. and/or world history. This course fully meets the general education requirement in The Arts. Artistic Expression in a Multicultural America ART-222444 4 credits, liberal study, lower level, general education requirements This multicultural art course investigates the artistic expression of diverse ethnic and cultural groups in America. Such artistic expression ranges from traditional ethnic artifacts like baskets and quilts to contemporary art like painting and sculpture. Students are encouraged to study artistic expressions from their own/familiar groups. Students explore, discuss with classmates and write about diverse artistic expression, the creative process, artists’ motivations, multiculturalism in art, and critical issues related to all the above topics. Assignments, including interactive online discussion, reading and writing and a hands-on research project, will foster students’ ability to respond to the issues of multicultural artistic expression critically and sensitively. This course fully meets the general education requirement in The Arts. Arts Management ART-223524 4 credits, liberal study, upper level This course will provide an advanced exploration of the history and theories of arts management while providing a basic understanding of the language of the artist. The course will provide opportunities for practical application of theory and technique through projects which may include research, case studies or the development of marketing, business or strategic plans. Students will develop an understanding of the impact on the external environments which affect arts organizations and businesses today. Comparisons between profit and not-for-profit organizations provide a context for issues of fundraising and various conceptual approaches to management. Prerequisites: Prior knowledge, skills or experience in art and business or management is required. Creative Writing: Fiction CUL-222504 4 credits, liberal study, lower level, general education requirements Consider the basic elements of fiction (e.g., plot, character, setting, theme) from the point of view of the creative writer, who makes both conscious and unconscious choices about these elements in the process of artistic creation. Read about the process of writing short fiction, and read a variety of short works that exemplify fictional elements to analyze the choices that other writers have made. Apply learning to the creation, discussion and revision of your own creative work. This course focuses on the writing process. Students participate in a workshop setting online to post their own drafts and to discuss other students’ and established writers’ short works of fiction. This course fully meets the general education requirement in The Arts. Dance Across World Cultures ART-223504 4 credits, liberal study, upper level, general education requirements This course is a cross-cultural examination of dance traditions from around the world in their historical, critical, artistic and socio­cultural contexts. Students will learn to contextualize a variety of dance traditions and differentiate folk, popular and classical traditions. Students also will learn to observe and write about dance from critical, analytical and ethnographic (writing about culture) perspectives. Materials will include documentary films and selected writings about dance using critical, cultural, historical, sociological, political and philosophical frameworks. Students will have the opportunity to design a research project of their choice using either participant observation in a series of dance classes, observation of live performance, analysis of dance on film or the study of a dance school as the basis for their research. Prerequisites: Upper-level standing with advanced-level critical-thinking and writing skills. Recommended: One of the following (or their equivalent, with instructor permission): Humanities Through the Arts, Artistic Expressions in a Multicultural America, An Introduction to Culture. This course fully meets the general education requirement in Humanities for 4 credits or in The Arts for 4 credits. Digital Art and Design: Advanced ART-224444 4 credits, liberal study, upper level, general education requirements In this course, students will learn advanced levels of creative development through the use of Adobe Photoshop CS5 and Adobe Illustrator CS5. Through instructor- and student-based exercises and projects, individual and group critique, portfolio development and evaluation, and research and written assignments, students are expected to develop effective visual communications skills, strengthen individual and artistic style, and demonstrate a professional and sophisticated understanding of the technical and creative processes inherent in digital art. Topics explored include: Advanced graphic tools and color models, advanced manipulation and compositing techniques, image optimization, layout and composition and cross-media design formats (print and digitally based formats). Students also will use advanced Web-based media in a variety of formats, including audio and video. They are expected to complete individual research projects to demonstrate understanding and application of visual theories, professional techniques and other academic skills such as decision-making, problem-solving, critiquing and writing skills. This course is designed for advanced-level students with previous knowledge of Adobe Photoshop and the prior skills needed to learn advanced digital art techniques taught in the course. Note: Students must have Adobe Photoshop CS5 and Illustrator CS5 by the time the course begins. Students may contact the bookstore for information about where to purchase the software. The instructor is not responsible for assisting students with the purchase of the software. Students also should have access to a scanner and the digital capacity to submit their creative work online. Broad-band Internet access is preferred. Prerequisites: Hardware: PC or Mac, software: Adobe Photoshop CS5, Illustrator CS5 and an introductory-level digital art course. Important note: This course was renamed effective the September 2008 term and was formerly offered as Digital Art and Design 2, 224444. Students who have previously taken Digital Art and Design 2 should not take this course. This course fully meets the general education requirement in The Arts. Digital Art and Design: Introductory ART-222454 4 credits, liberal study, lower level, general education requirements This student-based and project-driven course is designed to engage the student in the creative process and foster a technical and aesthetic understanding of digital art and design at the introductory level. The course will provide an introduction to and overview of Adobe Photoshop CS5 software. Students participate in student-based exercises and projects, individual and group critique, discussion of topics relevant to digital art and design, portfolio development and evaluation and research. Students are expected to develop effective visual communications skills, cultivate an individual artistic style and gain basic understandings of the creative and technical processes inherent in digital art and design. Students develop a working knowledge of how two-dimensional bit-map images are acquired, created and manipulated in Adobe Photoshop. Students are expected to apply techniques learned to create projects that meets their own professional or individual interests/needs. In addition, students develop academic skills such as decision-making, problem-solving, peer critique and writing skills throughout the projects. This course provides the technical and aesthetic foundation for students to master concepts of effective digital design, layout and image manipulation. Using a major digital art software, Adobe Photoshop, students produce designs to advance their art career, arts education or personal business. Students develop a working knowledge of how two-dimensional bit-map images are acquired, created and manipulated. Additional topics explored include: image acquisition, preparation and retouching; special effects, filter, tool pallet; color-correction and compositing/masking techniques. Finally students gain an understanding of how digital art and design impacts society and how to protect their own and other’s copyright and intellectual property. All students are expected to participate in the core learning activities, such as peer critique and discussion of topics relevant to digital art and design. Note: Students must have Adobe Photoshop CS5 by the time the course begins. Students may contact the bookstore to inquire information regarding where to purchase the software. The instructor is not responsible for assisting students with the purchase of the software. Students also should have a scanner and the digital capacity to submit their creative work online as JPEG images. Broad-band Internet access is preferred. Prerequisites: Hardware: PC or Mac, software: Adobe Photoshop CS5. Since this course requires students to use computer and software intensively, they should have strong interests in using the computer as a design tool and experience in intermediate computer skills. Important note: This course was renamed effective the September 2008 term and was formerly offered as Digital Art and Design 1, 222454. Students who have successfully completed 222454, should not enroll in this course. This course fully meets the general education requirement in The Arts. Digital Storytelling CUL-223054 4 credits, liberal study, upper level, general education requirements In a digital age, we have new tools and frameworks for the ancient art of storytelling. This course examines both the theory and practice of digital storytelling, especially the possibilities available via the World Wide Web. Students will explore others’ digital stories (e.g., family memoirs, stories promoting organizations or programs) and specific tools (e.g., Web pages, text, images, audio, RealSlideShow, etc.) to learn about the future of narrative in a digital world for storytelling and for educational applications of storytelling in history, geography, science, language arts, fine arts and other fields. Students will create two simple projects in this course, in addition to completing other course activities (online discussions, research and resource sharing, critical evaluation of projects, reading, writing). This course does not assume any previous experience designing Web pages. Knowledge of HTML is helpful but not necessary, as Web page text editors are available. This course partially meets the general education requirement in The Arts. Documenting Community Arts and Traditions ART-224314 – See Anthropology Exploring Place: Arts ART-224754 4 credits, liberal study, upper level, general education requirements This is an advanced-level research course in which students, with guidance from the instructor, propose and carry out their own semester-long, self-directed, in-depth research agendas. Thinking of place as a community in a geographical location or physical environment, this interdisciplinary course seeks to offer an opportunity for a place-based approach to the arts. Explore artistic expression in and/or about the place you live (or some other place of interest), whether you define that place as a neighborhood, a whole village or town or city, a geographical region or a watershed. Research, for example, art about a particular place, local museums, graffiti, billboards, yard decorations, regional dance traditions, local music or regional crafts. Examine a variety of critical methodologies from the arts and related fields of cultural criticism to understand local/regional artistic expression and the creative process inherent within. Collaborate with other students interested in the arts, culture, history and environmental history to learn concepts for thinking about place as a process, as a coming together of nature and culture, of the local and global and of issues ranging from gender, class, ethnicity and the environment to modernization, conservation and preservation. Design and share with peers the results of your own projects about artistic expression and the place you are interested in. “Visit” one another’s place online as part of a cross-place comparison. Some of the reading materials for this course have been predetermined and are available at the bookstore. However, each student, in consultation with the instructor, will be responsible at the outset of the course for proposing a set of individualized, place-specific research topics that will comprise the bulk of their work throughout the term. (For example, a project might require acquiring a scholarly book and a popular book about your place in order to analyze and compare how they represent its landscape.) Each student will be responsible for acquiring (borrowing or purchasing) in a timely fashion the books and materials necessary for these projects. Such materials are not available at the bookstore. Students and mentors should note that the highly-individualized approach of this course can enable students to develop projects that support a particular personal interest or degree program need that is not directly motivated by an interest in the arts per se. For example, a student who is interested in gender studies could choose to develop their projects in this course entirely around the question of women artists in his or her community. Or, a student in Community and Human Services could focus for the entire term on the role of regional arts organizations on the well-being of his or her local community. Important note: This course overlaps with Exploring Place: Humanities and Exploring Place: History. No more than one of these three should be included in a degree program. This course fully meets the general education requirement in The Arts. Exploring the World of Music ART-221514 4 credits, liberal study, lower level, general education requirements This course has two main purposes: 1) to help the student understand music in cultural, multicultural and historical contexts and 2) to help the student understand and appreciate music as an art form. The questions of how music is used in various cultures and how human beings create music are central to the course. Units focus on different themes (e.g., music and memory, the transformative power of music) and elements (e.g., melody, rhythm, texture) of music; each theme and element is explored from a variety of cultural and historical perspectives using a range of examples from classical and popular music. This is an introductory course in music appreciation designed to develop listening skills along with a broader understanding of the importance of music in human life. Note: This course has required CD-ROM components. This course fully meets the general education requirement in The Arts. Gays and Lesbians in American Culture SOC-242204 – See Anthropology Hip-Hop America: The Evolution of a Cultural Movement HIS-243554 4 credits, upper level How do history and hip-hop connect? This course explores that question through a study of hip-hop in the U.S. The course will begin with a look at the 1970s Bronx, where hip-hop originated, and will then journey across New York City and the United States, exploring how the beats and breaks of the Bronx evolved into both an artistic genre as well as a political and cultural movement. We will study 1) the social conditions of the 1970s Bronx that enabled the emergence of hip-hop; 2) the 1980s growth of the genre through the commercialization of rap; 3) the early 21st century uses of hip-hop as a vehicle for political organizing, education, community outreach and entrepreneurialism in cities across the U.S.; 4) the challenge of balancing the political potential of hip-hop against the commercial context of popular arts; and 5) the harnessing of hip-hop by churches and other religious organizations as a vehicle for personal uplift and empowerment. Students who enroll in this highly interactive class will visit virtual renditions of historic hip-hop sites; participate in conversations with hip-hop artists; listen to and carry out interviews with hip-hop community activists; conduct field based explorations of hip-hop activities in their own communities; analyze connections between hip-hop and race, ethnicity, gender and class; and experiment with creative expression through the writing and podcasting of spoken word poetry. Prerequisites: Some prior background in U.S. history or political science is recommended. Humanities through the Arts ART-221634 4 credits, liberal study, lower level, general education requirements Through a study of Western artistic and intellectual expression, this course introduces the humanities, its disciplines and its enduring themes. Students will survey humanities disciplines such as literature, art, music, theater, cinema and so forth. They will learn about basic language of art, a number of important artworks and diverse genres in each discipline. Students will discuss several enduring themes in the humanities such as morality, happiness, life and death attitudes and freedom. Assignments will enable students to appreciate and value the arts in historical, social, (multi)cultural, biographical and aesthetic contexts, and to develop ability to critically respond, interpret and evaluate the arts. The course will include on-going interactive online discussion, reading and writing, and local, self-guided field trips. • No prerequisites or prior background in the arts are required. • Require reading, Writing, Internet and basic online library research skills. This course fully meets the general education requirement in Humanities for 4 credits or in The Arts for 4 credits. Illustration ART-223124 4 credits, liberal study, upper level, general education requirements This is an advanced studio art course exploring the discipline of illustration with an emphasis on technical proficiency, individual direction and history and theory of illustration. Traditional and noncomputer based studio art tools will be the primary media for illustration. Learning activities evolves from greater proficiency on technique and traditional drawing to an increasing focus on content, experimental and creative advanced approaches. Students will have opportunities to practice illustrations with a range of subject matters, materials and formats. Emphasis is placed on conceptualization and technical process as well as professionally executed product. Illustration exercises and other learning activities will foster students’ ability to research and observe quality illustration styles and techniques as well as critique each other’s works. Students will be guided to apply their lower-level studio art skills and knowledge in different areas such as drawing, painting, watercolor, collage and acrylic and continue to develop their advanced-level art skills and knowledge. Prerequisites: A lower-level studio art course or experience in drawing and painting. Equipment (e.g., a flat screen scanner or a digital camera) and ability to digitize illustration works. This course fully meets the general education requirement in The Arts. Images of Women in Western Civilization ART-223534 4 credits, liberal study, upper level, general education requirements What have been women’s roles and life experiences since ancient times until present? How have women seen their position in the development of Western civilization? How have women been represented in Western art? How did women’s domestic art become fine art? What does this change entail? What interpretive frameworks do scholars use to examine and understand women’s art and its connection to the development of Western civilization? This course is designed to provide students with an opportunity to explore questions like these and look broadly and in-depth at women’s contributions to the development of Western civilization. Students are encouraged to identify and analyze significant events, societies, people and ideas which contributed to the development of European, Western and world attitudes and institutions. Students will be able to develop a wider perspective which recognizes the political, economic and cultural development of western societies and women’s experiences, and which encourages a more inclusive view of the human experience. To enhance upper-level academic skills, students will read scholarly literature and theories relevant to women, art and western societies. Students will analyze images of women found in sculptures, paintings, cultural artifacts, magazine covers and other products of popular culture, from ancient Egypt, Greece and Rome, up until the present. Students will examine such examples as ancient fiber arts, folk arts, LGBT arts and feminist arts. Students will design their own independent research projects to examine theories and images of women, interpret women’s roles and experiences in specific times and places in Western civilization, and respond to, or generate new, questions they set out to explore. Students also will have a chance to do a creative work to (re-/de-)construct their own images of women. Students will need to have the digital capacity to submit images online (i.e., a digital camera or a scanner) as low-resolution JPEG images. Prerequisites: Upper-level standing with advanced-level critical-thinking, reading and writing skills. Recommended: One of the following (or their equivalent): Artistic Expression in a Multicultural America, Visual Literacy, An Introduction to Culture, general education courses in Western Civilization. This course fully meets the general education requirement in Western Civilization for 4 credits and in The Arts for 4 credits. Introduction to Studio Art ART-221114 4 credits, liberal study, lower level, general education requirements Through a sequential study of artistic elements, art media, drawing and painting techniques and art criticism, this course introduces students to the fundamentals of studio art. Students will be encouraged to explore media and think, talk and write about art. Students will build foundation skills, as well as the beginning of a portfolio, through hands-on practice and assignments. Through a variety of drawing and painting lessons, mostly based on perception, students will study line, shape and form, focusing on light, tonal drawing and linear and atmospheric perspective in black and white and color. Students will gain historical and cultural knowledge through their course readings and the visit to the museums. Students will learn about art criticism to evaluate self and other’s works. Students need to purchase their own set of art media. Students need to digitally document and post their work online for critiquing and evaluation; thus, students will need access to a digital camera or a scanner and the digital capacity to submit print material online as low-resolution JPEG images. Students also will need to submit their portfolio to the instructor via the regular mail. Note: This course has required video components. This course fully meets the general education requirement in The Arts. Introduction to the History of Western Architecture ART-221434 4 credits, liberal study, lower level, general education requirements This lower-level introductory course surveys Western architecture and society from ancient times to the present. Students will have the opportunity to learn about the language of architecture, architects and major architectural styles in several key periods across western civilization with a special emphasis on architecture of the 19th to 21st century. In addition to the main purpose of introducing students to Western architectural history and its styles and architects, the course also seeks to enhance the critical understanding of the development of western culture as a whole, and to further develop the understanding and relevance of architecture in our current society. Students will be able to learn about the development of Western civilization through the contextual understanding of the function and meanings of architecture in a variety of cultures throughout time. Studying relationships between different architecture, society, cultures, institutions and other relevant contexts will enable students to understand western civilization and its connection to other cultures, societies and times. The core learning topics will consist of (1) Understanding Architecture; (2) History of Architecture from Caves to the Age of Enlightenment; and (3) History of Architecture from the 19th Century to Postmodernism. Assignments will encourage students to explore architects and architecture of their interests, to design a living space appropriate for a certain time and culture in western civilization and discover architecture in their own community. This course fully meets the general education requirement in Western Civilization for 4 credits and in The Arts for 4 credits. Museum Studies ART-224534 4 credits, liberal study, upper level, general education requirements Museum Studies is both a study of the historical and cultural aspects of museums and museology, as well as a flexible platform for students to engage in the study, research and presentation of a variety of art and objects, ranging from material culture to art history to media. Another option is for students to present collections of artifacts, natural history, cultural history and other topics of their choice within a visual format. Students will learn how to design virtual museums or develop proposals for actual museum exhibitions, depending upon their individual interests. While presented through the lens of the visual arts and humanities, students from other fields may learn about research, concept development, cataloguing information and visual presentation in a way that might translate into their own discipline or future career. A student could begin to prepare him/herself in the fields of museum education, curatorial practice, art education or any other field that calls for visual presentation. In keeping with the idea of the curator as the center of museum activity, and in recognizing the expectation of the curator to understand the concepts, styles and ideas behind works of art and/objects from the world and their historical context, the focus of the Museum Studies course will be on curatorial practice. In addition, students will be connected to resources within the field of museology through the Association of American Museums, part of the Smithsonian Institution website serving the field of museum professionals and educators. The course requires solid critical thinking and writing skills, as well as a desire to apply creativity (in the broadest sense) to a variety of written and visually oriented projects. While an art or art history background is very much relevant, it is not a prerequisite, as students across disciplines may take this course. This course fully meets the general education requirement in The Arts. Roots and Routes of African Diaspora Resistance: Arts CUL-224124 4 credits, liberal study, upper level African Diaspora religions such as Voodoo and Santeria have literally become the stuff of horror films. What historical events generated these kinds of popular misrepresentations? What does gender have to do with it and what does race have to do with gender? And why, when brewed together in popular imagination, do some people find it so scary? Students interested in the global implications of social and economic inequities, power and privilege, and cultural issues such as stereotyping, will learn to address these through the lens of historical theories, philosophy, critical race and gender theories, and art history. Our “case study” will consist of dismantling the terror factor around African religions to reveal and consider some of the African philosophical tenets that fear hides. We will study one West African culture (Yoruba) that is deeply embedded in American cultures and has served as the foundation for resistance to racism and sexism. Students will learn about, research and share findings about the roles Yoruba culture has played in resistance movements via philosophy and religion (Humanities track), cultural expressions (Arts track); rebellions and politics (History track). Students and mentors should note that the highly individualized approach of this course can enable students to develop projects that support a particular personal interest or degree program need that is not directly motivated by an interest in the humanities, history or art per se. For example, a student who is interested in Community and Human Services could focus on the role of African diaspora cultural expressions or practices in his or her local community. The three tracks of this course overlap. No more than one of these three should be included in a degree program. Note: Some films in this course must be rented or purchased by the student and are available through Netflix or Amazon. Prerequisites: Students who enroll in this course should have advanced, college-level reading and writing skills. Though not required, course work or prior experience with analysis of race, class and gender issues would be helpful. The readings and films are challenging and broach complex issues and concepts that call for developing a high level of critical, analytical and interpretive skills. Television and Culture CUL-223354 4 credits, liberal study, upper level, general education requirements Study television as a cultural artifact. Students will investigate television’s distinctive features, programming and cultural impact. Acquire skill in interpreting the sort of cultural impact television programs may have on viewers. Discover the way television’s generic conventions create limits on the creativity of television producers through group project. Become a more knowledgeable and selective viewer. Learn to interpret television ratings and track the performance of various shows. Read and critically evaluate articles. Note: Students must be able to analyze and write at an advanced level. Access to a television set and DVD player and/or computer with DVD player and ability to download television programs required. Important note: This course was renamed effective the September 2008 term and was formerly offered as The Television and the Environment, 223354. Students who have successfully completed 223354, should not enroll in this course. Prior to September 2008, this course partially met the general education requirement in Social Sciences and partially met the general education requirement in Basic Communication. Effective September 2008, this course fully meets the general education requirement in Humanities (it no longer partially meets the general education requirement in Social Sciences or partially meets the general education Requirement in Basic Communication). The American Cinema ART-223374 4 credits, liberal study, upper level, general education requirements Study film as a cultural, social and artistic expression. Investigate American cinema’s origin and development, the rise of the studio and star systems and the impact of television on film. Consider film genres and the American cinema’s use of genre to reflect societal concerns. Investigate film techniques and develop a vocabulary for discussing the art of film. Study the origin and development of classical Hollywood style and investigate Hollywood as an institution. Practice active, critical viewing and complete research and critical writing about American film. Note: Students should be prepared to rent and screen 12 additional films chosen from the extensive video bibliography provided. This course has a required video component. Prerequisites: Upper-level standing with advanced-level critical-thinking, reading, research and writing skills. Recommended: College Writing or the equivalent, and an introductory humanities or arts criticism course. This course fully meets the general education requirement in The Arts. The Photographic Vision ART-222024 4 credits, liberal study, lower level, general education requirements Photographic images can have a powerful and memorable impact. Discover how structure, form, composition and special effects contribute to a final work while compiling your own portfolio of photographs. Learn the technical aspects of the camera and the communicative and artistic potential of the medium. Photographs will be shared with the class for critique to further develop technique and personal style. Additional topics covered include the history of photography, various genres such as portraiture and photojournalism, and photography as art. We also will study the work of accomplished professional photographers through virtual field trips and explore the consistent elements present in successfully executed photographs. Note: Students need access to a camera (a digital SLR is preferable, but any camera is acceptable), and digital capability to submit photographs as low-resolution JPEG images. This course fully meets the general education requirement in The Arts. Visual Literacy: Advanced ART-224424 4 credits, liberal study, upper level, general education requirements This course is designed to engage the student in the creative process and foster understanding of the media arts. Topics of study include visual expression and communication in photography, film, television, animation, typography and graphic design. Through theory, method and application, students will develop an understanding of the visual arts aspect of mass communications and the creative processes inherent in them. Students will analyze, interpret and understand the role the media arts play in their lives and in society. The course is organized around readings, discussion, critique, written assignments and projects designed to promote visual literacy and understanding in the media arts. Student projects and written accounts will require that the student engage in abstract and critical analysis of the course concepts and then apply them to specific tasks. The students will be required to refer in detail to the literature in the field and articulate the process and product specific to visual communication. The course includes supplementary readings that address current developments in semiotics and visual culture. Students need access to the Internet, a film or digital camera, a scanner and the digital capacity to submit print material online as low-resolution JPEG images. Note: Students should not include both Visual Literacy: Introductory and Visual Literacy: Advanced in their degree program. This course can only be taken once, either at the lower-level or at the upper-level. Prerequisite: upper-level standing with advanced critical-thinking and writing skills. Recommended: A World of Art, Introduction to Studio Art, The Photographic Vision or relevant experience in the visual arts. This course fully meets the general education requirement in The Arts. Visual Literacy: Introductory ART-222424 4 credits, liberal study, lower level, general education requirements This course is designed to engage the student in the creative process and foster understanding of the media arts. Topics of study include visual expression and communication in photography, film, television, animation, typography and graphic design. Through theory, method and applications, students will develop an understanding of the visual arts aspect of mass communications and the creative processes inherent in them. Students will analyze, interpret and understand the role the media arts play in their lives and in society. The course is organized around readings, discussion, critique, written assignments and projects designed to promote visual literacy and understanding in the media arts. Students need access to the Internet, a film or digital camera, a scanner and the digital capacity to submit print material online as low-resolution JPEG images. This course fully meets the general education requirement in The Arts. What is Art? ART-224514 4 credits, liberal study, upper level, general education requirements What is art? Who gets to decide? Why do people respond to it the ways they do? What does art mean? How has it been interpreted? What does art have to do with beauty? What is a philosophy of art? When we experience art, how is that experience similar to or different from other experiences in our lives? Why are we drawn to certain works more than others? Are there underlying reasons, or is it a matter of whim or chance? What do our assumptions, conscious or unconscious, about what art “does” for people, have to do with our responses to it? What changes when we begin to articulate and question those assumptions? This course will not only be useful for arts students desiring a workshop in art theory and criticism, but more generally for anyone who has ever been interested in asking questions such as these. It is designed to help students explore these questions through readings by prominent thinkers who have grappled with them over the years. It also is meant to provide students opportunities to strengthen their critical-thinking and inquiry skills as well as better articulate their own philosophies and interpretations of art, of any genre, era or culture. This course, thus, is appropriate both for students whose concentrations are art related, as well as for those interested in art as part of their upper-level general learning. While practicing their descriptive, interpretive and evaluative skills, all students will complete assignments that require their personal responses to works of art throughout the term. The assignments also will provide foundations for the writing of an “aesthetic autobiography.” Students will continue to individualize their study in each module and read key works by major aesthetic philosophers of their choice. Each student will lead a discussion based on the readings from topics that include: modernism and postmodernism; art and technology; the (ir)relevance of art museums; how do people respond to art?; the body in art; the role of the critic; interdisciplinary issues in art criticism; hunger, abundance, power and stuff; a genealogy of “art.” Finally, all students will prepare a final project or extended paper that provides reflective analysis on their own personal aesthetic views in relation to contemporary views about art. While there are no formal prerequisites, students must be prepared for advanced-level work as some of works are challenging readings and require critical writing and research skills. It also is recommended that students have achieved the equivalent of lower-level learning in the arts or cultural studies. This course fully meets the general education requirement in The Arts. Women, Girls and the Media CUL-224114 4 credits, liberal study, upper level, general education requirements In this course, students will examine the portrayals of women and teenage girls in the media. Each student will choose which particular media to examine, choosing to examine magazines, newspapers, television, film, popular music and/or the Internet along with the advertising that supports so many of these. Students may pursue such topics as race and ethnic issues, class issues, working women vs. motherhood, body images of teen, younger and older women, disability, and sexuality. They may focus on American culture or on the global needs of women. For students new to the field of media studies, this course provides an opportunity to examine media particularly in terms of how women and girls are portrayed by the culture industries. For those students who have taken courses such as Visual Literacy, Television and Culture, American Cinema, Images of Women in Western Civilization or other media or gender-related courses, they can further pursue the topics they considered in those courses. These students will be expected to examine images of women in a deeper and more nuanced way than they did in those courses. Students concentrating in communications or media fields have the opportunity to research those fields and particular woman leaders involved in them or issues that women in those media face. This course fully meets the general education requirement in Humanities. Business (general) Advanced Spanish for Health Care Professionals CUL-223214 4 credits, liberal study, upper level, general education requirements This course has the major purpose of teaching Spanish to health care professionals who need to assess, treat, reassure or educate patients who do not speak English and come from countries where Spanish is their native tongue. This course provides a task-based approach to using the Spanish language in a health care environment. Through intensive practice, advanced students will hone their Spanish communication skills and develop strategies for ensuring understanding and accuracy while relaying critical information. They also will learn to identify cultural differences in attitudes towards health care and medicine and how to address these cultural differences in the health care job place. Language learning in this course will focus on advanced communication skills, advanced vocabulary and intermediate­to-advanced grammatical structures. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and the teaching assistant. Students should be available for 30 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for Army students. Prerequisites: A basic familiarity with Spanish fundamentals such as verb structures in the present and past tenses, adjective/noun agreement, articles and prepositions. This course fully meets the general education requirement in Foreign Language. Arts Management ART-223524 – See Arts: Visual and Performing Business Continuity Planning and Disaster Recovery SMT-274604 4 credits, upper level Organizations must plan for contingencies. Business continuity planning and disaster recovery must start long before a catastrophe strikes. Electronic/digital processes are ubiquitous and at the core of many business functions, so no longer is restoration of a centralized data center sufficient. While the work is often rooted in IT, the entire organization must be considered. Thus, it is important to learn to analyze organizations; identify risk and impact; understand complexity; identify mission-critical systems; communicate the need for planning; create, test and implement business continuity plans; and conduct disaster avoidance. Prerequisites: Management Information Systems or other source of a knowledge of management information systems, and knowledge of business management. Business Enterprise in American History BME-213034 4 credits, liberal study, upper level Follow the evolution of United States business enterprise from the exchanges among the Plymouth settlers to America’s participation in the economy of “the global village.” Study from a variety of perspectives the development and change of the institutions, people, attitudes and behavior of business enterprise as they relate to the consumer, the worker, the shareholder(s), other businesses, the community and the government at all levels. Business Ethics BME-214754 4 credits, liberal study, upper level Learn how business ethics permeate corporate philosophy, environmental concerns and management behavior. Examine ethics through an in-depth study of a number of important social issues related to the conduct of business in modern society. Topics range from business and the environment to interpersonal relations. Includes ethical theory and its application to business, theories of economic justice, corporate social responsibility, self-regulation and government, conflicts of interest and obligation, investment and production and advertising issues. No prerequisite but prior business and management experience is essential. Business Mathematics SMT-212034 4 credits, lower level Refine mathematical skills while studying many of the business concepts used in everyday life, such as purchasing different types of insurance, buying on credit, obtaining stock in a company and money handling in general, while refining and refreshing mathematical skills. Includes the mathematics of trade, operating a business, financial decisions, owning or investing in a business and summarizing and analyzing data. Note: This course has a required CD-ROM Component. Business Policy: A Team-Based Approach BME-214824 4 credits, upper level Learn about formulating, implementing and evaluating organizational strategy and policy in a complex business environment. Topics include objectives and strategic management of the business portfolio; analysis and diagnosis of the organization’s external opportunities and threats and the internal competitive advantages or weaknesses related to its marketing, production, personnel and financial areas; strategy alternatives and choice (including acquisitions, mergers and diversification); and implications of strategy for organizational structure and change. Students, working in teams, will apply their business knowledge in a Web-based simulation. This is a capstone course for students with concentrations in business administration. Students are expected to integrate their knowledge from their prior studies and work experiences in this course. Students interested in health care management, fire service administration and other community and service concentrations also may find this course useful. Note: There is an additional technology component, Mike’s Bikes simulation, required to participate in this course, which is available only for Windows PCs. There is no product for this component that will support either Macintosh or Linux users. Prerequisites: Course work (or equivalent knowledge) in the following subjects: management principles, marketing principles, human resource management, corporate finance or equivalents. Consumer Behavior BME-213914 4 credits, liberal study, upper level Consumer Behavior is the study of the cognitive, affective, behavioral and environmental factors that influence decision making in the marketplace. Through the use of case analyses, students will explore theoretical concepts and learn how the consumer engages in the buyer-seller relationship. The psychological factors that influence and shape consumer behavior will be explored. In addition, students will read some of the primary research and will develop a final paper or other project to demonstrate their integrated understanding. Prerequisite: Introductory Marketing is required; Introductory Psychology is recommended. Corporate Finance BME-213514 – See Accounting Diversity in the Workplace BME-213164 4 credits, liberal study, upper level Gain an understanding of diversity issues in the workplace. Examine the impact of a multicultural society on organizations and individuals within the organizations. Incorporating both theory and practice, analyze critical issues from multiple perspectives including historical, legal, economic and sociological frameworks. Important note: This course was formerly offered as Working with Cultural Diversity. Students who have completed Working with Cultural Diversity, 153164, should not enroll in this course. Prerequisites: At least one introductory course in one of the following subjects: economics, management and public administration/policy. Analytical, research and writing skills at the upper level. Globalization: Business and Society in the Information Age HIS-213254 4 credits, liberal study, upper level Examine the international trends and the nature of socio­technological change over the past 25 years. Develop the skills necessary to forecast current and future trends in business, employment, trade, capital and labor flows, human rights issues and politics. Prerequisites: Three courses in business, economics, history and/or social sciences. Hospitality and Tourism Marketing Management BME-214464 4 credits, upper level Learn about the fundamental role of marketing management and the importance of being customer oriented in hospitality and tourism. This course introduces students to external marketing environments; helps understand the role of consumer behavior in hospitality and tourism; identifies and explains strategies for developing and promoting service “products” and various distribution channels; highlights the latest trends in destination marketing, e-marketing, international marketing, as related to hospitality and tourism. This course will be of interest for students pursuing degrees in the BME areas of marketing, management and business administration. It is ideal for students who plan to enter the field of hospitality marketing (management) or tourism marketing (management). Corequisites would include Services Marketing, Service Management (or equivalents). A prior knowledge of hospitality and tourism operations is desirable, but not mandatory. Prerequisites: A previous study (or equivalent knowledge) in Principles of Marketing or Principles of Management is highly recommended. International Business BME-213314 4 credits, liberal study, upper level Acquire an understanding of the theories and practices involved in international business. Study the nature and patterns of international business; role of international organizations; economic, socio-cultural, political, legal and labor issues; and operational and strategic management issues related to business with foreign nations, including topics on international human resource development. Consider NAFTA and GATT and their significance for North American business establishments. Prerequisites: At least one course in management and one course in economics. Find out more information at: International Business – www.esc.edu/Library/ibol. International Business Law BME-214214 4 credits, liberal study, upper level International Business Law is designed to be an upper-level course that will familiarize the student with the principles, laws and organizations that regulate and control international trade. Additionally, this course will allow that student to explore the managerial, “real-life” implications of the application of those principles, law and rules. International law is an increasingly critical part of the business world – not only for those companies engaged directly in import or export of finished goods for sale, but also for those traditionally “domestic” companies that use raw materials or those companies that have been drawn into the Web economy, an economy without borders. Throughout the course, the students will be exposed to the cultural and ethical issues that arise in international trade and will be expected to apply their learning to specific case studies that involve not only legal problems but ethical ones as well. The course will focus on both the European Community and North American trade partners and the developing and nonmarket economies, such as the former Soviet Union and Eastern Europe. Prerequisites: Management Principles, Legal Environment of Business 1, Legal Environment of Business 2 or equivalents. International Cross-Cultural Management BME-213974 4 credits, liberal study, upper level The main objective of this study is to learn the management of successful business relationships between international business participants from different cultures. Beginning with a definition of culture and an examination of the dissimilarities in cultural systems in various societies and world regions, students will gain knowledge and skills in several major topics such as: the building blocks of national cultures, problems of cross-cultural communication, impact of cross-cultural differences on business and management performance, the role of the role of culture in managing organizational change and strategies for overall organizational success in the global business context. Prerequisites: Management Principles, Organizational Behavior is required. Course work in Management Principles and/ or Organizational Behavior and International Business and some basic understanding of world geography. Some real-life management experience will be very useful. International Business or International Marketing is recommended. Skills Needed: Writing, online presentation, Internet and e-library research skills. International Finance BME-213424 4 credits, upper level In today’s global market, there are trillions of dollars of assets that are priced and traded in the global financial market. It has become a necessity for those who are interested in business finance, financial management, international entrepreneurial ventures and global business to be educated in international financial institutions, financial mechanism of international markets and social and economics drivers of the international financial market. This course prepares students to be leaders and catalysts in multinational business corporations. It educates students not only to function in a high-risk environment but also to search for opportunities that create value for their organizations by integrating the strategic and financial challenges that face today’s business environment. Additional Course Requirements: Graphing calculator or computer required. Prerequisites: Corporate Finance 213514 or equivalent. International Marketing BME-214324 4 credits, liberal study, upper level Examine the issues and problems of global marketing from a strategic and managerial perspective. Course focuses on the choice of marketing mix in an international setting (i.e., whether the product, pricing, distribution, promotion and customer service decisions are effectively analyzed and identified relative to the cultural, political, legal and economic differences among countries and markets). In addition, export trade procedures and the coordination and controlling of international marketing will be explored. Prerequisite: Marketing Principles or equivalent. Note: This course is a liberal study effective September 2010 term. Introductory Spanish for Health Care Professionals CUL-221194 4 credits, liberal study, lower level, general education requirements This course has been designed for students who have had no previous experience with Spanish language and Hispanic cultures. Students will have an opportunity to learn functional grammar, vocabulary and cultural concepts to apply in interactions at work. The major goal of this course is to facilitate better communication between health care providers and the growing Spanish-speaking community in the United States. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/ or teaching assistants. This is a very intensive course and students should be prepared to devote a significant amount of time to it. No previous knowledge of Spanish is required. Students who do have advanced knowledge of Spanish cannot take this course. Important note: This course was renamed effective the September 2011 term and was formerly offered as Spanish for Health Care Professionals. Students who have successfully completed 221194 should not enroll in this course. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/or teaching assistants. Students should be available for 45 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for army students. Note: This course will use voice-chat activities over the Internet. Students taking this course will need to make sure they have access to a computer that meets the minimum technological requirements which are outlined at the links below. Before enrolling, students should know how to successfully use or have tested the Web conferencing service on their computer. See the links below for more information about hardware requirements, testing and using the Web conferencing software: • Elluminate System Requirements and Setup Instructions: http://www.esc.edu/elluminatesetup • Elluminate Student Training Schedule and Information: http://www.esc.edu/elluminatestutraining Mac users: Elluminate supports Macintosh OS X and higher. If your Mac is running OS 9 or lower, you will need to notify your instructor immediately at the start of the term to make arrangements regarding Elluminate. This course fully meets the general education requirement in Foreign Language. Investing BME-213524 – See Accounting Legal Environment of Business 1 BME-212154 4 credits, liberal study, lower level Examine the dynamic nature of law, American legal processes and specific areas of law that guide business decisions. Addresses the aspects of law and its standards for human behavior that increasingly affect and constrain business activity. Includes introduction to the legal system, tort and criminal law, contract and sales law, negotiable instruments, secured transactions and bankruptcy. Note: This course has a required access card which will be sent with your text when ordered from the Empire State College Bookstore. Legal Environment of Business 2 BME-212164 4 credits, liberal study, lower level Examine how specific areas of law deal with disruptions in norms of business behavior. Includes agency, partnerships, corporations and selected aspects of regulatory law. Consider the law’s goal for stability in guiding business relationships and the dynamic nature of law in responding to our changing social, political, regulatory and economic environment. Note: This course has a required access card which will be sent with your text when ordered from the Empire State College Bookstore. Prerequisite: Legal Environments of Business 1 or equivalent. Marketing Management BME-213804 4 credits, upper level Examine the development and implementation of marketing programs with a focus on the integration of product planning, pricing, distribution, promotion and service. By analyzing the marketing efforts of organizations across various industries, gain an understanding of the critical factors to consider in developing and evaluating marketing programs. This course is designed as an advanced-level study in marketing for students with concentrations in business administration, business management, international business. For students with concentration in marketing the course can be useful as an elective but it is not designed as a capstone (BME-214934 Marketing Planning and Strategy is the designated capstone in marketing). Prerequisite: Marketing Principles or Management Principles or equivalent. Project Management SMT-273454 4 credits, upper level Project management requires a combination of understanding the project life cycle, organizational, behavioral and management concerns, and project management tools. This course will seek to provide students with at least an introduction to all of these in a comprehensive, nonfragmented way. No course can give you the ability to manage enterprise-level projects. Courses can only give you the background you’ll need in order to develop this ability. At the completion of this course, students will have acquired project management knowledge that can be helpful in thinking about, understanding, discussing and managing projects. Prerequisites: Ideally, students enrolled in this course will have course work or equivalent professional experience in management (such as covered in a basic management course); Organizational Behavior is preferred. Important note: This course was renamed effective the September 2009 term and was formerly known as Project Management in IT/IS. Students who have successfully completed 273454, Project Management in IT/IS, should not enroll in this course. Public Relations BME-213634 4 credits, upper level Students will learn about the theory and practice of public relations, how public relations operates in organizations, its impact on publics and its functions in society. They will study the professional development of the field; concepts, issues and principles in the practice; and models and theories guiding the practice. Course contents will be applied to public relations program planning and management by working on a strategic public relations planning project. The primary audience of this course are students with concentrations in business administration, management and marketing. The course also meets the needs of those in careers in government, not-for-profit organizations and human resource management where an understanding of public relations concepts and management practices would be advantageous. For those planning advertising/copy writing/media research/public relations careers, this course provides a foundation for a public relations (interdisciplinary)concentration where other studies may include, but not limited to Marketing Communications, Organizational Behavior, advanced-level studies in communications, journalism, writing, new media and technologies, ethics, globalization. Prerequisites: Marketing Principles required, Management Principles (or equivalent knowledge) recommended. Sales Management BME-214834 4 credits, upper level Sales managers and sales personnel in the 21st century are as much consultants as they are sales representatives and their roles are expanding. Learn how this new breed manages a sales force, solves customer problems, engages in consultative relationships, operates in selling teams, gathers research information, advises marketing and, by the way, sells a product or service. This course provides students with comprehensive information of the five critical stages in the sales management process, including Sales Force Management; Organizing, Staffing and Training; Sales Force Operations; Sales Planning; Evaluating Sales Performance. Because technology has become a major force in management, the course also offers extensive discussions on customer relationship management systems, the Internet, virtual offices, Web-based recruiting, instant messaging and virtual presentations. This course will be of interest for students pursuing degrees in the BME areas of marketing, management and business administration. It is ideal for students who plan to enter the field of service (or product) marketing where selling and sales management are interwoven functions of marketing efforts. For those students who are pursuing a concentration in marketing, it also can meet their needs as a capstone course. Prerequisites: A previous study (or equivalent knowledge) in Principles of Marketing or Principles of Management are highly recommended. Communications and Media Communication Analysis CUL-223314 4 credits, liberal study, upper level, general education requirements Develop skill in comprehending underlying meanings in public communications. Develop the ability to spot flaws and strengths in others’ arguments, detect manipulative communication strategies and recognize mythic/narrative dimensions in everyday communication. Conduct critiques of rhetoric and research propaganda campaigns. Sources for analysis include student-selected items such as speeches, editorials, films, advertisements or magazine articles. Work with basic principles of argumentation and debate, rhetorical criticism, the narrative paradigm, social influence and propaganda analysis. Develop critical skills for responding competently to the multi-mediated, corporately-managed communication that exists in the current communication environment. Prerequisite: students should have the ability to do upper-level work. This course fully meets the general education requirement in Basic Communication. Communication through New Media CUL-223424 4 credits, liberal study, upper level, general education requirements This course gives students the chance to use a variety of new media applications to promote a message of their choice (for example, marketing a product, spreading news traditional journalistic outlets are not, or planning an event for a number of people). Students will study media history, including earlier phases of the Internet, learn to distinguish between the various new media, also known as Web 2.0 or Social Networking, applications that can be used for effective communications. Email, Facebook, YouTube and Twitter are just a few of the applications that one might use to promote a business, send a message to the public, forward news the mainstream outlets may not air, communicate within a business, association or group, tell a story, or keep up with old friends and new acquaintances. This course will ask students to research the very latest technologies, share information, and consider best uses and best practices for these tools. Recommended: Experience writing for the Web and/or using social networking tools, such as Facebook, Twitter or YouTube, will be helpful. Tutorials will be provided for those who need training, but this work will be in addition to class assignments. This course fully meets the general education requirement in Basic Communication. Communications and the Law CUL-223884 4 credits, liberal study, upper level Study the law of libel and slander and the privacy rights of individuals as they concern journalists and the media; legal issues flowing from the constitutional rights of freedom of speech and of the press; the legal relationship between the media – particularly the broadcast and other electronic media – and the courts and other bodies of government; the effects of media coverage on our perceptions of crime and the legal system. Note: This course was formerly known as Communication Law and Ethics. Students who have successfully completed 123504, Communication Law and Ethics, should not enroll in this course. Communications for Professionals CUL-222304 4 credits, liberal study, lower level, general education requirements Communications for Professionals focuses on the theories, processes and forms of professional communications. Students will learn to consider communication variables (e.g., audience, purpose, role, cultural context) as a means of analyzing a communication situation and creating effective communications. Students will create a portfolio of professional communications throughout the course: short communications for different purposes, resume and cover letter, report, proposal. Students also will do short oral presentations and a final project (individual or group) intended to integrate communication skills. In addition to creating communications in standard written form, students will apply communication concepts as they use different media tools. As much as possible, students are encouraged to create actual communications that they can use at work or in a professional capacity. Although there are no formal prerequisites, students should have a good grasp of basic writing skills. This course fully meets the general education requirement in Basic Communication. Digital Storytelling CUL-223054 – See Arts: Visual and Performing Documenting Community Arts and Traditions ART-224314 – See Anthropology Emergency Communications CHS-263824 4 credits, liberal study, upper level This course will provide students with an understanding of the fundamentals of communication and their application in emergency situations. Students will examine the use of oral and written communications in various levels of emergency and crisis situations and will learn to identify internal and external audiences and analyze their information needs. Students also will gain an understanding of the use of communications systems and the role of technology in facilitating communication during crises. Prerequisites: Course work or experience in emergency response or emergency management. History and Theory of New Media CUL-223544 4 credits, liberal study, upper level In this course, students analyze the history and theory of new media, with an examination of its evolution within the contexts of emerging media environments, new media arts, Cyberstudies, media ecology and media archaeology. Emphasis will be given to social, political, cultural, economic and aesthetic dimensions of new media within various theoretical frameworks. Students will choose a primary path of inquiry in one of the following areas: digital democracy, media and learning, social networking, media and society, media ecology, media archaeology, the business of new media, virtual worlds and gaming, augmented reality, emerging technologies or mobile media. Course communications will take place in emergent media environments, including mobile media. Each student will create a personal blog to reflect on the readings and provide further research, resources and analysis. Course activities also include discussions of the readings and research on the history, theory and practice of new media, with topics related to the student’s selected path of inquiry; research and exploration of Web 2.0 and social media tools selected by the student, with a focus on cultural context, political economy and social implications; and an advanced-level culminating final project, with a formal research proposal and annotated bibliography. Prerequisites: Advanced-level Standing. An advanced-level course in digital arts, digital media, media studies or the equivalent. Humor in the Workplace CUL-222342 2 credits, liberal study, lower level Examine the nature of humor and the uses of humor as a communication strategy in the workplace, whether office, hospital or home. Consider the psychological and physiological benefits of humor and learn effective strategies for incorporating humor into workplace settings. Examine culture and gender considerations as well as appropriate uses of humor in communication situations. Assignments include a humor journal and a plan of action to incorporate humor into a recurring workplace situation. Illustration ART-223124 – See Arts: Visual and Performing Information Design CUL-224104 4 credits, liberal study, upper level Explore the fundamentals of information design in different media such as text, diagrams, charts, signs, the World Wide Web, museum displays and more. Learn how to communicate information effectively and analyze the information around you. Topics include types of information (verbal, visual, metaphoric, narrative, etc.), information classification, graphic design, scientific visualization, the design of instructional and other applications, and information design in media, advertising and the entertainment industry. The course is useful for professionals in a wide range of fields including business, marketing, science, math, statistics, art, computer science and technical writing. Intercultural Communications CUL-221232 2 credits, liberal study, lower level, general education requirements In this 8-week course, students will explore various approaches to culture and intercultural communication; sample different styles of communication in different countries, ethnicities and groups; consider the potential for miscommunication in the United States and abroad; and identify strategies for conflict reduction, teamwork and leadership. After taking this course, students should more sensitive to the communication needs of others and understand how to improve their personal intercultural communication competence. This course fully meets the general education requirement in Basic Communication (effective September 2009 term). Interpersonal and Small Group Communications CUL-222332 2 credits, lower level Understand various communication strategies and the implications of personal communication style. Cover three aspects of spoken communications: principles and practices of effective listening, managing conflict for positive results and strategies for conducting meetings. Through study guides, personal inventories, case studies, readings, video and audio tapes and short analytical papers, students will learn the principles and apply the strategies for results-oriented communications in workplace settings. For the May term only, this course is offered as an 8-week course. Note: This course has required video and audio components. Students obtaining Federal Direct loans: If you are only taking 8-week courses during the Summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Introduction to Mass Communications CUL-221214 4 credits, liberal study, lower level, general education requirements In this course, students will learn principles of communication, explore the world of the mass media and be able to develop projects in their choice of Journalism, Public Relations or Advertising. This course includes a general introduction to communication theories and methods, followed by an introduction to journalism, advertising or public relations. Students develop progressively more advanced projects of their choosing. Because of this, the course will be fairly individualized with relatively little set content and more chances for students to follow their own paths of interest, and develop their primary sources, content and direction. Prerequisite: Students are expected to be strong, clear writers. Experience in some type of professional writing would be beneficial. This course fully meets the general education requirement in Humanities. Media Arts ART-223324 4 credits, liberal study, upper level This course provides students with the opportunity to collaborate on interdisciplinary media arts projects with peers sharing expertise from different artistic genres within the emerging field of media arts. Students taking the course must have advanced knowledge and experience with one or more of the following areas: digital art and design, computer arts, video, electronic music, digital storytelling, filmmaking, game design, animation, visual effects, motion graphics, animation art and design, digital photography, 3D virtual worlds, digital performance and audio production. Course projects will be tailored to fit the expertise and interests of each student cohort. The course will include a critical analysis of media arts in various contexts, including aesthetic, ethical, social and professional considerations for media artists. Advanced-level media arts require effective collaboration among artists from different genres. The course will include a significant collaborative project as well as opportunities to focus on individual artistic growth and portfolio development. Students will explore various tools and concepts while producing a digital portfolio and advanced-level collaborative media arts project. Students will read, analyze and discuss texts and articles related to media arts, new media, electronic arts, mixed reality, virtual worlds, games and digital performance. They will participate in peer critique, and provide feedback on the works in progress of their peers. The primary course project will be threaded throughout the course, including processes such as a proposal, storyboard, script, rough cut and refined final project piece. Students will be expected to use social media, Web 2.0 tools and emerging media environments for course communications and research. Prerequisites: Advanced knowledge and experience with one or more of the following areas: digital art and design, computer arts, video, electronic music, digital storytelling, filmmaking, game design, animation, visual effects, motion graphics, animation art and design, digital photography, 3D virtual worlds, digital performance and audio production. News: Fact or Fiction? HIS-243504 4 credits, liberal study, upper level Become more informed about and develop your ability to analyze contemporary issues, problems, controversies, questions and topics of national and international significance from the historical perspective. The New York Times online is required reading and will serve as one vehicle for monitoring the news; other online sources, print publications and radio and television broadcast news also are used. Note: This writing and research course requires ready access to library resources, in person and/or through the Internet. Important note: This course was renamed effective the March 2012 term and was formerly offered as News in Historical Perspective. Students who have successfully completed 243504 should not enroll in this course. Prerequisites: 6 credits in college-level history courses. Public History: A Shared Conversation with the Past HIS-243434 4 credits, liberal study, upper level, general education requirements In this advanced course, students will explore the concepts and practices of Public History. Students will explore and critique diverse media,including film and websites, oral history collections and photographs. They also will take self guided tours to physical and virtual public history sites. Students will have the opportunity to conduct hands on research projects ranging from video documentation to traditional research papers. Students interested in history, culture, journalism,arts management,art history, museum studies, historical studies and public policy will benefit from this course. In addition, this course also will appeal to those students interested in nonacademic careers. Students in Social Theory, Structure and Change also will benefit from this course because of its focus on collective memory and identity. The course also will appeal to Communications and Media Studies students as it also will cover traditional and nontraditional media as well as physical venues that may be used to communicate a common story to a diverse audience. Prerequisites: Experience in research projects suggested. Optional: Students interested in doing video and or audio documentation should have access to visual and or audio equipment. This course fully meets the general education requirement in Humanities. Public Relations BME-213634 – See Business (General) Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Speechwriting CUL-223404 4 credits, liberal study, upper level, general education requirements Students will read and critique a wide range of speeches from a wide variety of writers (e.g., John F. Edward Kennedy, Richard Nixon, Bob Newhart, Abraham Lincoln, Elie Weisel). Students also will read selections of texts on rhetoric (e.g., Aristotle’s Rhetoric, Erasmus’ writings on abundant speech, Perelman’s New Rhetoric). Students will create “think pieces” designed to get them to discuss these speeches and actively engage the concepts and principles in each unit of the course. Additionally, students will link to online resources such as Rhetoric Central!, Douglass Archive of American Public Address, etc. Students themselves will write, critique and revise five types of ceremonial speeches: acceptance, apologia, commencement, dedication and eulogy. We anticipate bringing in “guest lecturers” – professional speechwriters who will be available to offer different perspectives (subject to availability). We also will investigate ways of delivering speeches online (perhaps through asynchronous voice files), depending on the technology available to the students in the course. This course fully meets the general education requirement in Basic Communication. Television and Culture CUL-223354 – See Arts: Visual and Performing The American Cinema ART-223374 – See Arts: Visual and Performing Visual Literacy: Advanced ART-224424 – See Arts: Visual and Performing Visual Literacy: Introductory ART-222424 – See Arts: Visual and Performing Women, Girls and the Media CUL-224114 – See Arts: Visual and Performing Computers and information systems Business Continuity Planning and Disaster Recovery SMT-274604 – See Business (General) Communication through New Media CUL-223424 – Communications and Media Communications Technology Convergence SMT-273334 4 credits, upper level The current technological mantra for businesses is convergence of communication systems. Legacy communication systems, such as voice, data and video networks of today, are being converged into a single network. This course will examine the history, business aspects and operation of current legacy systems with a strong focus on the drivers of network convergence and the emerging manifestations of convergence. This course will include a case study and many other activities that will provide the student with a realistic view of current trends and the ability to extrapolate this trend into the future. Prerequisite: familiarity with the core concepts of networking, including awareness of the existence of protocols; an understanding of hardware such as routers and hubs and switches, common operating systems, basic systems and network security. This knowledge can be gained in Introduction to Networks. A basic knowledge of networking such as that gained through an Introduction to Networking course or professional experience. Computer Applications SMT-271454 4 credits, lower level Learn to use computers effectively for business and personal applications. This course includes general concepts of how the personal computer operates, the vocabulary and uses of popular application software, and hands-on learning of word processing or presentation graphics, spreadsheet and database software. Gain competence in learning how to learn new software packages – a critical skill for future employment in this world of changing software. This course concentrates on the learning of word processing, spreadsheets, database and presentation graphics using the Microsoft Office suite. Note: 1. Basic familiarity with the computer, printer and disk handling is helpful, but no previous study of computers is assumed. 2. Requires an IBM compatible computer (Apple machines are not supported). Students must already own or purchase the necessary software of the Microsoft Office Suite (including Microsoft Office Word, Excel, Access and PowerPoint) for use in the course. 3. Students also must purchase the text that corresponds to the Microsoft Office software they will use to complete the course. Important note: This course was renamed effective the March 2008 term and was formerly offered as Microcomputer Applications. Students who have successfully completed 271454, Microcomputer Applications, should not enroll in this course. Computer Information Systems SMT-272954 4 credits, lower level Study the fundamental concepts of computer structure and function and the wide range of applications in data and information processing. Gain an overview of both hardware and software. Discuss general programming principles and software development, computer languages and types and applications of commercial utility software. Examine the various functional roles of people in computer information systems. The course includes micro­computers as well as large computer systems and explores aspects of systems analysis and design, data and file organization, decision-support systems, telecommunications and computers in society. Note: This course has a required video component. Students will choose DVD or VHS. The course provides a good preparation for Systems Analysis and Design 1. No prior study of computers is assumed. Computer Operations and Security SMT-273324 4 credits, upper level As computers become ever more present and interconnected in modern society, the IT professional needs to be more and more concerned with the issues of levels of service, security and recovery. This course will cover the topics of management and security; quality of service and system performance; viruses, worms, trojan horses and denial-of-service; firewalls; and strategies for ensuring appropriate levels of security. A student project of sufficient rigor will be the core of this course and the project will be retained in the IS student’s permanent portfolio for future use. Prerequisite: familiarity with the core concepts of networking, including awareness of the existence of protocols; an understanding of hardware such as routers and hubs and switches, common operating systems, basic systems and network security. This knowledge can be gained in Introduction to Networks. Cyber Crime and Computer Forensics SMT-273614 4 credits, upper level Computer forensics is one of the fastest growing areas in computer security and law enforcement. Virtually every criminal investigation requires that any computer related to the investigation is seized and searched. Studies have shown that about 90 percent of human recording of words, images, sounds, etc., is in digital format, making computer storage a gold mine for investigators. The expertise for conducting investigations requires knowledge ranging from disk structure, file formats, commercial software to investigation techniques and expert testimony. This course will provide an introduction to the field. Note: Students must have the ability to work at the upper-level; students must have the ability to install software and a computer on which they can install required software. It is recommended, but not required, that students have familiarity with criminal investigations, trial procedure and the legal system, such as that gained in law enforcement or from a course such as Introduction to Law and the Legal System or Introduction to Criminal Justice. Data Communications and Networking SMT-273304 4 credits, upper level Knowledge of data communications and networking is crucial to today’s IT professional. Virtually all computers are connected to some sort of network and exchange information with each other. This course will cover the topics of network models and architecture, interfacing and communication, fault tolerance and system performance evaluation. A student project of sufficient rigor will be the core of this course and the project will be retained in the IS student’s permanent portfolio for future use. Prerequisite: familiarity with the core concepts of networking, including awareness of the existence of protocols; an understanding of hardware such as routers and hubs and switches, common operating systems, basic systems and network security. This knowledge can be gained in Introduction to Networks. Important note: This course replaces Data Communications: Concepts, Security and Management. It is recommended that, after a discussion with their mentor, students who have a Degree Plan specifying Data Communications: Concepts, Security and Management should satisfy it with this new course. Matriculating students who have previously completed Communications: Concepts, Security and Management will not receive credit if they also complete Data Communications and Networking. Data Structures and Algorithms SMT-274304 4 credits, liberal study, upper level This course is intended to help students develop an understanding of data structures and algorithms, which are fundamental to computer science and software engineering. The real-world performance of software is strongly influenced by: 1. The choice of appropriate data structures for storing the software’s data in order to effectively store, manipulate and retrieve the data values; 2. The use of algorithms that are appropriate and efficient across the various layers of system implementation. This course will focus on good principles of algorithm design, elementary analysis of algorithms and fundamental data structures. The emphasis is on the selection of appropriate data structures and designing correct and efficient algorithms to operate on these data structures. To reinforce student learning, this distance learning course utilizes practical lab projects and a final term project. Prerequisite: A programming language course. Database Systems SMT-273984 4 credits, upper level Explore database systems. Data modeling and the implementation of data models will be a major component of the course, with students studying normalization and formal modeling conventions. The model will be implemented using SQL. Metadata also is covered. Larger picture topics such as ethics and implementation will be addressed as well. Students will use an Oracle database (included with course materials and to be installed on their own machines). A group modeling project will allow students to develop their ability to work as a team – a common practice in the industry. Students will complete an individual project involving the design and implementation of a database. Note: Students in this course are required to install and use an assigned Oracle DBMS on their personal computer. Prerequisites: A basic understanding of databases. Knowledge of systems analysis and design is helpful but not required. Important note: This course was renamed effective the January 2008 term and was formerly offered as Database Systems Development 2. Students who have successfully completed 273984, Database Systems Development 2, should not enroll in this course. Economic Issues and Strategies for IT SMT-273154 4 credits, liberal study, upper level, general education requirements This course examines some of the new ways that businesses and consumers are both using new information technologies and reacting to those uses by others. Some businesses use shoppers’ personal information to make their shopping experience more satisfying but some customers are wary of how their personal information is being used. Technologies which allow consumers to obtain music and other information goods without payment are challenging content creators to create new business models. Add to these questions of which technologies will survive and which will fail, as well as antitrust concerns, and you have an interesting environment in which to do long-range planning. Students will apply concepts from microeconomic analysis to examine: Value-based pricing and personalization, digital rights and their management, lock-in, network effects, standards and alliances, and Information Policy. Note: Students must be prepared to do advanced-level work. This course fully meets the general education requirement in Social Sciences. Exploring the Disciplines: Information Systems EDU-232172 2 credits, liberal study, lower level Through this course, students will be exposed to the discipline of information systems and its major areas of professional application. Students will use resources such as articles (print and online), databases and each other to gain a broader perspective of this emerging discipline. Important note: Students should not include this course twice in their degree program. This course can only be taken once, either at the lower level or at the upper level. Exploring the Disciplines: Information Systems EDU-233172 2 credits, liberal study, upper level Through this course, students will be exposed to the discipline of information systems and its major areas of professional application. Students will use resources such as articles (print and online), databases and each other to gain a broader perspective of this emerging discipline. Note: Students should be prepared to do upper-level work. Important note: Students should not include this course twice in their degree program. This course can only be taken once, either at the lower level or at the upper level. Geographic Information Systems and the Use of Spatial Information SMT-273764 4 credits, upper level Students will explore the application of spatial information to a range of problems in different organizational settings. Application areas might include: natural and social science, such as geography, geology, oceanography, archaeology and meteorology; government, such as city planning, law enforcement, military and social services; natural resource management, such as forestry and water resources management; and business, such as marketing. Topics will include data acquisition, accuracy, analysis and presentation and social and legal issues. Note: Students must have regular access to a computer on which they can install software. Prerequisites: Students should have a background in statistics, such as that gained in Statistics: An Activity-Based Course. Students must be comfortable using microcomputer applications, and must be able to install software. Introduction to C++ and OOP SMT-272504 4 credits, lower level This course deals with object-oriented programming (OOP) using C++. The main topics of discussion include C++ language features and the implementation of the OOP features of encapsulation, classes, inheritance, polymorphism and data hiding. C++ programming examples will be discussed and students will work on hands-on C++ programming assignments. Introduction to Data Management Tools SMT-272404 4 credits, lower level Computer software provides powerful tools for organizing, managing, displaying and analyzing information. Numerous jobs in business, human services and other fields require the ability to use spreadsheets or databases. Students will learn to use spreadsheet and database software to address information management and data analysis problems. A case study approach will be used to gain experience in organizing and displaying information, in writing arithmetic and logical expressions and in analyzing data. Note: Microsoft Excel and Microsoft Access software (2000 or XP/2002) and a computer able to run the software. Prerequisites: An introductory-level college mathematics study and the ability to use MS Windows and a word processor. Some experience with Excel would be helpful. Introduction to Networks SMT-272124 4 credits, lower level Networks have become pervasive as communication among computers has evolved into a requirement for businesses and individuals. While the scale of computing ranges from SOHO (small office/home office) level to enterprise level, there are some common core concepts. In this course, students will study SOHO computing fundamentals as an entry level into the world of networks. Topics will include, networking concepts, routers, hubs, switches, the more common SOHO operating systems, basic systems and network security. Note: Students must have appropriate computer skills including comfort with microcomputer applications, and a basic level of familiarity with an operating system (managing files, changing control settings). Introduction to Object-Oriented Programming: JAVA SMT-272984 4 credits, liberal study, lower level Explore computer programming and the popular, object-oriented language, Java. This course introduces techniques and processes that are necessary in a professional software development setting. A background in programming is not assumed. Topics include modern software development tools including debuggers; general programming techniques; object-oriented programming; maintainability; algorithm design; and event-driven, graphical interface design. A team-based project is included to allow students to enhance their ability to develop software as a team – a common practice in the industry. Note: Students must have regular access to a computer on which they can install software. Prerequisites: An introductory-level college mathematics study that included algebra and problem solving. Students also must have the ability to install software. A Microcomputer Applications course, or equivalent knowledge, is strongly recommended. Introduction to Web Publishing with HTML SMT-271354 4 credits, lower level Learn basic HTML commands and acquire the knowledge needed to create and mount a Web page (using either a text editor or a commercial Web development tool, as well as other authoring tools). Explore topics in communication (audience, purpose, content development and copyright), design (style, layout, human factors in computing and accessibility) and technology (use of Web development tools). Through readings, comparative review of websites, reflective writing and discussion, develop concepts of what makes an effective website. As an integrating project, plan and create a website as a final project. Note: Students must have appropriate computer skills including proficiency with MS Windows (or the Macintosh operating environment). Students must have regular access to a personal computer (minimum: Pentium with 64 MB RAM, 60 MB free hard disk space and CD ROM drive) with access to the Web, a word processor and a Web browser. Management Information Systems SMT-273754 4 credits, upper level Explore the impact of advances in information technology in the context of organizational decision making and the potential of an effective management information system to contribute to organizational learning, to be a source of competitive advantage and to assist an organization in a global arena. This course focuses on understanding the use and management of information as an organizational resource. A group project will allow students to develop their ability to work as a team – a common practice in the industry. Prerequisites: An understanding of basic management principles either through prior study or professional experience. Operating Systems SMT-273644 4 credits, upper level This course builds on lower-level topics in process synchronization, inter-process communication and file system organization. It starts with a brief historical perspective of the evolution of operating systems over the last fifty years and then covers the major components of most operating systems, with particular focus on the advanced topics in concurrency, deadlock protection, multiprocessor scheduling, computer system modeling and virtual memory management etc. Discussions in this course will emphasize the balancing between performance and functionality during the design and implementation of an operating system, particularly process management, memory management, file systems and operating system support for distributed systems in the comparative environments of UNIX and Linux operating systems. Simulated lab experiments will be used to illustrate key concepts. Prerequisites: Experiential knowledge of the functionality of operating systems; familiarity with operating systems; experience in systems programming; or knowledge of network systems. Project Management SMT-273454 – See Business (General) Social/Professional Issues in IT/IS SMT-273404 4 credits, liberal study, upper level The global use of computers, communications, information systems and information technology continues to rise with new applications and technologies developing rapidly. As the pace of change accelerates, new challenges, tensions and complexities arise between what can be done and what should be done. Understanding the social, legal and ethical issues and the frameworks available for assessing them is important for everyone but especially for those who work with these systems. This course will examine the role of these systems and technologies, ways they can change the world, the dangers and the protections and professional responsibilities. Topics will include intellectual property, privacy, security and accessibility. Systems Analysis and Design SMT-273224 4 credits, liberal study, upper level The focus of this course will be to enable the IT professional to use the appropriate logical and design processes to develop useful and useable business information systems. The course will incorporate general systems theory and development methodologies. Business case studies will be used, and a student project of sufficient rigor (approved by the instructor). This course is appropriate for IT professionals seeking to supplement or upgrade their skill sets, students with an information systems background but with no systems analysis and design expertise. Important note: Effective the September 2010 term this course replaces 273204 (Systems Analysis and Design: The Traditional Approach) and 273214 (Systems Analysis and Design: Object-Oriented Analysis and Design with UML). Students who have successfully completed 273204 or 273214, should not enroll in this course. Prerequisites: Some programming experience. Work in some aspect of computer information systems or an introductory information systems course. Access to a computer and an Internet service provider. Students will be expected to install and use Microsoft Visio on their machines. Visual BASIC: Computer Programming SMT-272964 4 credits, lower level A person completing any degree area that involves computers and information systems is well served to master a variety of programming skills. In the modern programming environment, one component of that mastery is applications development for the Windows operating system. Visual BASIC (VB) is the intermediate-level language for developing the standard Windows graphical user interface. This industry-standard language incorporates fundamental structured programming techniques with object-oriented, event-driven programming using the intrinsic and ActiveX controls so familiar, in their use, to users of Windows applications. Designing these types of applications is more complex than standard nongraphical languages. As a result, including the design process for both the graphical and logical components of applications developed in VB is essential. To participate, students should have regular access to the Internet. In addition, students will need to install Visual BASIC, along with the operating system and hardware configuration necessary to support that software. Web Systems Development SMT-273254 4 credits, upper level This course explores content management and the implementation of an enterprise Web system. Students will address various design issues involving accessibility, usability and content design, management and presentation, while simultaneously learning fundamental Web technologies like cascading style sheets, the Document Object Model, client-side and server-side scripting and creating database-driven dynamic pages. Assignments will include creating Web pages using XHTML, JavaScript, PHP and SQL and will culminate in the development of a simple content management system with sub-systems for content entry, management and presentation. This course covers a wide spectrum of topics in moderate detail, rather than an in-depth focus on a specific area. It is particularly suited for current information systems professionals, managers with an information systems background and advanced students in an IS program who wish to increase their understanding of Web systems technologies. Note: Students should have regular access to a personal computer with access to the Web and will be required to install and use a text-based HTML editor, an FTP client and a variety of Web browsers. Prerequisites: The most critical prerequisite is a solid foundation in programming skills and practices, such as would be gained in Introduction to C++, Introduction to Object Oriented Programming: Java, etc.). Students also should have a basic understanding of HTML and Web publishing, such as is covered in Introduction to Web Publishing. A familiarity with database systems, especially SQL, would be helpful. Criminal Justice / Homeland security Alternatives to Incarceration CHS-264644 4 credits, liberal study, upper level This course examines the various options to traditional correctional institutions, as we know them today. The current system is often viewed as an antiquated caldron of government experiments grounded in the belief that isolating the inmate is best for the inmate and safest for society. Through this study, students will examine the myriad of models established at the local, state and federal levels of government, a system that criminologists often say has failed almost as much as individuals it was created to serve. Topics include: parole, probation, boot camps, substance abuse treatment centers, electronic monitoring, intensive supervision, house arrest, community service and day-reporting centers. In addition, students will analyze the major political and economic considerations of maintaining the current system within the 21st century. This course will consider a limited number of alternatives attempted outside American borders. Prerequisite: Introduction to Criminal Justice or familiarity with the criminal justice system. Introductory study in sociology, psychology and/or human development is desirable but not required. American Corrections: Theory, Policy and Practice CHS-264624 4 credits, liberal study, upper level Students of this course will be asked to critically examine the intention and implementation of correctional policy and practices. To do this, the history of corrections will be traversed, taking into consideration the justification and effects of corrections. Using the historical development as a way of understanding current ideas, students will be asked to analyze contemporary methods, focusing again upon the justification and its impact upon the offender, future offenders, the criminal justice system and society. Prerequisite: Introduction to Criminal Justice and/or an understanding of the flow of the criminal justice system is needed. This can be supported through work within the field of criminal justice, or related civil service fields. In addition, it can be supported by study in criminology, law, criminal justice or social work. Introductory study in sociology, psychology and/or human development is desirable but not required. Bioterrorism SMT-272112 2 credits, liberal study, lower level This 8-week course will cover the study of some biological organisms and toxins that may be used as weapons. This includes examining the type of organism (bacteria, virus, etc.) and the mechanism by which they are harmful. In the process, students will study the means by which their use can be prevented, appropriate defensive strategies and therapies that can be used to treat those who are affected by an attack. Not covered in this class are the social, governmental, economic or political aspects of bioterrorism. Important note: This course will only run the first eight weeks of the summer term. Students obtaining Federal Direct loans: If you are only taking 8-week courses during the Summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/FinancialServices for more information. Comparative Criminal Justice Systems CHS-264614 4 credits, liberal study, upper level Compare and contrast the criminal justice systems of several countries, focusing on current systems, historical development and the importance of cultural context. Constitutional Criminal Procedure CHS-263652 2 credits, liberal study, upper level In this 8-week course, students will become familiar with the constitutional issues and court rulings related to the arrest, search and seizure, detention, trial and incarceration of criminal defendants. The rights of prisoners and constitutional responsibilities of correctional institutions also will be studied and analyzed. Prerequisites: An introductory law course, such as Introduction to Law and the Legal Systems or Legal Environment of Business. Students obtaining Federal Direct loans: If you are only taking 8-week courses during the Summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Contemporary American Social Issues SOC-281214 4 credits, liberal study, lower level, general education requirements What is the difference between a social issue and a social problem? Who decides that an issue is a social problem? This course will use a sociological perspective to explore a number of contemporary American problems in education, the family, health care and criminal justice as well as issues of inequalities and deviance (including substance abuse, prostitution and pornography). Prerequisites: Exploring Society, introduction to sociology course or equivalent knowledge. This course fully meets the general education requirement in Social Sciences. Courts and the Administration of Justice CHS-263694 4 credits, liberal study, upper level Students will become familiar with the procedures, structures and functions of state and federal trial and appellate courts. Methods by which crimes are prosecuted and adjudicated in the courts will be examined; such controversial issues as plea-bargaining and the use of the death penalty will be analyzed; and special attention will be given to alternative methods of adjudicating criminal disputes, such as mediation, “drug courts” and restorative justice. Prerequisites: Introduction to Law and the Legal System or equivalent. Crime and Intelligence Analysis CHS-264664 4 credits, liberal study, upper level The student will examine the emerging field of crime and intelligence analysis, with an emphasis on the local level of law enforcement. The student will synthesize information from various papers, relevant texts and selected websites regarding the development of analysis in law enforcement, obstacles to its growth, benefits of analyzing data and future applications of crime and intelligence analysis in efforts to reduce crime, prevent crime and apprehend criminals. Theories, concepts and applications of crime mapping and geographic and behavioral profiling will be examined. Prerequisite: Introduction to Criminal Justice or equivalent. Students should have a basic knowledge of common information systems. Criminal Justice Management and Policy CHS-263614 4 credits, liberal study, upper level The student will examine and apply major concepts and foundations of management theory related to the planning, organizing, staffing, controlling and leading functions to related, but significantly different, sectors of the criminal justice system: police; courts and corrections. Readings in general management, police, courts and corrections management will be required. The student will learn and apply the steps of successful policy planning, implementation and evaluation in various criminal-justice settings. Requires strong writing skills. Important note: This course was formerly offered as American Criminal Justice Management. Students who have successfully completed 263614, American Criminal Justice Management, should not enroll in this course. Recommended: Previous study in Introduction to Criminal Justice or equivalent. Criminal Law CHS-263672 2 credits, liberal study, upper level In this 8-week course, students will become familiar with the history, philosophy and purposes of the criminal law as well as the elements of crimes in general and of specific crimes against the person, property, public order and public morals. Students will be required to analyze specific factual situations and apply those elements to determine whether specific crimes have been committed; the elements necessary to prove criminal defenses and the policies underlying them also will be examined and analyzed. Prerequisites: An introductory law course, such as Introduction to Law and the Legal Systems or Legal Environment of Business. Students obtaining federal direct loans: If you are only taking 8-week courses during the summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Cyber Crime and Computer Forensics SMT-273614 – See Computers and Information Systems Deviant Behavior CHS-263634 4 credits, liberal study, upper level, general education requirements The student will explore socially deviant behaviors of adults and youths, including violence, aggression, criminality, drug use, white-collar and academic deviance and variations in sexual conduct. Positivist and humanistic theoretical explanations of such behavior will be compared and contrasted. Research methodologies and findings in recent social-science and behavioral-science literature will be examined and interpreted. Recommended: Introduction to Criminal Justice, Exploring Society and Introduction to Psychology or equivalents. Important note: This course was renamed effective the September 2007 term and was formerly offered as Psycho-Social Issues in Deviant Behavior. Students who have successfully completed 263634 should not enroll in this course. This course fully meets the general education requirement in Social Sciences. Disaster and Society SOC-283434 4 credits, liberal study, upper level, general education requirements What is a disaster? How do social structures, groups and institutions react to the loss of social function as a result of natural, technological or sociopolitical events? This upper-level course explores social effects of disaster from both a macro and a micro level of analysis, using social theories of organizational behavior, political sociology, community development, religion, urban planning and rural sociology that inform the field of disaster research. Prerequisites: Upper-level standing with advanced-level critical-thinking, reading, research and writing skills. A previous study (or equivalent knowledge) in social theory or structure is desirable, but not mandatory. This course fully meets the general education requirement in Social Sciences. Ethical Dilemmas in Criminal Justice CHS-264502 2 credits, liberal study, upper level This course explores ethics from the perspective of real-life dilemmas and decisions that criminal justice and public safety professionals face every day. Although the thrust of this course is applied professional ethics, it is designed to help students from any discipline or profession to develop the knowledge and acquire the learning that will help them understand the process of ethical decision making. The content of this course is particularly relevant to discussions of governmental responses to terrorism and threats of terrorism in a post-911 democracy. Prerequisites: Introduction to Ethics and an introductory course that introduces the student to the subsystems of his or her field of interest, such as criminal justice or emergency management. Family Violence and Abuse HDV-283314 4 credits, liberal study, upper level Develop a broad overview of the social problem of family violence. Includes physical and sexual abuse of children, neglect, sibling abuse, dating violence, marital violence, sexual violence against women and elder abuse. For each category of abuse, discover the historical factors regarding its identification as a social problem. Understand contributing factors and dynamics, consequences for victims and perpetrators and social policy and intervention issues. Forensic Psychology HDV-284164 4 credits, liberal study, upper level This course examines the evolving field of forensic psychology. It is designed to provide a comprehensive insight into the complex relationship of psychology, criminology and law. The course examines the clinical and legal framework of forensic psychology and includes such topics as the insanity defense, the assessment of potential recruits to the police service and the role and status of “expert” testimony. Prerequisites: Introduction to Psychology or Introduction to Criminal Justice or equivalent knowledge and experience. Introduction to Criminal Justice CHS-262604 4 credits, liberal study, lower level Discover the theories of crime and criminals, as well as society’s understanding of the concepts and treatment of criminals. Includes the nature of crime, problems in the assessment of crime and the administration of the segments of the criminal justice system. Students are expected to demonstrate that they can apply the information in a practical way. Introduction to Law and the Legal System CHS-261102 2 credits, liberal study, lower level Students will be introduced to the structures, purposes and jurisdiction of state and federal courts and the roles of lawyers, lay persons, judges and jurors in civil, criminal, administrative and alternative justice systems. Rudimentary skills in briefing cases and legal research and analysis will be developed. Juvenile Justice and Delinquency CHS-264604 4 credits, liberal study, upper level Examine in depth the nature, causes and control of juvenile delinquency. Evaluate the major theories of the causes of delinquency, focusing on sociological theories. Explore the juvenile justice system, its aims, actors and processes. Analyze current programs and policies directed at the prevention, treatment and control of delinquency. Prerequisite: Introduction to Criminal Justice or equivalent. Mental Health and the Law CHS-264514 4 credits, liberal study, upper level This study will familiarize the student with the procedures that the civil and criminal law uses to address the treatment of individuals with mental disabilities, including guardianship for those determined unable to manage their property or their welfare, those deemed a danger to themselves or others, those incompetent to stand trial and those not responsible for criminal behavior. The increasing role of the police and correctional institutions in dealing with these individuals will be examined, including the right of mentally-disabled persons to treatment and their right to refuse treatment. Perspectives on Terrorism CHS-264684 4 credits, liberal study, upper level, general education requirements Students will become familiar with the history, politics and policies of terrorism. The possible connections between philosophical discourse and the issues of terrorism and the psychology of fear related to acts or threatened acts of terrorism will be examined and discussed. Students will investigate claims that terrorism is an effective vehicle for social change. Prerequisite: prior college-level learning in world history or world politics. This course fully meets the general education requirement in Social Sciences. Privacy, Security and Freedom: Social Concerns for the 21st Century SOC-283274 4 credits, liberal study, upper level, general education requirements The sociological and philosophical exploration of the questions of privacy, security and freedom in the 21st century in the context of both the theory and practical, policy-oriented aspects of these social concerns. This study will include an examination of some of the concepts of political and social philosophy, such as private vs. public domains, the individual and the state, freedom, political obligation and their relevance to contemporary society and government, with a particular focus on the Patriot Act, the Homeland Security Act and Total Information Awareness/Terrorism Information Awareness. Note: Students should be prepared to do upper-level work. This course fully meets the general education requirement in Social Sciences. Protecting America: Cases and Controversies CHS-264824 4 credits, liberal study, upper level Review contemporary issues of policy, law and ethics in criminal justice and homeland security, including drug policy and enforcement, gun regulation, racial profiling, new challenges in homeland security, cameras in the courtroom, the insanity defense, the privatization of prisons, the incarceration of juvenile offenders and the consequences to civil liberties of the fight against terrorism. This course is intended as a capstone study for students in criminal justice and homeland security. Note: This course has a required video component. Prerequisites: Depending on student’s concentration, Introduction to Criminal Justice, Introduction to Emergency Management, Introduction to Public Administration or Introduction to Public Policy or equivalent. Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Sexual Offending: Assessment and Treatment HDV-284994 4 credits, liberal study, upper level The study of the Assessment and Treatment of Sex Offenders involves a multitude of topics, many of which are touched on in this course. It is tied intimately to biology, psychology and to interpersonal relationships and is the cause of both tremendous conflict and debate. This course attempts to give students a modern perspective in the field, as well as to show how this topic must be studied in a diverse and ever-changing world. The course attempts to have the students develop critical-thinking skills, while bringing a greater understanding of the issues, attitudes and behaviors associated with sexual offending. In particular, each student will study and evaluate various theories of sexual offending and treatment and will assess actual cases of sex offending with respect to the likelihood for re-offense using static and dynamic risk factors and other measures currently applicable in the field. Students also will learn about assessment and treatment of those in special populations, such as those who offend as juveniles, those with cognitive impairments and those with significant psychiatric issues. In addition, each student will study the gender differences in sex offender recidivism. Introduction to Psychology and one of either Abnormal Psychology or Human Sexuality or equivalent. Survey of Social Science Research Methods SOC-283424 4 credits, liberal study, upper level, general education requirements Social research provides answers to questions about people and the social settings and systems in which they are involved. This social science research course introduces the fundamentals of qualitative and quantitative research methods. Students learn how to formulate a viable research question, collect and analyze data, understand the ethical issues of social science research, and write a formal research proposal. Prerequisite: At least one introductory course in the discipline of a social science concentration. The course does not require a working knowledge of Statistics as a prerequisite, although it does include some elementary statistics as part of the subject matter of the course. Note: Students may receive credit for either Survey for Social Science Research Methods OR Quantitative Research: Design and Methods, 283604. This course replaced Social Research for Professionals, 283504. This course fully meets the general education requirement in Social Sciences. Terrorism and Homeland Security CHS-264844 4 credits, liberal study, upper level This survey course provides a comprehensive look into the complex issues surrounding terrorism and homeland security. It will explore the relationship between terrorism and homeland security, the origins and criminology of modern-day domestic and international terrorism, the proliferation of weapons of mass destruction (WMD) and the impact of terrorism on national security policy. Additional examination will explore such areas as cyber terrorism, terrorism and the media, civil liberties and the bureaucracy of federal, state and local governments. Requisite knowledge: Students should have an understanding of the structure and functions of the various parts of the criminal justice system and the relationship of federal, state and local criminal-justice agencies, such as might be learned in a course in Introduction to Criminal Justice. Students also should posses an advanced competency in formal, college-level analytical writing. Important note: This course was renamed effective September 2007 term and was formerly offered as Mass Disasters: Implication for Public Safety. Students who have successfully completed 264844, Mass Disasters: Implications for Public Safety should not enroll in this course. Understanding Crime and Justice CHS-263604 4 credits, liberal study, upper level, general education requirements The student will examine criminological theories that attempt to explain crime and criminal behavior and will consider theories of justice, particularly as they apply to the rights and restoration of victims, offenders and the community at large. As part of this examination, they will consider the methods that social scientists use to explore the causes and nature of crime, including observation, hypothesis development, measurement and data collection, experimentation, evaluation of evidence and employment of mathematical and interpretive analysis. Important note: This course was formerly offered as American Criminal Justice Systems and Policies. Students who have successfully completed 263604 should not enroll in this course. Prerequisite: Criminal justice experience, Introduction to Criminal Justice or equivalent. This course fully meets the general education requirement in Social Sciences. Women, Crime and Criminology SOC-283414 4 credits, liberal study, upper level, general education requirements Rates of female (girls and women) offending and incarceration have greatly exceeded those of males (boys and men) in recent years. This course will explore relatively recent efforts examining socioeconomic and demographic patterns of female offending, as well as the theoretical explanations proffered to explain the historical dearth of both theory and research on this very important topic. The reluctance of society to recognize the increased prevalence of female offending; the special treatment and correctional needs of female offenders; and the criminal justice system’s attempts to apply theories and treatments based on males to females will be explored as well. This course fully meets the general education requirement in Social Sciences. Critical thinking Adults as Learners: Theories and Strategies HDV-283184 – See Aging and Gerontology Contemporary Global Social Issues SOC-284544 4 credits, liberal study, upper level, general education requirements Contemporary Global Social Issues explores various social problems that cross national boundaries and their effects on society. This course begins by examining the definitions of social problems and globalization. Students then investigate a number of issues that have a global scope including sovereignty, food production, militarized conflicts, human rights, global climate change, transnational migration and work and transnational social movements. Prerequisites: At least one course in the discipline of a social science concentration. Upper-level college reading and writing skills. This course fully meets the general education requirement in Social Sciences. Introduction to Critical Thinking EDU-232312 2 credits, liberal study, lower level This course offers concepts basic to critical thinking (clear communication, persuasion, argument, fact and opinion, etc.) in a real-world, problem-solving context geared toward working adults. Students will learn how to approach issues and problems in a reasoned way, considering purpose, language, awareness of argument structure and other concepts. Students will be expected to apply critical thinking to real-world decision making (e.g., cases dealing with different employee perspectives at work, managing a staff reduction plan, developing a small business strategy) and to cases that they are currently confronting in their own work, community and/or personal situations. Students will participate in discussions; define, recognize, analyze and evaluate sample arguments; apply critical-thinking strategies to real-world situations; and write their own arguments, applying concepts and processes of critical thinking. Making Time: Time Management and the Sociocultural Construction of Time EDU-231402 2 credits, liberal study, lower level In today’s busy world, managing one’s time for studies, for work, for family, for leisure and for other responsibilities is seldom an easy task. Yet, an important factor in student success in college is finding ways to manage sufficient quality time for study. In this educational planning course, students reflect on their time-management skills through an introduction to humanities and social science scholarship about time. It combines practical assignments for students to reflect on and analyze their own time-management skills with academic readings and assignments that consider “time” from sociocultural, sociohistorical perspectives. In this regard, it also aims to help students consider how to integrate academic theories with everyday “real life” practice. Some of the theoretical questions considered may include: How have people in different cultures perceived, measured or managed time? How do the ways people handle their time correlate with certain social, cultural and historical changes? What kinds of demands does our contemporary sociohistorical context put on our time and how we manage it? How might women be affected by time differently than men? Note: This is a 15-week, 2-credit course. Reflective Learning EDU-233022 2 credits, liberal study, upper level Students will review traditional and contemporary learning theories that investigate the importance of self-reflection, the social nature of learning, biological bases for learning and emotional aspects of learning. Working topics will include: how we define ourselves as learners; centering and creating self-affirming beliefs; what is life-long, global learning?; the social nature of learning; the brain, emotions and learning; learning as change and managing learning/ managing change. This course will enable students to both learn about learning and apply concepts to become more aware of themselves as learners. For the May term only, this course is offered as an 8-week course. Note: This course has a required CD-ROM component. For students receiving NYS financial aid: If you are taking 8-week courses during a 15-week term, you must have at least one 15-week course in the term to maintain eligibility for a N.Y. State TAP award. Women, Girls and the Media CUL-224114 – See Arts: Visual and Performing Cultural studies African History and Culture HIS-243344 4 credits, liberal study, upper level, general education requirements A multidisciplinary approach to Africa. Colonization and its impact provide historical context. A geographical framework encourages students to individualize their learning through case studies of two of the following five areas: East Africa, West Africa, North Africa, South Africa and Central Africa. A research project enables students to correlate their geographical case studies to a choice of topical issues: AIDS, the environment, family and kinship, women and development, religion or literature. Particular attention is devoted to contemporary ethnic conflict. The course concludes with an examination of trends and prospects for the future of Africa. Learning activities include multidisciplinary readings (anthropological, economic, historical, political and sociological), instructor and student facilitated discussions, case studies, short essays and a research paper. Students also follow contemporary news reports from Africa. Students individualize their learning through selections that synthesize their studies of the human ecology and colonial legacy of Africa; post-colonial African societies; and Africa as part of a global system. Recommended: World History 1, World History 2 or equivalent. Advanced-level research and writing skills are expected of this upper-level course. Important note: This course was renamed effective the March 2008 term and was formerly offered as Africa and Its Peoples. Students who have successfully completed 243344 should not enroll in this course. This course fully meets the general education requirement in Other World Civilizations. American Popular Music in the 20th Century ART-223414 – See Arts: Visual and Performing An Introduction to Culture SOC-242404 4 credits, liberal study, lower level, general education requirements In this introductory study, students will examine, share and expand their individual understandings of and interests in culture. Broadly defined for this study, “culture” refers to the diversely basic beliefs and activities by which groups of human beings understand, make meaningful, and sustain common experiences. Every student will begin with a common reading taken from anthropology (an academic discipline devoted to the study of cultures): Paul Rabinow’s Reflections on Fieldwork in Morocco. Then, students will investigate their own themes and questions about culture by using items from pertinent reading lists representing a variety of endeavors and academic disciplines (anthropology, sociology, and social psychology, as well as history, philosophy, and literature). This study is meant to be individualized, in collaboration with the mentor, so that all students can follow their own curiosity. It also is organized as an “online seminar” so that all participants can learn from each other. Thus, combining individual inquiry and common discussion, the participants can create a diverse learning community, a “culture,” of their own. Note: Each student will be responsible for obtaining some of the additional individualized reading materials from a library, local bookstore or other source. The Rabinow text is available at the Empire State College Bookstore. This course fully meets the general education requirement in Humanities. An Introduction to Philosophy CUL-222224 4 credits, liberal study, lower level, general education requirements Relate issues and experiences from everyday life to some of Western philosophy’s major concepts and questions, such as: “Can we distinguish right from wrong? (How?)” “Does God exist?” “What is real?” “Is scientific knowledge truth?” Become familiar with several prominent figures in Western philosophy and read brief excerpts from philosophical texts. Discuss Philosophically with fellow learners. Develop critical skills for analyzing and writing about experiences and issues philosophically. Address the question, “What is philosophy?” itself. Individualize your learning by choosing from such topics as aesthetics, logic, justice, human nature, human responsibility and free will for further exploration. Important note: This course was formerly offered as The Examined Life. Students who have successfully completed 122224, The Examined Life, should not enroll in this course. This course fully meets the general education requirement in Humanities. Asian American Experience HIS-244294 4 credits, liberal study, upper level, general education requirements This course explores the history and experience of Asian Americans within the framework of American history. Students will investigate how, when and why various groups of Asians migrated to America; the impact of law, economics, politics, religion, and cultural differences upon the formation of Asian American cultures; the evolution and impact of stereotypes surrounding Asians; how major trends in American history affected Asian Americans; and major concerns of different groups of Asian Americans today. Students will seek to understand the complexities of these topics in different time periods, for different Asian cultures, and for Asian men versus Asian women. Prerequisites: Upper-level reading, writing, research and computer skills. This course fully meets the general education requirement in America History. Caribbean History and Culture HIS-244224 4 credits, liberal study, upper level, general education requirements This course is designed to give students’ a broad understanding of the history and culture of the peoples of the Caribbean. Utilizing an interdisciplinary approach, the course will examine the many facets of Caribbean society through a humanities lens. The course will enhance students abilities to think logically and respond critically to a range of both primary and secondary historical evidence and broaden students awareness on the variety of contemporary and historical issues and interpretations relevant to the Caribbean. Additionally, students will be asked to subscribe to Netflix. This course fully meets the general education requirement in Other World Civilizations. Children’s Literature: Advanced CUL-224524 4 credits, liberal study, upper level, general education requirements This course is designed for two primary purposes: 1) for students to learn about the many types of literary works for children (e.g., oral and written, historical and contemporary), their purpose and their audience, and 2) for students to learn how to read children’s literature as literature, to analyze, critique, and evaluate quality in children’s literature. Students also will read widely in different types of literature for children (e.g., fiction, nonfiction, poetry, picture books, young child through young adult literature). Although developing a broad and deep understanding of children’s literature as a specialized classification of world literature is the main goal of this course, students also will investigate the ways in which literature may be used by educators, therapists, counselors, parents, and others whose professional practices involve children. Students who take the course at the upper level will be expected to propose and complete a final project involving original research or creative work. Prerequisite: Analytical, research, and writing skills at the upper level. Note: This course may not be repeated at the other level for credit. This course fully meets the general education requirement in Humanities. Children’s Literature: Introductory CUL-222514 4 credits, liberal study, lower level, general education requirements This course is designed for two primary purposes: 1) for students to learn about the many types of literary works for children (e.g., oral and written, historical and contemporary), their purpose and their audience, and 2) for students to learn how to read children’s literature as literature, to analyze, critique, and evaluate quality in children’s literature. Students also will read widely in different types of literature for children (e.g., fiction, nonfiction, poetry, picture books, young child through young adult literature). Although developing a broad and deep understanding of children’s literature as a specialized classification of world literature is the main goal of this course, students will investigate the ways in which literature may be used by educators, therapists, counselors, parents, and others whose professional practices involve children. Students who take the course at the upper level will be expected to propose and complete a final project involving original research or creative work. Note: This course may not be repeated at the other level for credit. This course fully meets the general education requirement in Humanities. Contemporary Global Social Issues SOC-284544 – See Critical Thinking Documenting Community Arts and Traditions ART-224314 – See Anthropology Exploring Place: Humanities CUL-224764 4 credits, liberal study, upper level, general education requirements This is an advanced-level research course in which students, with guidance from the instructor, propose and carry out their own semester-long, self-directed, in-depth research agendas. Thinking of place as a community in a geographical location or physical environment, this interdisciplinary humanities course seeks to offer an opportunity for a place-based approach to cultural studies. Explore culture of and/or about the place you live (or some other place of interest), whether you define that place as a neighborhood, a whole village or town or city, a geographical region or a watershed. Research, for example, literature about a place, local literary or other cultural genres or practices such as song texts sung at local coffee shops, regionally published poetry, essays in local newspapers, proverbs of community elders, local storytellers, regional foodways or local festivals. Examine a variety of humanities methodologies from the language arts, literature, communications, folklore and cultural anthropology, for engaging with representations of place and place-based cultural practices. Collaborate with other students interested in culture, the arts and history to learn concepts for thinking about place as a process, as a coming together of nature and culture, of the local and global and of issues ranging from gender, class, ethnicity and the environment to modernization, conservation and preservation. Design and share with peers the results of your own projects about culture and the place you are interested in. “Visit” one another’s place online as part of a cross-place comparison. Some of the reading materials for this course have been predetermined and are available at the bookstore. However, each student, in consultation with the instructor, will be responsible at the outset of the course for proposing a set of individualized, place-specific research topics that will comprise the bulk of their work throughout the term. (For example, a project might require acquiring a scholarly book and a popular book about your place in order to analyze and compare how they represent its landscape.) Each student will be responsible for acquiring (borrowing or purchasing) in a timely fashion the books and materials necessary for these projects. Such materials are not available at the bookstore. Students and mentors should note that the highly-individualized approach of this course can enable students to develop projects that support a particular personal interest or degree program need that is not directly motivated by an interest in the humanities per se. For example, a student who is interested in Labor Studies could choose to develop their projects in this course entirely around the question of “working class culture” in his or her community. Or, a student in Community and Human Services could focus for the entire term on the role of regional cultural organizations on the well-being of his or her local community. Note: This course overlaps with Exploring Place: Arts and Exploring Place: History. Students interested more in the artistic cultural aspects (including visual culture, say or music) of place should take Exploring Place: Arts. No more than one of these three should be included in a degree program. No formal prerequisites, but considering the flexibility and individualization of research and exploration involved, students must be comfortable working at the upper-level in terms of reading, writing and research skills. This course fully meets the general education requirement in Humanities. Fashion in U .S . History HIS-243194 4 credits, liberal study, upper level, general education requirements This study will survey the ways in which fashion in the United States has been shaped by major developments in American history. Beginning with the development of the textile industry, this course will place fashion and the fashion industry within social, cultural and economic frameworks, and will cover a variety of topics including: industrialization, immigration, “becoming American,” labor movements, gender and the women’s movement, class differentiations, haute couture, consumer culture, and the influence of the entertainment industry and globalization on American fashion. Students will develop an understanding of the trajectory of fashion in American history, which will require both a knowledge of various aspects of fashion and fashion industry and of major trends in American history. Students will gain theoretical and concrete knowledge of how fashion “works” within the context of American history – what purposes it serves, how it changes, how it reflects culture, and how it may be analyzed as a cultural and historical text. Prerequisites: Advanced-level reading, writing, computer and research skills. This course fully meets the general education requirement in American History. Food and Drink in Cultural Context: Advanced CUL-223604 4 credits, liberal study, upper level, general education requirements This interdisciplinary course offers an advanced-level introduction to humanities approaches to the study of culture using the topic of “food” as its primary focus. By viewing food (and drink) both as cultural practice and cultural expression, students may learn about such concepts as: cultural identity, values, practice, experience, language/meaning, and aesthetics. The course provides opportunities to survey various humanities approaches through the lens of food, including those of literature, folklore studies, cultural anthropology, cultural criticism, and more. It considers food in terms of such issues as gender, race/ethnicity, class, environmentalism, consumerism, and regionalism/nationalism. In addition to readings and discussions, the course centers around student-initiated inquiry into a food and culture issue of the student’s own interest and choosing, from one or more humanities perspectives. Students may conduct such inquiries as individuals or as part of a voluntarily-convened student team. Therefore, students have a lot of freedom to individualize their research and assignments in accordance with their particular interests. For example, a student who is pursuing a degree in literary studies might choose to do all of his or her written assignments on representations of food in literature, whereas an arts student might focus on food and film. Students in the social sciences might focus more on the sociology or anthropology of foodways. Students in health services might develop projects that consider the cultural politics of food and nutrition, whereas a student in marketing might look closely at representations of food and culture in the media and advertising. The most important restriction that students and mentors should be aware of is that students’ assignments must focus on food and drink from a social or cultural perspective, as this is a humanities course. (Thus, for example, it would not be appropriate to do work on the science of nutrition per se. Consideration of the ethics or politics of nutrition science, however, would be perfectly acceptable.) The aforementioned examples are just examples, simply meant to give a sense of the range of actual possibilities. This advanced-level study intends to help students gain practice and skill in conducting academic inquiry and presumes that the student has already achieved introductory-level facility with college reading, writing and research. There also is a lower-level version of this course, which might be considered by students who are not yet prepared to take on advanced-level academic inquiry/research. Important note: Students should not include Food and Drink in Cultural Context twice in an Empire State College degree program. This course can only be taken once, either at the lower-level or at the upper-level. This course fully meets the general education requirement in Humanities. Food and Drink in Cultural Context: Introductory CUL-222604 4 credits, liberal study, lower level, general education requirements This interdisciplinary course offers an introduction to humanities approaches to the study of culture using the topic of “food” as its primary focus. By viewing food (and drink) both as cultural practice and cultural expression, students may learn about such concepts as: cultural identity, values, practice, experience, language/meaning, and aesthetics. The course provides opportunities to survey various humanities approaches through the lens of food, including those of literature, folklore studies, cultural anthropology, cultural criticism, and more. It considers food in terms of such issues as gender, race/ethnicity, class, environmentalism, consumerism and regionalism/nationalism. In addition to readings and discussions, the course centers around student-initiated inquiry into a food and culture issue of the student’s own interest and choosing, from one or more humanities perspectives. Students may conduct such inquiries as individuals or as part of a voluntarily-convened student team. Therefore, students have a lot of freedom to individualize their research and assignments in accordance with their particular interests. For example, a student who is pursuing a degree in literary studies might choose to do all of his or her written assignments on representations of food in literature, whereas an arts student might focus on food and film. Students in the social sciences might focus more on the sociology or anthropology of foodways. Students in health services might develop projects that consider the cultural politics of food and nutrition, whereas a student in marketing might look closely at representations of food and culture in the media and advertising. The most important restriction that students and mentors should be aware of is that students’ assignments must focus on food and drink from a social or cultural perspective, as this is a humanities course. (Thus, for example, it would not be appropriate to do work on the science of nutrition per se. Consideration of the ethics or politics of nutrition science, however, would be perfectly acceptable.) The aforementioned examples are just examples, simply meant to give a sense of the range of actual possibilities. This introductory-level study intends to help students gain practice and skill in conducting academic inquiry and does not presume that the student has already achieved mastery. There also is an upper-level version of this course, which might be considered by students who are prepared to take on more advanced-level academic inquiry/research. Important note: Students should not include Food and Drink in Cultural Context twice in an Empire State College degree program. This course can only be taken once, either at the lower-level or at the upper-level. This course fully meets the general education requirement in Humanities. Hip-Hop America: The Evolution of a Cultural Movement HIS-243554 – See Arts: Visual and Performing History of Sexuality HIS-244534 4 credits, liberal study, upper level Sex is a matter of intense interest, both personally and academically. This course is about sexuality and the way it has been represented, perceived, and experienced from the 19th century through to the present. We will consider the ways that sexuality has been defined and how it defines categories of identity. Using history, literature, and theory, we will come to a clearer understanding of the ways that sexuality, as a category, has changed over time. Through readings and discussion, we will consider the cultural history of sexuality and its impact on the current sexual climate. Prerequisites: The ability to think, read and write at an advanced level. A course in gender, sexuality or psychology would be helpful but there are no specific prerequisite courses. Humanities through the Arts ART-221634 – See Arts: Visual and Performing Intro to Ethics (2 credits) CUL-222242 2 credits, liberal study, lower level, general education requirements This introductory 15-week, 2-credit course is designed to prepare professionally-oriented students for more advanced studies in ethics in their respective field or profession. Through active learning centered on a semester-long group project, this course exposes students to some of the basic categories and frameworks that ethicists use, provides opportunities for considering practical contemporary ethical issues, and helps students learn to analyze and articulate ethical assumptions, theories and decision-making processes. It aims more than anything to help students think and communicate about ethical problems in a well-reasoned and critical manner, and to prepare them for further studies of ethics. Students will learn to identify when and where ethical claims or assumptions are being made in texts and discussions, explicitly and implicitly. Students will learn to identify where ethical claims or ethical assumptions are supported (or not) by reasoned arguments, to supply their own reasoned arguments, and in many cases to provide a well-reasoned counter-argument to any given ethical argument. Finally, students will learn to describe in their own words examples of the kinds of questions that ethicists might ask, some of the fundamental issues that arise in ethical decision making, and connections between ethics and other areas such as politics, culture or civic engagement. Note: Students should not take both the 4-credit and the 2-credit courses titled Introduction to Ethics as these overlap. Students who do not plan to continue with any further studies of ethics are encouraged to consider taking the 4-credit Introduction to Ethics course instead of this one. Note: This course is built around a major collaborative group project that requires all students to keep pace with one another on a weekly basis throughout the term. Students and mentors should take this fact into careful consideration before choosing if and when to take this course. This course fully meets the general education requirement in Humanities. Intro to Ethics (4 credits) CUL-222244 4 credits, liberal study, lower level, general education requirements This course is designed to help students become familiar with the study of ethics and formally investigate contemporary ethical problems (e.g., the taking of human life in various situations; honesty; sexual, medical, business and environmental ethics). The course is based on reading and discussion – ethics is best approached as part of a community of thinkers. Students will interact around exercises and issues related to ethical problems. Students also will be expected to complete individual written work. The purpose of the course is to help students think clearly about ethical problems in their personal and professional lives. Note: Students should not take both the 4-credit and the 2-credit courses titled Introduction to Ethics as these overlap. Students who plan to take further studies of ethics beyond this one (e.g., Marketing Ethics) may want to consider taking the 2-credit Introduction to Ethics course instead of this one. This course fully meets the general education requirement in Humanities. Introduction to Critical Thinking EDU-232312 – See Critical Thinking Introduction to Religious Studies CUL-222034 4 credits, liberal study, lower level, general education requirements An introduction to the ways in which religious behaviors and traditions create a world. The study looks at religious traditions and how they account human experience and how life should be lived. It also looks at how people go about being “religious.” What does religion involve in everyday terms? How do traditions inform and shape people’s lives? What are we doing when we are being religious? This course fully meets the general education requirement in Humanities. Introductory Spanish: Language and Culture CUL-221294 4 credits, liberal study, lower level, general education requirements This course introduces students to the Spanish language so that they can develop proficiency on a basic level. Language learning in this course will focus on understanding and learning to speak simple phrases, learning limited vocabulary and very basic grammatical structures. The course does not overlap with Spanish 1. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/or teaching assistants. Students should be available for 30 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least once a week. Special accommodations will be made for army students. This course also introduces students to the Spanish-speaking cultures of Spain, Mexico, Central America, the Caribbean and South America. Students will learn similarities and differences in values, attitudes and actions as they investigate different cultures through a wide variety of resources (e.g., online resources, texts, videos). Students also will investigate specific topics related to cultural experiences (e.g., ecotourism in Costa Rica, indigenous cultures in Guatemala). Students who do have advanced knowledge of Spanish cannot take this course. Note: This course will use voice-chat activities over the Internet. Students taking this course will need to make sure they have access to a computer that meets the minimum technological requirements which are outlined at the links below. Before enrolling, students should know how to successfully use or have tested the Web conferencing service on their computer. See the links below for more information about hardware requirements, testing and using the Web conferencing software: • Elluminate System Requirements and Setup Instructions: http://www.esc.edu/elluminatesetup • Elluminate Student Training Schedule and Information: http://www.esc.edu/elluminatestutraining Mac users: Elluminate supports Macintosh OS X and higher. If your Mac is running OS 9 or lower, you will need to notify your instructor immediately at the start of the term to make arrangements regarding Elluminate. This course fully meets the general education requirement in Foreign Language. Independent Learning Strategies EDU-233104 – See Educational Planning Modern China HIS-243324 4 credits, liberal study, upper level, general education requirements Study the culture and society of pre-modern China, the evolution of China’s relationship with the outside world and the efforts China has made over the last 150 years to become a modern industrialized society. Investigate the ways Chinese political civilization has organized itself during the last century and explore contemporary controversies within China regarding ideas such as democracy and human rights. Recommended: World History 1, World History 2, Pacific Asia: Culture and History or equivalent. This course fully meets the general education requirement in Other World Civilizations. Mythology and Modern Life CUL-223104 4 credits, liberal study, upper level, general education requirements This course will explore how mythology gives meaning to human experience. Myths are ancient yet timeless stories of both cultural and personal identity that come down from the past. Some tell about mystical experiences that stretch the bounds of daily understanding, while others embed lessons derived from nature or about ostensibly historical events. Together, these kinds of mythological stories illuminate the world view of a people, account for a practice or a belief, or explain a natural phenomenon. Even if the origin of a myth has been lost or forgotten, myths are part of shared communication and memories. We will compare myths from several cultures, explore the different ways these manifest as collective experience, and investigate their continuing relevance to contemporary experience. This is an upper-level course. Although there are no specific content prerequisites, students should have had the equivalent of two years of lower-level college work and should be able to function at an advanced-level of analysis, research and writing. Note: This course has a required audio component. Students will choose DVD or VHS. This course fully meets the general education requirement in Humanities. Pacific Asia: Culture and History HIS-242304 4 credits, liberal study, lower level, general education requirements Explore the vibrant history and culture of Pacific Asia. Investigate the countries of East and Southeast Asia, including China, Japan, Thailand, Indonesia and others. Study the region, its history, belief systems, and creativity, while developing an appreciation for its literatures, popular literatures, visual and graphic arts and films. Connect cultural traditions to religion, history, politics, economics, and social organizations. Look into the construction and perception of Pacific Asian cultural identities. Examine the region’s distinctive history, institutions, economies, and societies by exploring cultural production and traditions in socio-historical context. Become familiar with Pacific Asian culture while using it as a means for understanding historical developments. Appreciate the diversity and dynamism of Asia by exploring the contributions each country makes to the concept of Asia. Through its examination of culture in historical context, this course is particularly useful for students interested in historical studies, cultural studies or both. It allows students to take advantage of a multimedia environment in order to examine art, literature, film, and Web-based resources in historical context; it seeks to encourage critical reading and writing; and, it provides opportunities for students to individualize their study in accordance with their own particular geographical interests. Important note: This course was formerly offered as The Pacific Century. Students who have successfully completed 242304 should not enroll in this course. This course meets the general education requirement in Other World Civilizations. Public History: A Shared Conversation with the Past HIS-243434 – See Communications and Media Religious Thought in World Perspective CUL-224034 4 credits, liberal study, upper level, general education requirements This course looks at a variety of religious traditions, customs, scriptures, liturgies in order to better understand how religious thought and practice has shaped the landscape of human culture in various civilizations. Over the course of the term, students will be using scholarly literature and doing reading in the textual sources of the major traditions to better understand how they account for human experience, the problem of evil, of loss, of what is sacred and what is not and why. The course is designed thematically, offering a vantage point from which to see what traditions share, how they differ and what that difference has to tell us. Students also will be looking at the changing religious landscape of America in order to understand how East and West actually do meet in this country and what the lived realities of religious pluralism involve. This course fully meets the general education requirement in Humanities for 4 credits or Other World Civilizations for 4 credits. Renaissance and Reformation: Origins and Impacts HIS-244344 4 credits, liberal study, upper level, general education requirements What is a Renaissance man, and where did that term come from? What did Machiavelli really say? Why was Pope Julius II excluded from heaven? What was Martin Luther thinking when he pounded a nail into a church door in Wittenberg? In this course we will try to answer these questions, and others. This course examines two important phenomena in the history of Western civilization: the Renaissance and the Reformation. The Renaissance was a time of creativity, genius, and rediscovery of classical wisdom, and it gave us not only the great art of Michelangelo, da Vinci, and Raphael, but also the infamous political advice of Machiavelli and the rousing verse of Petrarch. Once the Renaissance reached its apex Western civilization, and especially religious life, fell into the confusion and wars of the Protestant Reformation. Reformers such as Luther and Calvin took on the Catholic Church in a search for the authentic Christian religion. Their reforms left a lasting and profound impression on the subsequent development of Western civilization. We will explore the foundations, the history, and the lasting impact on Western civilization of the Renaissance and the Reformation. In completing this course students will become more familiar with the development of the distinctive features of the history, institutions, economy, society, culture, etc., of these pivotal periods in Western civilization. Prerequisites: A previous course in World History is recommended. This course fully meets the general education requirement in Humanities or Western Civilization. Roots and Routes of African Diaspora Resistance: Arts CUL-224124 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: History CUL-224224 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: Humanities CUL-224334 – See Arts: Visual and Performing Sex and Gender in Cross-Cultural Perspective: Advanced SOC-283324 4 credits, liberal study, upper level, general education requirements This course will provide an advanced exploration of the comparative study of gender and sexuality. Students will be expected to have an introductory or intermediate understanding of either sociology, anthropology, gender studies (or a related social science) including a basic grasp of the cultural construction of gender before taking this advanced-level course. Students will probe how different cultures define femininity and masculinity and explore why these differences exist. How do work, play, language, appearance and sexual expression come to be marked as appropriate or even natural for women and men? How do structures and institutions within these cultures reinforce and support those distinctions? The course explores the variations in the sexual division of labor and economic organization, and the impact of forces of change such as colonialism and globalization on gender issues. Drawing primarily on anthropological and ethnographic studies from a broad range of cultures, the course examines how male and female gender roles are shaped within arenas such as kinship relations, work, politics, religion, ritual, and reproduction. As an upper-level course, there will be a higher expectation for synthesis and comparison across course materials. Additionally, students will prepare an independent project involving research and a demonstration of higher-level synthesis and critical-thinking skills. Note: This course is offered at the introductory SOC-282324 and advanced-level SOC-283324. Students should not include this course title twice in their degree program. This course can only be taken once, either at the introductory-level or at the advanced level. Prerequisites: Upper-level standing with advanced critical-thinking and writing skills, and one lower-level course in sociology, anthropology, psychology or social science fields. This course fully meets the general education requirement in Social Sciences and Other World Civilizations. Sex and Gender in Cross-Cultural Perspective: Introductory SOC-282324 4 credits, liberal study, lower level, general education requirements This course will provide an exploration of the comparative study of gender and sexuality. We will address questions such as: What does it mean to be female or male and how do different cultures define femininity and masculinity? How do work, play, language, appearance and sexual expression come to be marked as appropriate or even natural for women and men? The course explores the variations in the sexual division of labor and economic organization, and the impact of forces of change such as colonialism and globalization on gender issues. Drawing primarily on anthropological and ethnographic studies from a broad range of cultures, the course examines how male and female gender roles are shaped within arenas such as kinship relations, work, politics, religion, ritual and reproduction. Note: This course is offered at the introductory SOC-282324 and advanced-level SOC-283324. Students should not include this course title twice in their degree program. This course can only be taken once, either at the introductory-level or at the advanced level. Recommended: One lower-level course in sociology, anthropology, psychology or social science fields. This course fully meets the general education requirement in Social Sciences and Other World Civilizations. Sociology of Sports and Leisure SOC-284424 4 credits, liberal study, upper level, general education requirements Sports and leisure are social constructions that provide interesting insights to society. This course examines sports and leisure from various sociological perspectives, analyzes the role of socialization and deviance in sports, compares the role of sports in a global perspective, explores how sports and leisure interacts with other social institutions, and analyzes the role of sports and leisure throughout the life span. Prerequisites: Prior college-level knowledge of introductory sociology concepts and theories. This course fully meets the general education requirement in Social Sciences. Special Topics: History of Photography ART-223654 4 credits, liberal study, upper level Special Topics in Art History are focused on the in-depth study of a single period, medium or theme that can be traced through several periods or cultures. Students will examine relevant art through the four broad areas that make up art historical research: the physical properties of works of art, formal analysis, the study of iconography/iconology and the cultural contexts of the art being studied. The September term topic will be the History of Photography. This study will be based on Beaumont Newhall’s seminal text, “The History of Photography.” We will look at the art history of photography as well as other histories, particularly those approaches that have emerged since Newhall first wrote on the subject. Students will participate in on-going discussions, learn to analyze specific photographs of their choice, explore the topics and questions posed by the instructor as well as by other students in the course, and develop a final project. Prerequisites: The ability to think critically and to complete upper-level college work. This may be demonstrated by previous study in the humanities. Special Topics in Literature: Jane Austen CUL-224404 4 credits, liberal study, upper level, general education requirements While Jane Austen is certainly an important and a famous author, she is much more than that: she also is an icon, an enduring cultural success story and the center of a cult of personality. In this course, we will examine the work of Austen herself and the work that has been done with her life and her materials, from high culture to pop-culture. This course will be of interest to students pursuing concentrations in literature, cultural studies, women’s studies, creative writing and media studies, amongst others. Students interested in British literature, culture or history, or students thinking of teaching English also may find this course of interest. This series of courses offer advanced-level students the opportunity to study a variety of topics in literary studies. This course may be repeated for credit with different topics. Prerequisites: The ability to think critically, to read and to write at an advanced level. This course fully meets the general education requirement in Humanities. Note: In the January term, Special Topics in Literature: Young Adult Fiction will be offered . The Enlightenment HIS-224054 4 credits, liberal study, upper level, general education requirements Study the 18th century Enlightenment that changed the perception of the universe, rocked the thrones of Europe, shook the roots of religious heterodoxy and gave new dimensions to philosophy, literature and the arts. Read classic studies by Enlightenment scholars and analyze the influences of the Enlightenment upon the development of the United States policy and the role of women in Europe and beyond. Develop a set of personal conclusions and assess the contemporary meaning of the Enlightenment. Recommended: Previous study in World History 2 or equivalent, and two years college credit. This course fully meets the general education requirement in Humanities for 4 credits or Western Civilization for 4 credits. Travel and Tourism: A Critical Perspective SOC-283244 – See Anthropology Water Talks: Rights and Cultures CUL-253424 4 credits, liberal study, upper level, general education requirements Water is life. Without it, nothing grows. Fresh water is in jeopardy. What to do about this depends on who’s talking. Is it a sacred trust, or a chemistry problem? Is it our patriotic right, or a political pawn? Is it a human right, or “blue gold,” the latest corporate frontier? These different kinds of “water talks” raise the question: who decides who deserves what? This course questions cultural assumptions about “deserving” and explores how these play out as narratives about water. Control of Water is at the crux of ethical issues such as: Can we “own” nature? Are water rights human rights? A resource in and of itself, water distribution also involves contemporary approaches to resources generally, from fuels to run bottling plants, to petroleum to manufacture bottles, to metals in caps, to packaging and transportation technologies, and so on. We’ll examine a range of verbal and visual cultural productions that tell conflicting tales of water, promoting divergent values and beliefs with a variety of narratives, from corporate to indigenous. We’ll look at how clashing cultural beliefs translate into actions, which translate into ecological effects, which arouse diverse political responses. The goal is triple: to learn about multiple aspects of contemporary issues surrounding water; to learn about the relationships between diverse ways of “telling the story” in order to develop media and public sphere literacy; to apply this literacy to water issues in our own neighborhoods. This course will employ a range of resources, from visual media to literature, and a variety of activities, from collaborative cultural analyses to independent research, to address public policy concerns. Therefore it fits in varied degree programs. While it meets the Humanities general education requirement, students can use this venue to explore literature, media, cultural studies, history of diverse cultures and places, social theory, the intersection of public discourse with Environmental Studies or some marketing aspects of business. This course fully meets the general education requirement in Humanities. Women Activists: The Voices of Human Rights in Latin America HIS-242214 – See Anthropology Early Childhood studies Attachment in Early Childhood HDV-281124 4 credits, liberal study, lower level, general education requirements This 4-credit, lower-level course examines current knowledge about attachment from infancy to adolescence, developmentally and behaviorally. The scope and contexts of attachments, particularly as they arise from early attachment experiences, will be grounded firmly in attachment theory and research findings relevant to historical, cultural, familial, personal and age-related contexts. The effects of attachment on human functioning, including brain development and the consequences of negative early experiences will be addressed. This base of understanding sets the groundwork for attachment in both personal and professional early childhood settings, including family relationships (sibling, parent, grandparent) and relationships beyond the family (friends, caregivers). This course meets the requirements for the infant toddler care credential. In addition, it is useful for students, particularly those from any of the social sciences, seeking a more personal understanding of the foundations of human emotional attachment. Level of Study: Introductory. Important note: This course was renamed effective the September 2011 term and was formerly offered as Attachment: Continuity and Separation: Introductory. Students who have successfully completed 281124 should not enroll in this course. Students should not include this course twice in their degree programs. It can be taken only once, either at the introductory-level or the advanced-level of study. This course fully meets the general education requirement in Social Sciences. Attachment: Continuity and Separation: Advanced HDV-283124 – See Aging and Gerontology Theoretical Approaches to Child Development HDV-283154 4 credits, liberal study, upper level, general education requirements In this advanced-level study, students will become increasingly familiar with child development from conception through adolescence. Students will examine the theoretical foundations of child development including psychoanalytic theory, behaviorism and social cognitive theory, theories of cognitive development, and evolutionary theory. As an advanced-level course, students will be required to develop an in-depth study of one of these foundational theories as it relates to children and the many contexts of development. Learning will take place through multiple modalities of asynchronous group discussion, quizzes, written assignments and individual projects. Students will leave this study with both a comprehension of differing developmental approaches and an advanced capacity to critically examine new information in the field. Previous academic or experiential learning about human development is a prerequisite. Prerequisites: Human Development and/or relevant training and experience or the ability to complete advanced-level work. Important note: This course was renamed effective the September 2012 term and was formerly offered as Child Development. Students who have successfully completed 263634 should not enroll in this course. This course fully meets the general education requirement in Social Sciences. Children’s Literature: Advanced CUL-224524 – See Cultural Studies Children’s Literature: Introductory CUL-222514 – See Cultural Studies Developing Infant Toddler Programs CHS-254324 4 credits, upper level Learn to develop creative, developmentally appropriate learning environments and learning experiences for infants and toddlers in a variety of contexts. This course addresses New York state competencies for the infant-toddler credential and also is useful for child care administrators and others charged with the creation of informal and nonformal programs for infants and toddlers. Prerequisite: A course in human development or child development. A concurrent or prior course in infant-toddler development is recommended. Developing Preschool Programs CHS-254424 4 credits, upper level Planning a high-quality learning environment for young children begins with a solid foundation of developmental theory informed by skilled observation. Now that you understand the basics of child development, this course will move you into a classroom setting where you will observe a program, plan curriculum and practice the skills necessary to become successful in an early childhood setting. The foundations of developmentally appropriate practice, current best practices in curriculum, activities, methods