Touro College
2005-2007
Bulletin
OF THE
Lander College of Arts and Sciences
Lander College for Men
Lander College for Women
AND
Graduate School of Jewish Studies
Touro College
www.touro.edu
TABLE OF CONTENTS
MESSAGE FROM THE FOUNDER AND PRESIDENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
MESSAGE FROM THE VICE PRESIDENT OF UNDERGRADUATE EDUCATION
AND DEAN OF FACULTIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
CALENDAR 2005 - 2007 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
TOURO’S OTHER DIVISIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
FACILITIES OF THE LANDER COLLEGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
THE MIDTOWN MAIN CAMPUS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
THE LANDER COLLEGE FOR WOMEN AND
GRADUATE SCHOOL OF JEWISH STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
THE LANDER COLLEGE OF ARTS AND SCIENCES IN FLATBUSH . . . . . . . . . . . . . . . . . .14
THE LANDER COLLEGE FOR MEN, KEW GARDENS HILLS . . . . . . . . . . . . . . . . . . . . . . .14
THE TOURO LIBRARIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
THE TOURO COMPUTER CENTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
TOURO COLLEGE ISRAEL OPTION/TOURO COLLEGE – ISRAEL . . . . . . . . . . . . . . . . .26
ALUMNI ACHIEVEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
ADVISEMENT AND CAREER SERVICES; STUDENT SERVICES . . . . . . . . . . . . . . . . . . . .33
ADMISSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
PAYING FOR COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
TUITION, FEES AND EXPENSES 2005-2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
TUITION, FEES AND EXPENSES 2006-2007 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
FINANCIAL AID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
THE CURRICULUM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
PRE-PROFESSIONAL AND PROFESSIONAL OPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
DEPARTMENTAL REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
BIOLOGICAL AND PHYSICAL SCIENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
BUSINESS: ACCOUNTING, ECONOMICS, FINANCE, AND MANAGEMENT . . . . . . . . . .64
EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
HISTORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
HUMANITIES, PHILOSOPHY AND THE ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
JUDAIC STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
LANGUAGES AND COMMUNICATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
MATHEMATICS AND COMPUTER SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
SOCIAL SCIENCES: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
POLITICAL SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
PSYCHOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
SOCIOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
SPEECH AND COMMUNICATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
COURSE DESCRIPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
RULES AND REGULATIONS – LANDER COLLEGES OF ARTS AND SCIENCES . . . . . .150
GRADUATE PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
GRADUATE SCHOOL OF JEWISH STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
GRADUATE SCHOOL OF BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183
RULES AND REGULATIONS – GRADUATE PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . .187
LANDER INSTITUTE – MOSCOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194
REGISTERED PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
COLLEGE ADMINISTRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
FULL-TIME FACULTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
ADJUNCT FACULTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .221
DIRECTORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .230
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MESSAGE FROM THE FOUNDER
AND PRESIDENT OF TOURO COLLEGE
ore than thirty years ago, Touro
College enrolled its first class
of 35 students. Touro was then
envisioned as a great experiment in Jewish higher education, blending the best of
Jewish and secular scholarship in an atmosphere of personal attention and academic excellence.
The College has changed much since
those early years. Total enrollment in the
many schools and divisions of the College is approximately 22,000 students.
Opportunities for intellectual and career
advancement have grown with the addition of new undergraduate, graduate, and
professional programs. Yet the commitment to the Jewish heritage, academic excellence and personal attention remains
at the core of Touro’s institutional selfconsciousness. I am convinced that the
next generation of Jewish leadership will
emerge from Touro College.
I owe a debt of gratitude to the Board
of Trustees of Touro College, which has
named the Liberal Arts College in honor
of my family. With the help of the
Almighty, I shall do my best to fulfill our
aspirations to you, our students, and to
the Jewish community.
M
Bernard Lander, Ph.D., L.H.D.
Dr. Bernard Lander, the Founder and President of Touro College, is a preeminent leader and pioneer
in Jewish and general higher education. A Torah scholar and founder of yeshivas, Dr. Lander was the
first Commissioner of Human Rights for the City of New York and prepared the first civil rights legislation for the State of New York. His research studies in social behavior and his lectures on Jewish
thought have been nationally acclaimed. He holds a doctorate in sociology from Columbia University and served as professor of sociology for several decades at City University of New York, before
establishing Touro College in 1971.
Dr. Lander served as consultant to three presidents of the United States and was a member of a
seven-member commission that established the historic “War Against Poverty.” He has been honored
by the Council of New York State College Presidents for his lifetime contribution to higher education.
3
MESSAGE FROM THE VICE PRESIDENT
OF UNDERGRADUATE EDUCATION
AND DEAN OF FACULTIES
am happy to invite you to explore the 2005-2007 Bulletin
of the Lander College of Arts
and Sciences, Lander College for
Men, Lander College for Women,
and the Graduate School of Jewish Studies, divisions of Touro
College. You will find here much
about the College that has given
it distinction over the past years,
and much that will be useful to
you. A Lander Colleges education
provides unique opportunities for
self-development. This Bulletin
can provide you with the information necessary to make the
most of these opportunities.
In its fourth decade of achievement in higher education, Touro
College continues to enhance educational opportunities for its students. The Lander Colleges, combining excellence in Jewish studies, professional preparation,
and the study of the arts and sciences, were the first of the divisions of the College
to be established. They remain a vital and vibrant educational resource for the Jewish community.
Educational opportunities at the Lander Colleges have grown and continue to
grow because of the development of graduate and professional programs available at the College. The Office of the Dean of Faculties can provide you with the
most current information concerning academic programs at the College. I will be
happy to help you learn more about how Touro College and the Lander Colleges
can help you. This Bulletin is your first step in the process.
I
Stanley Boylan, Ph.D.
4
CALENDAR 2005 - 2007
The Calendar below is for the Main Campus. Other campuses will have their own calendars.
Each student should consult with his/her individual school or campus regarding individual
calendars. Up-to-date calendars are available online for each program on the Touro College
website: http://www.touro.edu/calendars/.
2005-2006
Fall 2005
Tuesday, August 30 – Thursday, September 1 ........................................Orientation and Registration
Tuesday, September 6.............................................................................First Day of Classes
Monday, October 3-Wednesday, October 5............................................No Classes
Wednesday, October 12-Friday, October 28...........................................No Classes
Thursday, November 24 – Friday, November 25....................................No Classes
Tuesday, January 3 .................................................................................Thursday Schedule
Thursday, January 5 ...............................................................................Reading Day
Friday, January 6 ....................................................................................Last Day of Classes
Monday, January 9 – Friday, January 13................................................Final Examinations
Monday, January 16 – Tuesday, January 24 ...........................................Intersession
Spring 2006
Tuesday, January 24 ...............................................................................Registration – New Students
Wednesday, January 25 ..........................................................................First Day of Classes
Monday, March 13 – Tuesday, March 14 ...............................................No Classes
Wednesday, March 15 ............................................................................Monday Schedule
Monday, April 10 – Friday, April 21 ......................................................No Classes
Thursday, May 18 ...................................................................................Tuesday Schedule/Last Day of
Classes
Friday, May 19 .......................................................................................Reading Day
Monday, May 22 – Friday, May 26 ........................................................Final Examinations
2006-2007
Fall 2006
Tuesday, August 29 – Thursday, August 31............................................Orientation and Registration
Tuesday, September 5.............................................................................First Day of Classes
Friday, September 22..............................................................................No Classes
Monday, October 2 – Monday, October 16 ............................................No Classes
Thursday, November 23 - Friday, November 24 ....................................No Classes
Tuesday, December 26 ...........................................................................Friday Schedule
Wednesday, December 27 ......................................................................Monday Schedule
Friday, December 29 ..............................................................................Last Day of Classes
Tuesday, January 2 – Monday, January 8...............................................Final Examinations
Tuesday, January 9 - Friday, January 19.................................................Intersession
Spring 2007
Thursday, January 18 .............................................................................Registration – New students
Monday, January 22 ...............................................................................First Day of Classes
Monday, April 2-Friday, April 13 ...........................................................No Classes
Friday, May 11 .......................................................................................Last Day of Classes
Monday, May 14-Friday, May 18 ...........................................................Final Examinations
5
INTRODUCTION
Touro College is a Jewish-sponsored independent institution of higher and professional education. The College was established primarily to perpetuate the Jewish heritage, and to serve the larger
American community. Approximately 22,000 students are currently enrolled in its various schools
and divisions.
The undergraduate Lander College of Arts and Sciences, Lander College for Men, and Lander College for Women, and the Graduate School of Jewish Studies embody the College’s fundamental purposes. Through programs in Jewish Studies here and in Israel, the humanities core requirement, liberal arts and sciences majors, and outstanding pre-professional and professional programs, Touro offers students a distinctive educational experience.
This experience, however, consists of more than classroom instruction. Touro also seeks to foster an atmosphere of warmth, in which close faculty-student relationships, student camaraderie, and
individualized attention are nurtured in many ways.
Touro College was chartered by the Board of Regents of the State of New York in 1970. Under
the leadership of its founding president, Dr. Bernard Lander, the College opened with a class of 35
Liberal Arts and Sciences students in 1971. Since then, the College has continued to demonstrate dynamic growth. A Women’s Division was added to the College of Liberal Arts and Sciences, and the
Schools of General Studies, Law, and Health Sciences were subsequently organized. The College
organized sister institutions in Israel and Russia. The School for Lifelong Education, offering a nontraditional, contract-learning-based program was organized in Fall 1989. The Institute for Professional Studies (IPS) – Machon L’Parnasa was established in early 1999 to provide higher education
with practical applications for the ultra-orthodox community. The Graduate School of Education
and Psychology and the International School of Business were established.
Subsequently, the Touro University College of Osteopathic Medicine and Touro University International (both based in California) added to the professional options available to Touro students.
An upper-division College offering programs in other professional areas (e.g. Physician Assistant,
Public Health) opened at the Vallejo, California campus in 2002. A branch of the Touro University
College of Osteopathic Medicine was opened in Henderson, Nevada in Fall 2004. An overseas branch
of the College, Touro College-Berlin, offering both Jewish studies and professional courses, was
opened in Fall 2003. Touro College-Los Angeles, a liberal arts college modeled after the program of
the Lander Colleges, was opened in Fall 2005 in West Hollywood, California. Touro College South,
based in Miami Beach, Florida, is scheduled to open in Fall 2006.
6
MISSION STATEMENT
Touro College is an independent institution of higher and professional education under Jewish sponsorship, established to perpetuate and enrich the Jewish heritage, to support Jewish continuity, as well as to serve the general community in keeping with the historic Judaic commitment to intellectual inquiry and social justice.
The Jewish heritage embraces two fundamental components, the particular and the universal,
as reflected in Hillel’s dictum transmitted in Ethics of the Fathers, “If we are not for ourselves,
who will be? If we are concerned only with ourselves, what are we?” This seminal teaching
shapes the core values of the college, which are:
• Preservation of the Jewish heritage and support for Jewish continuity;
• Belief in the value of education in the liberal arts and professions to better the
individual and society;
• Promotion of ethical and humanistic values of the Judaic tradition among all
members of the learning community;
• Commitment to providing educational and professional opportunities and to
fostering access to underserved populations;
• Commitment to tolerance and the promotion of the democratic ethos.
These core values and the dual components of the Jewish heritage—the concern for the particular and the universal—are reflected in Touro College’s mission, which is to strengthen Jewish life and perpetuate the Judaic tradition on the college campus, and to contribute to the building of a better society for all through educational opportunities.
Cognizant of national and international threats to Jewish continuity in the forms of assimilation, loss of affiliation, and anti-Semitism, the Board of Trustees of the college views the college’s mission as transcending the physical borders of its original locus. Touro College seeks to
strengthen Jewish identity and normative societal values by offering education programs serving
the Jewish and general populations in communities nationally and around the world.
Touro College’s mission commits the college to multiple constituencies. In adherence to the
particularistic aspect of the mission, Touro offers undergraduate and graduate programs in Jewish studies and liberal arts and sciences serving the diverse components of the Jewish community. In consonance with the universalistic aspect of the mission, the college supports underserved members of the broader community with neighborhood-based undergraduate programs.
As an institution serving the general community in all its diversity, Touro College offers professional and graduate programs in such areas as education, law, medicine, allied health sciences,
and business. Throughout its various programs, Touro College emphasizes academic achievement and quality in the context of a supportive and caring environment.
March 2004
THE GOALS OF THE COLLEGE ARE:
• To perpetuate and enrich the Jewish heritage and scholarship on the undergraduate and graduate levels.
• To promote academic achievement through traditional study of liberal arts and sciences in
the undergraduate divisions, and to foster humanistic and ethical values.
• To further the career interests and aspirations of students with a broad range of pre-professional and professional programs.
• To promote development of students’ critical, analytical, and quantitative competencies.
• To foster critical thinking and communication skills.
• To promote information literacy, research skills, and other competencies necessary to succeed in a technological society.
• To develop and provide educational opportunities by reaching out to underserved urban student populations.
7
• To promote graduate and professional programs in the areas of education, law, medicine and
the healing arts, whose graduates will contribute to the betterment of society.
• To provide a supportive learning environment that encourages academic achievement and
promotes values of tolerance and respect for diverse population groups and their cultural heritages.
• To increase access and expand academic reach through the utilization of new technologies
including distance-learning modalities.
• To strengthen Jewish identity and to transmit American values and the democratic ethos in
communities abroad through quality academic programs.
• To assess systematically the achievement of the College’s goals and to utilize the results for
continuous improvement.
8
THE LANDER COLLEGES OF ARTS AND SCIENCES
The Touro College of Liberal Arts and Sciences was established in 1971. In 1997 the
Board of Trustees of Touro College voted to
designate the various divisions of the college
as The Lander Colleges of Liberal Arts and
Sciences, in honor of Touro’s founding President, Dr. Bernard Lander, for his historic contribution to higher Jewish education in America. The Lander Colleges are comprised of the
Lander College for Women in Manhattan, the
Lander College for Men in Kew Gardens
Hills, Queens, and the Lander College of Arts
and Sciences in Flatbush, Brooklyn that
embody Touro’s commitment to enrich the
college experience of young Jewish men and
women. Liberal Arts, Jewish Studies, and preprofessional options are combined in the curriculum, and students may choose majors and
study options in a wide variety of fields.