and materials appropriate for planning a program for young children will be examined. Prerequisite: One course in child development. Developmental Neurobiology: The Human Lifespan HDV-283112 – See Aging and Gerontology Developmental Psychopathology HDV-284234 4 credits, liberal study, upper level Developmental Psychopathology is designed to introduce students to a field, which has emerged as a unique discipline in the past two decades, to interpret nonnormal developmental paths from within the framework of normative development. It has four central characteristics: 1) the use of classical developmental theory and research to inform issues of psychopathology; 2) the use of insights from developmentally atypical populations to increase understanding of normal developmental processes; 3) integration of methods and theories from various social science disciplines; and 4) derivation of implications for interventions and social policy. Students will learn about the basic issues underlying this field and apply them to better understand the range of developmental possibilities. They will learn about the nature and extent of various disorders through an understanding of common etiologies and developmental trajectories. By the end of the course, students should be able to define developmental psychopathology and explain how it differs from other traditions, understand how to identify and study developmental deviations, describe some of the most common forms of abnormal development, and apply the knowledge gained throughout the course to diverse populations of children and families. Prerequisites: A lifespan human development course is required, such as Human Development at CDL. Introduction to Psychology, Human Exceptionalities, and Abnormal Psychology would augment understanding of this material. Human Development HDV-282174 – See Aging and Gerontology Human Exceptionalities HDV-283224 4 credits, liberal study, upper level In this 4-credit, advanced-level course the student will examine what is meant by human developmental exceptionality, theories of developmental difference, cultural perspectives of differences and how we judge what is normal. In order to understand developmental exceptionality, the student must have a good understanding of typical development. The student will build on their knowledge of human development and how development may be affected by a specific disability/giftedness. The student will examine the various types of developmental disabilities linked with physical/health issues, emotional/behavioral, particularly as regards learning and communication issues, as well as levels of intellectual learning and related developmental disabilities. Another area of developmental difference to be examined is that of giftedness and gifted children with disabilities. Current research in the study of childhood developmental exceptionalities will be investigated. Well-identified differences will be covered in this course, including Asperger’s syndrome, autism, emotional trauma; extremely slow learners, and those identified as exceptionally bright. Students hopefully will come away from this course with a stronger respect for the variety of human learning experiences, and a clearer understanding of how to interact successfully with exceptional learners. Childhood and adolescent differences will be discussed, with reference to their impact on adulthood. Prerequisites: Human Development Lifespan Development, Developmental Psychology, or Child Development or the equivalent. Human Learning: A Developmental Approach HDV-284404 4 credits, liberal study, upper level, general education requirements This advanced-level study of human learning across the lifespan from a developmental perspective follows learning throughout life, portraying the role of developmental stages; critical support for learning at each stage; and effects of social, personal and cognitive variations at junctures in development. The study integrates the work of major theorists (Piaget,Vygotsky, Erikson, Kegan, Selman, Maslow and others) with current empirical research. Students will be encouraged to gain principled and practical knowledge about learning trajectories and to apply that knowledge to professional and personal experiences requiring an understanding of learning. Prerequisites: Human Development and significant exposure to developmental theory. Students should be prepared to do advanced-level work. This course fully meets the general education requirement in Social Sciences. Infant and Toddler Development: Advanced HDV-284504 4 credits, liberal study, upper level, general education requirements Students will examine the history of child development, and the major theories and theorists in the area of child development as they describe and interpret the behavior of infants and young children, and as they influence the responses of adults, parents and researchers to very young children. The student will develop an understanding of research strategies and the impact of cultural, biological and environmental influences on the development of the young child. Current research in the areas of prenatal development, physical, cognitive, language, social, emotional and early brain development will be examined. This course differs from child development with its specific focus on the development of the very young child (depth), and environmental influences on the early development of young children (breadth). This course differs from Infant and Toddler Development: Introductory with its higher level of expectation with respect to amount and breadth of reading and complexity and length of assignments. This course is recommended for students of Human Development who are interested in acquiring an in-depth understanding of early childhood development. Students in this course will typically have knowledge about human development and the development of children. Note: This course satisfies the requirement for Infant and Toddler Development for the infant/toddler credential. Important note: Students should not include this course twice in their degree program. This course can only be taken once, either at the lower level or at the upper level. Prerequisites: A course in Human Development, Lifespan Development or Child Development is required. This course fully meets the general education requirement in Social Sciences. Infant and Toddler Development: Introductory HDV-282504 4 credits, liberal study, lower level, general education requirements Students will briefly examine a human developmental framework within which to place the study of infant and toddler development. An overview of major theories in child development will be provided, to interpret the behavior of infants and young children, and as they influence the responses of adults, parents and researchers to very young children. The student will develop an understanding of research strategies and the impact of culture, biological and environmental influences on the development of the young child. Current research in the areas of prenatal development, physical, cognitive, language, social, emotional and early brain development will be examined. The content of this course is to be distinguished from child development in that it more specifically focuses on the development of the very young child (depth), and provides exposure to environmental influences on the early development of young children (breadth). This course is recommended for students working with young children professionally, or as parents or grandparents. This course differs from Infant and Toddler Development: Advanced in the quantity and breadth of reading, the level of complexity in assignments, and the length of assignments. Note: This course satisfies the requirement for Infant and Toddler Development for the infant/toddler credential. Important note: Students should not include this course twice in their degree program. This course can only be taken once, either at the lower level or at the upper level. This course fully meets the general education requirement in Social Sciences. Introduction to Child Development HDV-281154 4 credits, liberal study, lower level In this study, students will become familiar with the current knowledge of child development. Students will explore the theories and research findings that seek to explain developmental shifts from conception through adolescence. Although child development is understood as a holistic process, the information is organized topically, through the developmental domains of physical, cognitive, and socioemotional development. Learning will take place through multiple modalities of asynchronous group discussion, projects and written assignments. As much as possible, students’ study will be tailored by their individual inquiry. It is expected students will leave this study with both a comprehension of how children develop and a beginning capacity to critically examine new information in the field. Learning Styles EDU-233222 2 credits, liberal study, upper level How do you learn? Knowledge about learning styles can make a significant difference in motivation, effectiveness, speed and depth of learning. In this 8-week course, you will have the opportunity to briefly learn about cultural contexts of learning styles, sensory processes associated with various modes of learning, and possible applications of this knowledge in your personal, interpersonal and professional lives. Through your analysis of your own learning preferences and their impact on your studies, this course fulfills the requirements for Educational Planning. You will evaluate how to make use of this knowledge in your life and the lives of those whom you influence. Multimedia will be used wherever possible in this course and accepted as assignments, with permission of the instructor. Students interested in learning more about themselves as adult learners may select this course for Educational Planning to be more successful students at Empire State College. Students of adult or child learning will find this course useful to more effectively engage students in classrooms or clients in training and nonformal education (business training, religious education, etc.). Those pursuing educational studies will find this course useful as they differentiate instruction for learners with different learning needs. Play, Fantasy and Reality HDV-284354 4 credits, liberal study, upper level This 4-credit, advanced-level course will cover the complexity and beauty of children’s play and its extension into adult worlds. Students in Human Development, Educational Studies, and community and human/health services are likely to find this course addresses both professional and personal interests in the constraints upon, limits to, and manifestations, uses and potential of play in its myriad forms in both childhood and across the life cycle. Distinctions among play, fantasy and reality will be drawn using themes both connecting and discriminating child and adult play. An understanding of play will be shown to be central to pragmatic issues such as learning, developmental assessment, curriculum development, and treatment of a diversity of problems. The primary perspectives covered in the course are: What is Play?; Origins and Manifestations of Play; Development and Assessment of Play: Birth to 8 Years; Play and the Development of the Whole Child; Diversity and Individual Differences in Play; Contexts of Play; Play in Preadolescence and Adolescence; and Play Beyond the Playground. Major theoretical approaches such as those by Dewey, Rousseau, Piaget, Vygotsky, Parton, Sutton-Smith, Winnicott and others will be explored. Students will come away from this course with a deep appreciation and understanding of the importance of play in the life of a child – and the life of the child within us. Prerequisites: A lifespan human development course. Research Perspectives on Lifespan Development HDV-284244 – See Aging and Gerontology Schooling in America SOC-282244 4 credits, liberal study, lower level Examine schools as organizations from a personal and a sociological perspective. Examine the current system of public schooling in the United States, including the historical, social and political forces that have shaped it. Compare different views of public schooling, consider issues of school reform and develop positions on the future of public schooling in America. Supervising Quality Child Care Programs CHS-253214 4 credits, upper level Create a learning environment and learning experiences for children of all ages in nonformal settings such as day care centers and after-school programs. This advanced-level course will enable you to create child centered learning experiences emphasizing cultural diversity and family involvement. While it is useful for persons working with children and families in all sorts of nonformal learning, it is especially recommended for students seeking the NYS Children’s Program Administrator Credential or its equivalent elsewhere. Prerequisite: Exploring the Professions: Child Care (preferably the advanced version). Important note: This course was renamed effective the September 2011 term and was formerly offered as Beneficial Programs for Children and Families. Students who have successfully completed 253214 should not enroll in this course. Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security The Development of Gender Identity HDV-283104 4 credits, liberal study, upper level, general education requirements This course is designed to provide upper-level students with the opportunity to reflect on the personal meaning of gender, bridging from the biological structures that determine our sexuality, to gender as a social institution that affects our behaviors and beliefs. The course addresses (and distinguishes) sexuality and gender as experienced on the personal level, particularly gender as applied to the physical self; relationships of a self with intimates, friends and family; and relationships with environments such as school and work (using the Bronfenbrenner ecological model of psychological development). The wide variation of gender perspectives through history will be reviewed, as well as variations in gender concepts across current cultures. Keeping those broader perspectives in mind, psychosexual variations will be identified and discussed. Gender biases in the study of gender will be presented, and each student will have a chance to set up a simple gender study. Prerequisites: Introduction to Human Development or Introduction to Psychology or equivalent. This course fully meets the general education requirement in Social Sciences. Economics An Economic History of the West HIS-242504 4 credits, liberal study, lower level, general education requirements The scholarship of many historians suggests that trade and commerce are among the most important factors that have influenced the evolution and direction of human civilizations. Accordingly, this course examines how economic developments have served as a catalyst for change throughout the development and spread of Western Civilization. In order to understand the distinctive features of the history, institutions, society, culture, and politics of Western Civilization, students will be introduced to Western philosophies or theorizations of “economy” in terms of history and civilization, and examine different expressions of such theory through the analysis of labor systems, imperialism, industrialization, urbanization, trade, distribution of income, and agricultural expansion. They will follow the evolution of such theories and consider how they have shaped historical developments from antiquity to the present. Students will illustrate connections between economic, social, cultural, and political developments within the context of the historical and contemporary West. In short, students will engage with “the economic” as a particularly useful lens for understanding Western Civilization. This course fully meets the general education requirement in Western Civilization. Business, Government and Society BME-214544 4 credits, liberal study, upper level, general education requirements Business, Government and Society is an interdisciplinary approach to the study of the dynamic interrelationships among the three major sectors of an economy. It is an advanced-level study that enables the student to develop insights into roles of government and business in society. It is a general audience study that can be taken by: students in management and business to help them meet the ethical and social responsibility aspect of the BME guidelines; students in economics adding breadth to their concentration; and students outside that area of study who wish to further the interdisciplinary perspectives in their degree program plans. Prerequisites: Some knowledge of economics is required while some background in any of the following is useful – management, history, political science and philosophy. Students must demonstrate abilities to: write at an advanced level; conduct disciplined Internet/ library research; analyze case study issues and problems, discuss alternatives approaches to their resolution, and create well defended recommendations. Important note: This course replaced Deregulation: Do Market Solutions Really work? (213224 which was last offered in September 2004). This course fully meets the general education requirement in Social Sciences. Contemporary Global Social Issues SOC-284544 – See Critical Thinking Contemporary Issues in Economics BME-211344 4 credits, liberal study, lower level, general education requirements Apply basic concepts of economic decision making to a discussion and analysis of contemporary economics issues. Includes supply and demand concepts, health care, unemployment, inflation, taxation, monopoly and competition in certain industries, international trade and trade agreements. Discuss and debate controversial and real world situations requiring the use of economics principles and concepts. This course fully meets the general education requirement in Social Sciences. It is primarily intended for students who seek a basic knowledge of economics to improve their own decision making in the marketplace, and to develop a better understanding of public policy affecting their incomes and budgets. This study is open to all students except those pursuing a concentration in business administration. Economic Issues and Strategies for IT SMT-273154 – See Computers and Information Systems Economic Issues in Health Services CHS-253724 4 credits, upper level, general education requirements Through group discussions, and learning tasks, investigate the health services sector using the tools of microeconomic analysis. Understand why many health care markets do not perform according to the competitive ideal; critically examine reform proposals and explore the rapidly evolving institutional environment including the role of government programs, payment systems and the rise of HMOs and other managed care organizations. Study the impact of both private and public insurance on supply, demand and market performance, including trade-offs involved in achieving the goals of quality care, access and reasonable cost. Students will answer a number of mathematical chapter problems from the Getzen text, write one short essay (5-6 pages) and one longer paper (10-12 pages.) Requirements for success: Use of a word processor (e.g., MS Word, Google Docs) and basic knowledge of spreadsheet software (e.g., MS Excel, Google Docs) to develop simple tables and charts is needed. You should be comfortable with basic arithmetic and algebraic operations, including the computation of rates, ratios and percentages. A basic knowledge of health service provider/payer organizations and their fiscal operations, as well as Internet and library research skills are needed. Note to NYS Nursing Home Administrator Certificate students: This course fulfills the requirement in Health Care Financing. This course fully meets the general education requirement in Social Sciences. Economics/Macro BME-212214 4 credits, liberal study, lower level, general education requirements Discover the broad and general aspects of the economy as a whole in this foundation course and basic economic theories, principles and issues. Includes evaluation of the market system, an overview of the economy and its history and growth, savings and investment dynamics, aggregate demand and supply, public expenditures and deficits, the money and banking system, fiscal and monetary policy and selected current economic issues. A basic knowledge of algebra is essential to understand economic relationships (functions, identities and equations) depicted in tables or graphs. This course fully meets the general education requirement in Social Sciences. Economics/Micro BME-212224 4 credits, liberal study, lower level, general education requirements Develop an understanding of the micro aspects of economics – the study of components of larger aggregates – by investigating a wide range of problems from prices to monopolies and from urban decay to industrial pollution. Includes the anatomy of the market system, prices and allocation of resources, competition and the firm, big business, market imperfections, income distribution, trade, the underdeveloped world and economic planning. Prior knowledge: knowledge of algebra is useful but not required. This course fully meets the general education requirement in Social Sciences. Global Climate Change SMT-272114 4 credits, liberal study, lower level, general education requirements There is little doubt that the Earth’s climate is changing due to the influence of human activities. In this course students will explore the evidence that climate change is occurring, how human activities have affected this process, the primary forces influencing the Earth’s climates, and what steps can be taken to adapt to or mitigate these changes. This course fully meets the general education requirement in Natural Sciences. History of Economic Thought BME-213124 – See History and Civilizations International Economics BME-214514 4 credits, liberal study, upper level Explore international economics and theories of international trade and finance. Includes major issues of international economics: immigration, capital flows, multinational corporations, developing countries and problems facing countries in transition from central planning to market economies. Requires familiarity with basics of macro-microeconomic theories. A required video component is available by rental from the Empire State College Bookstore. Prerequisites: Economics/Macro, Economics/Micro or equivalent. International Political Economy BME-214424 4 credits, liberal study, upper level Learn about growing interdependence of global economic and political problems over last 25 years. Explore why the current set of global problems cannot be understood as just international politics or international economics. Focus on a complex multidisciplinary approach provided by international political economists to study the causes and effects of globalization of markets. The topics include the nature and main theories of international political economy; the national systems of political economy; the evolution of international trade; the evolution of international financial system; the state and multinationals; the state and economic development; the political economy of regional integration; the nation-state in the global economy; the governance in the global economy. Prerequisites: A previous course in economics or equivalent is recommended. Labor Economics LAB-263714 4 credits, liberal study, upper level, general education requirements This course provides an economic analysis of the market for workers (the labor market). Students will analyze the determinants of labor supply and labor demand. Topics include educational and training investments, occupational choice, worker mobility, pay and productivity, wage structure, income inequality and policy issues such as labor shortages, the effects of minimum wage on employment, the labor effects of outsourcing, economic analysis of unemployment, the impact of welfare policy on labor supply and demand and the role of unions. We also will discuss current labor issues related to occupational health and safety, changes in trade unions, levels of unionization and immigration. Prerequisite: Introductory microeconomics or equivalent knowledge. Knowledge of labor history and/or economic issues facing unions today is helpful, but not required. This course fully meets the general education requirement in Social Sciences. Money and Banking BME-214414 4 credits, liberal study, upper level, general education requirements Develop an understanding of the theoretical, institutional, historical and empirical aspects of money and banking. Gain insight into the relationship between the government’s changing fiscal and monetary policies (especially the role of the Federal Reserve System) and the economy and how that relationship affects economic and business decisions. Note: The Wall Street Journal is required reading for this course. Student discount subscription can be obtained by calling 800-568-7625. Prerequisite: Economics/Macro or equivalent. This course fully meets the general education requirement in Social Sciences. Educational planning 21st Century Careers: Advanced EDU-233062 2 credits, upper level In this 8-week course, students examine projected employment trends of the 21st century, predict the effect of these trends on their own careers, identify reliable sources of occupational and job information and use these sources to design personal career goals and a job-advancement, job-search or career-change plan. Issues such as career definition in the 21st century and the importance of developing new skills for a changing environment will be addressed. Course learning activities include reading, Internet searching, manipulation and use of Web-based occupational databases and interests/skills/work values inventories, Web-based discussion and three different types of writing: Web-based discussions, papers on occupational and job research and personal career plans and portfolios. The course is appropriate for students of any age or previous career preparation, whether they are beginning to investigate career choice or job advancement options, finalizing career change plans or selecting new careers after retirement from other work. Notes: Students may enroll once in this course, either for 2 lower-level credits or for 2 upper-level credits. CDL students may use this course as part of their Educational Planning credit. Students obtaining federal direct loans: If you are only taking 8-week courses during the summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. 21st Century Careers: Introductory EDU-232062 2 credits, lower level In this 8-week course, students examine projected employment trends of the 21st century, predict the effect of these trends on their own careers, identify reliable sources of occupational and job information and use these sources to design personal career goals and a job-advancement, job-search or career-change plan. Issues such as career definition in the 21st century and the importance of developing new skills for a changing environment will be addressed. Course learning activities include reading, Internet searching, manipulation and use of Web-based occupational databases and interests/skills/work values inventories, Web-based discussion and three different types of writing: Web-based discussions, papers on occupational and job research and personal career plans and portfolios. The course is appropriate for students of any age or previous career preparation, whether they are beginning to investigate career choice or job advancement options, finalizing career change plans or selecting new careers after retirement from other work. Notes: Students may enroll once in this course, either for two lower-level credits or for 2 upper-level credits. CDL students may use this course as part of their Educational Planning credit. Students obtaining federal direct loans: If you are only taking 8-week courses during the summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Adults as Learners: Theories and Strategies HDV-283184 – See Aging and Gerontology Assessing Learning EDU-232032 2 credits, liberal study, lower level This 8-week course is intended to help students explore the concept of “learning,” especially as it relates to both academic and experiential learning. Students will investigate what we mean by college-level learning, the different ways that such learning might be demonstrated, what specific learning they want to demonstrate for credit and how to pursue a credit request for their learning. This course will be especially important for students who plan on doing a substantial amount of credit by evaluation, but it also will be appropriate as a more general investigation of learning for any student pursuing a degree with Empire State College. Students obtaining Federal Direct loans: If you are only taking 8-week courses during the Summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Capstone in Media and Communications CUL-224324 4 credits, liberal study, upper level Are you close to graduation and planning a career in communications, journalism, advertising, PR, broadcasting, digital media or Internet content creation? Have you been studying media as a cultural form as your concentration and plan to continue, either in graduate school or on your own? If so, this course is for you. In this course, you will consider “new economy” solutions to the changing media environment through readings, research, exploratory interviews, and discussions, develop or refine a resume and portfolio or website of past work that will present you as someone who is prepared for an entry level job or to study the subject further, and develop a past paper or paper into a writing sample. This course is designed for students within 24 credits of graduation. It meets the Educational Planning requirement. Prerequisites: At least three upper-level courses in communications and/or media studies, or work experience in communications, journalism, advertising, public relations, broadcasting, digital media, Internet content creation or equivalent work experience. Although this course gives Educational Planning credits, it is not designed to substitute for an educational planning or planning and finalizing the degree workshop in which the student creates a degree plan and writes a rationale essay. Educational Planning Workshop: Advanced EDU-233082 2 credits, liberal study, upper level This course will allow student and mentor to individualize investigations that support planning the degree. Students may work on a mixture of investigations related to the nature of academic learning, expected academic skills, learning management skills and/or professional expectations. Working with their mentor, students may select appropriate investigations from Educational Planning Resources (www.esc.edu/epresources), or they may further individualize the course as appropriate to their educational planning needs and interests. As this is an upper-level study, students will do additional analytical work, developed in consultation with their mentor. Note: This course is open to matriculated Center for Distance Learning students only, and only with mentor/advisor permission. Educational Planning Workshop: Introductory EDU-232082 2 credits, liberal study, lower level This course will allow student and mentor to individualize investigations that support planning the degree. Students may work on a mixture of investigations related to the nature of academic learning, expected academic skills, learning management skills and/or professional expectations. Working with their mentor, students may select appropriate investigations from Educational Planning Resources (www.esc.edu/epresources), or they may further individualize the course as appropriate to their educational planning needs and interests. Note: This course is open to matriculated Center for Distance Learning students only, and only with mentor/advisor permission. Effective Academic Writing EDU-232042 2 credits, liberal study, lower level, general education requirements This 8-week course examines key types of academic writing (e.g., critique, review, essay, reflection) and key elements of style that writers manipulate to create effective writing (e.g., sentence structure, paragraph creation, diction, language choice). Although the course will provide the chance to work on basic academic writing concepts (e.g., creating a thesis, researching and documenting sources), the focus will be on extending this learning to different types of academic writing and making writing more precise, concise and interesting. This course will provide students with the opportunity to apply and refine basic college writing processes to create effective academic prose. This course fully meets the general education requirement in Basic Communication. Students obtaining federal direct loans: If you are only taking 8-week courses during the summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Exploring the Disciplines: Information Systems EDU-232172 – See Computers and Information Systems Exploring the Disciplines: Information Systems EDU-233172 – See Computers and Information Systems Exploring the Disciplines: Literature EDU-232072 2 credits, liberal study, lower level, general education requirements This 8-week course is intended to get students to investigate the nature of literature. The course is focused around two texts, Shakespeare’s “Hamlet” and Lolita Files’ “Child of God,” which students will read and discuss in depth. Both texts include a similar story line: a murder, an incestuous relationship, an uneasy resolution at the end. By exploring these texts written over 300 years apart, students will learn about the types of themes, questions, comparisons and insights that literature has to offer. The course also will start to offer insight into literary analysis and research. Note: This course is open to all students. Center for Distance Learning students taking this course for educational planning credit should obtain mentor/advisor permission. This course can be used towards CDL Educational Planning and SUNY general education credit. This course fully meets the general education requirement in Humanities. Students obtaining federal direct loans: If you are only taking 8-week courses during the summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Exploring the Disciplines: Thinking Mathematically EDU-233032 2 credits, liberal study, upper level Use this upper-level course in conjunction with Planning and Finalizing the Degree to both learn more about what a degree in mathematics means, as well as experience the world of theoretical mathematics. Students also explore the use of Maple software in this course. Ideally, this is taken before or concurrently with any advanced-level math course (2 credits toward Educational Planning). Exploring the Professions: Child Care Advanced EDU-233422 2 credits, upper level The advanced version of Child Care Overview is intended for upper-division students who plan to complete degree programs in Child Care Administration and/or complete studies toward the New York State Children’s Programs Credential. This 2-credit, advanced study invites future leaders in the child care profession to examine in depth the history of child care as a profession, the history of child care credentialing, child care ethics, and an overview of competencies needed for excellence as a child care professional. Students will have an opportunity to observe and critique child care settings as well as interview administrators, teachers, children, and parents about their experiences in child care. To assist them in further classes in the child care administration sequence, students will prepare a resource portfolio as a final project. Prerequisites: Students should have had formal courses in child development, early childhood education or related fields or extensive experience as child care providers. Note: This course is offered in both an introductory and advanced form. Only one version of the course can be taken as a part of a degree plan. The assignments in the introductory course require a descriptive understanding of the child care field while the assignments in the advanced course require the student to analyze, synthesize, and apply the concepts in child care settings. Those with experience in child care should probably take the advanced version of the course. Important note: This course was renamed effective the September 2006 term and was formerly offered as Child Care Overview: Advanced, 254322. Students who have successfully completed 254322 should not enroll in this course. Exploring the Professions: Child Care Introductory EDU-232422 2 credits, lower level Explore Child Care as a career option. This 2-credit, introductory course explores the history of child care as a profession, the history of child care credentialing, child care ethics, and an overview of competencies needed for excellence as a child care professional. The course is intended to be a part of the Exploring the professions sequence in educational planning as well as serving as an introduction to the series of courses needed for the NYS Children’s Program Administrator Credential. Note: This course is offered in both an introductory and advanced form. Only one version of the course can be taken as a part of a degree plan. The assignments in the introductory course require a descriptive understanding of the child care field while the assignments in the advanced course require the student to analyze, synthesize, and apply the concepts in a child care setting. Those with experience in childcare should probably take the advanced version of the course. Important note: This course was renamed effective the September 2006 term and was formerly offered as Child Care Overview: Introductory, 252422. Students who have successfully 252422 should not enroll in this course. Independent Learning Strategies EDU-233104 4 credits, liberal study, upper level, general education requirements Explore independent and advanced-level study through assignments focused on helping students develop as critical readers, writers, thinkers and self-aware adult learners. The course is designed to facilitate the transition from introductory to advanced levels of engagement with ideas and sources. Students are required to use a research library and online learning resources where available. A critical issue, selected by the student in consultation with the tutor, is used to test the understandings acquired while enabling the student to tailor this study to his or her own particular interests. There are no specific prerequisites for this course, but students should have had some prior college-level study and be ready to move to upper-level study. Students also should have access to a four-year college library or a major public library. This course partially meets the general education requirement in Basic Communication. Information Literacy EDU-232012 2 credits, liberal study, lower level This course is designed to help develop students’ information literacy skills: how information is gathered and stored electronically and how information relevant to academic research projects can be extracted and evaluated. Students will have the chance to explore the Empire State College Library and Learning Resources website and use various types of electronic databases, along with other sources on the Internet. The course also is intended to help students with concrete research tasks: identifying a research topic and narrowing it into a researchable question; understanding how to place the topic in its context, findings resources (reference sources, books, articles, Internet sites) that provide answers to the research question; understanding various search strategies (e.g., Boolean search techniques) appropriate to each type of source; evaluating sources for validity; and listing and annotating sources using a standard documentation format (APA preferred or MLA). All reading resources are online. Primary assignments will include reading, writing and online discussion. Important note: This course was formerly offered as 232011. Students who have successfully completed the 1-credit version of this course (232011) should not enroll in the 2-credit version (232012). International E-learning Skills: EP Workshop for Russian Special Programs EDU-232182 2 credits, liberal study, lower level Description: This educational planning workshop will allow Russian-speaking international distance learning students to integrate successfully into the American college environment and to develop necessary global competencies, including expected academic skills, learning management skills, cross-cultural and e-learning skills. For successful transition, students will use bilingual guidelines prepared by Russian-speaking professors. Students will learn how to make efficient use of the vast electronic information resources, online databases and other information technology services of the College; they will learn how to participate in international virtual teams, discussions and projects. Working with their mentor, students may individualize investigations that support transferring credits from their home institution and planning their American degree. They may further individualize the course as appropriate to their educational planning needs and interests. Note: This course is open to nonmatriculated, Russian-speaking International Distance Learning students only. Introduction to College Studies EDU-232022 2 credits, liberal study, lower level This course will help students become familiar with expectations for academic studies at the college-level and get ready for Empire State College studies. The learning activities are organized by the following themes: getting ready for college studies, introduction to Empire State College learning resources and support services, exploration of active and independent learning skills, development of strategies, resources, and attitudes needed for successful college studies, and assessment of learning effectiveness. The course utilizes a “learning by doing” approach to help students develop and practice important college study skills: active and independent learning skills. Through group and individual projects, students will have opportunities to assess their learning styles and study skills as well as to collaboratively develop strategies and resources for successful Empire State College studies. As students engage in active and guided independent learning activities, they also will be expected to exercise critical thinking, critical reading, effective writing and technology literacy. New Empire State College students may find this course beneficial in helping them make transition to the college and prepare for academic success. Important note: This course was renamed effective the January 2010 term and was formerly offered as Introduction to Guided Independent Study. Students who have successfully completed 232022 should not enroll in this course. Introduction to Critical Thinking EDU-232312 – See Critical Thinking Learning Styles EDU-233222 – See Early Childhood Studies Making Time: Time Management and the Sociocultural Construction of Time EDU-231402 – See Critical Thinking Planning and Finalizing the Degree: Advanced EDU-233092 2 credits, liberal study, upper level Plan the particulars of your degree: courses, credit amounts, etc. Learn what you can do at Empire State College in terms of degree design and research other colleges along with Empire State College to develop ideas about your degree design. Develop a specific degree plan and rationale essay explaining that plan, documents which then go to an assessment committee for approval. Investigations will deal with the nature of college degrees, academic and professional expectations for degrees and breadth/integration/progression. Students will examine and evaluate sample student degree plans and rationale essays. By the end of the course, students will have created and finalized their own degree plans and rationale essay drafts for feedback and discussion. Students will be expected to participate in discussions at least twice a week. As this is an upper-level study, students will do additional analytical work, developed in consultation with their mentor. Note: This course is open to matriculated Center for Distance Learning students only, and only with mentor/advisor permission . Planning and Finalizing the Degree: Introductory EDU-232092 2 credits, liberal study, lower level Plan the particulars of your degree: courses, credit amounts, etc. Learn what you can do at Empire State College in terms of degree design, and research other colleges along with Empire State College to develop ideas about your degree design. Develop a specific degree plan and rationale essay explaining that plan, documents which then go to an assessment committee for approval. Investigations will deal with the nature of college degrees, academic and professional expectations for degrees and breadth/integration/progression. Students will examine and evaluate sample student degree plans and rationale essays. By the end of the course, students will have created and finalized their own degree plans and rationale essay drafts for feedback and discussion. Students will be expected to participate in discussions at least twice a week. Note: This course is open to matriculated Center for Distance Learning students only, and only with mentor/advisor permission. Proposal Writing EDU-233052 2 credits, liberal study, upper level, general education requirements In this 8-week, 2-credit course, students will develop analytical, research and writing skills at the upper level. Proposal Writing offers a way of presenting these skills in a concrete, real-world context. Students will read and analyze sample proposals and build on basic communication theory as they write short and long proposals. Students will be expected to write short, academic research proposals and longer, formal, work- or community-related proposals. They will share and discuss their writing throughout the course as part of learning how to analyze a proposal’s effectiveness. Students taking this course should have advanced-level skills. This course fully meets the general education requirement in Basic Communication. Students obtaining federal direct loans: If you are only taking 8-week courses during the summer term your student loans may be reduced or cancelled. Please visit our website at www.esc.edu/ FinancialServices for more information. Reflective Learning EDU-233022 – See Critical Thinking Stress and Coping HDV-282214 4 credits, liberal study, lower level This course will examine the mental health consequences of stress on individuals and the social environments in which their lives take place: family, work, school, communities, among other social contexts. Topics to be explored include: definitions and theories of stress, key stressors, stress prevention and coping skills, balanced lifestyles; and research and information technology sources related to mental health and stress relief. Students will read three texts, perform website research, watch feature films, discuss approaches to stress reduction and related topics, perform self assessments and interviews, write a journal to register stressful situations and coping skills used, become familiar with major research journals and professional mental health organizations and prepare a final paper which will contain an action plan for stress reduction in a specific context of the student’s choice. Students in the areas of Community and Human Services, Human Development, business studies, health services, Educational Studies, Labor Studies, family studies and emergency management will benefit from this course. Stress and coping is a combination of theory and practical knowledge that will help the student understand many day to day situations which create stress and its consequences on health. Understanding sources of stress and practicing prevention habits as well as learning about coping skills is a vital way of keeping healthy, physically and emotionally. Prerequisites: Introductory course in one of the following: Community and Human Services, Human Development, Psychology or Health Services or equivalent experience. The Pursuit of Happiness in American History CUL-222114 4 credits, liberal study, lower level, general education requirements Presumably, students come to college because they believe a higher education and/or a college degree will improve their lives, and thus, in some way, make them “happier.” This course encourages students to ponder what happiness means to them (and where a college education fits into the picture) by taking a trip through U.S. history that focuses on various ways that happiness (or well-being, or the “good life”) has been constructed in different ways and in different contexts. Through contextual studies of primary texts of all kinds from the colonial period to the present, students will examine many different ways that happiness has been defined and pursued in different contexts throughout the history of the United States, as well as ways that “America” as a nation has been imagined or defined in terms of concepts of happiness. Emphasis will be placed on students learning to be aware of and think about assumptions about happiness that are explicit or implicit in such texts, and to situate these in their respective historical contexts. In this way, students will be introduced to, and participate in the construction of one kind of narrative of American history. Insofar as this narrative of American history broadens students’ understanding of their own historical context, they will be expected, in turn, to more fully articulate their own sense of how they are thinking about their own lives and their own education. Activities in the course will generally fall into two categories, which are meant to mutually reinforce and stimulate each another. First, students will study, discuss, and write critically about a variety of primary historical documents, in order to understand American history through the lens of “happiness.” Second, students will discuss and write about what happiness means to them personally, and articulate particular ways that they envision their college studies addressing that happiness. It is expected that many students will find the latter activities useful to their overall work in educational planning by helping them to consider their reasons for pursuing a degree in relation to some of the ideas about happiness that have been articulated throughout American history. Note: In addition to the required readings available at the bookstore, all students who take this course are required to use at least one good college-level general American history reference. Examples of such a text include “The American Promise: A History of the United States” (volumes 1-2) by Roark, Johnson, et al., “Who Built America? Working People and the Nation’s History” (volumes 1-2) by Clark, Hewitt, et al., or “A People and a Nation” by Norton, et al. For those students who do not already have access to such a text, the Norton text (A People and a Nation: Brief Edition) is optionally available for purchase from the Empire State College Bookstore. CDL matriculated students can use this course as part of their Educational Planning credit. This course fully meets the general education requirement in American History. Transitions: Career and Educational Skills for Military and Veterans EDU-233212 2 credits, liberal study, upper level Students in the advanced version of this course do assignments that require evaluation, analysis, and work with primary research. The read about the nature of advanced-level work and apply their learning to create advanced-level writings. Adults as Learners: Theories and Strategies HDV-283184 – See Aging and Gerontology Educational studies Developmental Psychopathology HDV-284234 – See Early Childhood Studies Educational Psychology HDV-284334 4 credits, liberal study, upper level This 4-credit, advanced course provides a thorough study of educational psychological research, and the factors affecting the process of human growth and development from primary school through high school as it pertains to learning. The focus of this course is on applying the methods of psychology to studying the processes of education. The primary perspectives covered in the course are: cognitive and linguistic theory; emotion, psycho-social, and moral development, diversity, motivation, exceptionalities, learning theories, behaviorism and cognitive learning theory, testing measurements and assessment. Major theorists from each perspective will be reviewed in some detail. Students will have an opportunity to connect or relate a particular developmental stage to one or more theories or perspectives of development which are of personal interest. Prerequisites: Introduction to Psychology or Human Development. Human Learning: A Developmental Approach HDV-284404 – See Early Childhood Studies Human Nutrition SMT-272354 4 credits, liberal study, lower level, general education requirements Understand the scientific basis of human nutrition and develop a critical approach to nutrition information. Includes discussion of the digestion, absorption, metabolism and dietary sources of micro- and macro-nutrients necessary for human health. Explore the social, psychological and economic forces which affect nutrition and food choice. Develop an ability to analyze the dietary adequacy of foods and critically discuss some current issues and topics in nutrition. Activities include: careful recording of food intake, diet analysis exercises and completion of a project which explores some aspect of nutrition of particular interest. This course is a good general learning science study and may be of special interest to students working in human services. It is a good study for development of critical-thinking skills. No prior study in biology or nutrition required. This course fully meets the general education requirement in Natural Sciences. Learning Styles EDU-233222 – See Early Childhood Studies Play, Fantasy and Reality HDV-284354 – See Early Childhood Studies Principles of Testing and Measurements HDV-283404 4 credits, liberal study, upper level, general education requirements This is a foundation course in psychology. Testing is one of the primary facets of a psychologist’s work, both historically and currently. An understanding of how psychological testing and measurement tools are created and the criteria by which they are judged is an introduction to the methods of the social scientist, especially the psychologist. This course focuses on the principles, applications and issues of psychological testing, with a short introduction on the history of testing. Students will be exposed to the structure and usage of different types of tests and their appropriate usage and limits to usage. Prerequisite: Introduction to Psychology or equivalent. Prerequisite or corequisite: Statistics. Quantitative Research: Design and Methods provides an excellent background, but is not required. This course fully meets the general education requirement in Social Sciences. Schooling in America SOC-282244 4 credits, liberal study, lower level Examine schools as organizations from a personal and a sociological perspective. Examine the current system of public schooling in the United States, including the historical, social and political forces that have shaped it. Compare different views of public schooling, consider issues of school reform and develop positions on the future of public schooling in America. Emergency Management Business Continuity Planning and Disaster Recovery SMT-274604 – See Business (General) Disaster and Society SOC-283434 – See Criminal Justice / Homeland Security Disaster Planning and Control CHS-264064 4 credits, upper level Develop an understanding of “disaster,” its impact on human populations, the control of its consequences, modes of preparation and planning for disaster contingencies and the institutional context of disaster/fire defense planning. Methods of evaluating fire defense and disaster preparedness programs and the psychological dimensions of disaster related behavior also are included. Apply course content to local disaster/fire defense planning issues and problems. Recommended: Previous study in College Writing, Introduction to Public Administration and/or Advanced Fire Administration, plus State and Local Government or equivalents, or have experience in administration, some background in chemistry, as well as fire training and experience. Important note: This course was renamed effective the May 2008 term and was formerly offered as Disaster and Fire Defense Planning. Students who have successfully completed 264064 should not enroll in this course. Emergency Communications CHS-263824 – See Communications and Media Introduction to Emergency Management CHS-262804 4 credits, lower level Examine the need for emergency management in American society, and the emergency management process. Understand an emergency operations center and examine the role of the three levels of American government in emergency management. Study the concepts of mutual aid and the team approach to emergency management. Recommended: Previous study in College Writing, Introduction to Public Administration and/or Advanced Fire Administration, plus State and Local Government or equivalents, or have experience in administration, some background in chemistry, as well as fire training and experience. Introduction to Emergency Planning CHS-262814 4 credits, lower level Learn to participate effectively in the emergency planning process. Explore the need for planning; examine hazard analysis and capability assessment; and help design, coordinate, review and promulgate an emergency operations plan. Managerial Issues in Hazardous Materials CHS-264134 4 credits, upper level This course presents current issues in management of a department-wide hazardous materials program. It includes issues that are pertinent to officers and managers in public safety departments, including regulations and requirements for hazardous materials preparedness, response, storage, transportation, handling and use, and the emergency response to terrorism threat/incident. Subjects covered include state, local, and federal emergency response planning, personnel and training, and operational considerations such as determining strategic goals and tactical objectives. Managing Bioterrorism and Public Health Emergencies CHS-264834 4 credits, liberal study, upper level Examine the roles and responsibilities of hospitals and public health agencies in responding to natural and human-made disasters, including bioterrorism. Explore environmental and mental health consequences and study methods of planning and prevention. Prerequisites: Depending on student’s concentration, an introductory course, or equivalent, in emergency management, health administration, public health, public administration or public policy. Important note: This course was renamed effective the September 2007 term and was formerly offered as Mass Disasters: Implications for Public Health. Students who have successfully completed 264834 should not enroll in this course. Mass Disasters: Implications for Public Policy CHS-264854 4 credits, liberal study, upper level This course explores the consequences of federal, state, and local policy decisions on the way that emergency managers carry out their work. An understanding of these consequences can help the emergency manager or policy analyst be an advocate for policies that help communities mitigate, plan and prepare for, respond to, and recover from natural and human-caused disasters. Students will draw policy lessons from studying a variety of disasters, large and small, that have occurred over the past several decades. Topics include federalism and inter-governmental relations and their connection to disaster planning and response, community resilience in recovery, and the legal and ethical obligations of the emergency management profession, among others. Organization and Management of Disaster Response CHS-264304 4 credits, upper level This course will help students deepen their managerial skills and leadership abilities by studying and applying the competing values framework to management situations and decisions that arise in the course of catastrophic events. Students will learn how to balance the needs for flexibility vs. control and the internal vs. external orientation to enhance the effectiveness of their organization in responding to events. Topics include historical perspectives of management in disasters, management of public resources, information systems and command systems, understanding managerial styles and leadership strategies, and the elements of decision making in extreme situations. Prerequisites: Principles of Management, or equivalent experience in some aspect of Emergency Management. Note: This course was previously offered as a 2-credit course. Effective the September 2010 term, this course is now a 4-credit course. Students who successfully completed 264302 should not register in this course. Psycho-Social Impacts of Mass Disasters CHS-264864 4 credits, liberal study, upper level, general education requirements Examine the mental health consequences of disaster on individuals and their communities. Topics to be explored include: changing definitions of disaster, Post Traumatic Stress Disorder, mental health intervention strategies, research and information technology sources related to mental health and disaster. Students will read three texts, perform website research, watch feature films, become familiar with major research journals and professional disaster mental health organizations and prepare a final research paper or project. Students studying in the areas of Community and Human Services, Human Development, business studies, criminal justice and emergency management will benefit from this study. Prerequisites: Introductory course in one of the following: Human Development, Human Services, criminal justice, emergency management or sociology. This course fully meets the general education requirement in Social Sciences. Risk Analysis and Hazard Mitigation CHS-264424 4 credits, upper level This course integrates the strategic planning of an organization or municipal entity with the risk assessment and mitigation process. Risk analysis and hazard mitigation can be applied to a wide range of functions and activities. Several special applications, however, are uniquely significant to organizations that, in the course of delivering their services to the public, cope with high-risk situations as an integral component of their missions. It is a fundamental tenet of risk management that it is an ongoing, evolving, regularly refreshed and continuously improved process. Students will develop an understanding of the complex evolution of risk management as both a concept and a physical fact. Prerequisites: Introduction to Emergency Management or study or experiential background within the areas of business continuity planning, community and human services planning or information systems. Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security English Special Topics in Literature: Jane Austen CUL-224404 – See Cultural Studies Environmental studies African History and Culture HIS-243344 – See Cultural Studies An Introduction to Culture SOC-242404 – See Cultural Studies Artistic Expression in a Multicultural America ART-222444 – See Arts: Visual and Performing Biology of Ecosystems SMT-272204 4 credits, liberal study, lower level, general education requirements Gain an understanding of and appreciation for fundamental themes of biology through the study of plants, insects and living organisms in ecosystems. Learn about the importance of biodiversity and the complex interdependence and interaction between plants and animals in a healthy ecosystem. Develop a conceptual framework that will enable you to apply what you learn to critical examinations of complex ecological issues. While some background in biology will be helpful, there are no specific prerequisites for this course. This course fully meets the general education requirement in Natural Sciences. Contemporary Environmental Issues SMT-274544 4 credits, liberal study, upper level, general education requirements This interdisciplinary course examines a broad range of contemporary global environmental issues, such as biodiversity, pollution, population growth, and global warming, and focuses on how those big issues might affect us locally. It develops students’ environmental literacy and enables them to take part in informed debate and action. It explores environmental materials in a variety of media and teaches students how to navigate these materials; how to analyze and evaluate information; how to balance information from a variety of scientific and nonscientific, objective and subjective sources; and how to develop arguments surrounding environmental problems. Prerequisites: An understanding of basic environmental issues and concepts such as would be gained in a lower-level ecology course, e.g., Biology of Ecosystems. This course fully meets the general education requirement in Natural Sciences. Ecology, Adaptation and Sustainable Development SMT-271504 4 credits, liberal study, lower level, general education requirements This course provides a comprehensive, clear and engaging introduction to human ecology, biological adaptation, cultural adaptation and sustainable development. Included are studies of the organization and function of ecosystems, the interactions of human social systems with them and how social institutions and processes contribute to, or conflict with, sustainability. The readings concentrate on how humans affect global ecosystems and how these changes impact our health, behavior, social and cultural life. The course will integrate long-standing ecological principles with more recent case studies that focus on achieving ecologically sustainable development. The course work includes concepts that can be applied in our individual and collective lives to pursue a promising and secure future. This material is a thought provoking exercise aimed at sensitizing the students via case studies on biological and cultural adaptations from different parts of the world. By pursuing this course, students also will be able to investigate ecological principles relevant to global concerns and will be able to cultivate values that prepare them as informed and responsible global citizens. This course fully meets the general education requirement in Natural Sciences. Energy: The Issues and the Science SMT-271544 4 credits, liberal study, lower level, general education requirements In this world, energy is crucial for events of any kind. The existence of life, the origin of civilization, and our modern society are all based on the capture and flow of energy. However, as the largest user of fossil fuel energy with the highest per capita consumption in the world, the current patterns of energy use in the United States are without question unsustainable over the long term and raise critical questions of self-sufficiency and global impact. This course will discuss fundamental energy science principles in the context of chemistry, biology, and physics. The study will examine the origin and flow of energy through the system, what it does, and its ultimate fate. The course will further explore current issues in energy including the economics of energy production, how public policy on energy will impact our everyday life, how the environment is effected by energy consumption, and how new technologies can help achieve a sustainable energy policy. Students in this course will be challenged to critically examine the use of energy in our society and to formulate a personal understanding of this complex issue. This course fully meets the general education requirement in Natural Sciences. Ethnobotany SMT-272054 4 credits, liberal study, lower level, general education requirements Our human ancestors depended on plants for food, shelter, medicine, and clothing. Plants also had a key role in religion and mythology. Knowledge of plants and their uses was vital for survival for early peoples, and many cultures today still depend on plants for many of their resources. In this course, students will learn about plant biology and the role of plants in societies throughout the world. Ethnobotanical field methods will be introduced and students will engage in field/practical activities. Other topics for exploration and discussion will include conservation, sustainable development, bioprospecting, and intellectual property rights. This course fully meets the general education requirement in Natural Sciences. Exploring Place: Arts ART-224754 – See Arts: Visual and Performing Exploring Place: Humanities CUL-224764 – See Cultural Studies Fire and Western Civilization HIS-243054 4 credits, liberal study, upper level, general education requirements Survey the history of civilization as the story of humanity’s relationship to fire, one of the most productive and most destructive forces we live with. Learn how fire, as a tool and as a technology, shaped both the landscape and ecology of the planet and the culture and psyche of the primate who tamed it. Understand the role that domesticated fire played in pre-agrarian and agrarian societies; in ancient Greece and Rome; in Asia and in pre-contact North America; in pre-industrial Europe; in Asia and Australia; and (through the burning of coal and petroleum) in creating the modern industrial age and the largest public policy problem we face today, global warming. Integrate perspectives from anthropology, sociology, ecology, engineering, religious studies and social and environmental history in grasping both the similarities (all civilizations controlled fire) and differences (no other civilization systematically exploited fossil fuel on the scale that Western Civilization did) between Western and non-Western civilizations. Learn about the development and distinctive features of Western civilization and the relation of Western civilization’s development to other regions of the world by investigating environmental history. Trace how humanity’s evolving control of fire shaped the institutions, economies, social relations, cultural characteristics and practices of human societies over time. Prerequisite: successful completion of either World History 1 or 2; evidence of readiness for upper-level study (completion of two years’ college credit). This course fully meets the general education requirement in Western Civilization. First Peoples of North America HIS-243134 4 credits, liberal study, upper level, general education requirements The history of the First People of North America from first contact with Europeans to the present is a history of dislocation, cultural disruption and assimilation, fragmented communities, individual lives and pursuits. Using voices of North America’s indigenous people, this course surveys the histories, environments, cultures and activities of American Indian nations and communities, on and off the reservations. The course also examines the history of relationships between these First Nations and the United States government and political system. Ultimately, students will gain an understanding of the cultural differences and similarities among American Indians and tensions in geopolitical issues. Prerequisites: Prior learning in American history and/or government such as learning demonstrated by fulfillment of SUNY general education Requirement in American History. This course fully meets the general education requirement in Other World Civilizations. Food and Drink in Cultural Context: Advanced CUL-223604 – See Cultural Studies Food and Drink in Cultural Context: Introductory CUL-222604 – See Cultural Studies Geographic Information Systems and the Use of Spatial Information SMT-273764– See Computers and Information Systems Geology and the Environment SMT-271404 4 credits, liberal study, lower level, general education requirements This course is offered as an introduction to earth science. Material covered will include a description of the earth, its major features and the processes responsible for their formation. Major topics will include plate tectonics, earthquakes, volcanism, climate change and earth resources. Emphasis will be placed on demonstrating the interaction between our civilization and the environment. This course fully meets the general education requirement in Natural Sciences. Global Climate Change – See Economics SMT-272114 GPS and the New Geography SMT-272774 4 credits, liberal study, lower level, general education requirements The environment is a major topic of public discussion and debate. Spatial information and geographic literacy is a basis for a growing number of disciplines. From agriculture to climate change, people need to know how location affects our understanding of natural systems. This course combines both topics. In this activity-based course, students will explore environmental science from a geographic perspective using global positioning systems and mass GIS to gather and analyze geographically referenced environmental data while learning about the broader applications of these tools to environmental science and other fields. At the same time, students will get a hands-on look at how geographic data is gathered and turned into maps. Prerequisites: Students must be comfortable using microcomputer applications, must be able to install software and have a computer available on which they can install software. Students should have access to a high-speed Internet connection and basic familiarity with Internet technologies. Note: This course replaced Introduction to Geographic Information Systems, 272764, effective the January 2008 term. All students in GPS and the New Geography must have an appropriate GPS/track plotter device. The Garmin eTrex Venture HC and the Magellan Triton 200 are examples of suitable devices. These models recently replaced the Garmin Venture H and the Magellan Explorist 200/210. Those models also are suitable and may be available used. Please note that many freestanding GPS units intended for automobile use and GPS enabled cell phones, do not have the necessary functionality. However, in both cases the situation is changing rapidly and newer devices of these types may meet the requirements. For this course, the GPS unit you use must have the following features: * hand-held * ability to store waypoints * multiple channels (12 is the minimum) * WAAS enabled * capable of working with lat/long or UTM coordinate systems This course fully meets the general education requirement in Natural Sciences. Managerial Issues in Hazardous Materials CHS-264134 – See Emergency Management Marine Biology SMT-273374 4 credits, liberal study, upper level, general education requirements This course introduces marine biology as the study of living organisms within saltwater ecosystems. Through this course, concerned citizens can acquire the necessary tools to teach others about the importance of saving our oceans. Students develop a firm grasp of scientific vocabulary, facts, and concepts along with scientific literacy: the ability to read scientific studies, interpret numeric information, weigh and assess data, make connections, apply what was learned to issues outside of the classroom and write effectively about scientific results. These skills are invaluable in advocating for informed protection of the marine environment. In this course, students are expected to have prior college biology (see suggested prerequisites) and strong writing skills. From the beginning, the student will learn biological concepts through an exploration of the sea and through reading, discussing, and analyzing scientific literature. This course builds on and extends prior knowledge of college biology through emphasis on genetics, cell biology, evolution, and the importance of microbiology to all life. Students study the oceans globally through the Blue Planet video series and locally on Long Island sound through the videos developed by Empire State College in collaboration with The Maritime Aquarium of Norwalk. Along the way, students develop a facility in reading, interpreting, analyzing, assessing, and discussing scientific information. Through online discussion of research studies, students examine competing hypotheses and frame new questions. Students interact and learn from each other through an engaging set of roundtable discussions and in class presentations of journal article reviews. In this way, a strong sense of learning community is fostered. Students develop and demonstrate the ability to make constructive and sound decisions on issues regarding the health and resilience of ocean ecosystems today and for the future. Note: This course has a required DVD-based video component. Prerequisites: Prior college biology must include one of the following: Biology of Ecosystems, General Biology or equivalent. In addition, strong writing and research skills are absolutely necessary for the successful completion of this advanced-level course. This course fully meets the general education requirement in Natural Sciences. Nature in American History HIS-243544 4 credits, liberal study, upper level, general education requirements Explore the history of the changing relationship between American culture and its environment, especially as that relationship has been manifest physically (as “nature,” the ecosystems we’ve inhabited, which have been changed by our activity) and conceptually (as “nature,” a concept that has a history and evolution of its own and which has entered into the thinking of philosophers, economists, poets, artists, legislators, environmentalists, biologists, etc.) Become familiar with the main eras and episodes of American history as they relate to American culture’s grounding in nature: the European encounter with a (supposedly) virgin wilderness; the rapid exploitation of resources that accompanied westward and industrial expansion; the closing of the frontier and the development of resource conservationism; continued industrialization of the nature-culture relationship through nearly a century of war; the modern tension between economics and a concern for ecological health and balance. Through readings, discussions, writing and other study activities, learn a basic narrative of the American experience by tracing the nature-culture relation over time and trace the complex interaction between the character of that relationship and contemporaneous political, social, economic and cultural changes. Study the work and historical context of such influential thinkers as Henry David Thoreau, John Muir, Gifford Pinchot, Aldo Leopold, Theodore Roosevelt, Rachel Carson. In addition, participants will engage in a practical component of study by learning to read contemporary American landscapes for what they record of cultural, social, land-use and ecological history – a basic element of environmental literacy that has been neglected in our era. This course fully meets the general education requirement in American History. Ornithology SMT-274534 4 credits, liberal study, upper level, general education requirements Ornithology is an upper-level biology course with a full lab component, that will build on knowledge obtained in introductory biology courses. It will reinforce students’ understanding of basic anatomy and physiology, evolution and ecology. It will then expand their knowledge with an in-depth study of the biology of birds, including avian form and function, behavior and migration. Students will discuss the roles of birds in ecosystems and the importance of conservation efforts to preserve habitats. Students will learn to identify birds by characteristics such as size, shape, color, markings, flight patterns, habitat and behavior. They also will be required to learn to identify birds by call and song. Students will keep a journal of sightings throughout the course. Prerequisites: One of the following courses (or similar learning/ understanding): Biology of Ecosystems or another lower-level biology course that includes a significant environmental science component. This course fully meets the general education requirement in Natural Sciences. Plant Ecology SMT-273524 4 credits, liberal study, upper level, general education requirements Plant ecology is the scientific study of interactions that determine the distribution and abundance of plants within the environment. This course will introduce students to the fundamental principles and concepts of plant ecology through an examination of plants within the environment. Topics will include: the individual plant and how it interacts with its environment; population biology; communities – how populations of different plant species interact; from ecosystems to landscapes; and global patterns and processes of plant ecology. Some of the subjects covered are unique to plants, such as photosynthesis and the ecology of plant-soil interactions. Other topics, such as resource and mate acquisition, emphasize the distinctive ways plants (in contrast to mobile animals) deal with their environments. Human environmental influences on plants are covered. This course fully meets the general education requirement in Natural Sciences. Prerequisites: Biology of Ecosystems or equivalent. Populations and Diseases SMT-272044 – See Anthropology Science and Technology in Western Culture HIS-243454 4 credits, liberal study, upper level, general education requirements Study the entire range of scientific and technological discoveries and developments, from the Ionian Greeks to the present day. View the 20th century as a century of revolutions: new discoveries in electricity and electronics revolutionized industrial production and upset landscapes, lifestyles and liberties. Recommended: A previous study of Western civilization or world history is advised. Students not having taken such courses are advised to acquire a text on Western civilization and use it as a companion reference work. Ten required one-hour video programs are available by rental through the Empire State College Bookstore. This course fully meets the general education requirement in Western Civilization. The Pursuit of Happiness in American History CUL-222114 – See Educational Planning The West in American Culture HIS-243224 4 credits, liberal study, upper level, general education requirements In American history, the “West” is a mercurial concept that is freighted with many divergent meanings and associations. This course explores these multiple meanings, for the American West elicits many questions to consider: Is the West a geographic place or process called westering – the frontier experience? Where are the West’s historical boundaries? Are there specific Western characteristics? Is the West a state of mind? Is it true that the West, according to some historians, is just America, but more so? To engage these questions, we will examine the variety of participants from the 16th century to the present who populated and imposed their hopes and desires on the land, while paying close attention to the historic struggles between sovereign nations to control the destiny and development of the West. This incorporates considering indigenous tribal sovereignty from pre-contact to the present. Moreover, this interaction included, and still includes, people from all over the world as agents and contributors to the cultural, social, economic, and often colorful milieu called the West. Most important, the American West has played a unique and pivotal role in our national culture that stimulated the expanded dominant role of the federal government throughout the United States and ultimately the world. This course is interdisciplinary in nature and the readings will be accordingly cross-disciplinary. First, a British scholar of American history investigates the origins of the mythic West in The American West: The Invention of a Myth. Second, an historian and former director of the Center for the American West at University of New Mexico, narrates the chronological historic West in Beyond the Missouri: Story of the American West. Third, in Western Places and American Myths, a historical geographer edits a group of essays that focuses on the tensions between the West as an exceptional region, not part of U.S. national culture; the West as real and not mythic; and the West as a definite region, not a process. And finally, an American Studies scholar and historian discusses the impact of tourism past, present and future on the West in Devil’s Bargains: Tourism in the 20th-Century American West. Prerequisite: College-level writing and research skills. This course fully meets the general education requirement in American History. Travel and Tourism: A Critical Perspective SOC-283244 – See Anthropology Winter Ecology SMT-272514 4 credits, liberal study, lower level, general education requirements There are elements of secrecy and risk embedded within a winter landscape that seemingly belies the change of seasons and the progression of living things. Yet to the observant, winter is replete with beauty, movement, and life. This course explores the vast intricacies of nature that encapsulate winter, drawing upon the sciences and our individual experience to reveal its pattern. The peculiar adaptations of plants and animals (including humans) to the cold will be understood from the constraints and opportunities afforded by the physical environment. The tutor will emphasize the student’s own development as winter interpreters through a sequence of exercises and inquiry, including descriptions of the landscapes that surround us. This course fully meets the general education requirement in Natural Sciences. World Population HIS-243314 4 credits, liberal study, upper level Acquire a broad background understanding of the United States and world population, including the causes and consequences of its growth. Learn about the three primary demographic processes – fertility, mortality and migration – that are at the heart of population questions. Learn how to locate demographic data sources online, including U.S. Census Bureau sources. Apply your understanding of world and U.S. population and population processes to related issues such as U.S. Census 2000, overpopulation, undocumented international migration, social security, or ethical questions about population policy; to issues less directly related to population, such as natural resource exhaustion, environmental degradation, or business and economic development. Prerequisites: Prospective students should have some course work in the social sciences and be able to perform elementary algebraic calculations. No knowledge of statistics or calculus is necessary. Family studies Adolescence and Addictions CHS-253854 – See Alcohol and Substance Abuse Adolescence and Identity: Home, School, Community HDV-283174 4 credits, liberal study, upper level, general education requirements Study adolescence from a variety of medical, psychological and social perspectives. Examine how changes in family structure; a diminished public commitment in health, education, and recreation; pessimistic economic forecasts; and persistent social problems such as racism and sexism influence opportunities and risks for contemporary adolescents. Prerequisite: Human Development or equivalent. This course fully meets the general education requirement in Social Sciences. Aging and Society HDV-283254 – See Aging and Gerontology Attachment in Early Childhood HDV-281124 – See Early Childhood Studies Attachment: Continuity and Separation: Advanced HDV-283124 – See Aging and Gerontology Developmental Psychopathology HDV-284234 – See Early Childhood Studies Educational Psychology HDV-284334 – See Educational Studies Families: A Global Perspective SOC-284434 – See Anthropology Family and Society HDV-283304 4 credits, liberal study, upper level Study the institution of the family in contemporary America, its definitions and functions in our society. Includes the social psychology of male-female and intergenerational relationships and the “politics” of family relationships. Address the socio-cultural dynamics affecting family behavior and the implications of these dynamics for understanding individuals and families in a changing society. Family Intervention CHS-253504 4 credits, upper level This course is intended for human service practitioners who will be working with clients and their families. It uses family systems theory and role playing of a selected case study to help students understand how the family functions as a system and how professionals interact with family members to discern patterns of communication. Students will learn assessment tools such as the genogram and, through written assignments, will have an opportunity to explore issues of particular interest to them. Important note: This course was formerly offered as Intervention in Human Service: The Family. Students who have successfully completed 253504 should not enroll in this course. Prerequisite: Introduction to Human Services or equivalent. A basic course in interviewing or counseling skills is recommended. Family Violence and Abuse HDV-283314 – See Criminal Justice / Homeland Security Human Development HDV-282174 – See Aging and Gerontology Human Exceptionalities HDV-283224 – See Early Childhood Studies Images of Women in Western Civilization ART-223534 – See Arts: Visual and Performing Introduction to Women’s Studies SOC-281324 4 credits, liberal study, lower level, general education requirements What are women’s studies? What are feminism and feminist theory? Where do they come from and where are they going? This introductory course provides students with an interdisciplinary base to explore questions of gender, sexuality, and power, and their intersections with race, ethnicity, class, and disability. The course includes foundational historical thinkers and events, global perspectives, and voices from a new generation of feminists. The goals of the course include broadening students’ perspectives with regard to women in society and in terms of understanding the diversity of women’s lives. This course fully meets the general education requirement in Social Sciences. Play, Fantasy and Reality HDV-284354 – See Early Childhood Studies Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Sex and Gender in Cross-Cultural Perspective: Advanced SOC-283324 – See Cultural Studies Sex and Gender in Cross-Cultural Perspective: Introductory SOC-282324 – See Cultural Studies Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security The Development of Gender Identity HDV-283104 – See Early Childhood Studies Thinking About Race, Class and Gender SOC-282264 4 credits, liberal study, lower level Explore race, class and gender, with an emphasis on conceptual tools developed since the 1970s in both empirical studies and critical thought about these categories. The student will develop analytic methods for understanding distinctions and controversies, e.g., the difference between sex and gender; the difference between race and ethnicity; arguments for and against affirmative action; and the ways in which race, gender and class overlap. There are no prerequisites for this course, although students should have had the equivalent of one year of college. U .S . Women’s Multicultural Life-Writings CUL-224014 4 credits, liberal study, upper level, general education requirements Investigate personal narratives, memoirs and autobiographies by U.S. women selected for their literary excellence in describing their participation in more than one culture within the U.S. Writers include Marita Golden, Eva Hoffman, Aurora Levins Morales and Rosario Morales, Shirley Geok-Lin Lim and Julia Alvarez, among others. Discuss how narrative is used to construct meaning, identity and culture. Prerequisite: analytical thinking and writing skills at the upper-division undergraduate level, evidenced in successful completion of prior advanced-level work. This course fully meets the general education requirement in Humanities. U .S . Women’s History: Lives and Voices HIS-243254 4 credits, liberal study, upper level, general education requirements This course seeks to hear the voices of women in U.S. history, and to construct narratives about their lives from the time of Europeans’ first contact with the New World to the present. Topics include women’s daily lives, their interactions with their families and other social institutions (e.g. government, religion, etc. … ), women’s activism, and women’s impact on sociopolitical structures in the United States, and in the world today. Prerequisite: A general knowledge of United States history, acquired from a course in U.S. history, or other sources. Important note: This course was renamed effective the January 2010 term and was formerly offered as Women’s and Family History. Students who have successfully completed 243254 should not enroll in this course. For students enrolling in this course as of the January 2010 term: This course fully meets the general education requirement in American History. For students enrolled in this course prior to the January 2010 term: This course partially met the general education requirement in American History for all students, but fully met the general education requirement in American History for students scoring 85 or above on the New York State Regents exam in United States History and Government. Western Civilization and Human Development HDV-283374 4 credits, liberal study, upper level, general education requirements The primary goal of this course is to help students understand the historical context for philosophical issues and controversies that have shaped the contemporary study of human development. The historical inquiry traces conceptualization of human nature from the Greek philosophers and the Hebrew scriptures to current Western beliefs about child and adult development. Two traditions addressing the nature of human nature, the Greek and Hebrew, will be explored for their continuing influence on contemporary scientific, educational, and therapeutic perspectives on human lives. Within this inquiry, the course considers central philosophical issues that inform and divide the field today: the nature-nurture controversy; continuity versus discontinuity in development (including the controversy surrounding stage theories); and the basic good or evil nature of the human. Students will gain an appreciation for the major intellectual and heart-felt debates about human nature that have influenced the field of human development. The course will consider their divergent expressions in academia and the world of policy and practice. Throughout this inquiry students will consider the shaping of modern perspectives on human development through the interaction of facts with values and research with beliefs. Prerequisites: A course in the social sciences or humanities and upper-level critical-thinking skills. This course fully meets the general education requirement in Western Civilization. Finance Auditing BME-214024 – See Accounting Corporate Finance BME-213514 – See Accounting International Finance BME-213424 – See Business (General) Investing BME-213524 – See Accounting Personal Finance BME-212424 4 credits, lower level This course provides an introduction to personal financial management. Emphasis will be on personal financial decision making, interpreting financial data, budget planning, risk management, retirement and estate planning. The basic financial concepts of time value of money, asset valuation and risk and return will be presented. Students will be introduced to the fundamental concepts, techniques and theories for making effective financial decisions. Prerequisites: Algebra or its equivalence. Security Analysis and Portfolio Management BME-214334 4 credits, upper level This course examines various concurrent theories of investment portfolio management that integrates both the Unites States and global market. It is intended to serve advanced-level students who are interested in more in-depth analysis of the investment market instrument and the balance between return and risk management. The course is more analytical and practical in nature and exposes the student to real empirical case studies and the real practice of market trading and examining actual companies’ financial data. Among the topics to be covered are global exchange funds, index funds, hedging funds, exchange trading funds, electronic communication network, behavioral finance and anomalies, empirical implementation of arbitrage pricing policy, various models of stocks and assets valuation, passive versus active management techniques in managing the portfolio, analysis of the Euroland sector, debt and equity security market, derivatives and hedging, and performance measurement. It is a real hands-on application of trading in the security market Prerequisites: Introductory Accounting 1 212054, Statistics 272384 and Corporate Finance 213514 or investing 213524 or equivalent. Fire protection Advanced Principles of Safety and Survival CHS-264334 4 credits, upper level This course prepares students to manage and administer training and education programs in fire and emergency services. Topics include the many systems of training and education available and the concept of professional development on both individual and organizational levels. The focus is on safety, especially understanding and preventing training deaths and injuries. Discussion explores how higher education/training contributes to the professional development of fire-service personnel. Prerequisites: Fire and Emergency Services Administration, Personnel Management for the Fire and Emergency Services, or equivalent experience. Analytical Approaches for the Fire and Emergency Services CHS-264044 4 credits, liberal study, upper level Study the foundations of systems analysis, exploring both fire prevention and suppression systems. Because fire department deployment analysis is the focus of much of the course, significant application of mathematics to the fire service is required, including formulas for resolving such issues as response time and resource utilization. Activities emphasize data collection, analysis, presentation and interpretation, simulation, resource allocation, planning, the evaluation of service delivery strategies, preparation of written objectives. Note: This course has a required CD-ROM component. Recommended: Previous study in Accounting for Decision Makers, Business Mathematics, Statistics, Economics/Micro, Algebra or equivalents. Important note: This course was renamed effective the January 2011 term and was formerly offered as Analytic Approaches to Public Fire Protection. Students who have successfully completed 264044 should not enroll in this course. Applications of Fire Research CHS-264124 4 credits, liberal study, upper level Learn the basic principles of research and methodology of analyzing fire research reports. Examine the scientific method, decision analysis, research hypothesis, validity, descriptive and inferential statistics, the limitations of research application and current research directions. Covers fire test development, development of fire safety standards, laboratory methods for testing flame spread, fire toxicology, fire modeling, fire resistance and structural research, methodologies for evaluating extinguishing agents, computer simulation of occupant evacuation, convergence cluster behavior, technical improvements and procedural changes in transportation as a result of research, risk analysis, human tenability research and thermal characteristics of various fabric materials. Background in psychology, chemistry, physics and mathematics is suggested. Prerequisites: Fire Protection Structures and Systems and/or Fire Dynamics or equivalent. Community Risk Reduction for the Fire and Emergency Services CHS-264094 4 credits, liberal study, upper level Examine the fire department as a part of the complex organization of the community. Investigate how departments interact with their communities, review community profiles and structures and consider the variables within particular community types. Focus on the sociological, economic and political characteristics of communities, including how these characteristics influence the fire problem. Students need a working knowledge of statistics and an understanding of environmental variables and socioeconomic factors in fire casualties. Recommended: Previous study in Statistics, Economics/Macro, Economics/Micro, The American Political System, College Writing, Communication Decisions, Advanced Fire Administration, Introduction to Sociology or equivalents, and introductory studies in psychology and sociology. Important note: This course was renamed effective the September 2008 term and was formerly offered as The Community and Fire Threat. Students who have successfully completed 264094 should not enroll in this course. Disaster Planning and Control CHS-264064 – See Emergency Management Emergency Services Training and Education CHS-263284 4 credits, upper level This course prepares students to manage and administer training and education programs in fire and emergency services. Topics include the many systems of training and education available and the concept of professional development on both individual and organizational levels. The focus is on safety, especially understanding and preventing training deaths and injuries. Discussion explores how higher education/training contributes to the professional development of fire-service personnel. Prerequisites: Fire and Emergency Services Administration, Personnel Management for the Fire and Emergency Services, or equivalent experience. Fire and Emergency Services Administration CHS-264014 4 credits, upper level Review the history and development of the American fire service. Addresses management issues and organization of a fire department. Includes value engineering for capital resources; cost effectiveness in service delivery; fire prevention, suppression and investigation; emergency medical services; the utilization of computers in data collection, retrieval and analysis. Apply content to local fire protection issues. Prerequisites: Introduction to Public Administration or equivalent, or significant practical background in administration and management. Recommended (1 or more): Accounting for Decision Makers, Management Principles, The American Political System, College Writing, Communication Decisions, Human Service Management or equivalents. Important note: This course was renamed effective the September 2009 term and was formerly offered as Advanced Fire Administration. Students who have successfully completed 264014 should not enroll in this course. Fire and Western Civilization HIS-243054 – See Environmental Studies Fire Dynamics CHS-264114 4 credits, upper level Study the combustion process, with an emphasis on fire chemistry, oxidizers, reducing agents, temperature criteria and molecular chain reactions. Historical and current theories of combustion are studied. Activities address heat transfer, fuel configuration and geometry, thermal columns, ventilation, theoretical considerations of flashover, research concerning fire spread, computer models and modeling as a means to understand fire phenomena. Prerequisite: students should have some academic or practical background in chemistry, physics, algebra and hazardous materials, advanced fire training and experience. Recommended: Previous study in Fire Protection Structures and Systems, College Writing or equivalents. Fire Investigation and Analysis CHS-264104 4 credits, upper level This course examines the technical, investigative, legal, and social aspects of the arson problem, including principles of incendiary fire analysis and detection, environmental and psychological factors of arson, legal considerations, intervention and mitigation strategies. Prerequisite: A basic knowledge of fire behavior and fire suppression is required. Note: This course was formerly offered as Incendiary Fire Analysis and Investigation, 264104. Students who have successfully completed 264104 should not enroll in Fire Investigation and Analysis. Fire Prevention, Organization and Management CHS-264024 4 credits, upper level Review fire prevention background and concepts; nongovernmental fire prevention functions; government fire prevention efforts; preparation of fire prevention personnel; fire prevention through building and fire safety codes; effective fire prevention inspection; human reaction to fire emergencies; public fire education; research in fire prevention; international fire prevention practices; evaluation of fire safety efforts; cause determination; and arson suppression. Prerequisites: Students should be familiar with fire prevention practices and have fire training experience. Suggested: College Writing, Computer Information Systems, Advanced Fire Administration or equivalents. Fire Protection Structures and Systems CHS-264074 4 credits, upper level This course examines the underlying principles involved in structural fire protection systems, building furnishings, and fire protection systems including water-based fire suppressions systems, fire alarm and detection systems, special hazard suppression systems, and smoke management systems. Recommended: Previous study in Algebra, College Writing or equivalents, and knowledge of building construction. Fire Related Human Behavior CHS-264054 4 credits, liberal study, upper level Explore the interaction of traditional fire service concerns with a range of social sciences, relating theory to practice. Focus on the dynamics of human behavior during fire incidents and explore how these are related to fire prevention practices, programs, codes and ordinances. The psychological effects of communications during emergencies and the conduct of post-fire interviews with victims and fire fighters are studied in depth. Recommended: Previous study in introductory psychology course and advanced technical understanding through fire training and experience. College Writing, Communication Decisions, Competition and Cooperation: A Cross-Cultural Perspective or equivalents. Managerial Issues in Hazardous Materials CHS-264134 – See Emergency Management Personnel Management for the Fire and Emergency Services CHS-264034 4 credits, upper level Develop an understanding of basic personnel management concepts, their legal foundations and their application to the fire service. Examine the role of the personnel administrator and the processes of procuring, developing, allocating and coordinating human resources. Activities cover personnel planning, staffing, supervision and discipline, labor relations, affirmative action and equal employment opportunity, employee motivation, productivity, compensation and performance evaluations. Prerequisites: Introduction to Public Administration and/or Advanced Fire Administration or equivalents, and have significant experience as a line officer. Recommended: Management Principles, Labor/Management Relations, Human Service Management, Theories of the Labor Movement, College Writing or equivalents. The title of this course was amended from Personnel Management for the Fire Service to Personnel Management for the Fire and Emergency Services effective the January 2008 term. Political and Legal Foundations of Fire Protection CHS-264084 4 credits, liberal study, upper level This course examines the legal aspects of the fire service and the political and social impacts of legal issues. This course includes a review of the American legal system and in-depth coverage of legal and political issues involving employment and personnel matters, administrative and operational matters, planning and code enforcement, and legislative and political processes. Recommended: Previous study in college writing, law and government. Psycho-Social Impacts of Mass Disasters CHS-264864 – See Emergency Management Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security gender studies Hip-Hop America: The Evolution of a Cultural Movement HIS-243554 – See Arts: Visual and Performing Introduction to Women’s Studies SOC-281324 – See Family Studies Play, Fantasy and Reality HDV-284354 – See Early Childhood Studies Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Roots and Routes of African Diaspora Resistance: Arts CUL-224124 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: History CUL-224224 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: Humanities CUL-224334 – See Arts: Visual and Performing Sex and Gender in Cross-Cultural Perspective: Advanced SOC-283324 – See Cultural Studies Sex and Gender in Cross-Cultural Perspective: Introductory SOC-282324 – See Cultural Studies Sociology of Sports and Leisure SOC-284424 – See Cultural Studies The Development of Gender Identity HDV-283104 – See Early Childhood Studies Thinking About Race, Class and Gender SOC-282264 – See Family Studies Travel and Tourism: A Critical Perspective SOC-283244 – See Anthropology U .S . Women’s History: Lives and Voices HIS-243254 – See Family Studies Women, Girls and the Media CUL-224114 – See Arts: Visual and Performing Health services Adolescence and Addictions CHS-253854 – See Alcohol and Substance Abuse Aging and Society HDV-283254 – See Aging and Gerontology Attachment in Early Childhood HDV-281124 – See Early Childhood Studies Attachment: Continuity and Separation: Advanced HDV-283124 – See Aging and Gerontology Behavioral Neuroscience HDV-283474 4 credits, liberal study, upper level, general education requirements Behavioral Neuroscience is an in-depth study of the principles of neuroscience in the context of current research trends. The course will focus on neurophysiology, neurochemistry and neuroanatomy. Students will learn specific molecular components of cellular communication and psychopharmacology, and sensory perception. Subsequently, students will read and critically review current research in the fields of clinical psychology, neuropsychology, neuropathology and substance abuse. This course fully meets the general education requirement in Natural Sciences. Chemical Addiction: Theories and Practices CHS-253184 – See Alcohol and Substance Abuse Chemical Addiction: Theories and Practices CHS-253186 – See Alcohol and Substance Abuse Community Health CHS-253554 4 credits, upper level Community Health will explore the health care needs of various ethnic and cultural population groups and the cultural, social, political and economic factors involved in the access and utilization of health care systems by diverse groups of people in America. Barriers to the health care system that will be discussed include communication, financial, cultural and geographic factors. The goals of the U.S. Department of Health and Human Services Campaign, Healthy People 2020, will be addressed. Factors that influence the epidemiological measures of morbidity and mortality, including environment health issues will be included. Prerequisites: United States Health Systems or equivalent. Crisis Intervention CHS-252154 4 credits, lower level In group discussions and assignments, learn the aims and assumptions of crisis intervention treatments, the primary procedures of crisis intervention techniques, applications of each technique and a six-step model that provides a systematic way of dealing with people in crisis. Discover strategies for handling a variety of different crisis situations and understand why certain techniques and strategies are used in specific situations. Students will be required to complete the following assignments for this course: four written assignments. Requires working knowledge of human service, health or community organizations. Developmental Neurobiology: The Human Lifespan HDV-283112 – See Aging and Gerontology Developmental Psychopathology HDV-284234 – See Early Childhood Studies Disabled in America CHS-252054 4 credits, liberal study, lower level Study the civil rights movement of individuals with disabilities through a review of significant historical events, changing social policy. Through this course, the student will find out about the daily lives and characteristics of the more than 54 million Americans who are covered by the Americans with Disabilities Act. Current initiatives in education, employment, housing, transportation, communication, cultural activities, recreation, health services, assistive technology and access to public services also is covered. Students will be required to complete the following assignments for this course: five written assignments and a final project. Economic Issues in Health Services CHS-253724 – See Economics Grief and Loss CHS-254044 – See Aging and Gerontology Group Work Practices CHS-253204 4 credits, upper level Group work is the foundation of many treatment approaches in human services. This course enables you to gain a knowledge of the varied components of group work practice through an understanding of the concepts of group member dynamics, leader roles and duties and the group process. Examine the various theoretical approaches used in group work and apply them to treatment populations. Develop competency in evaluating the various stages of group work, including client screening, evaluation of group progress and member and group outcomes. It is highly recommended for all direct service students in the human services. Health Informatics SMT-273124 4 credits, liberal study, upper level The improved use of data and communication of information is a vital component to improving health care and public health. Health informatics is the integration of information systems into the health fields, such as health care, public health and health services. The course will explore the concepts of health care informatics, health information management, the types of data and use of data. In addition, topics that will be introduced include implementation and use of systems as well as organizational dynamics. Consideration of ethical issues and the implication of regulatory requirements related to the use of health information and information systems will be included in the course. Prerequisites: Critical-thinking, research and writing skills at the upper level. Health Psychology HDV-284174 4 credits, liberal study, upper level This course will focus on the way psychology, the science of behavior, connects with health and disease. Topics to be covered in this course will include health enhancement, disease prevention and rehabilitation. The impact of, and issues concerning, stress, pain, drugs and social supports also will be addressed. The prevention of illness and individual responsibility will constitute a primary focus. Students will have an opportunity to look at theory and research and then reflect upon their own health concerns and actions regarding their personal health care. Prerequisite: Introduction to Psychology, Health or equivalent experience. Health, Illness and Society SOC-283164 4 credits, liberal study, upper level Explore the broad area of sociological inquiry known as the sociology of medicine. Explore the relationship between health and illness and the social factors that may affect these and apply theories and models of society to issues of health and illness. Understand that medicine, as a body of professional (and lay) knowledge, is itself a social institution and that our understanding of health and illness is socially constructed. Explore institutions such as hospitals, clinics, solo practices and roles of physicians, midwives, faith healers and patients through which we encounter medicine. Consider how health care is organized and delivered in the U.S.A. and in other capitalist, socialist and emerging societies. Read papers written for medical field peers rather than for students, and see the hurly burly and relative ambiguity and tentativeness of research findings in contrast to the clear, unequivocal statements often cast in textbooks. This course was previously offered as Sociology of Medicine. Students who have successfully completed Sociology of Medicine should not enroll in this course. Prerequisites: At least one foundation course in Sociology. Human Exceptionalities HDV-283224 – See Early Childhood Studies Interdisciplinary Perspectives in Global Health NUR-203254 4 credits, liberal study, upper level This course is open to both nursing and nonnursing students and will introduce students to the main concepts of the global health field. Students will get an overview of principles and goals of global health, cross cutting global health issues, burden of disease and cooperating to improve global health. Students will utilize critical reasoning and evidence based practices to propose and support solutions for public health concerns around the world. Prerequisites for nonnursing majors: U.S. Health Systems Note: This course will only run the first eight weeks of the summer term. Important note: This course was renamed effective the May 2012 term and was formerly offered as Global Health. Students who have