The positive Jewish atmosphere and the
many co-curricular activities available to students enhance Jewish identity, strengthen the
students’ self-esteem, and reinforce the Jewish
dimension of college life and education. Students in the undergraduate Lander College for
Women in Manhattan come from the metropolitan area and from more than thirty states
and foreign countries, and are afforded an
excellent broad-based education in a nurturing
Jewish environment. The Lander College for
Men, based in the Kew Gardens Hills section
of Queens, allows students the opportunity to
pursue a quality program in Jewish Studies
and academic studies in a personalized setting.
Through its Flatbush Branch Campus in
the Midwood section of Brooklyn, the Lander
College of Arts and Sciences offers afternoon,
evening and Sunday courses to meet the special educational needs of yeshiva and seminary students. Since 1976, the Flatbush Program, with its various academic options, has
enabled students to pursue career and pre-professional education without sacrificing their
commitment to intensive Jewish studies and
teaching service in the community.
Almost all major yeshiva and seminary
high schools of New York City are represented
in the student population of Touro’s Flatbush
Campus. Although 70 percent of the regis-
trants at the Flatbush Campus are from the
New York area, there is also a sizable contingent of out-of-state students recruited from
Baltimore, Chicago, Denver, Detroit, Los
Angeles and Miami.
Since 1979, the Lander Colleges of Arts
and Sciences have sponsored a Year
Abroad/Israel Option, enabling students to
complete a year of intensive Jewish studies in
Israel as part of their baccalaureate degree
program. In addition, a number of courses in
business, education, English, and psychology
are offered at the Touro College Israel Center
in Jerusalem.
An affiliated College program, Touro College-Los Angeles, opened in Fall 2005. The
College will open a Florida-based college,
Touro College-South, in Fall 2006.
TOURO’S OTHER DIVISIONS
THE JACOB D. FUCHSBERG
LAW CENTER
The Touro College Jacob D. Fuchsberg
Law Center, established in 1980, is committed to providing a quality legal education by
developing lawyers who temper practical
knowledge with perceptive judgment. The
Law Center offers full and part-time evening
programs and is accredited by the American
Bar Association. It is a member of the Association of American Law Schools and offers the
degrees of Juris Doctor (J.D.) and Master of
Laws (LL.M.) in American Legal Studies. The
Law Center’s campus is located in Huntington
on the North Shore of Long Island, New York,
a vibrant suburban community approximately
30 miles from Manhattan. For individuals
within commuting distance, the Law Center is
easily accessible via the Long Island Expressway, Northern State Parkway, or the Long
Island Railroad.
The Law Center is named in honor of the
contributions to the study and practice of law
by Jacob D. Fuchsberg, a distinguished trial
lawyer and former Judge of the New York
State Court of Appeals. When the Law Center
was established, the Trustees of Touro College
directed that the work of the School be rigorous and jurisprudential in orientation. In
9
accordance with this directive, the School is
particularly focused on instilling in its students a sense of moral responsibility to the
world community.
This commitment to contribute to the
building of a better society for all is reflected
in the Law Center’s clinics, public interest law
perspective, and international programs.
In addition to its regular curricula, the Law
Center offers an Institute of Jewish Law, an
Institute in Local and Suburban Law, Clinics
in Elderly Law, Criminal Law, Mental and
Social Security Disability Law, International
Human Rights, and Family Law.
THE GRADUATE SCHOOL OF
JEWISH STUDIES
The Graduate School of Jewish Studies
offers a Master of Arts degree in Jewish Studies, with concentrations in Medieval and Modern Jewish History. Established in l981, the
graduate program prepares students for
careers in education and communal service. In
July 2004, an affiliate of Touro with a separate
Israeli charter, Machon Lander, was recognized by Israel’s Ministry of Higher Education. Machon Lander offers graduate courses
in Jewish history and Jewish education, as
well as undergraduate programs in business.
THE SCHOOL OF HEALTH
SCIENCES
Touro’s School of Health Sciences, established in 1972, offers a number of programs
leading to associate, baccalaureate, and graduate degrees. The Occupational Therapy program offers a joint B.S./M.S. degree, as well
as an A.A.S. (Associate in Applied Science) in
Occupational Therapy Assistant. The Physical
Therapy program offers a joint B.S./D.P.T.
degree, a transitional D.P.T. degree for
licensed professionals, and an A.A.S. degree
preparing Physical Therapy Assistants. The
Physician Assistant program offers a B.S.
degree. In addition, M.S. degrees are offered
in a number of areas such as Orthopaedic
Physical Therapy, Clinical Engineering, and
Forensic Examination. Recently, a B.S. degree
in Health Care Administration was registered
with New York State.
The School also includes a Center for Biomedical Education that offers an innovative
cooperative program with Technion-Israel
10
Institute of Technology in Haifa. This program
leads to an M.S. degree from Touro and a
medical degree from Technion.
In 2002, the School added a graduate program in Oriental Medicine. Its aim is to graduate highly qualified and professional practitioners of acupuncture and Oriental medicine.
The program offers two-degree dual-degree
programs: a B.P.S./M.S. in Oriental Medicine
and a B.P.S./M.S. in Acupuncture. The School
also offers master’s degree programs in Public
Health and Forensic Examination, and a B.S.
degree in Forensic Science. A program in
Nursing leading to an Associate degree in
Nursing opened in Fall 2005 at Touro College’s Borough Park extension.
The Graduate Program in Speech and Language Pathology is based in a self-contained
facility at 1610 East 19th Street, Brooklyn,
New York, in close proximity to the Flatbush
Branch Campus. The Touro Speech Clinic is
located in that facility.
The Long Island Campus of the School of
Health Sciences is located in spacious quarters in Bay Shore. The site offers ample classroom and laboratory space (including a
newly-constructed, fully-equipped gross
anatomy laboratory) specifically designed to
meet the needs of each professional program.
The building also houses student lounges,
cafeterias, study areas, and an array of current
audiovisual equipment to enhance learning
and study. The School makes special workstudy arrangements for students in various
professional programs on the Long Island
campus.
Programs in the Health Sciences are also
offered at the Midtown Manhattan Main Campus. These programs include Physical Therapy, Occupational Therapy, Acupuncture and
Oriental Medicine, as well as a three-year
Physician Assistant program designed for students who seek a nights-and-Sunday program.
THE GRADUATE SCHOOL OF
BUSINESS
Originally established in the late 1980s as
Touro’s International School of Business and
Management (ISBM), the Graduate School
of Business combines the liberal arts and sciences with business and management subjects. Its Master of Science degree programs
in Accounting and in International Business
Finance, and its Master of Business Administration program, reflect Touro’s recognition
that future executives and managers need
superior communication skills and cultural
sensitivity as well as business training to trade
effectively in a world market of independent
economies.
THE GRADUATE SCHOOL OF
EDUCATION AND PSYCHOLOGY
The Graduate Division of the School of
Education and Psychology provides highquality graduate study for professionals in the
fields of education and psychology. Currently,
it offers Master of Arts and Master of Science
degrees in three areas of Special Education, a
Master of Science with New York State certification in School Psychology, and a Master
of Science in Education with concentrations in
Early Childhood and Middle School, Jewish
Education, and Bilingual Education. In addition, the School offers a Master of Science
degree in School Leadership and a new Master’s degree program in Teaching Literacy.
Classes are held in both Manhattan and
Brooklyn. The programs in Brooklyn are centered at 950 King Highway, in close proximity
to the Flatbush campus. Master’s Degree programs in TESOL, in Instructional Technology
and in the Education of the Gifted were
recently developed. A master’s degree program in Mental Health Counseling was
opened in 2005.
The Graduate School of Education and
Psychology was created in 1993 and received
State of New York approval for its first graduate degree programs in 1995. It was established on the firm conviction that education is
one of the most important tools for bringing
about continuous improvement in the conditions of life for all people.
Solidly committed to the goal of universal
education of high quality, the Graduate School
was given the mission of developing and
implementing educational programs that
would supply schools and other educational
settings with the most professionally competent teachers, administrators, and educational
support personnel. A central philosophical
concept on which the Graduate School is
based is that the goal of learning is more
learning and that the primary mission of education is to enhance educability - to stretch
minds and to increase each person’s ability to
learn independently. The founders recognized
that not all children come to school equally
prepared to exercise their own intelligence and
to derive maximum benefit from the school
experience. This recognition leads to the
important goal of placing in the hands of all
learners the essential tools of learning: personal logic systems, a solid knowledge base
about methods of learning, habits of thinking
about one’s own thinking processes, and a
motive structure that makes learning its own
reward.
THE NEW YORK SCHOOL OF
CAREER AND APPLIED STUDIES
The New York School of Career and
Applied Studies provides a quality educational experience to students in Manhattan,
Brooklyn, Queens, and the Bronx through its
network of neighborhood centers and sites.
Students can major in such areas as Liberal
Arts, Human Services, Business, and Computers at its easily accessible facilities.
The New York School of Career and
Applied Studies was established through the
merger of two Touro College divisions, The
School of General Studies and the School of
Career and Applied Studies. The School of
General Studies was founded in 1978 to provide an opportunity for students who have
been traditionally underserved to earn Associate and Baccalaureate degrees. The School of
Career and Applied Studies was organized in
1995. Although its original mission was to
serve the needs of refugees from the former
Soviet Union, the School of Career and
Applied Studies expanded its mission to
include many of the diverse populations in the
neighborhoods that it served. The New York
School of Career and Applied Studies continues the mission of both schools.
11
THE SCHOOL FOR LIFELONG
EDUCATION
The School for Lifelong Education and its
guided independent study mentorials were
established in 1989 to serve the academic needs
of the chassidic communities, whose unique
culture, commitment, and lifestyle require bold
and innovative approaches to higher learning.
The program is open to mature and motivated
students whose learning is facilitated in a variety of ways.
The guided independent study mentorials,
together with collaborative courses and regular classes, offer adults an opportunity to start
or to return to school to complete a degree
program and may lead to the Associate in Arts
(A.A.), the Bachelor of Science (B.S.), the
Bachelor of Arts (B.A.) degree in Interdisciplinary Liberal Arts and Sciences, or the
Bachelor of Arts (B.A.) degree in Jewish
Studies. Students may also participate in
Touro’s concentration in Education and Special Education. These programs are designed
to accommodate the needs and learning styles
of working adults who seek to enhance their
academic and professional development, as
well as those who yearn to realize the lifetime
dream of obtaining a college degree.
THE INSTITUTE FOR
PROFESSIONAL STUDIES (IPS) MACHON L’PARNASSA
The Institute for Professional Studies
(IPS) was established in 1999 to provide higher education with practical applications for the
ultra-orthodox community. Classes are taught
in a supportive environment in the heart of
Borough Park, Brooklyn, NY.
The Institute offers an extensive selection
of programs leading to an Associate’s degree
or a certificate in a variety of business professions, programming, networking, desktop
publishing, and medical coding and billing.
These programs are designed to facilitate
immediate entry into the job market, while
encouraging students to go on to more
advanced study. Many students who begin
their programs in the Institute for Professional
studies eventually continue studying for a baccalaureate degree at one of Touro’s branch
campuses.
12
CALIFORNIA CAMPUSES
TOURO COLLEGE – LOS ANGELES
In Fall 2005, the College opened a branch
campus in Los Angeles, California. The college, Touro College – Los Angeles, is located
at 1317 North Crescent Heights Boulevard,
West Hollywood, CA 90046, in a facility
being specifically renovated for College purposes. This College, modeled after the programs of the Lander Colleges of Arts and Sciences, offers courses in business, psychology,
Jewish studies, and liberal arts and sciences.
TOURO UNIVERSITY COLLEGE OF
OSTEOPATHIC MEDICINE
The College of Osteopathic Medicine,
established in 1997 in California, grants the
Doctor of Osteopathy (D.O.) degree. Its mission is to prepare competent osteopathic
physicians through classroom and clinical
instruction, service to the community, and
research.
In 1999 the College moved to its current
campus on Mare Island in Vallejo, California.
This new facility includes basic science buildings with state-of-the-art laboratories as well
as a modern research center. In addition, the
campus offers recreational opportunities for
students through its gymnasium, swimming
pool and outdoor athletic facilities. The College graduated its first class in June of 2001
and has already established itself as an outstanding College of Osteopathic Medicine.
The College of Osteopathic Medicine is
accredited by the American Osteopathic Association. A branch of the College of Osteopathic Medicine opened in Henderson, Nevada in
Fall 2004.
TOURO UNIVERSITY
INTERNATIONAL
In order to meet the emerging needs of
non-traditional students, Touro University
International was established to provide
courses and programs through the Internet to
an international student body. The Californiabased Touro University International offers
complete degree programs that students can
complete at their own pace wherever they are
located, either in United States or in their
home countries. The University offers both
synchronous learning (by means of Internet
conferencing) and asynchronous learning.
Internet conferencing enables Touro University International to create a complete interactive learning process. Touro University International offers programs in Business, Health
Sciences, and Educational Leadership at the
Bachelor’s, Master’s and Doctoral levels, and
is organized in to four Colleges—Business
Administration, Health Sciences, Computer
Information Systems, and Education.
TOURO COLLEGE, MOSCOW AND
BERLIN CAMPUSES
The Touro mission includes within its
goals activities to strengthen the Jewish heritage and Jewish continuity as well as fostering international understanding of humanistic
and democratic values. Toward that end, the
College has established programs abroad in
Jewish studies and American business values.
In 1991, Touro College became the first
American higher education institution to
establish a program of Jewish Studies in
Moscow. The Touro College School of Jewish
Studies, now renamed the Lander Institute
Moscow, was originally established to afford
members of the Jewish community a greater
awareness of their Jewish heritage, offer them
a well-rounded general education, and to pro-
vide Jewish secondary schools and organizations with qualified personnel. In Fall 2003,
the Lander Institute relocated to Micherinsky
64 in Moscow, where it utilizes the facilities
of Migdal Ohr. The building is equipped with
ample classrooms, staff and student facilities,
and a modern computer laboratory to support
academic work, as well as a kosher dining
room. Students may earn the Bachelor of Arts
degree (B.A.) with a major in Jewish Studies
and numerous elective courses available to
them. As of September 2005, the Institute has
official permission to offer the Bachelor of
Science (B.S.) degree with a major in Computer Science or in Desktop and Web Publishing. Touro also maintains a contractual relationship with Moscow University-Touro, an
independent institution accredited by Russian
authorities, which evolved out of Touro’s original program in Moscow.
In response to the requests of the Jewish
community of Germany, Touro has developed
an academic program that allows for the study
of American business methodology as well as
Jewish studies in Berlin. Touro College
Berlin, which has been supported by the
Berlin authorities, opened in Fall 2003, and
the program offered there leads to a Bachelor
of Science degree in Business Management
and Administration.