successfully completed 203254 should not enroll in this course. Issues in Health Policy and Management CHS-254714 4 credits, liberal study, upper level This course is a policy analysis course which examines several areas of health policy and offers students the opportunity to think critically about selected health policy issues including National Health Care Reform. This course is a capstone study for health services concentrations. Students will understand the policy process by utilizing a specific policy framework; will learn analysis including agenda setting, policy formulation, policy implementation, evaluation and revision; will relate course theories and concepts to an understanding of the political and regulatory impact on the health policy development process and ultimately on the operations of health services organizations; will examine the influence of internal and external stakeholders in the process; and will identify significant policy analysis themes which underline the values and assumptions of course authors and others in the field of health policy. Students will be required to complete the following assignments for this course: five written assignments and a final project. Prerequisites: The United States Health Systems or equivalent experience and knowledge. A course or equivalent experience/ knowledge dealing with public administration or public policy is helpful. Legal and Ethical Issues in Health Services CHS-253744 4 credits, liberal study, upper level Through group discussions and learning tasks, study some of the important legal and ethical issues facing the providers, payors and consumers of health services. Review the basics of the legal system and processes as they relate to the health services industry. Study legal and ethical issues related to: access, quality of care, patients’ rights, medical technology, organ transplants, licensure and financing of health services. Address legal and ethical issues from the perspectives of health service providers, payors and consumers. Students will be required to complete the following assignments for this course: two to three written assignments and a final project. Note to NYS Nursing Home Administrator Certificate students: this course fulfills the requirement for Legal Issues in Health Care. Prerequisite: The United States Health Systems or equivalent. Managed Care CHS-253754 4 credits, upper level Through group discussions and learning tasks, study basic concepts related to managed care activities in payor, consumer and provider health and social service organizations. Study the evolution of managed care in the United States. Compare and contrast managed care concepts and structures, alternative financing mechanisms, health (physical and mental) and human service models of managed care operations. Relate the functions of utilization review, networking, contracting, information management, service delivery, fiscal accountability and marketing to managed care organizations. Students will be required to complete the following assignments for this course: four written assignments. Prerequisite: Introduction to Human Services or United States Health Systems or equivalent. Management of Health Services CHS-253304 4 credits, upper level Relate concepts and theories of management to health and human service organizations. Study how the external and internal environments impact the roles of managers in these organizations. Focus on how the core management functions (planning, organizing, staffing, leading, controlling and decision making) are applied in health or human services organizations. Complete a common core related to the management functions that apply to all health and human service organizations, and then focus on the application of management functions to a local health or human service provider, payor and consumer organizations. Students will interview a health or human service organization manager in their area and relate their management practices to the theories and concepts presented in the course. Students will be required to complete the following assignments for this course: four written assignments and a final project. Prerequisite: knowledge of health or human services provider, payor and consumer organizations gained through course work (e.g., The United States Health Systems, Introduction to Human Services) or work experience; and an understanding of management principles gained through course work or work experience. Managing Bioterrorism and Public Health Emergencies CHS-264834 – See Emergency Management Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Stress and Coping – See Educational Planning HDV-282214 Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security The United States Health Systems CHS-252104 4 credits, lower level Study the origins, changes and current status of the major programs that provide for the delivery, financing and regulation of health care services in the public and private sectors. Explore how these programs shape the activities of health service providers, payors and interest groups and how each attempts to influence the activities of the program managers. Provides a foundation for further study of the major issues of accessibility, cost and regulation of health services as they relate to policy, management and economic considerations. Students will be required to complete the following assignments for this course: two written assignments and a research assignment. Suggested: strong writing skills. Western Civilization and Human Development HDV-283374 – See Family Studies History and Civilizations African History and Culture HIS-243344 – See Cultural Studies America’s Founding Ideas SOC-263454 4 credits, liberal study, upper level, general education requirements The founding of the United States of America is one of the defining events of world history, and the political ideas of the founding generation continue to be invoked all manner of political debate. But, questions about the founding generation remain: What did Thomas Jefferson and James Madison really think about politics? How did the American founding generation understand terms like “liberty,” “democracy” and “freedom?” This course is designed to separate fact from fiction by introducing students to the intellectual, economic, and social context of the American founding. This course fully meets the general education requirement in American History. American Ethnic History HIS-243234 4 credits, liberal study, upper level, general education requirements Study a narrative history of the United States in the context of native and immigrant ethnic groups and their interactions with one another. Ethnic and immigrant history serve as a vehicle for understanding both unity and diversity in American society and for revealing the complexities of political, economic, social and cultural history, as well as America’s evolving relationship with the rest of the world. Important note: Effective the January 2008 term, this course was changed from lower-level to an upper-level course. Students who successfully completed this course at the lower-level (HIS-242234) should not enroll in this course at the upper level. This course fully meets the general education requirement in American History. American Popular Music in the 20th Century ART-223414 – See Arts: Visual and Performing An Economic History of the West HIS-242504 – See Economics Asian American Experience HIS-244294 – See Cultural Studies Business Enterprise in American History BME-213034 – See Business (General) Ethnic Conflict in Global Perspective HIS-243854 4 credits, liberal study, upper level Study selectively ethnic conflict among the 5000 ethnic groups found in about 170 nation-states. Focus on past and contemporary conflicts between and among ethnic groups and between ethnic groups and the state. Specific case studies will vary from term to term and may include, at your option, studies of the Holocaust or others based upon Internet resources. Prerequisites: Two courses in history and/or the social sciences. Important note: This course was renamed effective the September 2008 term and was formerly offered as Ethnic Conflict: Cross-National Studies. Students who have successfully completed 243854 should not enroll in this course. Exploring Place: History HIS-244774 4 credits, liberal study, upper level This is an advanced-level research course in which students, with guidance from the instructor, propose and carry out their own semester-long, self-directed, in-depth research agendas. Thinking of place as a community in a geographical location or physical environment, this interdisciplinary course seeks to offer an opportunity for a place-based approach to history. Explore the local history of the place you live (or some other place of interest), whether you define that place as a neighborhood, a whole village or town or city, a geographical region or a watershed. Research, for example, a particular topic or period of local history by engaging with historical scholarship, consulting local archives and historical societies and/or interviewing community members who have witnessed local history. Collaborate with other students interested in history, the arts and culture to learn concepts for thinking about place as a process, as a coming together of nature and culture, of the local and global and of issues ranging from gender, class, ethnicity and the environment to modernization, conservation, and preservation. Design and share with peers the results of your own projects about local history and the place you are interested in. “Visit” one another’s place online as part of a cross-place comparison. Some of the reading materials for this course have been predetermined and are available at the bookstore. However, each student, in consultation with the instructor, will be responsible at the outset of the course for proposing a set of individualized, place-specific research topics that will comprise the bulk of their work throughout the term. (For example, a project might require acquiring a scholarly book and a popular book about your place in order to analyze and compare how they represent its landscape.) Each student will be responsible for acquiring (borrowing or purchasing) in a timely fashion the books and materials necessary for these projects. Such materials are not available at the bookstore. Students and mentors should note that the highly-individualized approach of this course can enable students to develop projects that support a particular personal interest or degree program need that is not directly motivated by an interest in history per se. For example, a student who is interested in ethnicity could choose to develop his or her projects in this course entirely around the immigration history of a particular ethnic group in his or her local community. Or, a student in Business, Management and Economics could focus for the entire term on the historical impact of a local business or industry on the community or vice versa (e.g., a resident of Glens Falls, N.Y., might look at the history of the paper mill industry). Important note: This course overlaps with Exploring Place: Humanities and Exploring Place: Arts. No more than one of these three should be included in a degree program. Fashion in U .S . History HIS-243194 – See Cultural Studies Fire and Western Civilization HIS-243054 – See Environmental Studies First Peoples of North America HIS-243134 – See Environmental Studies Global Climate Change SMT-272114 – See Economics Global History from the 15th Century HIS-242114 4 credits, liberal study, lower level, general education requirements This course addresses major themes and issues within global history since 1600. Through films, texts, and interactive tools, we’ll explore the impact of science, technology, and religion; how political absolutism in Europe gave way to the rise of a democratic ideology forged by social contract theories of the Enlightenment; the causes of war and revolution; the development of global systems to include slavery, colonialism, and labor migration; the rise of nationalism and the onset/passing of the Cold War; and perceived differences between tradition, modernity, and globalization. Globalization is a product of historical forces, political, cultural, and/or socio-economic, which continue to shape the world. The course will address our contemporary world as a global community, promoting a vibrant comparative analysis of our lives today. Students will learn about the art and science of historical inquiry through the use of primary sources, maps and timelines. This approach to global history contributes to various disciplines, from business to health to the arts and more. Important notes: Students should not take both World History 2 and European Civilization Since 1815. Students do not have to take both Global History to the 15th Century and Global History from the 15th Century. They can take one or both in either order. This course was renamed effective the September 2010 term and was formerly offered as World History II Circa 1600 - Present. Students who have successfully completed 242114 should not enroll in this course. This course fully meets the general education requirement in Other World Civilizations and partially meets the general education requirement in Western Civilization. Global History to the 15th Century HIS-242104 4 credits, liberal study, lower level, general education requirements Through texts, film, and interactivity, this course will introduce students to global history through 1600. Globalization is a product of historical forces that have shaped the world since the dawn of time. All histories are part of a greater global whole as evidenced by the interlinking of contemporary societies via the unprecedented phenomenon labeled globalization. This course will promote a vibrant understanding of our world today by exploring multifaceted forces and interactions that brought individuals and cultures together in both conflict and cooperation, encouraging comparative analysis from a global perspective that can contribute to various disciplines. We will explore the rise of the world’s first major civilizations (including Mesopotamia, China, India and Egypt); specific cultural, political and social encounters; the classical foundations of both the Greek and Roman civilizations; and the impact of religion, memory schemes, and oral traditions in shaping world civilizations. Students will begin to learn the art and science of historical inquiry through the use of primary sources, maps and timelines, to bring into perspective our contemporary view of the origins of civilizations. Important note: Students do not have to take both Global History to the 15th Century and Global History from the 15th Century. They can take one or both in either order. This course was renamed effective the September 2010 term and was formerly offered as World History I to 1600. Students who have successfully completed 242104 should not enroll in this course. This course fully meets the general education requirement in Other World Civilizations and partially meets the general education requirement in Western Civilization. Global Perspectives on Political Theory SOC-263444 4 credits, liberal study, upper level, general education requirements Global Perspectives on Political Theory Course Description (Offered in September Only) As the world continues to become increasingly integrated in terms of economics, communication technology, trade, the impact of human activity on the environment, and a shared cultural lexicon it has become clear to many that political theory should be approached from a global perspective. In this course students will explore the various ways that adopting a global perspective on political theory, and political life in general, plays out. Broadly speaking, there are two ways to think about adopting a global perspective on political theory. On one hand, we can explore the aspects of political theory that may have global implications and applications. Questions regarding human rights, environmental political theory, cosmopolitanism, and the impact of global capital movement all fit well within this approach. On the other hand, different cultural, religious, and intellectual traditions may bring to the table very different perspectives on issues like democracy, the relationship between religion and politics, the acceptable use of violence, and the structure of the economy. Given this reality, a comparative approach might be in order. This course is divided into four parts. Part one introduces the concept of cosmopolitanism, the idea that an individual can be a citizen of the world. Part two explores the emerging field of comparative political theory. In part three, students will use the concepts and methods of cosmopolitanism and comparative political theory to examine Islamic political thought. In part four of the course students will develop and present research projects based on topics developed in consultation with the instructor. Students may choose to focus either on one aspect of a particular intellectual, religious, or cultural tradition, or to focus on an issue of global significance. This course is part of the Project for Critical Inquiry. More information can be found at commons.esc.edu/CriticalInquiry Important note: This course was renamed effective the September 2011 term and was formerly offered as Comparative Political Theory. Students who have successfully completed 263444 should not enroll in this course. This course fully meets the general education requirement in Western Civilization. Globalization: Business and Society in the Information Age HIS-213254 – See Business (General) Hispanic/Latino Peoples of the United States HIS-243094 4 credits, liberal study, upper level, general education requirements The group of people described as “Hispanic/ Latino” is one of the fastest growing minorities in the U.S. and is becoming more and more important politically and economically. Students will have an opportunity to discuss and study several important issues related major Latino ethnic groups in the United States. The course will examine problems Latinos have faced and continue to face in relation to immigration, education, discrimination, and participation in the political arena. Students will explore a variety of cultures defined as Hispanic in the contexts of their unique histories in the U.S. and will use a variety of approaches (historical, sociological, political), and sources (literature, media, popular culture) to understand each culture. Recommended: Prior study in history, sociology, anthropology or politics. This course fully meets the general education requirement in Social Sciences. Historiography HIS-244444 4 credits, liberal study, upper level Historiography seeks to understand the ways in which history has been written by exploring what shapes historical works. Historiography considers influences on works of history like what methods and sources were chosen and why, who was the intended audience, and why certain sources or topics are ignored in certain historical accounts. Larger questions include: What is History? What are historical facts? What is the relationship between past and present? What are current issues concerning the writing and teaching of history? How do views on the role and interpretation of history relate to the methods and sources that historians use? Why is history rewritten? These are the kinds of questions that students will consider in the 15-week course, focusing on conceptual issues surrounding the writing of history. Students enrolled in the 4-credit Historiography will choose a topic of their choice, such as a comparative analysis of several books and/or articles on the same topic; or an in-depth study of some approach to history, such as women’s/gender studies, “history from below,” oral history; or historiographical issues in teaching history. In examining these issues, students also will deal with methodological concerns and changing approaches to historical analysis. Prerequisites: Previous history courses, including at least one upper-level course. History and Systems of Psychology HDV-284104 4 credits, liberal study, upper level, general education requirements History and Systems of Psychology is designed to provide psychology students an opportunity to reflect upon the field as a whole – to review the subject areas that currently define the discipline, those areas that were once a part of the field but which are no longer current, and those areas that may be important in the future. Students will examine major philosophical ideas that have informed the questions and methods of psychology, including the classical systems and schools of psychology, and they will review some of the major empirical findings and theories that have influenced the direction of research. They also will be encouraged to critically examine the ways by which psychologists have written their own history and to consider how intellectual and cultural contexts may have shaped their interpretation of this history. Note: This course has required audio tapes component. Students will choose either CD-ROM or cassettes. Prerequisites: Students should have taken a general (or introductory) psychology, plus at least one other psychology course and have senior status. This course fully meets the general education requirement in Western Civilization. History of Economic Thought BME-213124 4 credits, liberal study, upper level History of Economic Thought examines major contributions made to the field of economics by great thinkers from Adam Smith to Milton Friedman. Systems of economic thought and their applications to economic practice and policy making are compared and evaluated in judging their efficacy to solve current economic problems and address emerging issues, especially in an increasingly globalized environment. By the end of the study, students should have developed an overview of the main approaches to the history of thought; a sound knowledge of the discipline of economics; and the ability to critically evaluate the major contributions to the theories of value, production, and distribution. This is an advanced-level study and students are expected to analyze, critique, synthesize, and form informed positions on economic principles and theories. History of Mathematics SMT-273904 4 credits, liberal study, upper level, general education requirements This interdisciplinary course offers an advanced-level introduction to the development of mathematics from antiquity to the present. Moving beyond an outline of the development of mathematical ideas in Europe and its colonies, students also will study mathematical developments in other cultures, including the ancient Mesopotamian, Chinese, Indian and Egyptian civilizations, and the medieval Islamic caliphate. An emphasis will be placed on the understanding of mathematical developments in broader historical and cultural context. Students will discuss various points of view concerning selected core controversies in mathematics, research and write about the contributions of individuals or cultural groups to the development of mathematics, and solve a variety of mathematical problems of historical interest. Students will propose a course theme in accordance with their particular interests around which to build their principal research and writing assignments. For example, a student may wish to explore the mathematical contributions of a particular culture in greater depth. A student also may wish to explore the historical development of a particular mathematical field or to research mathematical connections throughout history to another field of their choosing, such as art, music or the sciences. Students will be encouraged to identify significant mathematical developments, to analyze key ideas, contributors and events that made these possible, and to discuss implications for mathematics in the 21st century. Prerequisites: This advanced-level study presumes that the student has already achieved upper-level standing with fluency in college reading, writing, research and critical thinking. This study also presumes that the student has excellent knowledge of college-level mathematics through Pre-calculus. Further studies in mathematics, such as Calculus 1 are strongly recommended. There also is an introductory version of this course, in which students who may not yet be prepared for advanced-level studies are encouraged to enroll. Important note: Students should not include History of Mathematics twice in their degree program. This course can only be taken once, either at the lower level or at the upper level. This course fully meets the general education requirement in Mathematics and Other World Civilizations. History of Mathematics SMT-272904 4 credits, liberal study, lower level, general education requirements This interdisciplinary course offers an introduction to the development of mathematics from antiquity to the present. Moving beyond an outline of the development of mathematical ideas in Europe and its colonies, students also will study mathematical developments in other cultures, including the ancient Mesopotamian, Chinese, Indian and Egyptian civilizations, and the medieval Islamic caliphate. An emphasis will be placed on the understanding of mathematical developments in broader historical and cultural context. Students will discuss various points of view concerning selected core controversies in mathematics, research and write about the contributions of individuals or cultural groups to the development of mathematics, and solve a variety of mathematical problems of historical interest. Prerequisites: Good algebraic and expository writing skills. This course fully meets the general education requirement in Mathematics and Other World Civilizations. Images of Women in Western Civilization ART-223534 – See Arts: Visual and Performing Introduction to the History of Western Architecture ART-221434 – See Arts: Visual and Performing Latin America: History, Politics and United States Policy HIS-243154 4 credits, liberal study, upper level, general education requirements Examine Latin America’s social history and United States-Latin American relations during the “modern” period of Latin American history (1821 to the present). Explore the thicket of human diversity and political controversy that stamps all of Latin American and United States history. Examine the broad scope of modern Latin American history, culture, ethnicity, economic development, society, politics, migration patterns and foreign relations in the Caribbean, Central America, Mexico and South America. Develop a knowledge of Latin American diversity from the early 1800s to the present, with emphasis on its importance to the United States. Recommended: Previous study in World History 2 or equivalent. This course fully meets the general education requirement in Other World Civilizations. Modern China HIS-243324 – See Cultural Studies Modern Russia: Building a Civil Society HIS-243384 4 credits, liberal study, upper level Study modern Russia from the fall of Czarist Russia to the Bolsheviks and the rise and fall of the Soviet Union. Examine the current difficulties in creating a democratic society in Russia and become aware of the conditions facing the Russian citizenry in light of the Soviet legacy. Nature in American History HIS-243544 – See Environmental Studies News: Fact or Fiction? HIS-243504 – See Communications and Media Pacific Asia: Culture and History HIS-242304 – See Cultural Studies Politics and Religion in America SOC-264204 4 credits, liberal study, upper level, general education requirements Religion has played a prominent role in American public life for more than 400 years, and it remains a powerful force in American politics. This course will examine the relationship between religion and politics from philosophical, historical and strategic perspectives. Students will explore current movements, events and issues in the frameworks of the past, present and future. The course begins by building a historical framework within which to assess the present role of religion in politics, by exploring the philosophies that influenced the thinking of the founders on the question of the proper place of religion in political life. Students also will explore the strategic dimensions of political action, seeking to understand the tactics, rhetoric, and social environments in which religious political actors attempt to influence public policy through voting, lobbying, and grassroots mobilization. Finally, thoughtful consideration is given to the future of religion in American politics. The ability to think critically and engage in advanced college studies. This course fully meets the general education requirement in American History. Public History: A Shared Conversation with the Past HIS-243434 – See Communications and Media Renaissance and Reformation: Origins and Impacts HIS-244344 – See Cultural Studies Roots and Routes of African Diaspora Resistance: Arts CUL-224124 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: History CUL-224224 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: Humanities CUL-224334 – See Arts: Visual and Performing Science and Technology in Western Culture HIS-243454 – See Environmental Studies The African-American Experience HIS-243124 4 credits, liberal study, upper level, general education requirements This course describes and analyzes African-American experiences from slavery to contemporary times, primarily within the United States, but also as related to the Diaspora in other parts of the Americas. The course briefly examines the economic, geographic and political effects of slavery and its aftereffects. Twenty-first century African-American cultural and social history will form the core of the course. Topics covered will include arts and cultural achievements, issues in education, political developments, racial conflict and violence, the civil rights movement and contemporary issues as viewed by the African-American cartoonist Aaron McGruder. Recommended: A United States history course and United States government course. This course partially meets the general education requirement in American History for all students, but fully meets the general education requirement in American History for students scoring 85 or above on the New York State Regents exam in United States History and Government. The American Presidency SOC-263314 4 credits, liberal study, upper level, general education requirements This course will examine the office of the American presidency and the operation of the executive branch of the American federal government from a historical perspective. We will analyze the office of the presidency throughout the history of the Republic, identifying patterns of change as well as continuities in presidential power. We will consider the presidency’s design in the Constitution and what factors have led to departures from that framework. The class begins with an examination of the historical development of the American presidency and then moves into an examination of modern executive power. Our readings will examine the notion of “the modern presidency” from a variety of angles. The course will provide students with the background to explore such questions as, “How have presidents attempted to persuade the American citizenry through rhetoric? Have modern American presidents been successful policy innovators and legislative leaders? What is the relationship of the president with the bureaucracy, legislature, and the judiciary? What form of presidential leadership is possible in the 21st century?” This course fully meets the general education requirement in American History. The Enlightenment HIS-224054 – See Cultural Studies The Middle East HIS-243414 4 credits, liberal study, upper level, general education requirements Explore the origins of the current political conflicts and social conditions in the Middle East. Study the land and its peoples, religion and civilization, Western expansion and influence, nationalism, consequences of World War I, oil, development of nation-states, tradition and change and revolution. Recommended: Prior study in history, religion, sociology, anthropology or politics. This course fully meets the general education requirement in Other World Civilizations. The Pursuit of Happiness in American History CUL-222114– See Educational Planning The West in American Culture HIS-243224 – See Environmental Studies Transformations During the Colonial Experience in America 1607 - 1776 HIS-243364 4 credits, liberal study, upper level, general education requirements Colonial America calls up images of determined pilgrims and dour puritans, the Salem witchcraft trials as well as the first Thanksgiving. Those images reflect a new and distinctly American civilization that Europeans, Africans and Native Americans were constructing from the time of the first European settlements to the American Revolution. This course examines the birth and maturation of the American civilization that developed out of political, economic, social, cultural, environmental, religious as well as human factors. It explores the values and institutions that colonial Americans created that are the hallmark of modern American civilization, and evaluates how men and women experienced their lives in Colonial America. Prerequisites: A previous course in American history is recommended as well as the ability to do college-level work at the advanced level. This course fully meets the general education requirement in American History. United States in a Global Context HIS-243394 4 credits, liberal study, upper level, general education requirements This course seeks to explore the development of the United States as a global power and evaluate the sources of the nation’s domestic and international strength. Students will become familiar with Joseph Nye’s theory of “soft power” and “hard power” as sources of national strength, which will provide a framework for students to evaluate American institutions and America’s participation in the global arena. Students will learn how America developed into an urban, industrial nation and entered the global arena economically and politically in the 20th century. The course will explore America’s economic development and strategies to position itself in a global context. We will pay particular attention to foreign affairs of the past 50 years and explore specific events to understand their importance. Students will read a basic text familiarizing them with the history of America in a global context, explore several historical case studies, and read two provocative books that will force them to think critically about the actions of the United States supporting economic growth and positioning itself as a global power. Prerequisite: Advanced-level reading, research and writing skills. This course meets the general education requirement in American History. United States Labor History LAB-263704 4 credits, liberal study, upper level, general education requirements This course examines the roles of workers and their organizations from colonial American times to the present. The goals are to develop informed and critical analyses of these historical developments and to draw conclusions about them in ways that make sense to the student. Students will critically examine and discuss labor as a form of economic, political, and social expression; will learn how to identify, understand, and appreciate labor traditions in their historical, critical, and socio-cultural contexts; and will learn to differentiate economic, political, social, and organizational traditions. The course also will consider the manner in which both unionized and nonunionized work developed. This will include discussing how gender, race, and ethnicity have influenced workers in America. Course activities require students to observe, discuss and write about labor from critical and analytical perspectives, including cultural, historical, sociological, political, and philosophical frameworks. Prerequisites: There are no specific prerequisites for this course. Students must be able to read, research, analyze and write at the advanced level. For students enrolling in this course as of the January 2008 term: This course fully meets the general education requirement in American History. For students enrolled in this course prior to the January 2008 term: This course partially met the general education requirement in American History for all students, but fully met the general education requirement in American History for students scoring 85 or above on the New York State Regents exam in United States History and Government. U .S . History From 1865 to the Present HIS-241224 4 credits, liberal study, lower level, general education requirements In 1865, the United States was in tatters. Civil War had divided the nation into two, and even after the war ended, deep rifts remained between whites and blacks, immigrants and “natives,” and the descendents of European settlers and indigenous Americans. The meaning of a simple word – freedom – lies at the core of these rifts and that word will guide our study. The course begins with a look at how the meaning of freedom changed in the Reconstruction era before moving into an exploration of America’s westward and overseas expansion in the late 19th century, the economic booms and busts of the period between the two world wars, the social upheavals of the civil rights movements of the 1960s, and the conservative turn of the post-Reagan era. Students will read and discuss primary texts from each of these eras, listen to recorded speeches, and view documentary footage. Learning activities will include individually completed writing assignments, a visual presentation, a policy oriented project, and a final research project on the historical roots and significance of a major contemporary event. This course fully meets the general education requirement in American History. No prerequisites are required. Important note: This course has been renamed several times. Students who have successfully completed 241224, with a different title, should not enroll in this course. U .S . History to 1865: What Does It Mean To Be A Free Nation? HIS-241214 4 credits, liberal study, lower level, general education requirements What was life like for the first European colonists? What were the ideas, events and actions that led to the American Revolution? What did the Declaration of Independence and the Constitution mean to the people who wrote it? How did the idea of liberty and the practice of slavery develop and co-exist? What was it like to be a woman, an immigrant, a slave or a poor worker in America’s formative years? This course will explore such questions. In doing so, we will meet and hear the voices of a diverse group of people ranging from well-known figures such as Thomas Jefferson and George Washington to others who by law and custom were excluded from the political process but still made a significant impact upon our nation’s history and identity. Students will read and discuss primary texts on each of these topics, and complete both written assignments and contribute to an ongoing blog. The goal of the course is to stimulate dialogue about the meaning of America and each of our own places within it. This course fully meets the general education requirement in American History. No prerequisites are required. Important note: This course has been renamed several times. Students who have successfully completed 241214, with a different title, should not enroll in this course. U .S . Women’s History: Lives and Voices HIS-243254 – See Family Studies Vietnam: A Cross-National Interdisciplinary Perspective HIS-243294 4 credits, liberal study, upper level, general education requirements Pursue an interdisciplinary approach to understanding Vietnamese history, with special emphasis on America’s complex wartime involvement. Explore a wide variety of points of view on the major issues and controversies surrounding the U.S.-Vietnam War and its aftermath. Examine Vietnamese nation building, French colonization, the contradictory and unclear objectives of the United States, the post-World War II foreign policy that led the United States into Vietnam, the importance of cross-cultural differences in the study of Vietnamese-American relations, the domestic conflict in the United States versus the military battles in Vietnam, and the reasons for the outcome, with lessons and legacies of war. Recommended: Previous courses in American history, world history or the social sciences. This course fully meets the general education requirement in Other World Civilizations. Western Civilization and Human Development HDV-283374 – See Family Studies Human Development Adolescence and Addictions CHS-253854 – See Alcohol and Substance Abuse Adolescence and Identity: Home, School, Community HDV-283174 – See Family Studies Adult Development HDV-283204 – See Aging and Gerontology Adults as Learners: Theories and Strategies HDV-283184 – See Aging and Gerontology Aging and Society HDV-283254 – See Aging and Gerontology Analyzing Behavioral Choices HDV-284284 4 credits, liberal study, upper level, general education requirements We routinely contemplate our behavior choices and those of others. There is a tendency in undertaking such analyses to rely mostly on psychological explanations at the expense of examining the role external social forces may play in determining what options are perceived to be possible and reasonable. A review of scholarly findings about behavioral choice will precede analyses of case studies from literary sources. Advanced-level critical reading and writing skills will be required. This course fully meets the general education requirement in Social Sciences. Attachment in Early Childhood HDV-281124 – See Early Childhood Studies Attachment: Continuity and Separation: Advanced HDV-283124 – See Aging and Gerontology Behavioral Neuroscience HDV-283474 – See Health Services Brain and Behavior HDV-282274 4 credits, liberal study, lower level, general education requirements Physiological psychology is an integral part of modern psychology, playing an increasingly important part in the development of the discipline. Brain and Behavior is a survey of physiological systems and how they relate to behavior. The course will focus on basic concepts in neuroscience and how brain mechanisms mediate sensation, motivation, learning, and abnormal behavior. For the first half of the course, students will be introduced to the cellular components of the central and peripheral nervous systems, neurotransmitters, and cellular communication. In the second half, students will apply these concepts to the study of behavior. Prerequisites: Introduction to Psychology or equivalent educational experience is strongly recommended. This course fully meets the general education requirement in Natural Sciences. Theoretical Approaches to Child Development HDV-283154 – See Early Childhood Studies Developmental Neurobiology: The Human Lifespan HDV-283112 – See Aging and Gerontology Developmental Psychopathology HDV-284234 – See Early Childhood Studies Disaster and Society SOC-283434 – See Criminal Justice / Homeland Security Educational Psychology HDV-284334 – See Educational Studies Family and Society HDV-283304 – See Family Studies Grief and Loss CHS-254044 – See Aging and Gerontology Human Development HDV-282174 – See Aging and Gerontology Human Exceptionalities HDV-283224 – See Early Childhood Studies Human Learning: A Developmental Approach HDV-284404 – See Early Childhood Studies Human Sexuality HDV-283334 4 credits, liberal study, upper level The study of human sexuality involves many disciplines and topics. It involves anatomy and physiology, gender, psychology, human development and interpersonal relationships to name a few. It is the cause of both tremendous social conflict and debate. This course attempts to give students a modern perspective on the field, as well as to show how this topic must be studied in a diverse and ever-changing world. Variations in sexual orientation, the nature of sexual coercion, the physiology and psychology of sexual behavior are all addressed in this course. It also seeks to bring a greater understanding of sexual health issues, attitudes and behaviors. Infant and Toddler Development: Advanced HDV-284504 – See Early Childhood Studies Infant and Toddler Development: Introductory HDV-282504 – See Early Childhood Studies Interdisciplinary Perspectives in Global Health NUR-203254 – See Health Services Learning and Memory HDV-283654 4 credits, liberal study, upper level An introduction to learning and memory, grounded in research and theory. Students will be able to explore important phenomena of human learning and memory, theories that attempt to make sense of these phenomena and some practical applications in the fields of education and psychological treatment. Topics covered include: history and context of research in this field, behaviorist principles for respondent and operant conditioning, cognitive theories, concept learning and problem solving, contemporary models of memory, experimental analysis of memory processes, and social learning phenomena and theories. Students have opportunity to explore areas and questions of interest to them, and develop an applied project in a field of their choice. The course touches issues relevant to human development, human services, education, organizational learning and information systems. Satisfactory completion of at least one course in introductory psychology is a requisite to ensure familiarity with concepts and methods of this science. Prerequisites: Satisfactory completion of at least one course in introductory psychology is a prerequisite for enrollment in this course. Appropriate choices are Introduction to Psychology, Experimental Psychology or Cognitive Psychology. This prerequisite is necessary to ensure that students have some familiarity with the language, basic concepts and general methodology of psychology. Learning Styles EDU-233222 – See Early Childhood Studies Play, Fantasy and Reality HDV-284354 – See Early Childhood Studies Principles of Testing and Measurements HDV-283404 – See Educational Studies Reflective Learning EDU-233022 – See Critical Thinking Research Perspectives on Lifespan Development HDV-284244 – See Aging and Gerontology Schooling in America SOC-282244 – See Early Childhood Studies Sensation and Perception HDV-284364 4 credits, liberal study, upper level This upper-level course explains how information gets into the human organism and how this information is interpreted. It emphasizes the practical application of knowledge about the function of the sensory systems and the perceptual phenomena in various professional areas. The sorts of questions addressed in this class include the following; how are sensation and perception developed through the lifespan? What are the anatomical structures of the senses? How is perception constructed from the information of the sensory channels and what factors affect this complex process? How are visual and aural illusions produced? How can knowledge of sensation and perception be useful in practical affairs? The course studies visual perception in detail, while the other senses are discussed in an introductory manner: audition, skin senses, smell, and taste. This is primarily a course for students following a concentration within Human Development or those with an especial interest in the physiology of perception. Prerequisites: Introduction to Psychology or equivalent academic experience. Sex and Gender in Cross-Cultural Perspective: Advanced SOC-283324 – See Cultural Studies Sex and Gender in Cross-Cultural Perspective: Introductory SOC-282324 – See Cultural Studies Stress and Coping HDV-282214 – See Educational Planning Supervising Quality Child Care Programs CHS-253214 – See Early Childhood Studies Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security The Development of Gender Identity HDV-283104 – See Early Childhood Studies The Future of Being Human SMT-272334 4 credits, liberal study, lower level, general education requirements The 21st century is upon us, no longer a futuristic sci-fi fantasy. The goal of this course will be to read current scholarly viewpoints on the question of being human and to discuss the implications for our future as humans in times of unprecedented scientific discovery, technological advancements, and medical breakthroughs. DNA and cloning technologies exist, as does the cyborg – the machine-extended human being. What is in store for humanity? Our growing technological powers have given us an increasing ability to not only change the world around us, but ourselves as well. Activities will help students wrestle with some of these implications through discussions, a pro-con debate, field research and an optional activity in “Second Life.” Prerequisites: It will make the models explored in this course easier to understand if a student has completed their general education requirement in mathematics. This course fully meets the general education requirement in Natural Sciences. Western Civilization and Human Development HDV-283374 – See Family Studies Human resources Compensation, Organizational Strategy and Performance BME-213754 4 credits, upper level Study from a strategic perspective the process involved in remunerating workers for services/work performed. Develop a comprehensive understanding of how an organization balances competing perspectives and values in creating a compensation system. Learn how to analyze the linkages among organizational strategy, pay systems and performance. Learn how to analyze organizational and job factors to determine the structure of a pay system and to assess external competitiveness to determine pay level. Learn how to use employee performance indicators (e.g., performance appraisal systems) to determine individual pay. Prerequisites: Human Resource Management or equivalent. Studies in organizational behavior, psychology and statistics also are helpful. Dispute Resolution in the Workplace BME-214654 4 credits, upper level This course provides an in-depth analysis of the current status of dispute resolution in labor-management relations. Primary focus is on the process for resolving disputes arising under the labor agreement. Students examine the grievance procedure culminating in arbitration. Legal, historical and economic viewpoints are considered. Topics include the different forms of grievance procedures; the role of each step in the grievance process; the subjects of disputes, particularly in labor arbitration; the impact of external law on the grievance process; the role of third party neutrals; and evidence and procedure in presenting and deciding grievances. Current trends in dispute resolution also will be accessed. Students research and prepare grievance cases as advocates and as neutrals. Note: For students in the Labor-Management Relations certificate program, this course is the final required course. Prerequisites: Labor/Management Relations or equivalent experience. Diversity in the Workplace BME-213164 – See Business (General) Employment and Labor Law BME-214874 4 credits, liberal study, upper level Note: This is a new course that will be offered in the spring of 2013. This course provides an overview of the legal issues associated with employment-related actions and decisions. It covers both common and statutory law, including the regulation of labor-management relations under the National Labor Relations Act, as amended, and the Railway Labor Act, and the employment discrimination laws dealing with race, gender, religion, national origin, age, disability and affinity orientation. Students also will examine the employment­at-will doctrine, wrongful discharge, affirmative action, legal issues impacting employee performance, the right to privacy and other protections from employer intrusions and law governing health and safety and income security. Note: Students who have completed 213904, Employment Law, should not take this course. Prerequisites: Legal Environment of Business 1 or equivalent and Human Resource Management or Labor-Management Relations or equivalent. Employment Law BME-213904 4 credits, upper level This course will provide an overview of the legal issues associated with day-to-day employment-related decisions and actions. This course concentrates on the common and statutory law of the employment relationship. In particular, it focuses on the regulation of discrimination in employment (race, gender, affinity orientation, religious, national origin, age, disability and sexual harassment), the regulation of the employment environment (employment-at­will, wrongful discharge, affirmative action, testing, evaluation and regulation of job performance, the right to privacy and other protections from employer intrusions) and other forms of regulation (e.g., Occupational Safety and Health Act, Employment Retirement Income Security Act and the Fair Labor Standards Act). The course does not examine the laws regulating labor-management relations covered by the National Labor Relations Act, as amended, and the Railway Labor Act. These laws deal with the rights of employees to organize for purposes of mutual protection and to bargain collectively and are covered in the Labor Management Relations and Labor Law courses. Prerequisites: Legal Environment of Business 1 and Human Resource Management or equivalents. Human Resource Management and Development BME-213504 4 credits, upper level Students will examine the personnel/human resource management (P/HRM) function and related activities. The course focuses on the strategic importance of this function for effective management and organizational success. Students will assess the impact of the external environment (e.g., laws, regulations and the economy) on the human resource function and gain skills in environmental scanning. They also will examine how organizations integrate the demands of the external environment with the needs of the organization. Students will then analyze the relationships among organizational strategies and HR policies/procedures. Finally, students will focus on understanding subfunctions of HR and how they are integrated with other functions of the organization (e.g., finance, operations, marketing). The subfunctions include: job analysis and design, recruitment and selection, compensation and motivation, training and development, employee rights and discipline and labor-management relations. This course is applicable to private, public and third sectors organizations. Note to NYS Nursing Home Administrator Certificate students: this course fulfills the requirement in Personnel Management. Prerequisite: Principles of Management or equivalent knowledge. International Human Resource Management BME-213874 4 credits, upper level This comprehensive study offers an integrated introduction to the strategic, organizational, human resource and industrial relations issues posed by globalization. Multinational corporations require not only coordination of their international strategy, but also the people and the organization to implement it. This study focuses on resource policy and practice and encourages students to develop their understanding of the processes involved and to formulate their own strategic solutions. The study covers four major areas: the changing international context of contemporary business and its implications for human resource strategy; national differences in human resource management and their effects on organizational and personnel policy in multinational corporations; the practicalities of appointing and managing an international staff, including the processes of assessing and rewarding the managers and questions of industrial relations and industrial democracy and their relation to the functioning of multinational corporations. Prerequisites: Human Resources Management or equivalent. Labor/Management Relations BME-213654 4 credits, upper level Explore the nature, determinants and socioeconomic impact of collective bargaining and labor-management relations in the United States. Attention is devoted to the procedural and substantive aspects of the collective bargaining process and the settlement of labor-management disputes. Subject material focuses on the structure, issues and activities arising from the establishment of the union and the bargaining relationship; contract negotiations, gamesmanship and the problems of reaching an agreement; and administration of the contract. In addition, this course has applications to other specialized areas of study: Business Policy: A Team-based Approach, Human Resource Management and Development, International Business, Organizational Behavior and Personnel Management for the Fire Service. Prerequisite: at least one study in management. Organization Development and Change BME-214314 4 credits, liberal study, upper level In this course, students will examine theories and applications associated with organization development and change with specific focus on improving organizational effectiveness. Topics include managing the challenges of planned and unplanned change, changing organizational culture with an understanding of ethical and value considerations, role of the organization development practitioner; processes associated with organization change, employee empowerment, developing high performance teams and high performing systems, learning organizations, organizational transformation and an exploration of the trends and future of organizations. This course can serve as a capstone for students concentrating in management and human resource management with a focus on organization/workforce development. Prerequisites: Organizational Behavior (or equivalent) is required. Recommended courses/studies include Human Resource Management, the Learning Organization and/or Managerial Leadership (or equivalent). Students should have advanced-level critical-thinking, writing and reading skills. Selected Topics: LGBT Issues in the Workplace BME-213712 2 credits, upper level This course is the first seminar in a series of selected topics dealing with current and emerging issues in the workplace. Estimates vary, but the percentage of lesbian, gay, bisexual and transgendered (LGBT) employees comprise between 3 and 12 percent of the workforce in America today. LGBT issues, however, are rarely addressed in current management courses. This course will provide a framework for understanding issues of organizational heterosexism, homophobia and heterosexist privilege. Students will learn a broader framework within which to manage and lead in today’s