13
FACILITIES OF THE LANDER COLLEGES
THE MIDTOWN MAIN CAMPUS
The Midtown Main Campus is located at
27-33 West 23rd Street between Fifth and
Sixth Avenues in Manhattan. This modern
facility, encompassing more than 100,000
square feet on five floors, contains classrooms, a Beis Medrash, science laboratories,
the central College library, administrative
offices, faculty offices, student lounges and
computer-science laboratories. The campus is
easily accessible by mass transit. Laboratories
to support programs in physical therapy and
occupational therapy have been constructed at
the main campus.
The Office of the President, central administrative offices, Health Science programs
(including the Physician Assistant and Oriental Medicine programs) and the New York
School of Career and Applied Studies are all
housed in the 23rd Street facility. Offices of
the Graduate School of Education and Psychology and the Graduate School of Business
are located at the Touro Graduate Center at
43 West 23rd Street, in close proximity to the
main campus building.
THE LANDER COLLEGE FOR
WOMEN AND GRADUATE
SCHOOL OF JEWISH STUDIES
The Lander College for Women and the
Graduate School of Jewish Studies are
located at 160 Lexington Avenue. This attractive landmark neo-classical building opened
after extensive renovation in Spring 1992. The
facility houses administrative and faculty
offices, a student services center, a student
lounge, library facility, a reading room, and
computer and science laboratories. The facility is accessible by mass transit and is a short
walk from the Midtown Main Campus facility.
The Lander College for Women Dormitory is located at 175 West 85th Street, in the
heart of the thriving Jewish community of the
West Side.
In Fall 2006, the Lander College for
Women is scheduled to be relocated to 225 W.
60th St. at West End Avenue, on Manhattan’s
Upper West Side. The new facility is being
constructed as a modern Women’s College,
providing for a full library and computer and
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science labs, as well as classrooms and administration and faculty offices. The Graduate
School of Jewish Studies will be relocated to
the Graduate Center at 43 West 23rd Street.
THE LANDER COLLEGE OF ARTS
AND SCIENCES IN FLATBUSH
The Lander College of Arts and Sciences
in Flatbush, with separate Men’s and Women’s
Divisions, is located at Avenue J and East 16th
Street in the Midwood section of Brooklyn.
More than 1,100 students are enrolled each
semester at the Flatbush Campus.
Encompassing more than 90,000 square
feet, the Flatbush Campus was inaugurated in
the Spring of 1995. Nestled in a vibrant, residential Jewish community, the Flatbush Campus is easily accessible by subway and bus
transportation from all areas of Brooklyn and
Queens, and is easily reached from Long
Island as well as from Rockland County.
Shops and restaurants dot the avenue in the
vicinity of the campus.
This seven-story campus includes three
large science laboratories (for biology, chemistry and physics), three computer science laboratories, twenty-eight classrooms, the college
library and two library reading rooms, a student lounge, and service and support offices,
including the Office of the Registrar, the
counseling and placement center, and academic departmental offices. In September 1997,
the New York State Education Department
officially designated this site as The Flatbush
Branch Campus of Touro College.
THE LANDER COLLEGE FOR MEN,
KEW GARDENS HILLS
The Lander College for Men is located in
a newly-constructed campus on seven acres in
one of the safest, most vibrant and attractive
Jewish neighborhoods in New York City, Kew
Gardens Hills, Queens. The central vision
behind the design, planning and construction
of the campus is to create an environment
most conducive to realizing the College’s goal
of academic and Jewish excellence in a personalized environment.
The main academic building on the campus is a four-story 73,000 square foot L-
shaped building designed specifically to meet
the needs of a high-quality academic center.
The academic center includes twelve stateof-the-art laboratories for biology, chemistry,
physics, and computer science, to support
strong College programs in the sciences, and
sixteen classrooms and seminar rooms. There
is a beautiful 4,500-square-foot Beis
Medrash/Study Hall, a 7,000-square-foot
library, student and faculty lounges, extensive
faculty and administrative offices, and a cafeteria and dining area which seats 250. All
rooms are above-ground, with ample windows, and the main walls of the library and
Beis Medrash Study Hall are glass, which
contributes to an open, airy, and spacious feel
for the entire facility.
In addition to the indoor student lounge, a
beautifully designed outdoor terrace of over
4,000 square feet is designated for student
activities as well.
Consistent with the overall goals of the
College, its dormitory facilities, consisting of
garden apartments, are designed to help foster
small communities of learners, and close personal relationships among students. The dormitories are also designed to promote a comfortable, home-like feel to campus living, in
contrast to the stark institutional environment
so common to many university campuses.
Touro College also maintains extension
sites in Queens for students seeking to pursue
an advanced and intensified program in Jewish Law or Jewish studies.
THE TOURO LIBRARIES
The mission of the Touro College Libraries
is to provide resources and services that support and promote the college’s academic programs, and to help the college community
acquire and refine information seeking and
evaluation skills. Key to the accomplishment
of this mission is a competent support staff led
by qualified professionals who understand
teaching and research. With faculty collaboration, our librarians have built quality print,
audio-visual, and electronic collections that
total 373,300 items. All library facilities have
quiet study areas, audio-visual equipment,
photocopiers, and computer workstations. All
library personnel promote information literacy as an integrated part of the college experi-
ence by offering a comprehensive program of
library instruction, individualized research
advice, and reference assistance.
Library resources and services can be identified and utilized via a virtual library
(www.touro.edu/library). It includes a Directory with library addresses, maps, personnel,
hours of operation, and collection content. A
section on Information Literacy contains a
Library Guide and tutorials on how to find
information and a Research & Writing guide
on how to do research and write term papers.
The Online Catalog contains the locations of
books, CD-ROMs, diskettes, audiotapes,
audio-CDs, videotapes, DVDs, and microfiche,
and links to over 15,500 ebooks. The Periodicals page includes databases of articles in over
10,000 publications, indexes and gray literature
sources, and the locations of 400 print subscriptions and backfiles on microfilm and CDROM. EReserves contain links to electronic
course materials, and the Web & Search Sites
directory has links to 6,500 resources that
include search engines and subject directories,
and content on the deep Web. Nearly all proprietary (subscription) electronic resources can be
accessed remotely via login and password, and
an Ask a Librarian feature provides reference
assistance and research advice via email.
Members of the Touro community have
access to and full borrowing privileges at all
fifteen libraries that are located throughout the
metropolitan New York area and in Suffolk
County. Resources in support of the curriculum can be found at all the libraries. Background and research materials are located at
libraries at the Lander College of Arts and
Sciences in Flatbush, the Midtown Main campus, the Lander College for Women and Graduate School of Jewish Studies building, the
Lander College for Men in Kew Gardens
Hills, and the School of Health Sciences in
Bay Shore. Material at Touro is shared by
intralibrary loan. Material not at Touro is
obtained by interlibrary loan via OCLC
(Online Computer Library Center) and LVIS
(Libraries Very Interested in Sharing), or by
commercial document delivery. Referrals to
METRO (Metropolitan New York Library
Council) or LILRC (Long Island Library
Resources Council) libraries may be made
where resources can be consulted on-site.
15
THE TOURO COMPUTER CENTER
The Touro College Computer Center provides computer laboratory facilities to support
a variety of course offerings. Specific emphasis is placed upon software to support courses
in computer science, mathematics and business, as well as support for the computing
needs of other departments.
In the Lander Colleges of Arts and Sciences, computer laboratories have been established at nine separate locations with a total of
over 550 PCs and associated peripherals. The
computers at each location are connected by a
Local Area Network, and supported by a highend server. All computer labs are equipped with
a current version of the MS Office suite, and
provide Internet access through the Touro College Wide Area Network. Headphones and
high-end laser printers are available at each lab.
Other hardware available to faculty mem-
bers through the Touro Computer Center
includes large-screen multimedia monitors,
projectors, VCRs, and DVD players.
Computer labs at locations where desktop
and web publishing courses are taught have
scanners, color printers, and special software
to support the course offerings, including
Quark Xpress and Adobe Photoshop and Illustrator. These sites also have CD-R and Zip
drives available for student use. Three sites
(Flatbush, the Lander College for Women, and
1726 Kings Highway) also have high-end
Macintosh computers.
The following is a list of computer laboratories available to students of the Lander Colleges of Arts and Sciences. (Those marked
with an asterisk support the desktop and
web publishing curriculum with the aforementioned special hardware and software.)
• Main Campus Computer Center*
27-33 West 23rd Street
New York, NY 10010
• Graduate School of Education and
Psychology
950 Kings Highway
Brooklyn, NY 11229
• Lander College for Women*
160 Lexington Avenue
New York, NY 10016
• Flatbush Campus*
1602 Avenue J
Brooklyn, NY 11230
• Kings Highway Computer Center (I)
1401 Kings Highway
Brooklyn, NY 11229
• Kings Highway Computer Center (II)*
1726 Kings Highway
Brooklyn, NY 11229
16
• Borough Park (I)
1273 53rd Street
Brooklyn, NY 11219
• Borough Park (II)*
1301 45th Street
Brooklyn, NY 11219
• Lander College for Men
75-31 150th Street
Kew Gardens Hills, NY 11367
THE LANDER COLLEGES OF ARTS AND SCIENCES
MAJORS
Accounting
Biology
Chemistry
Computer Science
Economics
English
Publishing
Finance
Hebrew
History
Humanities
Interdisciplinary Liberal Arts and
Sciences
Jewish Studies
Management
Management/Information Systems
Management/Marketing
Mathematics/Actuarial Sciences
Philosophy
Political Science
Psychology
Sociology
Speech and Communications
Web Design/Desktop
PRE-PROFESSIONAL AND PROFESSIONAL OPTIONS
Communications
Education
FIT Option
Health Care Administration
International Business (M.S.)
Nutrition
Instructional Technology
Occupational Therapy (B.S./M.S.)
Physical Therapy (B.S./D.P.T.
Physician Assistant
Pre-Dentistry
Pre-Law
Pre-Optometry
Nursing
Pre-Pharmacy
Pre-Medicine
School Psychology (M.A.)
Special Education
Speech and Language
Pathology (M.S.)
Teaching Literacy (M.S.)
Teaching of English as a Second
Language
Qualified students may complete the B.S. in Physician Assistant Studies, the B.S./M.S. in
Occupational Therapy, or the B.S./D.P.T. in Physical Therapy at the School for Health Sciences.
STUDENT LIFE
THE PERSONAL COLLEGE
ENVIRONMENT
Students are attracted to The Lander Colleges for many reasons. The Colleges offer a
great variety of majors and pre-professional
options, spanning twenty-seven fields. The
curriculum incorporates an opportunity for
students to pursue a solid program of Jewish
Studies, enabling students to anchor and deepen their Jewish identity while preparing for
professional careers. Lander’s alumni have
compiled an outstanding record of acceptances at graduate schools of business, law, and
medicine. Graduates of The Lander Colleges
are employed by major corporations and government agencies.
Beyond these considerations, it is the distinctive milieu of the Colleges that sets Lander apart from so many other universities. In a
world of impersonal and bureaucratic educa-
tional systems, The Lander Colleges are warm
and nurturing places in which to grow. Classes
are deliberately kept small to allow students as
much one-to-one contact as possible. Small
classes enable professors to teach efficiently
and interact with students, rather than lecture
to halls full of social security numbers. Students and teachers form bonds that often last
long past their four years at Lander. The
administration is friendly and accessible, and
truly cares about the students.
Within such an environment, students are
able to work successfully to attain career and
professional goals. The possibilities for individualized programs and independent study
provide for a student-oriented curriculum
designed to meet individual needs. The question at The Lander Colleges is not “Will I
succeed?” but rather “In which field will I
succeed?”
17
STUDENT ACTIVITIES AND
PUBLICATIONS
Opportunities for extra-curricular activities
are numerous and varied at the Lander Colleges. The Men’s and Women’s Student Governments work to create exciting programs for
students.
Various student clubs sponsor guest lecture
series. The most active organizations include
the Jewish Affairs Club, the Accounting and
Business Society, the Pre-law Society, the
Psychology Club, the Touro Debating Society,
and the Computer Science Association.
Guest lecturers who have spoken at Tourosponsored events have included New York
State Assembly Speaker Sheldon Silver;
Assemblyman Dov Hikind; Mrs. Dubby Pollack, Vice President for Management Information Services at Banker’s Trust; Mrs. Blossom Sheinfeld, Manager of the Micro-Computer Department at Shearson Lehman Brothers; Mr. Jacob Reisman, Pfizer Pharmaceutical Co.; Mr. Bernard Plagman, Partner, Price
Waterhouse; Ms. Vivian Schneck, an alumna
of the College and Vice President at Goldman,
Sachs and Co.; Mr. Samuel Lowenthal, Managing Partner at Deloitte and Touche; Mr.
Philippe Muller, Senior Industry Specialist,
IBM; Dr. Abraham Jeger, Dean for Clinical
Education, New York College for Osteopathic
Medicine; Rabbi Chanoch Teller, noted author
and lecturer; Dr. Adam Bender, who spoke on
genetic engineering; Dr. David Gottlieb of
18
Ohr Someach; Rebbetzin Tzipporah Heller of
Neve Yerushalayim; and Rabbi Berel Wein,
former Dean of Yeshiva Sharrei Torah.
Lander students publish these journals and
magazines: The Lander Chronicle, The PreLaw Society Journal, The Touro Accounting
and Business Review, The Touro Science Society Journal, The Journal of Communications
Disorders, and The Scholarly Journal of Civil
Society. The oldest student publication at the
College is The Independent, published quarterly by the Lander College for Women.
HONOR SOCIETIES
Touro College recognizes and rewards academic excellence and scholastic achievement
in a variety of ways. Students who undertake
15 credits and who earn a semester grade
point average of 3.4 or better are named to the
College’s Dean’s List and may be named to the
National Dean’s List. Top-ranking seniors and
juniors are selected annually for inclusion in
Who’s Who Among American College and
University Students.
Three National Honor Societies have
established chapters at Touro College. They
are Omicron Delta Epsilon, the International
Honor Society in Economics and Business;
the American Psychological Society; and
Alpha Chi, an honor society recognizing general academic excellence. Seniors are selected
for membership in these societies on the basis
of outstanding scholastic achievement and
service to the institution.
THE LANDER COLLEGE OF ARTS
AND SCIENCES IN FLATBUSH
OVERVIEW
The Lander College of Arts and Sciences
enrolls more than 1,100 students, in separate
Men’s and Women’s Divisions, at its campus
at Avenue J and East 16th Street in Flatbush.
The Lander College of Arts and Sciences
provides an education of the highest quality for
students seeking to prepare for professional
advancement and career success without compromising their personal perspectives and
Torah values. Within the supportive environment of the Flatbush Campus, yeshiva and
seminary graduates have the opportunity to discover and develop their talents as they pursue
their program of education.
The Lander College in Flatbush prides
itself on maintaining a learning milieu that
fosters close interaction among students, faculty and staff. By limiting class size, the College enables students to benefit from the
expertise of professors who are committed to
excellence in teaching and rigorous standards
of achievement.
STUDENT PROFILE
The profile of the Fall 2004 freshman class
at the Flatbush Campus of the Lander College
of Arts and Sciences shows that approximately 75% of the freshmen reside in New York
City, Long Island, and Rockland County.
Twelve other states are also represented in this
class, with the largest number of out-of-state
students coming from New Jersey, California,
Maryland, Florida, and Illinois. Students from
Australia, Belgium, Canada, England, Israel,
and Switzerland are also enrolled at the Flatbush Campus.
More than 70% of the freshmen have spent
one year or more studying in Israel at major
yeshivas and seminaries.
The students have strong academic backgrounds. The average combined SAT scores
for the most recent entering classes have been
at or above 1200. More than 70% plan to pursue graduate and professional studies in such
fields as law, medicine, business, speech/language pathology, education, social work,
occupational or physical therapy, and clinical
psychology.
A FLEXIBLE SCHEDULE FOR
ASPIRING PROFESSIONALS
More than 450 courses are offered at the
Lander College in Flatbush each semester.
Men’s classes are scheduled for Monday
and Wednesday evenings from 5:30 PM to
10:30 PM. Laboratory sessions for natural science courses meet on Sunday afternoons and
evenings. Selected additional courses are also
offered on Sunday evenings. Typically, students register for 12 or 13 credits per semester
at Touro while also earning 6 college credits
for their yeshiva studies.
Classes for women are scheduled on Tuesday and Thursday afternoons and evenings
and during the day on Sunday. Students may
carry up to 18 credits per semester.
Afternoon classes begin at 12:30 PM.
Evening classes start at 6:00 PM. Sunday
classes are scheduled from 9:00 AM until 4:00
PM. The women’s course schedule provides a
great deal of flexibility.
The Lander College in Flatbush offers a
five-week summer session, through which students may complete 7 credits.
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PREPARATION FOR A LIFE-LONG CAREER:
MAJORS AND PRE-PROFESSIONAL OPTIONS
More than 25 majors, concentrations and pre-professional options are offered at The Lander
College Campus in Flatbush. These fields are listed in the accompanying box.
MAJOR AREAS OF STUDY
▲ Accounting (CPA) ▲ Biology ▲ Computer Science ▲ Economics ▲ English ▲ Finance
▲ History ▲ Interdisciplinary Liberal Arts & Sciences ▲ Judaic Studies (B.A. & M.A.)
▲ Management ▲ Management/Management Information Systems ▲ Management/Marketing
▲ Mathematics/Actuarial Studies ▲ Political Science ▲ Psychology
▲ Speech and Communications (B.S. & M.S.) ▲ Web Design & Desktop Publishing
PRE-PROFESSIONAL AND PROFESSIONAL OPTIONS
▲ Dual Education Program (General & Special Education)
▲ International Business & Finance (M.S.)
▲ Occupational Therapy (M.S.) ▲ Physical Therapy (M.S.) ▲ Physician Assistant
▲ Pre-Dentistry
▲ Pre-Law ▲ Pre-Medicine ▲ School Psychology (M.S.)
▲ School Leadership (M.S.) ▲ Special Education (M.S.)
▲ Teaching Literacy (M.S. ▲ Instructional Technology (M.S.)
▲ Teaching of English as a Second Language (TESOL) ▲ Business Administration (M.B.A.)
▲ Mental Health Counseling (M.S.)
ADDITIONAL AREAS OF STUDY
▲ Chemistry ▲ Foreign Languages ▲ Health Care Administration ▲ Physics
Some majors may entail studies at other campuses.
Students with an interest in accounting and
business, education/special education, the
allied health sciences, law, pre-medicine/predentistry, psychology and social work,
speech/language pathology, mathematics, and
management information systems, will find
challenging career options to match their
goals at the Flatbush Campus.
ADVISEMENT AND COUNSELING
The Lander College in Flatbush provides
advisement and guidance in helping students
to map out their academic programs and to
make the right career decisions. The Office of
Counseling and Career Services assists students in exploring their interests, identifying
career options, and choosing a major. Various
instruments and tests are utilized to supplement individual one-on-one counseling sessions. The staff also provides confidential personal guidance. At registration, as well as during the semester, mentors help students select
20
appropriate courses in order to satisfy all
requirements necessary for their majors.
Tutoring in selected fields, such as mathematics and the natural sciences, is provided as a
free service by peer tutors and others.
Students interested in pursuing graduate and
professional degrees in such fields as law, medicine, dentistry, business (MBA), education,
psychology, and speech/language are counseled
regarding all steps of the application process,
including the admissions tests, and are given
guidance in selecting appropriate professional
schools. Career placement specialists provide
job counseling and assist students seeking
internships and part-time and full-time employment. They conduct workshops and help students to develop effective job search skills, particularly in such areas as researching the job
market, resume preparation and interviewing
strategies. Typically, two career fairs are scheduled annually enabling senior to interview with
prospective employers.
CREDITS FOR YESHIVA AND
SEMINARY STUDIES
Students may earn up to a maximum of 48
college credits for post-high school seminary
and yeshiva studies pursued in the United
States, Israel, or elsewhere. Credits are awarded both for work completed prior to admission
to Touro College and for studies undertaken
while enrolled in the College. To receive credits, students must submit an official transcript
for evaluation to the College. No credit will be
given for courses completed with a grade
below “C.”
The granting of credits for yeshiva and seminary work is based on Touro College academic
policies. The credit values assigned to courses
by the College are not necessarily the same as
the credit values assigned by seminaries and
yeshivas.
OPPORTUNITIES FOR GROWTH
AND EXPLORATION OUTSIDE THE
CLASSROOM
Student organizations and academic societies are very active at the Flatbush Campus,
scheduling lectures, field trips, and publishing
student journals. Scholarly journals published
by students include The Touro Accounting and
Business Journal, The Touro Science Society
Journal, The Touro Pre-Law Society Journal
and The Journal of Communication Disorders.
A RECORD OF EXCELLENCE
Over the past twenty-seven years, graduates of the Lander College of Arts and Sciences in Flatbush have compiled an outstanding record of admission to graduate and professional schools. This includes a near-perfect
record of admission to prestigious law, medical, and dental schools, MBA programs, Master’s programs in speech/language pathology,
education, and social work.
Seniors from the Flatbush campus have
consistently excelled on the Uniform Certified
Public Accountancy (CPA) Examination; one
graduate was the recipient of the Charles
Waldo Haskins Memorial Award for ranking
first among all test-takers in New York State
in 2003.
Lander College alumni hold leadership
positions at Fortune 500 companies, major
accounting, investment, and law firms as well
as in social service agencies and educational
institutions.
THE LANDER COLLEGE FOR WOMEN, MANHATTAN
The Lander College for Women offers a
challenging education in an environment based
upon Torah values. Students can choose from a
set of traditional liberal arts majors as well as
excellent practical preparation for professional
careers in business, education, and the sciences.
STUDYING IN MANHATTAN
Located on a quiet, tree-lined street in Manhattan’s historic Murray Hill district, the Lander College for Women is an outstanding environment in which students may pursue a baccalaureate degree while studying in a supportive Jewish atmosphere. Students enjoy a
30,000-volume library, computer and science
labs, and a full range of guidance and career
counseling services. Housed in a landmark
building, the Lander College for Women is
conveniently accessible to subway and bus systems and is situated near Penn Station and
Grand Central Station. The central location
allows students to take advantage of the rich
cultural and intellectual resources that Manhattan has to offer, including exciting social activities. New York City is literally an art exhibit, a
living history museum, a sociology lesson, and
a treasury of architectural diversity. Students
experience big city advantages with hometown
warmth and caring.
As indicated on page 14, in Fall 2006, the
Lander College for Women is scheduled to
relocate to 225 West 60th Street, at West End
Avenue, in midtown Manhattan. The new
facility will have the library, a gym and exercise room, two science labs, computer labs,
and an art studio, as well as classrooms and
administrative and facutly office.
THE PERSONAL COMMITMENT
Lander College for Women prides itself on
fostering close interaction among students, faculty and the administrators. Class size is deliberately kept small, rarely exceeding fifteen students. The college affords its students the
21
enriching opportunity to study and develop
close mentoring relationships with outstanding
professors. The bonds formed between students
and professors create a foundation for optimum
academic success, and often last long after the
undergraduate years.
RESIDENT LIFE
The Lander College for Women Dormitory
is located on the Upper West Side of Manhattan in the heart of New York City’s vibrant
Jewish community. Many synagogues, Jewish
bookstores, and kosher restaurants are within
walking distance of the dormitory.
The dormitory at 175 West 85th Street is a
completely renovated seven-story building
with 24-hour security guard service. Each of
the dormitory’s 30 apartments is fully
equipped with modern kitchen facilities and
generous closet and storage space. Many of
these apartments are duplexes with beautiful
staircases and cozy alcoves; most have vaulted
ceilings and are sun-filled. All apartments are
decorated with contemporary furniture including desks, and tables and chairs in the dining
room area.
The dorm is staffed by caring and devoted
individuals who provide resources and support.
Senior and graduate students serve as dorm
counselors and are housed on each floor. The
dorm mother resides in an apartment in the dormitory building. She and her husband maintain
an open-door policy and encourage students to
come visit at all hours of the day and night and
to share Shabbat with them. Students enjoy a
series of activities overseen by the dorm staff,
including Oneg Shabbat programs, Shabbatonim, Chanukah and Purim Chagigot, and trips to
museums and other places of interest in and
around New York City.
STUDENT LIFE
At Lander College for Women, young
women attend college with students coming
from as far as Australia and as close as midtown Manhattan. Extra-curricular activities
sponsored by the Student Government help students get to know fellow classmates, and give
them a break from the everyday routine. Some
of the programs include monthly Rosh
Chodesh Lunch and Lectures, Chanukah and
Purim Chagigot, Welcome Dinner, and a Senior
22
Dinner. To help students adjust to their new surroundings, the Student Government annually
publishes it own “Guide to New York” which is
filled with useful information about New York
City and Lander College for Women.
The Torah Lishma Club (TLC) offers
extra-curricular activities to enhance spiritual
growth.
The Lander College for Women’s newspaper, The Independent, is produced by students
who are responsible for all graphics and layout. Current events, fashion news, social
updates and interviews with faculty members
are highlighted. In addition, Lander College
for Women students serve, under faculty
supervision, as student editors of a scholarly
publication, the Journal of Humanities. Lander College for Women students participate in
the Lander College for Women Debating Society, which enables them to hone their research
and communication skills.
THE LANDER COLLEGE
FOR MEN, KEW GARDENS
HILLS
Established in Fall 2000, the purpose of the
Lander College for Men/Beis Medrash L’Talmud is to provide a superior college education
for students committed to serious Beis
Medrash learning in an atmosphere of Torah.
EXCELLENCE IN JEWISH
STUDIES
The Beis Medrash L’Talmud, an affiliate of
the College, makes available advanced, intensive study of gemarah to its students. The
approach to the Beis Medrash L’Talmud follows the classic, analytic methods characteristic of the finest yeshivas. Students receive
close personal attention from their roshei
yeshiva in a warm and supportive environment
conducive to their personal growth.
The Beis Medrash L’Talmud learning program functions six days a week. On regular
weekdays, the program for undergraduate students ends at 3:00 PM. A required night seder
enhances the learning experience. Students
have the opportunity to interact with Kollel
members, who participate in creating a vibrant
Beis Medrash atmosphere.
Beyond these features, the Beis Medrash
L’Talmud is committed to the philosophy that
the quality of Jewish Studies cannot be separated from the quality of Jewish life. Each, to an
unusual degree, is dependent upon the other.
The Beis Medrash seeks to create a supportive and caring Jewish environment.
Because admissions are selective, enrollment
is limited to students who can benefit fully
from its unique programs. This makes it possible to build a strong community of students
who share a personal commitment to the pursuit of excellence in all aspects of the College’s programs.
EXCELLENCE IN ACADEMIC
STUDIES
Lander College for Men is deeply committed to providing a superb and rigorous curriculum in a challenging small-class setting.
While the College offers a variety of courses in the liberal arts and sciences, it special-
izes in the natural and life sciences; businessrelated fields such as finance, management,
and accounting, and computer science; psychology; and pre-law studies, such as political
science. The College provides the kind of curriculum designed to produce leaders in these
fields.
FACULTY MENTORSHIPS
At many institutions of higher education it
is easy for students to feel lost among the
large number of students. Because the Lander
College for Men is a small, selective institution for motivated students, it is able to assign
each student a mentor from its full-time faculty. The role of the mentor is to develop a personal relationship with the student, provide
academic guidance, and help the student
secure internships, employment, or acceptance into graduate or professional schools.
A PERSONALIZED
ENVIRONMENT
Students are encouraged to develop a close
personal relationship with their rebbeim and
faculty, who see it as an essential part of their
role to be concerned for each student. Deans
and other administrators share the same commitment to meeting the individual needs of
their students.
Because the student body consists of a
community of carefully selected and motivated learners, the shared ethos within the College likewise cultivates an atmosphere of
warmth. Classes are small, and close personal
interaction with faculty is fostered, especially
in seminar courses
CAMPUS LIFE
The College is located in a newly constructed campus on seven acres in one of the
safest, most vibrant and attractive Jewish
neighborhoods in New York City, Kew Gardens Hills, Queens. The central vision behind
the design, planning and construction of the
campus was to create an environment most
conducive to realizing the College’s goals of
academic and Jewish excellence in a personalized environment.
Academic Center
The main academic building on the cam23
pus is a four-story 73,000-square-foot Lshaped building designed specifically to meet
the needs of a high quality academic center.
The academic center includes wellequipped laboratories for biology, chemistry,
physics and computer science to support
strong College programs in the sciences;
classrooms and seminar rooms. There is a
beautiful
4,500-square-foot
Beis
Medrash/Study Hall, a modern library supplemented with an extensive online system,
indoor and outdoor lounges, extensive faculty
and administrative offices, an exercise room,
and a cafeteria and dining area that seats 250.