diverse workplace. Students also will learn how to recognize inequities that may go unnoticed in the short run, but impact individual and organizational effectiveness and productivity over time. Prerequisites: Foundation knowledge in human resources management and/or organizational behavior through courses/studies or experience. Staffing the Organization BME-213854 4 credits, upper level Understand modern day practices of employee recruitment and selection in organizations; and strategies for aligning organizational goals with human resource planning, the impact of staffing on management decisions, measurement of staffing effectiveness, job/ competency analysis, recruitment and job choice, external selection practices and internal staffing decisions. Emphasis also is placed on relevant legislation and court decisions and practical application of relevant theory and past research. Prerequisite: Human Resource Management or equivalent. Studies in organizational behavior, psychology and statistics also are helpful. Strategic Human Resource Management BME-214504 4 credits, upper level This course focuses on the role that the human resource function plays in the formulation, implementation and evaluation of organizational strategy and policy in a complex environment. Initially, the students will examine the context of strategic HR and develop a framework and conceptual model for the practice of strategic HR. The students then examine the actual practice and implementation of strategic HR through a discussion of strategic issues that need to be addressed and the development of specific programs and policies related to the traditional functional areas of HR (staffing, training, performance management, etc.). The course emphasizes an integrative framework that requires linkage between, as well as consistency among, these functional HR activities and requires a strategic perspective. Several strategic business tools, such as analysis and diagnosis of the external environment to identify opportunities and threats for the organization, internal analysis focusing on identifying the capabilities of the organization in terms of strengths and weaknesses and strategic alternatives and the choice process, as well as strategy implementation and its implications for the organization are woven into the approach. Prerequisites: Human Resource Management or equivalent and at least three upper-level courses dealing with the functions of human resource management. This course should be taken as the last course in the student’s concentration. The Global Workplace: Its Impact on Employers, Workers and Their Organizations LAB-263724 4 credits, liberal study, upper level Explore the interrelationships among global economic competition, technological change and resulting structures of corporate and workplace arrangements, innovations in labor-management relations and programs of worker participation. Consider both the promise and the problems which economic forces represent for corporations, labor, work and society. The Learning Organization BME-213704 4 credits, liberal study, upper level Examine the learning organization, one of the most promising approaches to building effective, productive organizations that are places where employees at all levels feel valued and eager to develop, grow and contribute. Study-related concepts of adult learning, knowledge management or knowledge sharing, change theories, innovation and futures prediction and development, as well as their application to different types of organizations and to human resource development and training. Explore the nature and diversity of adult learners and learning, particularly as they relate to the workplace; and factors that affect learning, such as learning styles and differences, motivation and barriers, use of effective strategies and learning technologies. Analyze case studies and develop a model for building and sustaining a learning organization. This study applies the principles of adult education in the workplace setting and relates them to the concepts of leadership and management in organizations. Human services Adults as Learners: Theories and Strategies HDV-283184 – See Aging and Gerontology Attachment in Early Childhood HDV-281124 – See Early Childhood Studies Attachment: Continuity and Separation: Advanced HDV-283124 – See Aging and Gerontology Case Management CHS-252114 4 credits, lower level Case management is the basis of effective health and human service practice. In this course you will learn the basics of case management including client assessment, collaborative problem solving, treatment planning, referral, participation in treatment teams, record keeping and outcomes evaluation. You will consider the role of case manager as the “hub” of treatment planning, referral, and evaluation as well as learning about how the role of case manager is vital to effective cost containment, high quality care and consumer satisfaction. Note: This course requires a working knowledge of health or human service organizations, preferably an overview course such as Introduction to Human Services. Chemical Addiction: Theories and Practices CHS-253184 – See Alcohol and Substance Abuse Chemical Addiction: Theories and Practices CHS-253186 – See Alcohol and Substance Abuse Community Organizing CHS-253124 4 credits, liberal study, upper level Work with fellow students and community members to apply the theory and practice of community organization to real life projects. Learn the theoretical frameworks and practical tools that have enabled ordinary people to accomplish extraordinary things in their communities. Through the applied small group dynamics, experience the challenge of working together to create the future. The class focuses on “altruistic grassroots initiatives” or projects begun by community people at the local level to solve local problems. By the end of the course, students will have the tools, theoretical understanding, and confidence needed to create successful community based projects. Important note: This course was renamed effective the September 2009 term and was formerly offered as Community Organization. Students who have successfully completed 253124 should not enroll in this course. Crisis Intervention CHS-252154 – See Health Services Delivering Human Services: Consumers, Agencies and Communities CHS-253114 4 credits, upper level Delivering Human Services is an upper-division course designed to bring together prior learning regarding consumers, agencies and communities that were covered in previous courses. The course covers advanced case management, agency structure and administration and working with communities on the group level. The course is delivered primarily in a case study format with students focusing on an in-depth analysis of systems and practices in one human services agency of their choice throughout the course. Much of the learning comes from interaction with other students who share their experiences in a wide variety of settings. Delivering Human Services partially meets Community and Human Services area of study requirements in skills, ethics and practical experience. Delivering Human Services may be seen primarily as a capstone course for students concentrating in community and human services. Important note: This course was renamed effective the January 2012 term and was formerly offered as Human Services Delivery. Students who have successfully completed 253114 should not enroll in this course. Prerequisite: Introduction to Human Services. Developing Infant Toddler Programs CHS-254324 – See Early Childhood Studies Disabled in America CHS-252054 – See Health Services Disaster and Society SOC-283434 – See Criminal Justice / Homeland Security Documentation in Human Services CHS-253164 4 credits, upper level Learn to plan, implement, and manage a complete documentation system through a variety of case studies and practical applications. Compare and contrast alternative techniques of information collection and analysis and illustrate alternative manual and automated techniques and formats for recording, filing and retrieving information. Apply the legal, ethical, administrative and professional requirements related to the recording and disclosure of private and confidential information. Understand the importance of time management in meeting documentation requirements. Illustrate effective communication skills when documenting course requirements. Create a viable documentation and management information system for a target agency. Course prerequisites: Case Management or equivalent experience. Preferred: Human Service Management, Nonprofit Management or equivalent experience. Family and Society HDV-283304 – See Family Studies Family Intervention CHS-253504 – See Family Studies Family Violence and Abuse HDV-283314 – See Criminal Justice / Homeland Security Funding and Human Service Organizations CHS-254184 4 credits, upper level Learn how to develop a healthy nonprofit organization with multiple funding streams and budgetary accountability. Topics covered will include a brief history of human service funding, the funding and regulatory relationships between nonprofit organizations and various levels of government, the importance of appropriate structure, attaining nonprofit status, the role of in-kind resources including volunteers, foundation funding, grant-seeking from both private and governmental, assessing funding opportunities, the role of regulatory agencies, grant writing, fund-raising campaigns, and the role of fee-for-service. Explore various methods of budgeting and accountability structures that assure maximum productivity as well as new directions for meeting human needs such as social entrepreneurship and the role of profit-making institutions. Note: This course is intended primarily for persons who plan to become managers in private human service organizations. Its sister course, Public Finance and Budgeting. is intended for those who work directly in government bureaucracies. Prerequisites: Students taking this course should have had Human Services Management or Nonprofit Management or their equivalent in experience. Preferred: Program Planning and Evaluation. Important note: This course was renamed effective the November 2009 term and was formerly offered as Resource Development in Human Services. Students who have successfully completed 254184 should not enroll in this course. Grief and Loss CHS-254044 – See Aging and Gerontology Group Work Practices CHS-253204 – See Health Services Human Development HDV-282174 – See Aging and Gerontology Human Exceptionalities HDV-283224 – See Early Childhood Studies Human Service Ethics CHS-254124 4 credits, liberal study, upper level Through group discussions and learning tasks, explore ethical issues in the human services, and professional roles and stresses in human service work. Select one aspect of human services practice and then analyze the ethical and other issues related to that practice. Prerequisite: not restricted to students in the community and human services concentration; however, those outside the concentration should consult with their mentors before registering for the course. Students enrolling in this course should have completed the equivalent of three years of prior college work and have a basic knowledge of human service delivery and management practices in the United States. Important note: This course was formerly offered as 254124, Issues in Human Service: The Family. Students who have successfully completed 254124 should not enroll in this course. Human Service Management CHS-253144 4 credits, upper level Examine human service management from several perspectives. The writings of major contributors to the field of human service management are considered; major theoretical and ethical orientations are examined; and the applications of different management theories and models are explored through discussions, written projects, teamwork and independent study assignments. Prerequisites: Introduction to Human Services or equivalent. Interdisciplinary Perspectives in Global Health NUR-203254 – See Health Service Interviewing Skills and Techniques CHS-252134 4 credits, lower level Study and practice basic interviewing skills and techniques used in the helping professions. Learn and practice skills related to: attending behavior, questioning, observation, rapport and relationship building, reflection, structuring interviews, confrontation, focusing and influencing in the different types of interviewing situations. Develop skills that can be used in a variety of settings, situations, jobs and activities that require interviewing skills. Note: This is not a course in counseling or psychotherapy nor is it a preparation for job interviews. Students will be required to complete the following assignments for this course: four written assignments. Introduction to Human Services CHS-252094 4 credits, liberal study, lower level This course gives an overview of human services as a profession and as an academic discipline. It provides a sampling of the knowledge, skills, ethical values, and practical experiences needed to successfully assist others to a higher quality of life. Assignments are based on case studies, practical experiences, ethical dilemmas and a field practicum or project designed to help you decide if human services is the career path for you. Introduction to Human Services partially completes the Community and Human Services area of study requirements for human service values and practical experience. Even if you are already employed in a human service field, you will want to take this course in order to understand the history and breadth of the profession as a whole. Investigative Theory and Practice CHS-253174 4 credits, upper level This course focuses on the theories and skills needed to develop, conduct and summarize fact-finding investigations. It is intended primarily for direct service personnel in the human services, but may be useful to others who must investigate potential wrong­doing. The course addresses the Community and Human Services area of study guidelines in knowledge, skills and values especially for those in direct service delivery and/or protective services. Note: This course is not intended for police or other criminal justice students. Prerequisites: There are no prerequisites for this course. However, Human Services students will benefit from Introduction to Human Services and Interviewing Skills and Techniques. Practicum in Human Services CHS-254064 4 credits, upper level The objective of this upper-level course is for each student to apply and integrate the concepts, principals and skills learned in prior upper-level scholarly activities to the actual practice of human service delivery in a host agency. The focus is to ensure the student is a competent, bachelor’s level human service professional. The course discussions and written assignments integrated text readings with the actual application of skills in the field. The instructor and site supervisor provide guidance, feedback and supervision to the student throughout the course as the student applies prior and current learning to actual situations and work activities in a human service organization. The student is responsible for finding a suitable placement, the college does not arrange or find placements for students . Students are encouraged to begin searching for placements for their practicum well in advance of the term in which they will do their internship . Students must complete 90 hours in their practicum placement during the term of study. Students participate in discussions and are responsible for several brief written essays and written case study assignments during the semester. Students are responsible for completing appendices containing relevant data about the placement and obtaining written evaluations from the site supervisor. Important note: This course replaced Counseling Theory Practicum (254054) effective the September 2008 term. Social Policy Analysis CHS-254234 4 credits, liberal study, upper level This is an upper-level course intended for anyone who is interested in policy analysis and/or political and social change. In group discussions and learning activities, students gain a broad understanding of theories and analytic models used in the development of social policy and how social policy applies to particular sectors of social and public life. Students explore how general government policies impact the quality of American life. Students select a specific policy issue they are interested in, apply tow different methods to analyze how the policies related to their issue were developed and implemented as well as how they affect their target populations. Finally, students develop strategies for implementing positive policy change. Students enrolling in this course should have completed the equivalent of three years of college studies and possess a solid upper-level background in the concepts, theories and practices of their chosen concentration. For human services students, especially those in human services management and/or advocacy, this course is considered a capstone offering as it unites various concepts learned throughout the human services curriculum. Important note: This course was renamed effective the September 2010 term from Human Services and Social Policy to the original title of Social Policy Analysis, 254234. Students who have successfully completed 254234 in either title should not enroll in this course. Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security Thinking About Race, Class and Gender SOC-282264 – See Family Studies Western Civilization and Human Development HDV-283374 – See Family Studies labor studies Dispute Resolution in the Workplace BME-214654 – See Human Resources Employment and Labor Law BME-214874 – See Human Resources International Labor Issues LAB-262724 4 credits, liberal study, lower level Examine the issues facing employees, unions and employers as a consequence of operating in the context of the global economy and an economic environment characterized by competition, emphasis upon quality and the formation of new and more participatory relationships in the private and public sector workplace and beyond. Examine international comparisons of wages, education and training strategies, workplace representation and the roles of the social safety net and labor laws in economic and social development. Important note: This course was renamed effective the November 2011 term and was formerly offered as Labor Issues in International Perspective. Students who have successfully completed 262724 should not enroll in this course. Labor Economics LAB-263714 – See Economics Labor Movement: Ideas, Ideologies and Structures LAB-263154 4 credits, liberal study, upper level Explore the origins, purposes, methods and future of the labor movement. Students will learn about the historical beginnings of the United States labor movement. Topics include the Knights of Labor and the American Federation of Labor, alternatives to business unionism, including industrial and craft unionism, Marxism, anarcho-syndicalism and the New Left. Students also will examine labor as a social reform movement within capitalism. Through discussion and written assignments, students will apply the theories to actual case studies of workplace and union development. This course is relevant to students interested in studying labor studies, labor relations and human resource management. Students pursuing degrees in business, history, policy studies, political science and philosophy also will find this course pertinent. Prerequisites: Students should have an understanding of American history and introductory sociology. A course in U.S. labor history or equivalent knowledge is strongly recommended. Important note: This course was renamed effective the May 2008 term and was formerly offered as Theories of the Labor Movement. Students who have successfully completed 263154 should not enroll in this course. Labor/Management Relations BME-213654 – See Human Resources Public Sector Labor Relations BME-213664 4 credits, upper level In this course, students will examine public sector labor relations and the key similarities and differences between private sector and public sector labor relations. Students will study the historical development of public sector labor relations to better understand the current environment in which it exists. Students will analyze the connections among culture, law, work environment, economics, politics, and personalities and how these factors enhance and/ or impeding public sector labor relations. Students will have the opportunity to examine these issues in particular sectors such as health care, education, and the protective services. Finally, students will assess and discuss the positive and negative ramifications of changes in labor relations for public sector workers, unions, and the employers with whom they interact. There are no specific course prerequisites. Students should have advanced-level critical reading, writing and thinking skills. The Global Workplace: Its Impact on Employers, Workers and Their Organizations LAB-263724 – See Human Resources United States Labor History LAB-263704 – See History and Civilizations Languages Advanced Spanish for Health Care Professionals CUL-223214 – See Business (General) Advanced Spanish: Language and Culture CUL-223294 4 credits, liberal study, upper level, general education requirements Advanced Spanish: Language and Cultures (4 credits) focuses on real communication within meaningful contexts to develop advanced skills in speaking, listening, reading and writing. Students will interact in the target language as they learn advanced grammatical concepts and broaden their vocabulary to enable more in-depth discussions films, literary readings, culture and contemporary topics. Students will focus on meaningful communication by pairing with native Spanish speaker peers at a partner institution in Spain, and by working collaboratively on task-based projects. Because of the intensive nature of the course and the focus on developing all four skills in Spanish (reading, writing, listening, speaking, as well as the cultural component), students should be prepared to devote a significant amount of time to the course in both independent study and in live online sessions. Students will be required to practice speaking and listening skills weekly in real time over the Internet with the instructor and/or teaching assistants. Students should be available for 45 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for Army students. Prerequisites: A basic familiarity with Spanish fundamentals such as verb structures in the present and past tenses, adjective/ noun agreement, articles and prepositions. 75 percent or higher in placement self-test http://www.spanish-test.net/spanish-test.htm This course fully meets the general education requirement in Foreign Language. French 1 CUL-221324 4 credits, liberal study, lower level, general education requirements This course has been designed for students who have had no previous experience with French language and culture. Students will have the opportunity to learn functional grammar, vocabulary and cultural concepts to apply in interactions at work, with clients or during travel. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/or teaching assistants. Students should be available for 45 minutes for oral practices scheduled between 7:30 -9 p.m. EST at least twice a week. Special accommodations will be made for army students. Because of the intensive nature of learning all aspects of French (reading, writing, listening, speaking, culture), students should be prepared to devote a significant amount of time to the course. Students who do have advanced knowledge of French cannot take this course. Note: This course will use voice-chat activities over the Internet. Students taking this course will need to make sure they have access to a computer that meets the minimum technological requirements which are outlined at the links below. Before enrolling, students should know how to successfully use or have tested the Web conferencing service on their computer. See the links below for more information about hardware requirements, testing and using the Web conferencing software: • Elluminate System Requirements and Setup Instructions: http://www.esc.edu/elluminatesetup • Elluminate Student Training Schedule and Information: http://www.esc.edu/elluminatestutraining Mac users: Elluminate supports Macintosh OS X and higher. If your Mac is running OS 9 or lower, you will need to notify your instructor immediately at the start of the term to make arrangements regarding Elluminate. This course fully meets the general education requirement in Foreign Language. French 2 CUL-221334 4 credits, liberal study, lower level, general education requirements This course is designed to be a continuation of French 1. Students will build on their introductory studies in French language and culture. They will learn functional grammar, vocabulary and cultural concepts that apply to many different practical applications. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/ or teaching assistants. Students should be available for 45 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for army students. Because of the intensive nature of learning all aspects of French (reading, writing, listening, speaking, culture), students should be prepared to devote a significant amount of time to the course. Note: This course will use voice-chat activities over the Internet. Students taking this course will need to make sure they have access to a computer that meets the minimum technological requirements which are outlined at the links below. Before enrolling, students should know how to successfully use or have tested the Web conferencing service on their computer. See the links below for more information about hardware requirements, testing and using the Web conferencing software: • Elluminate System Requirements and Setup Instructions: http://www.esc.edu/elluminatesetup • Elluminate Student Training Schedule and Information: http://www.esc.edu/elluminatestutraining Mac users: Elluminate supports Macintosh OS X and higher. If your Mac is running OS 9 or lower, you will need to notify your instructor immediately at the start of the term to make arrangements regarding Elluminate. This course fully meets the general education requirement in Foreign Language. Introductory Chinese: Language and Culture CUL-221244 4 credits, liberal study, lower level, general education requirements This course introduces students to the Chinese language (Mandarin) so that they can develop proficiency on a basic level. Language learning in this course will focus on elementary communication skills, basic vocabulary and grammatical structures. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and the teaching assistant. Students should be available for 30 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least once a week. Special accommodations will be made for army students. This course also introduces students to traditional Chinese beliefs and contemporary culture. Students will learn about China and its regions through a wide variety of resources: online resources, texts, videos, blogs and Podcast. Students also will investigate specific topics related to cultural themes (e.g., Chinese cuisine, horoscopes, garden and tea cultures,family and business relationships as well as customs of ethnic minorities such as Tibetan and Xinjiang Muslims). This course fully meets the general education requirement in Foreign Language. Introductory Italian: Language and Culture CUL-221224 4 credits, liberal study, lower level, general education requirements This course introduces students to the Italian language so that they can develop proficiency on a basic level. Language learning in this course will focus on elementary communication skills, basic vocabulary and grammatical structures. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and the teaching assistant. Students should be available for 30 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least once a week or 10 a.m. - noon on Saturday. Special accommodations will be made for army students. This course also introduces students to the cultures of Italy and Ticino, the Italian-speaking part of Switzerland. Students will learn about these cultures through a wide variety of resources: online resources, texts, videos and Podcast. Students also will investigate specific topics related to cultural themes (e.g., cheese and chocolate: a Swiss experience, “agriturismo” in Tuscany). Students who do have advanced knowledge of Italian cannot take this course. This course fully meets the general education requirement in Foreign Language. Introductory Spanish for Health Care Professionals CUL-221194 – See Business (General) Introductory Spanish: Language and Culture CUL-221294 – See Cultural Studies Spanish 1 CUL-221304 4 credits, liberal study, lower level, general education requirements This course has been designed for students who have had no previous experience with Spanish language and culture. Students will have the opportunity to learn functional grammar, vocabulary and cultural concepts which they can apply in interactions at work, with clients or during travel. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/or teaching assistants. Students should be available for 45 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for army students. Students will learn about the cultures of Spanish-speaking peoples through links to other Internet sites such as newspapers, chat rooms or websites appropriate to topics they are learning. Because of the intensive nature of learning all aspects of Spanish (reading, writing, listening, speaking, culture), students should be prepared to devote a significant amount of time to the course. Students who do have advanced knowledge of Spanish cannot take this course. Note: This course will use voice-chat activities over the Internet. Students taking this course will need to make sure they have access to a computer that meets the minimum technological requirements which are outlined at the links below. Before enrolling, students should know how to successfully use or have tested the Web conferencing service on their computer. See the links below for more information about hardware requirements, testing and using the Web conferencing software: • Elluminate System Requirements and Setup Instructions: http://www.esc.edu/elluminatesetup • Elluminate Student Training Schedule and Information: http://www.esc.edu/elluminatestutraining Mac users: Elluminate supports Macintosh OS X and higher. If your Mac is running OS 9 or lower, you will need to notify your instructor immediately at the start of the term to make arrangements regarding Elluminate. This course fully meets the general education requirement in Foreign Language. If you have had some Spanish instruction, or if you are a heritage speaker of Spanish, you may need to decide whether to take Empire State College’s Introduction to Spanish 1 or Introduction to Spanish 2. The activities in this self-test will assess your knowledge of Spanish grammar covered in Spanish 1 to see if you are better placed in Spanish 1 or Spanish 2. The entire self-assessment consists of 20 questions. Please pay close attention to the instructions, as you are asked to provide different types of information. Spanish 2 CUL-221314 4 credits, liberal study, lower level, general education requirements This introductory-level course, a continuation of Spanish 1, is designed for students who have had some experience with the language. Students will continue to learn basic grammatical concepts and vocabulary useful to people talking about everyday life, travel, health and well-being, commerce and finance and the media. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and/or teaching assistants. Students should be available for 45 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for army students. They will use related websites to learn about the culture of Spanish-speaking countries. Because of the intensive nature of learning all aspects of Spanish (reading, writing, listening, speaking, culture), students should be prepared to devote a significant amount of time to the course. Note: This course will use voice-chat activities over the Internet. Students taking this course will need to make sure they have access to a computer that meets the minimum technological requirements which are outlined at the links below. Before enrolling, students should know how to successfully use or have tested the Web conferencing service on their computer. See the links below for more information about hardware requirements, testing and using the Web conferencing software: • Elluminate System Requirements and Setup Instructions: http://www.esc.edu/elluminatesetup • Elluminate Student Training Schedule and Information: http://www.esc.edu/elluminatestutraining Mac users: Elluminate supports Macintosh OS X and higher. If your Mac is running OS 9 or lower, you will need to notify your instructor immediately at the start of the term to make arrangements regarding Elluminate. This course fully meets the general education requirement in Foreign Language. Spanish in the World of Business CUL-221414 4 credits, liberal study, lower level, general education requirements This course is designed for students who are interested in international business as well as for those interested in enhancing communication with Hispanic clients and consumers in the U.S. Business Spanish presents a pragmatic, “real world” introduction to the Spanish language through the lens of the Hispanic business environment. Through intensive practice, beginning students will become comfortable with ‘need-to-know’ language and be able to apply it in a professional context. Language learning in this course will focus on elementary communication skills, basic vocabulary and grammatical structures. All language skills will be practiced: listening, speaking, reading and writing. Students will be required to practice weekly speaking and listening skills in real time over the Internet with the instructor and the teaching assistant. Students should be available for 40 minutes for oral practices scheduled between 7:30 - 9 p.m. EST at least twice a week. Special accommodations will be made for army students. Students who do have advanced knowledge of Spanish cannot take this course. This course fully meets the general education requirement in Foreign Language. literature American Literature: 1600 - 1865 CUL-222404 4 credits, liberal study, lower level, general education requirements This course offers an introduction to the development of literary styles and genres spanning the early European exploration of America through the Civil War. The course will examine individual authors and the motivating impulses for their writings, along with the broader contexts in which those authors wrote. Students will not only gain understanding of the literature itself, but also will gain a general sense of American political, cultural and social history. Readings will be drawn from a diverse selection of writers within the time period, and will include a diverse selection of types: personal writing, autobiography, historical exposition, poetry, correspondence, political oratory, religious oratory and fiction. Students will read selections in chronological order to strengthen their historical understandings. Course work also includes significant discussion. Written work includes informal personal response (a reading journal), formal personal response (short essays), critical response and research writing using secondary critical materials. This course fully meets the general education requirement in Humanities. American Literature: 1865 - Present CUL-222414 4 credits, liberal study, lower level, general education requirements Study literary styles and genres from the Civil War through the present. The course will examine individual authors and the motivating impulses for their writings; it places American literature in historical perspective. The course is organized around these basic areas: The Age of Expansion 1865 - 1915, Modern American Literature 1915 - 1945, Approaching a Millennium 1945 - Present. Assignments include significant reading, online discussion and a variety of written work (personal response, short essays, short critical responses and use of secondary critical materials). This course fully meets the general education requirement in Humanities. Children’s Literature: Advanced CUL-224524 – See Cultural Studies Children’s Literature: Introductory CUL-222514 – See Cultural Studies Digital Storytelling CUL-223054 – See Arts: Visual and Performing Exploring Place: Humanities CUL-224764 – See Cultural Studies Exploring the Disciplines: Literature EDU-232072 – See Educational Planning Gays and Lesbians in American Culture SOC-242204 – See Anthropology Ideal Worlds: Utopian Literature CUL-224504 4 credits, liberal study, upper level, general education requirements This is a study of utopian literature, a genre characterized by narratives about ideal communities – places where people live without war, hunger or need. Such narratives use a variety of fictional situations (such as dreams, travel tales, futuristic visions) to present the ideal culture. The texts present particular challenges to the reader, demanding personal considerations of such questions as: What is an ideal society? What potential for peace and equality do humans possess? In what ways do our contemporary cultures manifest a utopian impulse, if they do? Is the concept of utopia of value – if so, why? As with any examination of other cultures (real or fictional), this study will assist readers to examine their own culture, to reflect on it from a broader perspective and to develop new insight into our own cultural assumptions and values. Students entering this study should be prepared to read works that vary greatly in style and should be comfortable with the central concepts of literature. This level of experience could be provided by prior academic work in literature. Students also should be strong writers and comfortable with research methods; this learning is often provided through introductory studies such as College Writing. This course fully meets the general education requirement in Humanities. Introduction to Literature CUL-221404 4 credits, liberal study, lower level, general education requirements The course offers a critical introduction to various genres of literature (a diverse selection of short stories, poems, plays, novels) as well as an introduction to critical reading methods. Purposes of the course are threefold: 1) to enhance overall appreciation and understanding of major types of literature as well as the nature of literature itself, 2) to develop critical approaches to thinking, reading and writing about literary works, and 3) to acquire an overall understanding of the relationship between literature and other academic subjects as well as literature and everyday life. Discussion of literary texts will be a large portion of this course, to foster the development of critical views of literature. This course fully meets the general education requirement in Humanities. Literary Interpretation as a Method of Inquiry CUL-223454 4 credits, liberal study, upper level, general education requirements Through analytical reading and writing activities, students will deepen their skills in interpretation. Students will create original interpretations of U.S. and international literary works by identifying, analyzing, and evaluating the various lenses through which they, and selected literary and cultural theorists and critics, see the literary works; and by producing various kinds of writing to discover and communicate their own interpretations. Students will read U.S. and world literature – novels, short stories and a play – that reflect the complexities of the literal and figurative borderlands where disparate groups and cultures meet and interact, both within and across national boundaries. Through examining and interpreting the complexities and the richness of these borderlands, students will learn more about the places they occupy in this complex world, and about their interconnectedness with others’ realities. Students also will read theoretical and applied writings about interpretation from a variety of disciplines. These writings will include investigations of traditional and contemporary literary criticism theories. Students will engage in the creation of new learning, and demonstrate their learning, through discussion responses to tutor-generated thinking prompts and to other students’ ideas, and through a combination of formal, informal, and creative writing products. Student writing will occur in discussions, a learning journal, essays, and informal and/or “visual” writing such as annotated lists and charts. Ability to read, write, and think at the advanced level. Some previous study of literature is helpful, but is not required. This course fully meets the general education requirement in Humanities. Mythology and Modern Life CUL-223104 – See Cultural Studies Shakespeare CUL-223554 4 credits, liberal study, upper level, general education requirements Study six of Shakespeare’s plays, including “Henry IV – Part 1,” “The Merchant of Venice,” “Hamlet,” “Othello,” “Macbeth,” “Much Ado About Nothing” and a sampling of Shakespeare’s sonnets in depth. Explore the use of theme, the power of language, play production and background on such areas as tragedy and comedy, the Shakespearean theater and the Elizabethan worldview. Prerequisite: an introductory study in literature, such as Introduction to Literature, Humanities Through the Arts or equivalents. This course assumes that students can write about literature analytically (e.g., identify themes, create an analytical thesis, document sources correctly, etc.). Note: This course was formerly offered as Shakespeare: Power and Justice. This course fully meets the general education requirement in Humanities. Special Topics in Literature: Jane Austen CUL-224404 – See Cultural Studies Stories and Creative Leadership CUL-223024 4 credits, liberal study, upper level, general education requirements Learn about stories and their implications for leadership in a wide range of fields. Case studies will include experiences and strategies from business, human services, political science, nursing and cultural leaders. We will explore story structures and how they address leadership challenges. Students will learn to assess how leaders utilize storytelling to frame issues, how the skillful creation and articulation of stories is a fundamental part of the leader’s vocation, and how leaders update personal, political, community and corporate identity stories to open opportunity in the face of change. This course fully meets the general education requirement in Humanities. U .S . Multicultural Fiction CUL-224024 4 credits, liberal study, upper level, general education requirements Focus on literature by African-American, Asian American, Latin American and Native American writers, with an opportunity to read additional works by writers that reflect your own family’s tradition. Explore the treatment, meanings and implications of multiculturalism in contemporary U.S. fiction. These explorations will include investigations of how diverse American cultures are valued, critiqued and transmitted through literature. Writers include Toni Cade Bambara, Ernest Gaines, Oscar Hijuelos, Gish Hen, Anna Llnzer, N. Scott Momady and others. Student writing will include personal, critical and researched responses to issues of multicultural fiction, presented both in online discussions and formal essays of literary analysis. This course fully meets the general education requirement in Humanities. U .S . Women’s Multicultural Life-Writings CUL-224014 – See Family Studies Management Arts Management ART-223524 – See Arts: Visual and Performing Consumer Behavior BME-213914 – See Business (General) Diversity in the Workplace BME-213164 – See Business (General) Employment and Labor Law BME-214874 – See Human Resources Entrepreneurship and Small Business Management BME-214704 4 credits, upper level Develop an in-depth understanding of the principles and functions of small business management. Incorporate, and build upon, many of the functional areas of business study so as to establish their relevance to the small business. Enhance the ability to apply concepts through computer-based instruction, such as simulation packages. This is a capstone course for students with concentrations in business administration. Students are expected to integrate their knowledge from their prior studies and work experiences in this course. Prerequisites: Course work, or equivalent knowledge, in the following subjects: management principles, marketing principles, human resource management, corporate finance or equivalents. Hospitality and Tourism Marketing Management BME-214464 See Business (General) Human Resource Management and Development BME-213504 – See Human Resources International Cross-Cultural Management BME-213974 – See Business (General) Introduction to Entrepreneurship BME-212704 4 credits, lower level Develop the ability to analyze entrepreneurial opportunities and problems. Learn the basic tools needed for success as an entrepreneur running a small business. Includes an introduction to the characteristics of entrepreneurs and entrepreneurial organizations; the historical role of entrepreneurs and small businesses in the economic development of the United States; and the process of developing and maintaining a new business. Learn about the legal, financial and human resource issues critical for success. Labor/Management Relations BME-213654 – See Human Resources Management Principles BME-212314 4 credits, lower level Study concepts through which a modern organization can be viewed as a system. Learn practical applications of management concepts in the work environment in this introductory course. This course provides the student with the opportunity to apply course concepts to organizations in the private, nonprofit and public sectors. Examines the role of the manager in modern organizations and general principles of management including: decision making, planning, organizing, staffing, leading and controlling. Read current periodicals to gain a better understanding of management in the different sectors. Managerial Leadership BME-214624 4 credits, liberal study, upper level Study the nature of leadership, particularly leadership effectiveness. Review theory as well as guidelines and recommendations for improving managerial leadership effectiveness. Includes the nature of managing and leading, behavioral indicators of managerial and leadership effectiveness, theories of leadership and sources of power and influence. Note: Small group projects are required in this course. Students also will be required to read Business Week online, which is available to students at no cost. Prerequisite: Organizational Behavior or equivalent. Managing the Service Sector Operation BME-214234 4 credits, upper level This course will provide students with a broad understanding of services. The course content is an ideal study for expanding a BME concentration in management, business administration or business management. Industries covered include retail, private practices such as law and health care, transportation, entertainment and others. Eighty-five percent of the jobs in the U.S. economy are in the service sector. Specifically, the purpose of this course is threefold. First, the content is designed to expand the student’s understanding of services as a science. Core to the concept of services is the customer, who, unlike the manufacturing customer, participates in the service delivery. Therefore, the design and execution of the service process with customer’s needs and desires considered is essential. Second, the essence of this study is to teach students how to recognize the working elements of a service operation. Lastly, information technology is a critical component of services. Gaining an understanding of the focus of technology in services will be an underlying theme throughout the course. Prerequisites: Management Principles or equivalent knowledge and Accounting 1 or equivalent knowledge. Important note: This course was renamed effective the May 2010 term and was formerly offered as Service Management. Students who have successfully completed 214234 should not enroll in this course. Marketing Management BME-213804 – See Business (General) Not-for-Profit Management BME-213354 4 credits, upper level Develop an overview of management of the not-for-profit organization, the environment in which it operates and the special problems not-for-profit managers face. Examine problems relating to governance and organizational systems, managing human and financial resources and public policy issues. Operations Management BME-214204 4 credits, upper level Learn methods and tools used by managers to plan and run productive systems and to improve effectiveness and efficiency in producing goods and/or delivering services. Develop facility with analytical tools important in modeling the operations of a firm or organization and learn to apply those tools to improve the organization’s operations. Topics include: designing and controlling for customer satisfaction; translating demand or customer need into orders/production/service delivery models; converting planned orders/production into actual output; and measuring, managing and improving operations management resources. In the context of this course, “operations” refers to the output of the organization, be it physical goods or a variety of services. Students who take the course may have special interest in any application – technology, financial services, human services delivery, health care, manufacturing, transportation, etc. Note: This course includes special online lessons that may include audio or video. Your computer must meet the minimum computer/ technical requirements set by ANGEL. In addition, you will need a CD-ROM drive and should have a sound card. You will receive a CD-ROM with your course materials that will help you download the browser “plugins” to use these lessons. If you have questions or concerns about these technical requirements, please contact the help desk online at http://techinfo.esc.edu or call 800-847-3000, ext. 2420. Students also need Excel or equivalent spreadsheet software, and a CD-ROM/DVD drive on their computer. Prerequisite: an understanding of management principles and statistics through prior study or experience. Organizational Behavior BME-214614 4 credits, liberal study, upper level Focus on the sociological and psychological foundations of behavior in organizations and the fundamental tension between the needs and experiences of individual organization members and the objectives and structures of an organization. Topics include individual and group decision making; organizational theory; motivation; communication; leadership and management; power and control; organizational diversity; organizational culture; organizational conflict; ethics and group dynamics. Prerequisite: an introductory study in one or more of the social sciences (psychology, sociology, economics, political science) or significant management experience and/or previous management study. Project Management SMT-273454 – See Business (General) Public Relations BME-213634 – See Business (General) Quantitative Methods for Management SMT-214104 4 credits, liberal study, upper level, general education requirements Explore quantitative methods and techniques for decision support in a management environment, including applications of the computer. Includes formal project management tools and techniques, such as linear programming; use of time series analysis for forecasting; applications of regression analysis in management; and aspects of decision theory and simple modeling. Complete a final project, applying one or more of these techniques in an area of interest. Excel spreadsheet software is used extensively in course assignments. Prerequisite: Statistics or equivalent; students should have some background knowledge in management; students need intermediate level of proficiency with Excel spreadsheets – capable of creating data tables, manipulating data, graphing, working with Excel functions, and applying formulas to data groupings – as may be gained from a course in Computer Applications. Students must have access to a microcomputer that will run the software. This course fully meets the general education requirement in Mathematics. Sales Management BME-214834 – See Business (General) Supply Chain Management in the Global Context BME-214344 4 credits, upper level Acquire an understanding of the supply chain management practices in a global context. Study the nature and patterns of global supply chains, the impact of international business on supply chain, structure of a supply chain, factors impacting supply chain design, procurement processes, logistics management, information technology in supply chain, coordination patterns in supply chain and revenue management and customer relationship management. Prerequisites: Upper-level standing with advanced-level critical-thinking, reading, research and writing skills. In addition, principles of Management would be a prerequisite for this course. A previous study (or equivalent knowledge) in international business is desirable, but not mandatory. Technology and Innovation Management BME-214224 4 credits, upper level Acquire an understanding of issues and complexities involved in the effective management of technology and innovation. Develop skills and critical thinking to help solve problems related to effective management of technology and innovation. Examine possible frameworks and methodologies for assessing firm’s technological and innovative capabilities from a strategic perspective. Given the global nature of businesses the course also will incorporate topics such as managing international R and D, intellectual property, competitor assessment, and management of new product and process development. Prerequisites: Management Principles or equivalent knowledge. The Third Sector: Not-for-Profits in the United States BME-213324 4 credits, liberal study, upper level Examine the major domestic forces shaping the continuing evolution and development of not-for-profit organizations. Examine the relationship of the third sector to government in the areas of advocacy, legislation and oversight and to the for-profit sector. Compare and contrast the not-for-profit and industrial sectors regarding issues of cooperation and competition for resources. Explore the effects of restructuring within the third sector itself. Women in Business: Managing and Leading BME-213224 4 credits, liberal study, upper level Although women have made inroads as managers and leaders, they still continue to lag their male counterparts in the executive suites and boardrooms of many major organizations across the globe. This study, based on the research of Alice H. Eagly and Linda L. Carli, as published in their seminal work, “Through the Labyrinth” (2007), will examine the theories and findings behind the roadblocks women continue to face in their quest for upward mobility as well as insight into how women are increasingly gaining access to the upper echelons of management. Topics covered will include the economic strength of women as a market, an international examination of women in the United States compared with other countries worldwide, obstacles faced by women such as the glass ceiling, nonlinear career paths, and work /life/family balance, the importance of attracting and retaining talented women, and leadership styles and traits of women. These topics will be supplemented with additional research findings in these fields, articles from current business journals, and case studies of contemporary women in managerial and leadership positions. Prerequisites: Knowledge of management concepts through career/ job experiences or lower-level study in management. Marketing Business-to-Business Marketing BME-213322 2 credits, upper level Many marketing graduates begin their career as business-to­business specialists. In recent years, business-to-business (B2B) marketing, also known as industrial marketing, has emerged as a new marketing discipline. While many of the concepts are similar to those used in consumer (i.e., B2C) marketing, there are significant differences. This 2-credit, upper-level course will explore the unique issues of marketing to industrial customers including private firms, not-for-profit entities, and government agencies. Topics include: the nature of industrial markets; buying behavior of industrial customers; legal, political and ethical issues of industrial marketing; essentials of marketing strategy in business markets; relationship management; frameworks for analyzing the appropriateness and effectiveness of the industrial marketing functions of firms with respect to their products and services, markets, and industries. The course may be recommended for students with concentrations in marketing, management, and business administration. Prerequisites: A previous study in Principles of Marketing or Marketing Management is required. Capstone in Media and Communications CUL-224324 – See Educational Planning Consumer Behavior BME-213914 – See Business (General) Hospitality and Tourism Marketing Management BME-214464 – See Business (General) International Marketing BME-214324 – See Business (General) Internet Marketing BME-213924 4 credits, upper level Learn the business model of electronic marketing, its strategic perspective and the global issues involved. The integration of e-marketing with basic marketing principles will be considered. The relationship between firm and consumer in the e-environment will be discussed from the technological, legal, ethical and global environment. Prerequisite: Marketing Principles or equivalent. Marketing Communications: Advertising and Promotion BME-213414 4 credits, upper level Study the various aspects of integrated marketing communications and the development of promotional strategy based on both consumer needs and wants as well as demands of the social environment and legal constraints. Focus on ethical issues confronting marketers. Topics include the marketing communication process and channels of marketing communication, the promotional planning process, creative strategies and media