Dormitory Facilities
Consistent with the overall goals of the
college, its dormitory facilities are designed to
help foster small communities of learners,
close personal relationships among students,
and to impart a comfortable, home-like feel to
campus living. The dormitories consist of nine
newly-constructed attached townhouses, each
of which contains three spacious apartments
with multiple bedrooms, as well as kitchens,
dining rooms, living rooms, and balconies. In
contrast to the stark institutional environment
found in many university residences, students
enjoy the amenities of garden-apartment living.
This living arrangement allows for flexible
meal options. The College cafeteria provides a
meal plan, but students may also cook in their
own kitchens and/or patronize the many
neighborhood restaurants.
reinforces its overall Jewish atmosphere. Kew
Gardens Hills is one of New York’s most desirable neighborhoods—-safe, suburban in its
appearance, and yet easily accessible by public transportation to Manhattan’s vast cultural,
educational and Jewish resources and social
opportunities. In this vibrant community,
home to thousands of Jewish families, students will find synagogues, Judaica bookstores, study halls, lectures and educational
programs, and kosher eateries widely available.
Student Life
While the academic programs of the College are demanding, there is still time for
numerous student activities. The Student Government, elected annually, represents student
concerns to the administration and sponsors a
variety of programs and activities, including
Purim, Chanukah, and Lag B’Omer parties,
and guest lectures. The Beis Medrash L’Talmud sponsors a monthly Rosh Chodesh breakfast and guest shiur, and both the College and
the Beis Medrash maintain a full schedule of
guest lectures for students and the community
at large. Students are also active in numerous
clubs related to academic areas of interest. In
addition, the campus is open almost every
Shabbos during the academic year; a strong
Shabbos atmosphere brings students together
in a way that substantially enhances the academic experience.
ACADEMIC OVERVIEW
Campus Grounds
Most of the seven acres of campus area are
dedicated to creating the kind of atmosphere
reminiscent of fine college campuses in rural,
college towns. Immediately behind the academic center and dormitories is a spacious,
8,000-square-foot college quadrangle. The
quadrangle consists of beautifully paved and
grassy areas, ample seating and carefully
landscaped plantings. Students can walk here,
sit and study, congregate, talk with their professors, or just relax. Past the quadrangle are
the College’s athletic facilities. These include
a baseball diamond, soccer field, two regulation-size basketball courts, and a tennis court.
Kew Gardens Hills
The location of the Lander College further
24
The Core Course Requirement
Academic excellence and professional success at the highest levels require a base of
knowledge, skills, and critical engagement
beyond that provided by the major alone. The
College Core Curriculum seeks to achieve
these goals by requiring students to complete
a sequence of two survey courses in history,
two survey courses in literature, two in English Composition (unless exempted by a placement examination) one course in mathematics, a two-semester sequence in Jewish history, and one course in either the natural sciences (for students not majoring in that field)
or social sciences (for students not majoring in
that field).
The Lander College for Men has pioneered
an innovative “Writing and Speaking Across
the Core” program, unique among colleges
and universities in the United States, to develop the written and oral communication skills
of its students. All history and literature courses in the core require two papers, one of which
must be rewritten to reflect the instructor’s
comments, plus a seminar-style oral presentation to the class.
Class Schedule and Credit Load
College courses begin at 3:00 PM. Typically, students in Lander College take 12-13 general academic credits plus 3 credits for study
in the Beis Medrash L’Talmud. Touro College
offers a five-week summer session, through
which students may complete up to seven
credits.
Yeshiva Credits
Students may earn up to 48 college credits
for post-high school yeshiva studies, pursued
in Israel or in the United States, at Lander
College for Men or elsewhere. Students earn
further credits for studies in Beis Medrash
L’Talmud. To receive transfer credits, students
must submit to the College an official yeshiva
transcript with grades for an evaluation. No
credit will be given for courses completed
with a grade below C. Students are typically
limited to a maximum load of 18 credits per
semester. The awarding of credits for yeshiva
studies is bases solely on College academic
policies. The credit values assigned to courses
by the College might not coincide with the
credit values listed on a yeshiva transcript.
STUDENT PROFILE
Students at the College come from the
New York metropolitan area and from states
including Ohio, Illinois, Florida, New Jersey,
Connecticut, Missouri, Pennsylvania, Maryland, California, and Washington. In addition,
students from Canada, England, Belgium, and
Israel are enrolled. More than twenty high
schools across the continent are represented,
among them Yeshiva of Flatbush, MTA of
Manhattan, Shaarei Torah of Monsey, Block
Yeshiva of St. Louis, Yeshiva of Greater Washington, and Rabin High School of Ottawa,
Ontario. The great majority of students also
have one or more years of post-high school
study in Israel.
The combined SAT score of the typical
entering student is in the 1200 range, placing
the College in the upper tier of selective
American colleges and universities. Nearly
one quarter of the most recent entering class
transferred from other institutions.
25
TOURO COLLEGE
ISRAEL OPTION/
TOURO COLLEGE – ISRAEL
Touro has long recognized the centrality of
Israel in the historical and contemporary Jewish
experience. The College believes that study in
Israel provides a milieu conducive to intensive
Jewish learning, familiarizes students with the
land and culture of Israel, and helps students
develop Hebrew language skills. In addition,
study abroad is the kind of intellectually and
emotionally broadening experience that cannot
be simulated in even the best of classrooms.
For all these reasons, the College maintains a
program of formal study abroad in the Touro
College Israel Option, TCIO, in cooperation
with leading Israeli yeshivas and women’s seminaries, and other institutions of Jewish learning.
This option has proved extremely popular at the
Lander Colleges: Approximately 40% of baccalaureate degree students have studied in
Israel.
CREDITS, GRADES AND TRANSCRIPTS
Students who successfully complete a year
of full-time study in Israel can receive up to
32 college credits (or up to 16 credits for a
semester of such study). To earn credits, students must satisfy all course and examination
requirements of Touro College. Individual
courses are recorded on the Touro College
permanent record. The grading system follows the American system (with letter
grades A to F) for all courses with a written
final examination. Touro will assign grades
of P (Passing) and F (Failing) for classes
where only oral examinations are administered, as is the custom in many yeshivas.
Courses credited are generally in the field of
Jewish Studies. Grades earned in Israel are
counted as part of the student’s grade point
average (GPA) at Touro.
PARTICIPATING ISRAELI
INSTITUTIONS
Students may enroll at one of the cooperating Israeli institutions. A full, up-to-date list of
these institutions is available from the Touro
College Office of Admissions. Students may
apply to the following Touro-affiliated schools
in Israel:
26
Men’s Schools
• Ateret Yerushalayim
• Bais Yisroel
• Chofetz Chaim
• Derech Etz Chaim
• Kerem B’Yavneh
• Lev Aryeh
• Medrash Shmuel
• Mercaz Hatorah
• Ner Yaakov
• Netiv Aryeh
• Neve Tzion
• Ohr Someyach-Derech
• Ohr Yerushalayim
• Or David
• Reishit Yerushalayim
• Sha’alvim
• Shaarei Mevaseret Tzion
• Shaarei Yerushalayim
• Tiferet Yerushalayim
• Toras Moshe
Women’s Schools
• Afikei Torah
• Ateres Bnos Yerushalayim
• B’nos Chava
• B’nos Sara
• B’not Torah Institute
• Ba’er Miriam
• Beit Chana Chabad
• Beth Jacob of Jerusalem
• Chochmas Lev
• Darchei Bina
• Hadar Bais Yaakov
• Machon B’nos Yehuda
• Machon Gold
• Machon Maayan
• Mayanot
• Me’ohr Bais Yaakov
• Me’ohr HaTorah
• Mesilot Bais Yaakov
• Michlala
• Michlelet Esther
• Michlelet Mevaseret Yerushalayim
• Midreshet Moriah
• Midreshet Tehilla
• Neve Yerushalayim
• P’ninim
• Seminar Yerushalayim
• Sha’alvim for Women
• Shoshanim
Degree-Granting Institutions
• Michlala
TUITION
Tuition for the Israel Option varies with
each Israeli institution. These charges are subject to change each year and students should
request up-to-date information from the Lander College Office of Admissions. In general,
the tuition will include a service fee of nine
hundred dollars in addition to the tuition of
the Israeli institution. Students who continue
their degree studies at the Lander Colleges
will receive a credit of $450 toward their second year tuition.
FINANCIAL AID
Students enrolled in the Israel option are
eligible for some of the College’s program of
financial aid.
Packages are individually developed by the
Office of Financial Aid and may include a
combination of need-based grants, federal and
state grants (such as Pell and TAP) and guaranteed loan programs.
TOURO COLLEGE – ISRAEL (TCI)
TCI offers undergraduate courses to support degree seeking students who are in Israel
on a temporary basis. Students who wish to
earn a Baccalaureate degree from Touro College take credits in residence at one of the
New York campuses in addition to meeting
other requirements for the degree. A maximum of 57 credits toward an undergraduate
degree may be earned at TCI.
Undergraduate courses are offered at Touro
College Israel (TCI) as a service to any of the
following students:
1. Students of Touro College who commenced their studies at the New York
campus and wish to continue their college studies while in Israel for a semester or more (Fall, Spring, and/or Summer);
2. Students admitted to Touro College who
wish to begin their studies at TCI;
3. Persons who have earned a Bachelor’s
degree from an accredited institution
and are interested in taking specific
courses at TCI;
4. Individuals who are matriculated and in
good standing at an accredited college
or university and who wish to take
courses as visitor, i.e. “non-matriculated.” In addition to the special application for admission as a visiting student,
applicants must obtain written permission from their home school certifying
that courses taken at TCI will be accepted as transfer credit.
In line with TCI’s desire to be of service,
courses and hours are scheduled to accommodate the needs of its student body in a particular semester or academic year. Students planning to enroll are advised to contact the
TCI Director of Administration in
Jerusalem, stating their course preferences,
listing first and second choices.
Courses typically offered at the Jerusalem
campus include English Composition, Survey
of Modern History, Survey of Modern Literature, Principles of Economics, basic courses in
Mathematics, basic courses for business
majors (such as Accounting, Marketing, and
Finance), basic Computer Science courses,
and a wide range of courses in Psychology.
All courses are conducted in accordance
with normal semester-hour and calendar
requirements. In most years, the Fall semester
begins after the Succos holiday, the Spring
semester in the first week of February, and the
Summer semester in the last week of June.
2005-2006 Tuition:
Registration Fee:......................................$100
Tuition ......................................$275/credit
2006-2007 Tuition:
Registration Fee:......................................$100
Tuition ......................................$280/credit
Touro College Israel Office
8 Rechov Am V’olamo, Givat Shaul,
Jerusalem
Tel: 011-972-2-659-9333
27
GRADUATE AND PROFESSIONAL PROGRAMS/EARLY
ACCEPTANCE AT TOURO COLLEGE GRADUATE SCHOOLS
SCHOOL OF HEALTH SCIENCES
Guaranteed Admission Program
The Lander Colleges of Arts and Sciences
(L.A.S.), in conjunction with the School of
Health Sciences, maintain the following Guaranteed Admission Program to the Occupational Therapy (OT), Physical Therapy (PT), and
Physician Assistant (PA) Programs.
In order to be considered for a guaranteed
place as a Touro incoming freshman in one of
the above mentioned Health Science programs, an applicant must have:
1. A high school G.P.A. of 85% or above
2. SAT/GRE scores 1000 or above for
OT, PT and PA.
3. A successful interview with a designated member of the Health Sciences
Department
4. Two letters of recommendation
Volunteer field experience is strongly recommended.
Students who are admitted on a guaranteed
admission basis will be expected to complete
appropriate prerequisite courses and maintain
both an overall GPA of 3.0 and a GPA of 3.0
in all science courses. During the Pre-Professional Phase, students are to meet with faculty
advisors to guide academic and field work
preparation, and must complete respective
volunteer hour requirements. Students must
adhere to all School of Health Science policies and procedures.
Students may also apply for guaranteed
early admission to one of the programs at the
School of Health Sciences during their first
year at Touro College.
Transfer Students
Transfer students will also be considered for
the Guaranteed Admission program. Transcripts
will be evaluated individually. This option is not
available for transfer students with less than
twelve (12) prerequisite credits remaining.
Students failing to meet the minimum
cumulative or science GPAs will be eligible to
apply to the upper division (professional) programs in the usual fashion. Consult program
requirements.
28
Preferred Admission
A student who completed the full two years
of study in the Pre-Professional Phase and was
not qualified for Guaranteed Admission will
have an evaluation of his/her academic record at
the conclusion of the two years. If, at that time,
the student has maintained the minimum standards of the chosen professional program, and
is competitive with others in the applicant pool,
he/she will be given Preferred Admission as a
Lander Colleges student over applicants from
other institutions.
JACOB D. FUCHSBERG
LAW CENTER
Six-Year B.S.-J.D. Articulation
An articulation agreement has been established between Touro Law Center and the
Lander Colleges of Arts and Sciences. The
primary purpose of this arrangement is to
reduce the time required to earn a joint bachelor’s and law degree by one year, thereby
reducing the cost.
The articulation allows qualified students
of the College of Arts and Sciences to enroll
in the Law Center once they have successfully
completed a minimum of 90 credits following
a specified curriculum with sufficient liberal
arts and sciences courses. A student who completes 30 credits of approved courses at the
Law Center will then be eligible to apply these
credits to his/her undergraduate program and
receive a bachelor’s degree from the Lander
Colleges of Arts and Sciences.
The integral components of this plan,
which will allow admission to the Law Center,
are as follows:
• Completion of three years and at least 90
credits.
• A grade point average of 3.2 or higher
and an LSAT of 151 or higher.
• Completion of the general education
requirements of the Lander Colleges of
Arts and Sciences to qualify for the baccalaureate degree.
• A student/academic advisor meeting to
determine an appropriate program, which
will enable the application of thirty Law
Center credits toward the student’s baccalaureate degree.
Supportive Jewish Environment
Touro Law Center has created an atmosphere in which observant Jewish students can
fully participate both academically and religiously with the absence of conflict between
their academic pursuits and Jewish lifestyle.
Students are admitted into the entering
full-time day, part-time day, or part-time
evening program for the Fall semester each
academic year. Students seeking admission as
transfers with advanced standing may enter
during the fall, spring, or summer. Applicants
are encouraged to visit the Law Center campus. Prospective students can view the campus, observe a first-year class, and meet with
an admissions representative through the campus visitation program. Please call the Office
of Admissions to make arrangements in
advance at 516-421-2244 ext.312. Students
should inquire concerning opportunities for
early admissions.
Summer Internships in Israel
The Law Center offers an internship program in law firms and public agencies in Tel
Aviv and Jerusalem. Students selected for the
program have the opportunity to work on both
international and local matters under the
supervision of experienced host attorneys.
Among the possibilities are:
• Clerkships for a senior judge on the
Israeli National Labor Court, and
• Positions in prestigious Israeli law firms.
The Institute of Jewish Law
Touro Law Center’s Institute of Jewish
Law offers a scholarly and intellectual framework for the academic study of the Jewish
legal experience from ancient through modern
times. The Institute’s objective is to teach Jewish legal tradition as it has developed for more
than 3,000 years based on The Bible, The
Mishnah, The Talmud, Maimonides, Shulchan
Aruch, and Responsa Literature.
The Institute of Jewish Law offers:
• Courses in Jewish law that highlight topics such as:
• Jewish Family Law
• The New York State Get Statute
• Jewish Medical Ethics
• Law and Morality in Jewish Law
• Abuse of Rights, and Unjust Enrichment
• Symposia and lectures featuring distinguished speakers
• Publications and Jewish law journals,
including The Jewish Law Report, and
Dine Israel (produced in cooperation
with Tel Aviv University)
• Prizes for research papers on Jewish/
American legal topics
• Research grants for the study of Jewish
Law
29
TOURO COLLEGE AND THE NEW
YORK COLLEGE OF PODIATRIC
MEDICINE
Touro College and The New York College
of Podiatric Medicine (NYCPM) have
entered into an articulation agreement. This
agreement allows students from Touro College who have completed 90 credits at Touro
to enroll at NYCPM on an early admission
basis. After a year at NYCPM, students may
earn the baccalaureate degree from Touro.
Students must successfully complete
courses in the following areas with a grade
point average of at least 3.0 (on a 4.0 scale):
Course
Credits
Biology......................................8
Inorganic Chemistry..................8
Physics ......................................8
English ......................................8
Students must also fulfill the admissions
requirements of the New York College of
Podiatric Medicine, which are:
• A timely and satisfactory formal application
• Three letters of evaluation of an acceptable level of endorsement.
• Official MCAT scores at least equal to
NYCPM’s current minimum.
• A satisfactory evaluation in a personal
interview.
In addition, students must have maintained
a 3.00 grade point average (on a 4.00 scale) in
all of their undergraduate course work. Touro
College agrees to accept, as transfer credits,
those NYCPM courses that comprise part of
the first year study of Podiatric medicine.
They will, for purposes of conferring a baccalaureate degree from Touro College, be
regarded as Semester 7 and 8 of the fourth
year of a science major’s curriculum.
Students enrolled in New York College of
Podiatric Medicine requesting transfer of
credits to Touro must have completed each
course with a grade of “C” or higher in order
to receive transfer credit at Touro College.
The final decision to award such transfer
credits to a particular student remains the prerogative of Touro College. Students must satisfy the Jewish Studies and distribution
requirements in order to earn the baccalaureate degree.
30
ALUMNI ACHIEVEMENTS
The Lander Colleges nurture academic
excellence and take great pride in the record
of their alumni. To measure the educational
outcomes of the Colleges, the Dean of Students interviews graduating seniors, reviews
standardized test scores and graduate/professional school acceptances and conducts surveys of alumni. A recent Lander Colleges of
Arts and Sciences Senior Survey identified
four categories of goals and expectations that
students bring. These include academic goals,
such as obtaining a good college education; a
solid liberal arts background; specific knowledge in a given area of the curriculum such as
Jewish Studies, Accounting, Psychology,
Computer Science; personal goals, such as
independence, maturity, and making friends;
and career-related objectives, such as contacts,
job information and job prospects.
OUR RECORD SPEAKS FOR
ITSELF
•
In recent years, Graduates of The Lander
Colleges have ranked first consistently in
the United States on the Business Law section
of the National CPA Examination, based on
the percentage of students passing. The
Lander Colleges:
• placed second in the nation in the subject area.
• placed second in the nation on the
Financial Accounting and Reporting
(FARE) section of the test.
• ranked fifth in the United States on the
Accounting and Reporting (ARE) section.
Alumni of The Lander Colleges have a nearperfect record of admissions to law school.
Since 1998, our students have been admitted
to law school at Harvard University, Columbia University, New York University, The
University of Pennsylvania, Georgetown
University, Fordham University, Boston
University, The University of Miami, Loyola
University (Los Angeles), Hofstra University, Touro’s Jacob D. Fuchsberg Law Center,
and Cardozo Law School.
Lander graduates have served on the editorial staff of the Law Review at Columbia
•
University, The University of Pennsylvania,
NYU, and Fordham University.
In recent graduating classes, seniors of
The Lander Colleges were accepted to
the following medical and dental schools:
•
Albert Einstein College of Medicine
George Washington University Medical School
Haifa Technion (Israel) Medical School
The Sackler School of Medicine (Tel Aviv
University)
SUNY Downstate Medical Center
New York University School of Dentistry
SUNY Syracuse College of Medicine
New York University Medical School
SUNY Stony Brook Schools of Medicine and
Dentistry
University of Medicine and Dentistry of New
Jersey
Tufts University School of Dental Medicine
Mount Sinai Medical College
University of Maryland Dental School
University of Pennsylvania Medical School
2000 and 2001, more than 90% of the stu• Indents
of The Lander Colleges of Arts and
Sciences seeking entry into the allied health
fields were admitted to master’s degree programs in occupational and physical therapy,
occupational therapy and upper division
bachelor programs in physician assistant
studies.
recent years, Touro graduates achieved
• Inexceptional
pass rates on the licensure
examinations for physical therapists, occupational therapists, and physician assistants.
Major accounting firms employing Touro
graduates in New York, Baltimore and
Chicago include:
Anchin Block and Anchin
Checkers Simon & Rosner (Chicago)
Deloitte & Touche
Ernst & Young
Grant Thornton
Loeb & Troper
Leshkowitz & Co.
Marks Schron & Co.
M.R. Weiser & Co.
KPMG Peat Marwick
Perelson & Weiner
Pricewaterhouse Coopers
Richard A. Eisner & Co.
SPEECH—In recent years, students of
The Lander Colleges have achieved an exceptional record of admissions to master’s degree
programs in speech therapy and audiology,
with a 97% acceptance rate in 2002.
EDUCATION—In 2005, students of The
Lander Colleges achieved a 100% pass rate on
the New York State Teachers Certification
Examination (NYSTCE).
SOCIAL WORK—Lander graduates are
studying for their MSW degrees at Columbia
University, New York University, Fordham,
Rutgers, Hunter, and The Wurtzweiller School
of Social Work, Yeshiva University.
Fortune 500 Companies, investment and
insurance firms, and other large corporations that employ graduates of The Lander
Colleges include:
American Stock Exchange
AT&T
American Stock Transfer & Trust Co.
Atlantic Coast Technologies (Maryland)
Bear Stearns
Chicago Board of Trade
Bell Atlantic
Citibank
Credit Suisse First Boston
The DMC Corporation
Equitable Life Assurance Societies
Goldman Sachs & Co.
Hearst Entertainment
HSBC (formerly Republic National Bank)
IDT Corporation
J.P. Morgan
L’Oreal
Lazard Freres
Merrill Lynch
Metropolitan Life
Morgan Stanley Dean Witter
MSNBC
Paine Webber
Prudential Securities
Safra National Bank
Salomon Smith Barney
Sanford C. Bernstein
Sony Corporation
Sterling National Bank
Sunkyong America Inc.
Tenneco
TIAA-CREF
Zweig Companies
31
Lander graduates have distinguished themselves at top-tier law firms such as:
Debevoise & Plimton Proskauer Rose, LLP
Dewey Ballantine
Roberts & Holland
Fried, Frank, Harris, Shriver & Jacobson
Robinson & Silverman
Jones, Day, Reavis & Pogue Skadden, Arps
Kay, Scholer
Simpson Thatcher and Barlett
Kelley, Drye & Warren
Sullivan and Cromwell
Weil, Gotshal & Manges
Medical Centers, government agencies, and
universities employing Lander graduates
include:
Boston Children’s Hospital
32
Children’s Memorial Hospital (Chicago)
Columbia Presbyterian Medical Center
Federal Reserve Bank
US Food & Drug Administration
Fordham University
Hospital for Joint Diseases
Maimonides Medical Center
Montefiore Medical Center
Mount Sinai Medical Center
New York City Department of Education
New York County District Attorney’s Office
New York State Controller’s Office
King’s County District Attorney’s Office
Pace University
Rockefeller University
US Healthcare Financing Administration
University of Pennsylvania Medical Center
US Veterans’Administration
York University
ADVISEMENT AND CAREER SERVICES; STUDENT SERVICES
A staff of experienced counselors is available to help students with personal problems,
or emotional difficulties, educational counseling (choosing a major, study skills), and
vocational decision-making (appraisal of
interests, exploring career options and
requirements). Counselors meet with students
individually, conduct group workshops, and
administer instruments such as the StrongCampbell Interest Inventory and other tests.
Pre-professional advisors guide students
interested in pursuing careers in law, medicine and dentistry, accounting, education, the
allied health sciences, psychology and related
helping professions, and speech pathology.
Career Placement Services
The Office of Career Placement assists
students seeking internships, seasonal parttime and full-time employment. Placement
counselors help students develop job search
skills resume preparation, interviewing,
researching companies and the job market.
Each year this office organizes a Career
Forum, which brings to the campus leaders
from a variety of companies who present
information about career opportunities and
job market trends. Since the 1994 academic
year, the College has annually hosted an OnCampus Recruitment Fair with representatives from accounting firms, banks and brokerage houses, insurance companies, and
government and social services agencies.
Internships
New York City, headquarters for the business and communications fields, is rich with
challenging and interesting internships.
Touro students have recently held internships
with NBC, USA Network, MTV, Channel 13,
The MacNeil-Lehrer News Hour, The Museum of Broadcasting, Anglo-Jewish Newspapers, various businesses and major hospitals.
On the political and social fronts, Touro
students have interned in the offices of Senator Daniel Patrick Moynihan (D-NY), Senator Conrad Burns (R-MT), Senator John
Danforth (R-MO), Governor Mario Cuomo,
Assemblyman Dov Hikind, and the Rhode
Island state legislature.
The Alumni Office
This office maintains communication with
graduates of the College, publishes Alma Matters (an alumni newsletter), and organizes various alumni events. Students who would like
to receive career guidance from alumni in various professional fields should contact the
Coordinator of Alumni Affairs.
Services for Students with
Disabilities
Touro College complies with Section 504
of the Rehabilitation Act of 1973, and the
Americans with Disabilities Act of 1990,
which protects persons from discrimination on
the basis of physical or mental impairments
for all educational and employment purposes.
Assistance is available for students who have
physical or learning-related disabilities. Disabled students should contact the Office of the
Dean of Students at the start of every semester
to discuss their needs and problems. The
Office of the Dean of Students will make
appropriate referrals for special accommodations or services.
Health Insurance and Dental Plan
Touro College offers the SENTRY STUDENT SECURITY PLAN to its students on a
voluntary basis. Any full or part-time domestic student who is registered at Touro College
is eligible to enroll, as well as spouses and
dependents. The plan provides limited reimbursement for specific medical charges directly arising from accident or sickness (excluding any “pre-existing conditions”), as well as
Major Medical Benefit. A brochure is available in the Office of the Dean of Students.
Touro College offers this plan as a service
to students who, for whatever reason, do not
have any other medical insurance coverage.
The Sentry Plan is not a substitute for comprehensive health coverage students may be eligible for under their parents’ plan and the College
recommends that students investigate this possibility before proceeding with Sentry or any
other plan. Touro College does not receive any
compensation for offering this plan.
Touro College offers the STUDENT DENTAL PLAN to its students on voluntary basis.
33
Stu-Dent, designed to meet the basic dental
health needs of college students and their
dependents, is provided through the David B.
Kriser Dental Center of New York University
(located at 345 East 24th Street). For an annual fee of $125, student receives basic services
in the areas of preventive care (semi-annual
cleaning and oral hygiene instruction), diagnostic care (semi-annual oral exam and
34
x-rays), restorative treatment (fillings), and
discounts on additional services at the Center.
Brochures are available in the Office of the
Dean of Students.
Touro College offers this plan as a service
to students who, for whatever reason, do not
have any other access to dental coverage at an
affordable price. Touro College does not
receive any compensation for offering this plan.
ADMISSIONS
The Lander Colleges draw their students
from all regions of the United States and from
many foreign countries. In recent years,
students in the Lander Colleges included
registrants from California, Connecticut,
Florida,
Georgia
Illinois,
Maryland,
Michigan, Minnesota, Missouri, New Jersey,
New York, Ohio, Oregon, Pennsylvania, Rhode
Island, Tennessee, Texas, Washington,
Wisconsin and Puerto Rico. Students from
abroad have come from Australia, Austria,
Belgium, Canada, England, Ethiopia, Israel,
Mexico, Russia, and Switzerland. Currently,
more than 1400 students are enrolled in the day
and evening baccalaureate divisions of the
Lander Colleges.
Secondary school averages for students
enrolled in the Lander Colleges have
consistently been in the mid-to-high B range.
The mean SAT score for the 2005-2006
entering class was 1144, with the verbal
scores slightly higher than the mathematics
scores.
ADMISSIONS DECISIONS
The decisions of the Committee on Admissions are based on an assessment of the candidate’s ability to benefit from Touro’s academic
program, and of the candidate’s potential for
making a contribution to academic and student
life at the College.
Three basic factors, among others, are
considered in evaluating each application:
1. The candidate’s secondary school
scholastic record (and, in the case of transfer
students, college performance as well).
2. The results of standardized examinations,
such as the Scholastic Assessment Test (SAT),
the American College Testing Program (ACT)
and, where available, the New York State
Regents Examinations.
3. Personal qualities and extracurricular
activities that reflect the character and
personality of the applicant.
The Lander College for Men requires a personal interview with a member of the faculty.
Admission to the College is contingent upon
satisfactory completion of all work in progress
at the time of acceptance.
ACADEMIC REQUIREMENTS
The College believes that a well-rounded secondary school education is important for success at the college level.