planning, the use of various media in advertising, direct marketing, interactive marketing, personal selling, and public relations. Prerequisite: Marketing Principles or equivalent. Important note: This course was renamed effective the September 2010 term and was formerly offered as Marketing Communications and Marketing and Sales Promotion. Students who have successfully completed 231414 in either title should not enroll in this course. Marketing Ethics BME-213942 2 credits, liberal study, upper level This course will enable future marketeers to form their individual perspective on ethical marketing. Through exploring issues and problems surrounding consumerism, shareholder accountability and globalism, an ethically directed marketing function is considered. Through scenario analysis, the way forward for ethical decision making in marketing management is planned. Prerequisite: Principles of Marketing or equivalent. Marketing Management BME-213804 – See Business (General) Marketing Planning and Strategy BME-214934 4 credits, upper level Analyze real marketing situations and propose sound solutions to marketing problems by designing and implementing market-driven strategies, with a clear emphasis on strategic analysis, marketing planning and implementation. The course serves as a capstone for students concentrating in marketing. Prerequisites: Principles of Marketing or equivalent and three upper-level marketing courses. Important note: This course was formerly offered as Marketing Strategy. Students who have successfully completed 214934 should not enroll in this course. Marketing Principles BME-212414 4 credits, lower level This course is a survey course and focuses on developing a strong conceptual framework for understanding and applying the principles of marketing. Marketing is treated as a complete system of activities in the complex field of business, which is part of the greater socio-economic system. Major topics include evolution of the concept of modern marketing, identification of markets, design of products to meet wants and needs, pricing strategies, distribution structures and systems, promotional activities and the evaluation of the marketing effort. You will engage in discussion of issues related to the above topics in various contexts. You also will engage in a simulation, case analyses and research requiring in-depth exploration and analysis of a topic of your choice. Basic knowledge of/willingness to learn a presentation package (e.g., Microsoft PowerPoint) is expected. Marketing Research BME-214924 4 credits, upper level Study the principles, skills and techniques used in quantitative marketing research. Topics include marketing problem identification, sources of secondary data, marketing decision making and research planning, sampling, experimentation, measurement concepts, data collection, analysis and report preparation. Develop a marketing research proposal for a particular organization’s situation or problem. Students are required to purchase the latest edition of the SPSS software (packaged with the required textbook). Prerequisites: Statistics and Marketing Principles or equivalents. The nature of this Marketing Research course necessitates students to have completed both Statistics and Marketing Principles studies before enrolling in the course. Public Relations BME-213634 – See Business (General) Sales Management BME-214834 – See Business (General) Services Marketing BME-213454 4 credits, upper level Study, understand and apply the basic theories of service marketing. Examine strategic issues related to service marketing (positioning a service in the marketplace, managing the customer portfolio, managing demand) and tools for service marketers (creating and delivering services, communicating and promoting services, developing and managing customer-service marketing). Prerequisite: Marketing Principles or equivalent. Supply Chain Management in the Global Context BME-214344 – See Management Math and quantitative studies Abstract Algebra 1: Group Theory SMT-274404 4 credits, liberal study, upper level Note: This is a new course that will be offered in the spring of 2013. Explore the theory and applications of the algebraic structures known as groups. Topics covered in this course include: an introduction to groups; the dihedral groups; homomorphisms and isomorphisms; subgroups and cyclic subgroups; group actions; permutations; cosets and Lagrange’s Theorem, Cayley’s Theorem; the Sylow Theorems and the Fundamental Theorem of Finitely Generated Abelian Groups. Following this thorough investigation of group theory, students will begin to explore the basic ideas of ring theory. The primary audience for this course is students who wish to concentrate in either mathematics or applied mathematics. Students interested in various fields which have a strong connection to this branch of mathematics (such as music theory, physics, chemistry, computer science or the cognitive sciences) also may be interested in this course. Prerequisites: Prior to enrolling in this course, students should be fluent in the foundations of mathematics and mathematical proof: logic, methods of proof (both inductive and deductive), sets, relations and functions. This knowledge may be obtained from a course such as Discrete Mathematics, for example. Students also should be familiar with matrices and determinants; this knowledge can be obtained from a course such as Linear Algebra. Algebra SMT-271104 4 credits, liberal study, lower level, general education requirements Learn or improve skills in basic algebra concepts and problem-solving techniques. Study relationships, models, and theories that can be expressed quantitatively – often in algebraic form. Understand quantitative arguments and methods such as those used in the social sciences, business, and other areas; learn to use algebraic symbols actively – to formulate verbal problems in algebraic form, to manipulate algebraic expressions, and to solve algebraic equations. Develop a solid basis for further study in mathematics, statistics, finance, science, and other quantitative areas. Facility with arithmetic of whole numbers, fractions and decimals is assumed. This course uses Web-based software extensively. This course fully meets the general education requirement in Mathematics. Business Mathematics SMT-212034 – See Business (General) Calculus 1 SMT-272104 4 credits, liberal study, lower level, general education requirements Differential calculus is often described as the study of continuous motion or change, and forms the computational basis for much of classical physics. The study of calculus is built upon the notion of a limit, which is a precise mathematical construction used to describe closeness among “infinitesimal” quantities. This course provides an introduction to differential calculus of a single variable. Topics covered include: limits and continuity, the definition of the derivative, rules of differentiation, derivatives of transcendental functions, applications of the derivative and antiderivatives. Following this exploration of differential calculus, students will begin to explore the basic ideas of integral calculus, including the definition of the Riemann integral and Fundamental Theorem of Calculus. Course prerequisites: Precalculus: Fundamentals of Mathematics or equivalent. This course fully meets the general education requirement in Mathematics. Calculus 2 SMT-272144 4 credits, liberal study, lower level The course focuses on integration techniques of many functions, including logarithmic and exponential functions. Topics include solids of revolution, growth and decay, arc lengths, inverse functions, trigonometric substitution, partial fractions, and sequences and series. Maple is used as a tool for problem solving, and the course uses Web-based math software with multimedia resources as well. Prerequisite: Calculus 1 or equivalent. Calculus 3 SMT-273144 4 credits, liberal study, upper level This course is an introduction to the study of calculus in multiple dimensions. Topics covered will include: parametric and polar coordinates, three dimensional coordinate space and vectors, calculus on vector-valued functions, functions of several variables, partial derivatives, directional derivatives and gradients, extrema and saddle points, double and triple integrals, integration in vector fields and physical applications. Prerequisites: Calculus 1 and 2. Contemporary Mathematics SMT-271954 4 credits, liberal study, lower level, general education requirements Explore the exciting world of mathematics through such diverse topics as social choice and decision making, growth and form, investing models and scheduling models. Engage in discussions and cooperative activities as you learn these topics. This course fully meets the general education requirement in Mathematics. Discovering Math Across Generations SMT-271604 4 credits, liberal study, lower level, general education requirements Section 1 (only) is a special mobile learning section for which students must have access to a mobile device, either an iPod Touch, iPhone or iPad, on which the student will download Apple brand math learning Apps. Other sections are the traditional course. Interested in helping children with math? Do you understand and can you convey mathematical concepts in construction or creative home projects? As a citizen or employee, do you have the numerical skills to understand and communicate quantitative concepts? This course presents exciting mathematics materials to help families to learn and enjoy mathematics together. An interactive approach is used to help adults at home to understand and use topics in algebra, geometry, number sense, estimation, logical thinking, probability and statistics with other family members and children. This course is designed for interaction with children between the ages of 6 and 12. Since the course is designed around this interaction, access to a child of this age is highly recommended. This course fully meets the general education requirement in Mathematics. Discrete Mathematics SMT-273104 4 credits, liberal study, upper level Explore the precise, foundational, mathematical concepts that underlie much of computer science and further studies in mathematics. Beginning with foundational mathematical concepts, including formal symbolic logic, an introduction to deductive proof, sets, relations, functions, and partial orders, this study also will encompass number theory, the Euclidean Algorithm, induction and recursion, the principles of counting and elementary probability theory, algorithms and complexity and an introduction to graph theory. Discrete Mathematics is a key study for students interested in mathematics, applied mathematics, computer science, information systems or information technology. Prerequisites: Excellent algebraic skills and working knowledge of mathematical notation and terminology are essential for success in this course. This essential knowledge might be gained from a course such as Pre-calculus or above. At least two semesters of undergraduate mathematics is strongly recommended. Exploring the Disciplines: Thinking Mathematically EDU-233032 – See Educational Planning History of Mathematics SMT-273904 – See History and Civilizations History of Mathematics SMT-272904 – See History and Civilizations Linear Algebra SMT-273014 4 credits, liberal study, upper level This study begins with an examination of linear equations, matrices and determinants. This foundational knowledge leads to a detailed study of real vector spaces, including linear independence, basis, dimension, and orthogonality. Following an introduction to eigenvalues and eigenvectors, the study will culminate in an exploration of linear transformations, which are the multidimensional generalization of the familiar linear functions. Prerequisites: At least two semesters of undergraduate mathematics, including Calculus 1. Calculus 2 is strongly recommended. Excellent algebraic skills and working knowledge of mathematical notation and terminology are essential for success in this course. Math for the Inquiring Mind SMT-271854 4 credits, liberal study, lower level, general education requirements Focus on problem solving as a process of identifying, defining, and understanding the problem; and then modeling, validating, and documenting its solution. Improve and refine problem-solving skills, including analytical and critical thinking, and quantitative reasoning. Use a learning journal throughout the course as a strategy for reflection and self-assessment. The course includes use of tables, data management and analysis, graphical analysis, and modeling. A spreadsheet will be used as a problem-solving tool. Students will be using Web-based Math and Graphing Skills software. This course meets the general education requirement in Mathematics. Please note: Students who have previously taken 271754 Math for Decision Making should not take this course. It is essentially the same course. Math Modeling SMT-273504 4 credits, liberal study, upper level Learn about different models in areas such as science, business, and social science. Learn about the modeling process, including how to formulate a model, test it, and refine it. Apply what you learned to the development of a model for an application of your choice. Prerequisites: Calculus I, Statistics required. Calculus II recommended. Mathematical Statistics SMT-273114 4 credits, liberal study, upper level This course is designed primarily for students seeking applied math degrees or those with a calculus background who are interested in the theoretical foundations of probability and statistics. Topics include: descriptive statistics; probability models; discrete, continuous and multivariate distributions; the normal distribution; statistical estimation; tests of statistical hypotheses; and quality control. Maple is used as a tool for problem solving and writing mathematics. Prerequisites: Calculus 1 and 2 or equivalent. Numerical Methods SMT-273344 4 credits, liberal study, upper level In physical applications it is often not possible to find an analytical solution. In this course, students will learn how to choose and apply techniques for the approximation of solutions to such problems. Topics covered include interpolation and polynomial approximation, numerical integration and differentiation, and solution methods for linear systems. Maple software will be used as a tool for applying these methods. Prerequisites: Calculus 1 and 2 or equivalent. Familiarity with linear algebra and programming recommended. Ordinary Differential Equations SMT-274104 4 credits, liberal study, upper level Differential equations describe the behavior of an unknown function in terms of its instantaneous rates of change, and are widely used in applications to model physical and economic systems. This course provides an introduction to standard methods for solving ordinary differential equations. In addition to learning practical problem-solving methods, students will develop an understanding of the related theory. Applications to physics, biology and economics also will be explored. Topics covered include: first-order differential equations, higher-order linear equations, applications of higher-order equations, systems of linear differential equations, the Laplace transform and series solutions. Course prerequisites: Calculus 1, Calculus 2 and Linear Algebra. Precalculus: Fundamentals of Mathematics SMT-271204 4 credits, liberal study, lower level, general education requirements Learn the foundational concepts needed to prepare for further studies in mathematics and its applications. Topics covered will include: precise and correct usage of mathematical terminology, sets, functions and their inverses, rational functions, linear, quadratic, cubic and quartic equations, trigonometry, exponential and logarithmic functions, changing number bases, complex numbers, graphing, and solving word problems. The Maple computer algebra system will be employed as a tool for exploration. Students will individualize their learning experience by selecting one of three possible tracks: preparation for Calculus, preparation for Discrete Mathematics or preparation for mathematical aspects of studies in Business. Selected additional topics will be covered in accordance with the individual student’s chosen track. The primary audience for this study consists of beginning students who are planning further studies in Mathematics, related fields, IS/IT or Business. This course also will be appropriate for students seeking general education credit in mathematics. Important note: Students should not include Precalculus twice in their degree program. This topic may only be studied once, either in the 2-credit version or in the 4-credit version. Prerequisites: Algebra. This course fully meets the general education requirement in Mathematics. Quantitative Methods for Management SMT-214104 – See Management Quantitative Research: Design and Methods HDV-283604 4 credits, liberal study, upper level, general education requirements This course is designed to prepare students to conduct systematic inquiry on social and behavioral topics, using quantitative social science research methods. Major topics include hypothesis development and the logic of inquiry, research ethics, conceptualization and measurement, quantitative research design and data collection, and data analysis and interpretation. The course requires the use of advanced-level thinking skills, including analysis, synthesis and evaluation. Prerequisite: At least one course in a social science discipline. A working knowledge of statistics is useful but not required; statistical analysis of data is part of the subject matter of the course. Note: Students may receive credit for either Survey of Social Science Research Methods 283424 OR Quantitative Research: Design and Methods 283604. Effective January 2012, this course no longer meets the general education requirement in mathematics. This course fully meets the general education requirement in Social Sciences. Real Analysis: The Theory of Calculus SMT-274344 4 credits, liberal study, upper level What makes calculus work? This advanced course is an in-depth, behind-the-scenes look into the theory of calculus of functions of a single real variable. Topics covered in this course include: the real numbers, limits of sequences, completeness, the Monotone Convergence Theorem, the Bolzano-Weierstrass Theorem, the Cauchy Criterion, the Cantor Set, open and closed sets, sequential compactness, limits of functions, continuity, the Intermediate Value Theorem, the derivative, the Mean Value Theorem, the Riemann Integral, and the Fundamental Theorem of Calculus. The primary audience for this course is students who wish to concentrate in either mathematics or applied mathematics. Students concentrating in a tangentially related field, such as physics, also may be interested in this course. Prerequisites: Differential and Integral Calculus. Fluency in the foundations of mathematics and mathematical proof: logic, methods of proof (both inductive and deductive), sets, relations and functions. Familiarity with the concepts of Linear Algebra (vector spaces) as well as with infinite sequences and series. Statistics: An Activity Based Approach SMT-272384 4 credits, liberal study, lower level, general education requirements Study and apply the fundamental concepts and methods of data analysis, including both descriptive and inferential statistics. Includes arranging data; tables and graphs; measures of central tendency and dispersion; regression analysis and correlation; sampling; significance testing; Chi-square tests and analysis of variance. Understand how to evaluate which statistical analyses are appropriate for a given set of data. Excel spreadsheet software is used extensively in assignments to assist in data manipulations, calculations and graphing of data and information. Prerequisite: facility with arithmetic and basic algebra; intermediate level of experience with Excel spreadsheets, as may be gained from a course in computer applications; and ability to install the appropriate software and describe any troubles encountered. This course fully meets the general education requirement in Mathematics. Visualizing Mathematics SMT-271514 4 credits, liberal study, lower level, general education requirements Are you a visual learner? This course will give you an opportunity to learn mathematics primarily through seeing it. Focus will be on topics in geometry, which are naturally visual, and graphing, which will give you an understanding of the visual aspect of algebra. The course also will look at mathematics and art. DVDs and text materials will be used, along with Internet resources. No previous background in math is assumed. This course fully meets the general education requirement in Mathematics. Voter Math SMT-271202 2 credits, liberal study, lower level, general education requirements A Green Party candidate runs for city council. The board of directors chooses a chair. Five people run for three judgeships. What is the mathematics behind elections? Are there different ways to vote? Who holds power and who does not in an election? How do candidates decide what position to take? How do we elect the president of the United States? Mathematics is a big part of decision making on election day. Voter Math will examine the mathematics of elections while building math skills and understanding. Note: Students will need Microsoft Excel or equivalent spreadsheet software. This course fully meets the general education requirement in Mathematics. Artistic Expression in a Multicultural America ART-222444 – See Arts: Visual and Performing Contemporary Global Social Issues SOC-284544 – See Critical Thinking Multicultural and diversity studies Dance Across World Cultures ART-223504 – See Arts: Visual and Performing Diversity in the Workplace BME-213164 – See Business (General) Gays and Lesbians in American Culture SOC-242204 – See Anthropology Hip-Hop America: The Evolution of a Cultural Movement HIS-243554 – See Arts: Visual and Performing International Cross-Cultural Management BME-213974 – See Business (General) Introduction to Cultural Anthropology SOC-282224 – See Anthropology Public History: A Shared Conversation with the Past HIS-243434 – See Communications and Media Roots and Routes of African Diaspora Resistance: Arts CUL-224124 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: History CUL-224224 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: Humanities CUL-224334 – See Arts: Visual and Performing Selected Topics: LGBT Issues in the Workplace BME-213712 – See Human Resources Sex and Gender in Cross-Cultural Perspective: Advanced SOC-283324 – See Cultural Studies Sex and Gender in Cross-Cultural Perspective: Introductory SOC-282324 – See Cultural Studies The Development of Gender Identity HDV-283104 – See Early Childhood Studies Thinking About Race, Class and Gender SOC-282264 – See Family Studies Travel and Tourism: A Critical Perspective SOC-283244 – See Anthropology U .S . Women’s Multicultural Life-Writings CUL-224014 – See Family Studies Women, Girls and the Media CUL-224114 – See Arts: Visual and Performing nursing Advanced Clinical Experience NUR-204095 5 credits, liberal study, upper level This is the culminating capstone clinical experience in the RN to BSN in nursing program, in which students reflect on the transition from associate degree to baccalaureate degree preparation for nursing practice. The course provides a foundation for enhanced professional growth in an existing or future nurse role, by exposing the student to selected contemporary challenges in a health care delivery setting. The course specifically affords the RN to BSN students an opportunity to examine and develop the multidimensional competencies essential to become an effective nurse leader. Prerequisites: Students must complete the following courses prior to taking this course: Educational Planning: Transition to Baccalaureate Nursing (NUR-203014), Advanced Health Assessment (NUR-203024), Nursing Informatics (NUR-203064), Nursing Research (NUR-203074), Pharmacology (NUR-203044) and Community Health Nursing (NUR-204084). This course is only available for Empire State College nursing program students. Advanced Health Assessment NUR-203024 4 credits, upper level This course focuses on the application of independent and collaborative advanced health assessment techniques. Students integrate concepts, research and theories of biologic, psychologic and socio-cultural knowledge, anticipatory guidance, prevention and early detection of risk factors into the analysis and synthesis of clinical data relating to health promotion, maintenance and illness care. Activities for the course facilitate the development of critical-thinking and collaborative communication skills, which are vital competencies needed for the professional nurse. This course is only available for Empire State College nursing program students. Advanced Nursing Physiology NUR-203244 4 credits, liberal study, upper level This course enables the student to gain an advanced knowledge base of the principles of anatomy and physiology related to professional nursing. The student analyzes complex interrelationships and interdependence of organ systems in disease and wellness throughout the lifespan. Selected content relating to pulmonary, cardiovascular, renal, gastrointestinal, neurological, immunologic and endocrine systems is included. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Community Health Nursing NUR-204084 4 credits, liberal study, upper level This course addresses contemporary community health nursing issues, focusing on key concepts of wellness, prevention and chronic case management while caring for culturally diverse populations. This course includes a clinical experience in a community health setting supervised by program faculty and onsite preceptors. Students design these experiences in consultation with faculty mentors and preceptors. Prerequisites: Students must complete the following courses prior to taking this course: Educational Planning: Transition to Baccalaureate Nursing (NUR-203014), Advanced Health Assessment (NUR-203024), Nursing Informatics (NUR-203064), Nursing Research (NUR-203074), Pharmacology (NUR-203044). This course is only available for Empire State College nursing program students. Important note: This course will only run the first eight weeks of the summer term. Educational Planning: Transition to Baccalaureate Nursing NUR-203014 4 credits, liberal study, upper level In this course, students and faculty plan individually tailored baccalaureate degrees, focused around students’ understanding of the nursing profession, as well as their analysis of their own academic and professional skills, experiences, and goals. In this process, students identify concepts and skill sets. Students will discuss the history and future of the profession and the impact of diverse societal influences on the role of the professional nurse and the health care system. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Forensic Nursing NUR-204234 4 credits, liberal study, upper level The course provides a knowledge base for nurses, that embraces a contemporary nursing process with victims and perpetrators of trauma, their families, and communities, in order to identify, manage, and prevent intentional and unintentional injuries in a global community. Students are prepared to collaborate with agents in health care, social, and legal systems to investigate and interpret clinical presentations and pathologies by evaluating physical and psychological injury. Students integrate forensic and nursing sciences in this course and explore ethical and legal issues related to forensic nursing. This course satisfies the college’s liberal arts and sciences requirements. Prerequisites: Educational Planning: Transition to Baccalaureate Nursing and Advanced Health Assessment. This course is only available for Empire State College nursing program students. Healing and Wellness of the Whole Person NUR-204224 4 credits, liberal study, upper level This course focuses on a survey, review and discussion of what is known and unknown about healing processes of body/mind/ spirit and the beliefs, cultural basis and therapeutic practices that contribute to the state of wellness in the individual. Indigenous peoples’ healing and wellness practices will include western, eastern, northern, and southern perspectives of the global community. The use of research and evidence-based criteria to evaluate the risks and benefits in the individual, family and community will be addressed. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Health Care Delivery Systems and Policy NUR-204034 4 credits, liberal study, upper level This course provides an in-depth overview of the U.S. health care delivery system and its impact on selected health care delivery environments. Specific emphasis on how health care policy shapes both the health care delivery system and patient care services including accessibility, accountability, and affordability will be explored. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Interdisciplinary Perspectives in Global Health NUR-203254 – See Health Services Multigenerational Nursing NUR-203204 4 credits, liberal study, upper level This course examines how our multigenerational society challenges the nursing professional to work with clients across the lifespan. Students gain an understanding of the common bonds and the intergenerational challenges between youth, older persons and sandwiched populations. The students develop an appreciation of the quality of life as defined by individuals of various ages within health care environments and communities. Education related to specific developmental issues and bridging the gaps among generations will be integrated throughout this course. This course combines intellectual curiosity with research methodology. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Note: This course will only run the first eight weeks of the summer term. Nursing Informatics NUR-203064 4 credits, upper level This course provides an overview of traditional and developing methods of discovering, retrieving and using information in nursing care of clients in a variety of health care settings. There is specific emphasis on methods, technology, equipment for assessment data, electronic databases, privacy, confidentiality and patient care technology. This course is only available for Empire State College nursing program students. Nursing Research NUR-203074 4 credits, liberal study, upper level This course provides a foundation for understanding the language of nursing research and underlying concepts of the research process. The course prepares nurses to analyze, critique, interpret and apply evidence-based research to professional nursing practice. As a special focus of the course, students select an area in which to apply their knowledge of research methodology. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Pharmacology NUR-203044 4 credits, upper level This course focuses on the essential principles of applied pharmacology. Students integrate core concepts of pharmacology and physiology to understand the clinical application of medications affecting body systems. Nursing considerations of various pharmacotherapies will be critically analyzed. Knowledge development, patient safety and evidence based practice are emphasized throughout course activities. Professional Issues and Leadership in Contemporary Nursing NUR-204054 4 credits, liberal study, upper level This course examines the major theories of nursing leadership, management legal issues, professional ethics and ethical application impacting professional nursing practice. Through the application of associated concepts, students formulate personal definitions of professional nursing and develop application strategies in leading, following and managing within their scope of practice and professional settings. This course satisfies the college’s liberal arts and sciences requirements. This course is only available for Empire State College nursing program students. Note: This course will only run the first eight weeks of the summer term. philosophy and religious studies America’s Founding Ideas SOC-263454 – See History and Civilizations An Introduction to Philosophy CUL-222224 – See Cultural Studies Global Perspectives on Political Theory SOC-263444 – See History and Civilizations Intro to Ethics (2 credits) CUL-222242 – See Cultural Studies Intro to Ethics (4 credits) CUL-222244 – See Cultural Studies Introduction to Critical Thinking EDU-232312 – See Cultural Thinking Introduction to Religious Studies CUL-222034 – See Cultural Studies Introduction to the History of Western Architecture ART-221434 – See Arts: Visual and Performing Modern Political Theory HIS-243444 4 credits, liberal study, upper level, general education requirements The course will examine some of the most important contributions to political theory in the history of Western Civilization, with a focus on the modern period extending roughly from the early 1600s to the end of the 19th century. We will focus on questions about the proper role of government, the nature of political and moral obligation, the role of economics in political life, and the importance of personal, political and religious liberty. We will focus on authors who are fundamental contributors to the Western intellectual tradition, and we will place those authors in the broad cultural, economic, political, and historical context of Western civilization. Assignments will include, and be based upon, close, critical analysis of key texts. This course will help students develop and refine reading and writing skills that may be required for further study, either in law school or graduate school. Authors who may be studied in this course include Niccolo Machiavelli, Thomas Hobbes, John Locke, John Stuart Mill, and Friedrich Nietzsche. Assignments include participation in class discussions, two to four short written assignments, and the completion of a major research project. This course is part of the Project for Critical Inquiry. More information can be found at commons.esc.edu/CriticalInquiry. Important note: This course was renamed effective the September 2009 term and was formerly offered as Western Civilization: Internal Critiques and Analyses. Students who have successfully completed 243444 should not enroll in this course. This course fully meets the general education requirement in Humanities for 4 credits or Western Civilization for 4 credits. Perspectives on Terrorism CHS-264684 – See Criminal Justice / Homeland Security Politics and Religion in America SOC-264204 – See History and Civilizations Religious Thought in World Perspective CUL-224034 – See Cultural Studies Renaissance and Reformation: Origins and Impacts HIS-244344 – See Cultural Studies 4 credits, liberal study, upper level, general education requirements Roots and Routes of African Diaspora Resistance: Arts CUL-224124 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: History CUL-224224 – See Arts: Visual and Performing Roots and Routes of African Diaspora Resistance: Humanities CUL-224334 – See Arts: Visual and Performing Special Topics in Political Science SOC-264214 4 credits, liberal study, upper level In this course, we will examine a range of important and timely topics related to political life in the contemporary world. Topics for the 2012 - 2013 academic year are described below. Topics in subsequent years may include: Jesus as Political Thinker Environmental Politics and Policy Politics and Literature Radical Democratic Thought American Foreign Policy Students should consult the term guides for specific offerings and schedules. This course may be repeated for credit with different topics. September 2012: Economic Justice, the Presidency and American National Politics. Economic inequality has become a major political issue in the United States, and it figures to play an important role in the 2012 presidential election. This course will examine the rhetoric and the reality of America’s economic system in the context of the presidential campaign. Extreme economic inequality is rarely a sign of a healthy political community and insofar as income and wealth inequality has been increasing in the United States and other economically advanced nations it is a legitimate cause for concern. In the context of an income gap that continues to widen, a middle class in a precarious position, vast fortunes concentrated in the hands of a very few, and populist (and in many cases, popular) movements in the streets, this special topics course will examine some key issues connected to work, labor, and economic justice. The first half of the course will consist of a series of short reading assignments, selected in part based on student interest. We will begin by examining relevant data about the distribution, nature and conditions of work and wealth in America and other advanced nations. This will be followed by a set of readings designed to help us situate work, labor and economic justice in a theoretical framework. In the second half of the course, students will have the opportunity to design their own research projects based on their individual interests. For example, a student might create a documentary film that examines the effects of economic deprivation on a community. Or, a student may explore the role that ideology plays in bolstering the current political and economic system. Or, somebody may decide to prepare a critical analysis of the impact of Ayn Rand on the contemporary economic debate. As long as the final project is connected with the course content every effort will be made to allow a wide range of topics to be addressed. This course is part of the Project for Critical Inquiry. More information can be found at commons.esc.edu/CriticalInquiry January 2013: Virtual Citizenship in a Globalized World Politics, in part, is about how individuals interact with one another. At its core, it has been argued, the concept of the political is about deciding how we want to live with one another, and what forms of life we embrace. The ancient Greek philosopher Aristotle observed that although political rulers care about justice, they care more about political friendship. After all, it is political friendship that binds together a disparate collection of people into one cohesive unit. This is the idea behind the unofficial motto found on the great Seal of the United States of America: E Pluribus Unum – out of many, one. The social bonds between citizens have always been incredibly important in stable political regimes. In this course, we will explore the history of these social bonds, this political friendship, in Western thought, and we will learn about how these bonds are being reconceptualized in light of global economic relationships and the development of social networking as a core means of developing a sense of community. Some of the questions we will address in this course may include the following: What is the role of patriotism in the 21st century? How has the meaning of citizenship changed as a result of globalization? How are virtual communities and virtual friendships different from traditional forms of political friendship? How have new media affected the way that we see ourselves and others? This course is part of the Project for Critical Inquiry. More information can be found at commons.esc.edu/critical inquiry. Western Civilization and Human Development HDV-283374 – See Family Studies America’s Founding Ideas SOC-263454 – See History and Civilizations political science and public affairs Citizen Participation in the Political Process SOC-263214 4 credits, liberal study, upper level Examine in depth the ways citizens participate in setting the public policy agenda and influence policy making. Evaluate two dominant institutions through which American citizens communicate their political demands to policymakers: the political parties and interest groups. Includes the debate over the future of political parties and the mechanics of political party involvement in nominations, campaigns, campaign finance and the formation of public policy. Study interest groups and their activities and the growing influence of political action committees. Prepare a political action project. Prerequisite: introductory study in American government or public policy such as The American Political System or Introduction to Public Policy. Comparative Politics SOC-263414 4 credits, liberal study, upper level, general education requirements Comparative Politics is the study of different political systems. In this course students will learn about different methods and approaches to the comparative study of political systems, institutions, and forms of government. Some themes explored in this course include globalization, political economy, political violence, and the division between developed and developing countries. Students will gain a real world understanding of global studies and be able to analyze and evaluate past, present and future geopolitical issues in an informed manner. This course will both compare countries and regions, as well as specific institutions. Students will be able to evaluate the strengths and weaknesses of different political systems by studying the evolution of each political system. Using a combination of careful analysis, critical thinking, and the synthesis of information presented in texts and online course materials, students will be asked to present a case study comparison of two countries or regions. Students will be given the opportunity to tailor this case study to match their own interests and academic goals. Prerequisite: The ability to read and write at an advanced college level, along with the ability to exercise critical-thinking skills and analyze complex information. This course fully meets the general education requirement in Social Sciences. Contemporary Global Social Issues SOC-284544 – See Critical Thinking Disaster and Society SOC-283434 – See Criminal Justice / Homeland Security Ethnic Conflict in Global Perspective HIS-243854 – See History and Civilizations Global Climate Change SMT-272114 – See Economics Global Perspectives on Political Theory SOC-263444 – See History and Civilizations Hip-Hop America: The Evolution of a Cultural Movement HIS-243554 – See Arts: Visual and Performing International Politics and Relations SOC-262454 4 credits, liberal study, lower level, general education requirements Explore world politics and international relations in the post-Cold War era. Emphasizes the dynamics of the international economy, as well as the growing interdependence of the developed (DC) and developing (LDC) countries. Evaluate mechanisms and institutions designed to promote international peace, political stability and cooperation. This course fully meets the general education requirement in Social Sciences. Introduction to Public Administration CHS-262164 4 credits, liberal study, lower level Survey the organization, management and growing influence of public bureaucracies at the federal, state and local levels of government. Covers values and ethics in public service, policy analysis and evaluation, organization theory, decision making, public personnel systems, public unionism and collective bargaining, leadership, communication, theories of budgeting, ecology of public administration and productivity in the public sector. Evaluate initiatives designed to make public organizations more accountable, rational, cost effective and creative. Recommended: The American Political System: An Introduction to American Government or equivalent. Introduction to Public Policy: The Structure, Politics and Outcomes of the Policy Process CHS-262204 4 credits, liberal study, lower level Examine the various stages of the national public policy process in terms of the structures and processes of American government. Includes important recent domestic and foreign policy decisions. Prepares for advanced studies in specific areas of public policy, such as health, social welfare, education, energy, environment and criminal justice. Prerequisite: The American Political System: An Introduction to American Government or equivalent. Latin America: History, Politics and United States Policy HIS-243154 – See History and Civilizations Mass Disasters: Implications for Public Policy CHS264854 – See Emergency Management Modern Political Theory HIS-243444 – See Philosophy and Religious Studies Modern Russia: Building a Civil Society HIS-243384 – See History and Civilizations Perspectives on Terrorism CHS-264684 – See Criminal Justice / Homeland Security Politics and Religion in America SOC-264204 – See History and Civilizations Program Planning and Evaluation CHS-263544 4 credits, upper level The ability to critically plan, implement and evaluate programs is essential for human service managers and public administrators at all levels. This course is the middle of a sequence of courses that normally begins with Human Service Management or Introduction to Public Administration and concludes with Resource Development in Human Service or Public Finance and Budgeting. Students develop a program of their choice from start to finish and may focus on newly created grassroots initiatives, a new program focus for an existing nonprofit or a new initiative for a public agency. The course provides an opportunity for students to meet and converse with fellow professionals from across many fields. Note: This course was formerly offered using different course numbers. Students who have successfully completed this course under 163044 or 263044 should not enroll in this course. Prerequisites: Human Services Management or Introduction to Public Administration or equivalent. Public Finance and Budgeting CHS-263524 4 credits, liberal study, upper level Understand the essential components of a public budgeting system. Examine the theory and practice of obtaining and allocating resources among competing priorities in the public sector, and the relationships among budgeting and other aspects of public finance such as accounting, auditing, management analysis and program evaluation. Includes discussion of budgets as a reflection of public policy, as an economic and fiscal policy tool and as a political tool. Includes the evolution of modern public budgeting, budgetary reform and the issues of contemporary budget process. Prerequisites: The American Political System, and one of the following: Introduction to Public Policy, Economics/Macro, Introductory Accounting or equivalents. Important note: This course was formerly offered using different course numbers. Students who have successfully completed this course under 163024 or 263024 should not enroll in this course. Qualitative Research: Design and Methods SOC-284534 – See Aging and Gerontology Renaissance and Reformation: Origins and Impacts HIS-244344 – See Cultural Studies Special Topics in Political Science SOC-264214– See Philosophy and Religious Studies State and Local Government SOC-262224 4 credits, liberal study, lower level Undertake a comparative examination of the public policy responsibilities and innovations of state and local governments. Learn the structure and operations of state and local political institutions and the nature and character of citizen participation in state and local government and politics. Focus on the “devolution” of policy responsibilities and fiscal authority from the federal government to the states and localities as well as the growing influence of PACs, interest groups and the media on the political process. Opportunities are available for specialized study of public policy areas. Survey of Social Science Research Methods SOC-283424 – See Criminal Justice / Homeland Security The African-American Experience HIS-243124 – See History and Civilizations The American Political System: An Introduction to American Government SOC-261204 4 credits, liberal study, lower level, general education requirements Explore the principles, institutions and processes of American government and politics. Gain an understanding of the structure and operation of U.S. government and political systems; a recognition of the avenues available to individuals and groups for effective political involvement; an appreciation of the role of the media in influencing politics and public policy; detailed comprehension of key decision making and implementing political institutions with particular attention to the budgetary process; an introductory working knowledge of the public policy process and policy area substance; and a foundation for advanced study in public affairs, public policy and public administration. This course fully meets the general education requirement in Social Sciences. The American Presidency SOC-263314 – See History and Civilizations The Middle East HIS-243414 – See History and Civilizations The United States Constitution: A Survey SOC-263344 4 credits, liberal study, upper level, general education requirements Using constitutionalism and representative democracy as themes, relate the Constitution to current issues. Includes the Constitution’s history and content and modes of interpretation. Prerequisite: knowledge of United States history and/or politics and government at the beginning college level. This course partially meets the general education requirement in American History for all students, but fully meets the general education requirement in American History for students scoring 85 or above on the New York State Regents exam in United States History and Government. The West in American Culture HIS-243224 – See Environmental Studies Urban Studies HIS-243304 4 credits, liberal study, upper level Using a multidisciplinary approach, explore aspects of urban society including: historic emergence of cities across the world; urban development and growth in the U.S.; diversity of U.S. urban/ suburban life; contemporary world wide urbanization; urban geography and environment; urban political economy, public works, planning; culture, aesthetics, architecture; and prospects for the future. Gain a sound grasp of contemporary thinking and research on urban society, particularly in the U.S., and the intellectual tools to apply this knowledge to topics in the student’s own particular area of scholarly interest. Prerequisites: Students should have taken at least two courses in history, sociology, anthropology or political science and be prepared for upper-level work. Vietnam: A Cross-National Interdisciplinary Perspective HIS-243294 – See History and Civilizations World Population HIS-243314 – See Environmental Studies psychology Abnormal Psychology HDV-284074 4 credits, liberal study, upper level, general education requirements Examines a typical behavior from several theoretical perspectives. Considers normality and abnormality in historical perspective. Reviews a number of leading theoretical schemes for understanding and explaining behavior and various modes of assessment, treatment and prevention. Requires a solid grounding in developmental or personality theory. A required video component is available by rental from the Empire State College Bookstore. Prerequisites: Introduction to Psychology or Human Development or equivalents, and Theories of Personality or equivalent. This course fully meets the general education requirement in Social Sciences. Adult Development HDV-283204 – See Aging and Gerontology Attachment in Early Childhood HDV-281124 – See Early Childhood Studies Attachment: Continuity and Separation: Advanced HDV-283124 – See Aging and Gerontology Behavioral Neuroscience HDV-283474 – See Health Services Brain and Behavior HDV-282274 – See Human Development Theoretical Approaches to Child Development HDV-283154 – See Early Childhood Studies Cognitive Psychology HDV-282204 4 credits, liberal study, lower level, general education requirements This course will cover the content of cognitive psychology from both traditional and nontraditional perspectives. Traditional areas include the scientific method in Cognitive Psychology, perception, pattern recognition, attention, short-term (working) memory, episodic long-term memory, semantic long-term memory, interactions in long-term memory (including false memories, eyewitness memory and “forgotten” or “repressed” memories), language (including comprehension of written and spoken language), decisions, judgments, reasoning and problem solving. The nontraditional area will focus on the difference in thought processes between Western and Eastern civilizations. This course fully meets the general education requirement in Social Sciences. Counseling Theory HDV-284044 4 credits, liberal study, upper level Explore the major theories of counseling and counseling models and methodologies. Various models are studied intensively to provide students an opportunity to learn how to approach and attempt to facilitate their own growth as human service workers. A solid grounding in personality theory is a prerequisite. Prerequisites: Theories of Personality and Abnormal Psychology or equivalents. Cultural Psychology HDV-283544 4 credits, liberal study, upper level, general education requirements This course critically examines one of the most fundamental assumptions of psychology; that is, that people are basically the same throughout the world in the ways that they think, feel, learn and maintain a sense of themselves. Sure enough, psychology recognizes that there are some cultural differences, some quite pronounced, but psychology is the science that reaches the basic processing mechanism (the mind or “psyche”) underlying this cultural veneer. Cultural experience might be regarded as the superficial covering of a universal human mind whose operations would soon be disclosed by, and as, “general psychology.” However, cultural psychologists are not so sure that this kind of “general psychology” is either accurate or desirable, and they may have good cause. Even if we confine ourselves to personality and social psychology it is reckoned that over ninety per cent of psychological “research” comes from the U.S.A. Add Europe, and very little psychology emanates from non-Western sources. Furthermore, the vast majority of that American research has been focused on student psychology undergraduate populations who can hardly be reckoned to be representative of even the American population as a whole. Psychology’s database has not been informed by a wide variety of human subjects. Can its “findings” then be applied to non-Western cultures or is it itself nothing other than a specifically American/European cultural behavior? Cultural psychology seriously questions the universalism that psychology as a “science” seems to presuppose rather than demonstrate. This course examines the degree to which cultural psychology has been successful in questioning this assumption and the extent to which its own research has been successful in establishing that different cultural experiences lead to fundamentally different ways of thinking, emoting and learning. The first half of this course will look at the ways that the fundamental concepts of psychology such as the self and personality might themselves be cultural creations rather than “scientific discoveries.” The other half of the course will examine the way that such concepts (or their alternatives) function in non-Western cultures. Prerequisites: Introductory-level courses in psychology and/or human development. This course fully meets the general education requirement in Other World Civilizations. Educational Psychology HDV-284334 – See Educational Studies Evolutionary Psychology HDV-283454 4 credits, liberal study, upper level Evolutionary Psychology is a relative newcomer to the social sciences. It claims to present a new and different way of understanding things like the family and family conflict, relationships between the two sexes, group cooperation, crime, xenophobia and racism. For example, have you ever wondered why women as a general rule continue to play a disproportionate role in raising children despite (allegedly) living in an era of social equality? Evolutionary psychology claims to know, though the answer has not been to everyone’s liking. Are people predisposed to dislike those who look least like them through evolutionary pressures? What is the origin of human aggression and why is that young men especially engage in risky behavior? Evolutionary Psychology opposes itself to what it terms the SSSM (Standard Social Science Model); that is, that culture, learning, socialization, explains human behavior. Not entirely. “Nature keeps culture on a leash.” This area of the human sciences is increasingly influential and continues to generate a great deal of debate. Experimental Psychology HDV-283354 4 credits, liberal study, upper level, general education requirements Understand and use the terminology and methods of experimental psychology. Engage in actual laboratory work, and become familiar with the research questions and current thinking in a number of different topical areas in the field of psychology, specifically: psychophysics, perception, attention, conditioning and learning, memory, thinking and problem solving, individual differences, social influence, environmental psychology and human factors. Prerequisites: Statistics or equivalent, and at least two foundation courses in psychology. Note: This course requires a CD-ROM component. This course fully meets the general education requirement in Social Sciences. Family Violence and Abuse HDV-283314 – See Criminal Justice / Homeland Security Forensic Psychology HDV-284164 – See Criminal Justice / Homeland Security History and Systems of Psychology HDV-284104 – See History and Civilizations Human Development HDV-282174 – See Aging and Gerontology Human Exceptionalities HDV-283224 – See Early Childhood Studies Human Sexuality HDV-283334 – See Human Development Introduction to Psychology HDV-282164 4 credits, liberal study, lower level, general education requirements Gain a general overview of the field of psychology. Students have the opportunity to become sufficiently familiar with the subject matter of psychology to decide if they wish to pursue further study. This course fully meets the general education requirement in Social Sciences. Learning Styles EDU-233222 – See Early Childhood Studies Post-Traumatic Stress HDV-284332 2 credits, liberal study, upper level These are just some of the issues that will be studied in the course. Post-Traumatic Stress Disorder first appeared in the third version of the DSM (1980). That appearance was largely the result of a