Regular Applicants
Candidates for admission as freshmen should
present a high school average of B or its
equivalent, and 16 units of secondary school
work in college preparatory subjects. Candidates from schools in New York State should
take the Regents Examinations in every subject offered. The 16 units required for admission to Touro College should include the following 12:
English. . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Additional Language (two years of
one language, classical or modern) . . . . 2
Social Studies (American,
European and/or World History) . . . . . . 2
Mathematics (college preparatory) . . . . . 2
Science (General Science, Biology,
Chemistry or Physics) . . . . . . . . . . . . . . 2
Early Admission
Candidates with superior scholastic records
(i.e. high school average and standardized
tests) may be considered for admission following the junior year in high school. Those
applying for early admission must finish their
junior year having completed a minimum of
six regular academic terms in residence and
present at least 15 academic units including
the following 11credits:
English. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Additional Language . . . . . . . . . . . . . . . . 2
Social Studies . . . . . . . . . . . . . . . . . . . . . 2
Mathematics . . . . . . . . . . . . . . . . . . . . . . 2
Science. . . . . . . . . . . . . . . . . . . . . . . . . . . 2
All Early Admission applicants are required to
submit a letter of recommendation from their
principal granting them permission to leave
high school prior to graduating. Please note;
Despite being admitted as an early admission
candidate, New York State requires the student
to obtain a high school diploma or GED
before earning a baccalaureate degree. Please
contact the Office of Admissions for additional
information regarding this policy.
35
ADMISSIONS PROCEDURES
The Admissions Schedule
The Lander Colleges admit baccalaureate
students for the Fall, Spring or Summer semesters. Candidates may apply at any time after
completion of the junior year in high school,
preferably by April 15. Candidates for Spring
should be sure to have their applications completed by December 15.
Student applications, once complete, are
considered on a regular basis until all spaces
have been filled. It is to the student’s
advantage, therefore, to submit all documents
to the Office of Admissions as early as
possible. Students seeking financial assistance
are better served if the application procedure
is completed by May 1.
The Completed Application
An application is considered complete and
the candidate considered for admission when
the Office of Admissions has received all of the
following:
1. Application for Admission and a nonrefundable application fee of $40.
2. Transcripts of all high school and college
work. All transcripts must be sent to the
Office of Admissions directly by the school.
Transcripts submitted by the applicant or
via fax cannot be considered official documents. The student should also arrange to
send transcripts of all college-level work,
degree and non-degree, even if he or she
does not intend or expect to transfer credit.
3. College Board Scores. It is highly recommended that all candidates take the Scholastic Assessment Test (SAT) administered by
the College Entrance Examination Board
(CEEB) or the American College Testing
Program examination (ACT). Students
should arrange to have their scores submitted directly to the Office of Admissions. For
the SAT, Touro College’s score report number is 2902; for the ACT, it is 2961. SAT II
tests are not required but, if taken, will be
helpful in assessing the application.
NOTE: Students applying as candidates for
early admission are required to take the SAT
or ACT. Students who wish to be considered
for academic scholarships must also take
either of these examinations.
36
4. Interview/Campus Visit. Candidates may
be invited for a personal interview with a
representative of the College as part of the
admissions process. The transition from
secondary school or another school to Touro
will be made easier if advantage is taken of
the many opportunities to visit with faculty
and students and to see the campus. College
faculty, students, and staff enjoy meeting
with prospective students and their families
and discussing college life with them.
Where appropriate, a student host will
spend part of the day with applicants to
show them around the school. Admissions
representatives and faculty will be available
to answer questions and provide additional
information about the College. Where applicants are unable to come to the campus, the
Office of Admissions can often arrange
local meetings with College representatives.
Please call the Office of Admissions to
schedule a college visit.
5. English Placement Essay. When the Committee on Admissions requests an interview,
it generally requests that applicants complete a 350-word English Placement Essay.
This essay will also be used in evaluating
the application for admission. When applicants are unable to come to the campus, the
Office of Admissions may be able to
arrange local meetings with College representatives.
Supplementary Materials. Students are
reminded that supplementary materials may be
requested if the Office of Admissions feels that
it would be to the student’s advantage. Additional grades, testing, or recommendations are
some of the items, which may be required in
individual cases.
SPECIAL CATEGORIES /
TRANSFER STUDENTS
Non-Matriculated Students
Under special circumstances, students may
be admitted on a non-matriculated basis.
Although such students are not pursuing a certificate or degree, they submit the same application as all other candidates, but must also
submit a permit to attend Touro College from
their home college or a copy of their baccalaureate or master’s diploma. Students admitted as
non-matriculants may register for up to 9 credits per semester. Students are permitted to register as non-matriculated students for a maximum of three semesters.
Transfer
Transfer students are welcome members of
the Touro learning community. Transfer applicants are required to submit official transcripts
from all colleges or universities attended prior
to applying to Touro. Transcripts from previously attended institutions must be received
within six months of beginning study at Touro
College if transfer credit is to be awarded, i.e. a
student who commences his or her studies at
Touro College in September 2006 must have
his previous transcripts sent to Touro College
by March 1, 2006. Official transcripts should
be sent from the issuing school directly to the
Office of Admissions, Touro College, 1602
Avenue J, Brooklyn, NY 11230.
Candidates for admission as transfer students from other colleges and universities
should meet the academic standards required of
freshmen and be in good academic standing at
the institution they currently attend. Such students should also submit high school grades
and the results of SATs, as outlined in the previous section, if they have earned less than 60
secular credits.
Credits are usually awarded for business,
computer science, education, human services,
humanities, physical and mathematical sciences, and social science courses which were
completed at regionally-accredited institutions
with a minimum grade of “C.” Any decisions
regarding transfer of credit for professional
courses or coursework taken at non-regionally-accredited institutions are made directly by
the appropriate program director or department chair.
Students who have completed an associate’s
degree at an accredited institution will receive
up to 60 credits; however, they must meet the
course and credit distribution requirements of
their selected certificate or baccalaureate
degree program.
Transfer students may request in writing
that the Office of the Registrar not evaluate
prior college work completed at another
school(s). This decision is irrevocable. Students
who elect this option should be advised that
credits earned for courses repeated at Touro
College, which were already passed at another
institution, will not count toward the minimum
credit load for full-time status. A minimum of
50% of the credits in a student's major must be
taken at Touro.
International Students
Students from foreign countries are eligible
for admission to Touro College upon graduation from high school or the equivalent. Such
students follow the same application procedure
as other candidates for admission. Students
whose native language is not English, or who
did not receive their secondary education in an
English-speaking country must also demonstrate proficiency in English through satisfactory performance on either the TOEFL examination or an English Placement Exam.
All international applicants must have an
original transcript of their secondary and/or
college record sent to the Office of Admissions
of Touro College.
Foreign Transcript Evaluation
Students with foreign transcripts are generally
required to have them translated and evaluated
by a Touro-approved agency. A list of agencies
is available from the Office of Admissions or
the Office of the Registrar.
ADMISSIONS INQUIRIES
All correspondence and inquiries concerning
admission to any of the Lander Colleges should
be directed to:
Office of Admissions
Touro College – Lander Colleges
1602 Avenue J, Room 207
Brooklyn, NY 11230
(718) 252-7800 Extensions 299, 399
Fax: (718) 338-6295
lasadmit@touro.edu
37
PAYING FOR COLLEGE
Expenses associated with attending Touro College may include tuition, fees, supplies, books,
transportation, housing and other living expenses.
Tuition and fees are payable to the Bursar upon registration at the beginning of each semester. Students may pay by personal check, bank check and certified check, money order or
Visa/MasterCard. Students financing a portion of their education through grants, loans or scholarships must provide proof of such awards at registration. Students without such documentation
will be expected to pay a deposit toward their tuition, and will be refunded any excess once the
College receives the award.
TUITION, FEES AND EXPENSES 2005-2006
TUITION
Fall and Spring Semesters
1–11 credits......................$455 per credit
12–18 credits....................$5,450 flat fee per semester
18+ credits .......................$5,450+ $455 per credit for each credit over 18 per semester
Summer Sessions
Regular summer session (6 to 8 credits) .........................................$2,300.00
August science session (3 to 4 credits) ...........................................$1,200.00
Per-credit charge (less than 6 or more than 8, per session) ................$385.00
Administrative fee (per session)...........................................................$50.00
Laboratory fee (flat rate – non-matric. only) .....................................$100.00
FEES
Administrative fee ...............$150 per semester—NOT REFUNDABLE
Transcript fee (per transcript)..........................................$10 for up to 5 transcripts; $5 additional for 6 or more
Dormitory fee ......................$2600 per semester
Dormitory fee – June...........$600.00
Dormitory application fee ...$50 per year
Dorm fee security ................$300 per year
Meal plan (Queens) .............$1200 per semester
In-Sabbath fee (Queens)......$150
Student activity fee (Lander College for Men only) .........$75 per semester
Lab (flat fee)........................$100 (Students will not be charged for more than one lab fee per
semester)
Graduation fee .....................$200
Returned-check fee..............$40
Life-experience fee..............$250
Late-registration fee.............$50 per semester
TUITION, FEES AND EXPENSES 2006-2007
TUITION
Fall and Spring Semesters
1–11 credits......................$495 per credit
12–18 credits....................$5,900 flat fee per semester
18+ credits .......................$5,900+ $495 per credit for each credit over 18 per semester
38
Summer Sessions
Regular summer session (6 to 8 credits) .........................................$2,500.00
August science session (3 to 4 credits) ...........................................$1,300.00
Per-credit charge (less than 6 or more than 8, per session) ................$415.00
Administrative fee (per session)...........................................................$50.00
Laboratory fee (flat rate – non-matric. only) .....................................$100.00
Fees
Administrative fee ...............$150 per semester—NOT REFUNDABLE
Transcript fee (per transcript)..........................................$10 for up to 5 transcripts; $5 additional for 6 or more
Dormitory fee ......................$2850 per semester
Dormitory fee – June...........$650.00
Dormitory Application Fee..$50 per year
Dorm fee security ................$300 per year
Meal plan (Queens) .............$1200 per semester
In-Sabbath fee (Queens)......$150
Student activity fee (Lander College for Men only) .........$75 per semester
Lab (flat fee)........................$100 (Students will not be charged for more than one lab fee per
semester)
Graduation fee .....................$200
Returned-check fee..............$40
Life-experience fee..............$250
Late-registration fee.............$200 per semester
ALUMNI CHARGES FOR RETURNING BACCALAUREATE STUDENTS
Tuition..............................50% of regular charge
Administrative fee ...........$150 per semester
The above are current charges for the 2005-2006 and 2006-2007 academic years. Tuition and
fees are subject to change. The Board of Trustees of Touro College reserves the right to change
the fee schedule without prior written notice.
TUITION LIABILITY FOR WITHDRAWAL
Students wishing to withdraw from the College must contact the Office of the Registrar.
On approved applications and when withdrawing from ALL classes the following withdrawal
credit schedule will apply:
Before the opening day of class:.........l00% of tuition
During the 1st week of class:..............90% of tuition
During the 2nd week of class: ............75% of tuition
During the 3rd week of class: .............50% of tuition
During the 4th week of class: .............25% of tuition
After the 4th week of class: ................No credit given
SUMMER SEMESTER
Before the opening day of class:.........l00% of tuition
During the 1st week of class:..............60% of tuition
During the 2nd week of class: ...........20% of tuition
After the 2nd week of class: ..............No credit given
Please note that, when a student in receipt of Title IV funds withdraws from school, a Federal recalculation takes place. You may obtain a copy of these regulations from the Financial Aid
office.
If the student has not paid full tuition and fees for the term in which the withdrawal takes
place, s/he must pay the proportionate amount noted above before leaving the College. The
withdrawal date is the date that the Registrar receives notification of withdrawal.
39
THE BURSAR’S OFFICE
The function of the Bursar’s Office is to
collect tuition and fees from students on
behalf of the College. To that end the Bursar’s
Office is responsible for charging tuition to
student accounts according to the college fee
schedule and to collect payments from students. The Bursar will send each student statements until the bill is paid.
As a result of the large variety of funds
available to students, some students may
receive funds in excess of their tuition and fee
charges. Such funds are returned to students to
be used for other college-related expenses.
The Bursar’s Office is responsible for disbursing funds to students resulting from tuition
overpayments of any type. These disbursements are commonly referred to as “refunds”.
Refund checks are issued following Federal
and State guidelines once satisfactory attendance and academic progress are verified.
FINANCIAL AID
completed and submitted in the following
ways:
• Electronic submission by the financial
aid staff at Touro College.
• Through the Internet by using FAFSA on
the Web.
• By sending a paper FAFSA or Renewal
FAFSA via the mail to the federal processing center.
ELECTRONIC SUBMISSION
THROUGH THE FINANCIAL AID
OFFICE
Touro’s financial aid staff is prepared to
help students complete their FAFSAs or
Renewal FAFSAs and to forward them electronically to the federal processor, who in
turn, will send students their Student Aid
Reports (SARs). The SARs reflect the information reported by students on their FAFSAs.
Students should receive their SARs within two
to three weeks of filing and should advise the
financial aid office once their SARs have been
received.
GENERAL INFORMATION
FAFSA ON THE WEB
All students need a plan for paying for
their education. While some students use cash
or credit to pay their way, others seek financial
aid to help with their college costs. Since
applying for aid can be rather complex,
Touro’s financial aid staff is available to assist
students through the financial aid process. We
are committed to helping our students, and
offer a range of options that we hope will meet
their diverse needs.
The following information is provided to
clarify the process of applying for financial
aid, to familiarize applicants with commonly
used financial aid terms, and to detail the various types of aid available.
Touro College participates in federal and
state financial aid programs, in addition to
offering its own program of need based grants
and scholarships.
The U.S. Department of Education has
provided a free web site for students who wish
to complete their FAFSAs online and submit
them via the Internet. The Internet address is:
www.fafsa.ed.gov. It will submit their data
directly to the U.S. Department of Education’s
Processing System (CPS), which has the ability to process applications within 72 hours.
APPLICATION PROCEDURES
Students who wish to apply for financial
aid must complete a Free Application For Federal Student Aid (FAFSA or a Renewal
FAFSA), and submit it to the government
once every academic year. The FAFSA may be
40
APPLYING BY MAIL
Students who want to apply by mail can do
so by using the envelopes attached to their
applications. The CPS will process such applications and send students their SARs in the
mail in approximately four to six weeks.
Students who do not receive their Student
Aid Reports within the time frames indicated
above, should contact the Financial Aid Office
for assistance, or call 1-800-4-FED-AID (1800-433-3243) to check the status of their
applications. The Federal Student Aid Information Center is set up to respond to students’
inquiries between 8AM and midnight (EST),
seven days a week. Callers from locations that
do not have access to 800 numbers may call 1319-337-5665. This is not a toll-free number.
New York State Residents
Students who are New York State residents
will have their information forwarded automatically by the federal processor to New
York State. New York State will print personalized TAP applications (ETAs, or 701s as
they are frequently referred to) and mail them
to those students, who will then be charged
with reviewing them for accuracy, signing
them and returning them to the state as
promptly as possible. The state will process
the signed ETAs as TAP Awards. It is at this
point, that TAP award notifications are sent
out to the students, and that schools are
informed of those awards.
To avoid the possibility of unnecessary
delays in the process, students are encouraged
to seek the assistance of the financial aid staff
both when completing their ETAs and when
responding to other state inquires. TAP applications may be completed on the Web after the
FAFSA is completed on the Web.
Please Note: New York State Higher Education Services Corporation (HESC) verifies the
income reported on ETAs with the Department of Taxation and Finance.
APPLICATION DEADLINES
FAFSAs should be filed as soon as possible after January 1 for the next academic year.
Students who filed FAFSAs the previous year,
may qualify to file less time intensive Renew-
al FAFSAs for the coming year.
Students ineligible for federal aid are nevertheless advised to complete FAFSAs in
order to be considered for non-federal or institutional aid. Students applying for financial
aid at Touro should indicate Touro College as
their school of choice when completing their
FAFSAs.
Because funding is limited on some types
of aid, students who wish to receive the best
financial aid package available are urged to
file their FAFSAs as early in the year as
possible.
FINANCIAL NEED
When applying for federal student aid, the
information reported by students on their
FAFSAs is used in a formula established by
the U.S. Congress to determine their Expected
Family Contributions (EFCs). EFCs represent
amounts students and their families are
expected to contribute toward their education
(although such amounts may not match the
amounts that they actually end up contributing). It is important to note that most student
financial aid is awarded on the basis of need.
Students’ EFCs are used in the following
equation to determine their financial need:.
COST OF ATTENDANCE
– EXPECTED FAMILY CONTRIBUTION
= FINANCIAL NEED
41
DEPENDENCY STATUS
When students apply for federal student aid, their answers to certain questions will determine whether they are to be considered dependent or independent. Students considered dependent are required to report their parents’ income and assets as well as their own. Students considered independent are required to report their own income and assets as well as their spouses’, if
married.
For the academic year 2006-07, a student will be considered independent if at least one of
the following applies:
• S/he was born before January 1, 1983;
• • S/he is married (or separated but not divorced);
• S/he is enrolled in a graduate or professional educational program (beyond a bachelor’s
degree);
• S/he has children who receive more than half of their support from him or her;
• S/he has legal dependents other than his or her spouse or children;
• S/he is an orphan or ward of the court (or were a ward of the court until age18);or
• S/he is a veteran of the U.S. Armed Forces (“veteran” includes students who attended a U.S.
federal military academy and who were released under a condition other then dishonorable).
Students who claim to be independent may be asked to submit proof of their status, before
receiving any federal student aid. Students with unusual circumstances who believe they should
be independent despite the fact that they do not meet the above criteria can petition their financial aid counselor to change their status.
Please Note: once the decision is made it is final and cannot be appealed to the U.S. Department of Education.
STUDENTS’ BUDGETS
Students’ budgets are estimates of how much it will cost students to attend college. Budgets
include tuition and fees, books and supplies, transportation, room and board, personal expenses,
and loan fees. Students’ budgets are set each year by the college based on the average expenses
of all students who are either dependent or independent. Additional allowances may be made for
unusual expenses. This means that budgets can be adjusted on an individual basis for students
who can document unusual expenses not incurred by the average student.
FEDERAL PROGRAMS
The federal government funds several financial aid programs including the following:
• Federal Pell Grant Program
• Federal Supplemental Educational Opportunity Grants (FSEOG)
• Federal Work Study (FWSP)
• Federal Perkins Loans
• Federal Stafford Loans (FFEL)
• Federal PLUS Loans (PLUS)
• GRANTS ARE FINANCIAL AID THAT STUDENTS DON’T HAVE TO PAY BACK.
• WORK-STUDY ALLOWS STUDENTS TO WORK AND EARN MONEY TO HELP
THEM PAY FOR SCHOOL.
• LOANS ARE BORROWED MONEY THAT STUDENTS MUST REPAY WITH
INTEREST.
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Eligibility
To be eligible for federal financial aid, students must meet the following criteria. They must:
• have financial need, except for some loan programs;
• have high school diplomas, General Education Development Certificates (GEDs), or demonstrate the ability to benefit;
• be enrolled as matriculated students (may be less then half-time for Pell, but must be fulltime for TAP);
• be in good academic standing and making satisfactory progress;
• be U.S. citizens or eligible non-citizens;
• have valid Social Security cards. (Students without Social Security numbers, can find out
more about applying for one through the Internet at www.sss.gov);
• sign a statement of educational purpose on the FAFSA certifying that all federal student aid
received will be used only for educational purposes;
• sign a statement on the FAFSA on overpayments and defaults. (Students who have defaulted
on loans or who owe repayments on grants at any post secondary schools must have evidence
that they have repaid their obligations in full or have entered into acceptable repayment
arrangements before they can receive any further aid at Touro College); and
• register with Selective Service, if required. (Male students 18 through 25 years of age are
required to register with selective service in order to receive federal student aid and can do so
now by either checking the appropriate box on their FAFSA, or by registering via the Internet
at www.sss.gov).
A recent law suspends aid eligibility for students convicted under federal and state law of
the sale or possession of drugs. Students with one or more convictions for such offenses are
urged to call 1-800-4-FED-AID or (1-800-433-3243) to find out if this law applies to them,
and if so, what they must do to regain their eligibility for federal student financial aid.
FEDERAL PELL GRANTS
The Federal Pell Grants program is a needbased entitlement program that makes funds
available to undergraduate students who are
pursuing their first baccalaureate degree and
are enrolled for at least 3 credits or more.
Financial eligibility is determined by a standard formula established by Congress and
used by the U.S. Department of Education to
evaluate the information reported by students
on their FAFSAs. The maximum annual Pell
Grant for academic year 2006-07 is $4,050.
Students’ awards are based on their EFCs and
their enrollment statuses.
FEDERAL SUPPLEMENTAL
EDUCATIONAL OPPORTUNITY
GRANTS (FSEOG)
Federal Supplemental Educational Opportunity Grants are awarded to undergraduate students who demonstrate exceptional financial
need relative to other applicants at the institution, with priority given to Pell Grant recipients. Awards are granted at the discretion of the
institution and are based on financial need and
the availability of funds. FSEOG awards at
Touro College will range between $250-$1,000
per year for academic year 2006-07.
FEDERAL WORK STUDY
The Federal Work Study Program provides
jobs for undergraduate and graduate students
with financial need, who want to earn money
to help pay for their education expenses. The
program encourages community service work,
where the work performed must be in the public interest.
Both on- and off-campus positions are
available. Students who work on campus will,
most likely, be working for the school. Students who choose to work off campus, in the
public interest, will be employed by private
nonprofit organizations or public agencies.
Jobs offered to students in the program, to
whatever extent possible, will be related to the
course of study they are pursuing.
Participation in the program is determined
by eligibility, need, institutional funding and
43
job availability.
Students should direct all inquires regarding work-study to the Financial Aid Counselor
at their site or to the Federal Work Study
Coordinator at (212) 463-0400 ext. 721.
Assigned work hours are based on participants’ state of health, class schedules and academic progress.
Rates of pay vary, based on on-campus or
off-campus employment and level of study.
For academic year 2006-07, rates of pay range
from $7.00 per hour for undergraduate on
campus jobs and $7.50 per hour for undergraduate off campus jobs, up to $10.00 per
hour for graduate students. Work- Study
awards are usually made for the academic
year. Students are paid directly by Touro College or can arrange to have their earnings
applied to their school accounts to cover such
institutional charges as tuition and fees.
Please Note: Students may not allow their
earnings to exceed their awards.
LOAN PROGRAMS
FEDERAL PERKINS LOANS
Federal Perkins Loans are low interest
(5%) campus based loans offered to undergraduate and graduate students who demonstrate exceptional financial need (students
with the lowest EFCs). The school is the
lender. The loans are made with government
funds with a share contributed by the school,
and are repaid to the school.
Loan amounts are determined by the institution based on financial need and the availability of funds. Touro students are currently
permitted to borrow up to $1,500 for each
year of study. The total outstanding debt for
undergraduate borrowers is $20,000 for those
who have completed two years of undergraduate work, and $8,000 for those who have not.
The total outstanding debt for graduate and
professional students is $40,000, which
includes any Federal Perkins Loans borrowed
as an undergraduate.
Borrowers must sign promissory notes
agreeing to repay their loans. There is a ninemonth grace period given to borrowers after they
graduate, leave school, or drop below half time
(6 credits). Borrowers are allowed up to ten years
to repay their loans, with repayment beginning at
44
the end of the grace period. Monthly payment
amounts are determined by the size of the debt
and the length of the repayment period.
Borrowers who fail to keep up with their
repayment schedules will be required to pay
late charges and collection costs until their payments are again current. Under certain circumstances borrowers may receive a deferment or
forbearance on their loans or may qualify for
partial or complete cancellation of their loans.
Students who apply for and are granted
deferments are allowed to temporarily postpone payments without interest accruing, if
for example they have become unemployed.
Students ineligible for deferments but unable
to keep up with their repayment schedules
may apply for forbearance for limited and specific periods. Forbearance allows students to
have their payments postponed or reduced in
up to twelve month intervals for up to three
years. Repayment may also be cancelled, for
borrowers who have died or become totally or
permanently disabled, etc.
For more information on any of the above,
students are advised to contact the Perkins
Loan Coordinator at (212) 463-0400, ext. 566.
Please Note: The U.S. Department of Defense
has a policy in place for repaying a portion of
students’ loans as an enlistment incentive.
Students who are or expect to be enlisted in
certain specialties of the U.S. Armed Forces,
should ask their recruitment officer about this
policy.
FEDERAL STAFFORD LOANS
Federal Stafford Loans which are the most
widely used, low cost education loans sponsored by the federal government, are made
available to otherwise eligible students,
enrolled in school on at least a half time basis.
The loans fall into two categories, subsidized
and unsubsidized.
Subsidized Stafford Loans are awarded
on the basis of financial need. The federal
government subsidizes the interest on these
loans until repayment begins, which means
that borrowers are not charged interest while
they are in school, during grace periods or
during authorized periods of deferment.
Unsubsidized Stafford Loans are not
need based and are therefore available to borrowers regardless of their financial need. Bor-
rowers are charged interest on these loans
from the time they are disbursed until they are
paid in full. Those who choose to pay the
interest charges on a monthly basis, as it accumulates, will be repaying less in the long run.
Borrowers who choose to defer paying interest until after graduation should note, that
interest that is allowed to accumulate,
becomes capitalized, which means it will ultimately increase the amount borrowers repay.
During academic year 2006-07:
Dependent undergraduates, enrolled for a
full year of academic study may borrow up to:
$2,625 if they are freshman
$3,500 if they are sophomores, and
$5,500 if they are juniors or seniors.
The total outstanding Federal Stafford
Loan debt for dependent undergraduates is
$23,000.
Independent undergraduates, enrolled for a
full year of academic study may borrow up to:
$6,625 if they are freshman (only $2,625
of this amount may be in subsidized loans),
and
$7,500 if they are sophomores (only
$3,500 of this amount may be in subsidized
loans), and
$10,500 if they are juniors or seniors (only
$5,500 of this amount may be in subsidized
loans).
The total outstanding Federal Stafford
Loan debt for independent undergraduates is
$46,000 (only $23,000 of this amount may be
in subsidized loans). The total outstanding
Federal Stafford Loan debt for graduate or
professional students is $138,500, including
Stafford Loans received for undergraduate
study. (Only $65,500 may be in subsidized
loans).
The amounts shown above are maximum
yearly amounts. Students may receive less
than the yearly maximums if they are also
receiving other financial aid, have high EFCs,
or are enrolled for periods of study that are
less than a full academic year.
Please Note: The school can refuse to certify
a loan application or can certify it for an
amount less than the borrower would otherwise be eligible for, as long as it documents
the reason for its action, and explains the reason to the student in writing. The school’s
decision in such cases is final and cannot be
appealed to the U.S. Department of Education.
While it is possible for the interest rate on
these loans to change each year of repayment,
by law, it can never exceed 8.25%. The interest
rate is adjusted each year on July 1. Borrowers
are notified of interest rate changes throughout the life of their loans.
For subsidized loan borrowers, interest
does not begin to accrue until after their sixmonth grace period, when their repayment
begins.
For unsubsidized loan borrowers, interest
is charged from the day the loan is disbursed
until it is repaid in full, including in school,
grace, and deferment periods.
Loan funds are sent to the school in two or
more disbursements, each generally via Electronic Fund Transfer (EFT) deposited into the
accounts of the students who applied for them.
Once their bills are satisfied, any loan funds
remaining in their accounts are sent to the students by check, to be used to cover other
school related expenses, unless the school has
permission in writing to hold their funds for
the next enrollment period.
Repayment of Federal Stafford Loans
begins six months after borrowers graduate,
drop to less than half time, or withdraw from
school for other reasons.
Please Note: repayment may be deferred for
certain categories of borrowers, such as those
unable to find full time employment, or those
enrolled in rehabilitation training programs
for the disabled. Under certain other conditions repayment may be cancelled either partially or in full.
For more information on any of the above,
please contact the Financial Aid Office.
FEDERAL PLUS LOANS
(Loans for Parents of Students)
Federal PLUS Loans are for parents with
good credit histories who want to borrow to
help pay for the education of their children.
These loans are not need based so that parents
have an opportunity to borrow up to the total
cost of education, minus any other financial
aid received. The interest, though variable, is
capped at 9%. Parents often find PLUS Loans
to be a more beneficial option than taking out
home equity loans, liquidating investments, or
paying out of pocket. PLUS Loans may be
45
denied to parents with adverse credit histories.
Applicants who fail to pass the credit check
may still be able to take advantage of these
loans by finding someone, like a relative or
close friend, able to pass the credit check, to
endorse the loans for them. Endorsers are
expected to repay these loans for parents who
fail to do so. Parents may also qualify for
these loans without passing the credit check if
they can demonstrate extenuating circumstances.
Students and their parents must also meet
these general requirements for federal student
financial aid to be eligible for PLUS Loans:
Students must be enrolled at least on a half
time basis, they may not be in default or owe a
refund to any student financial assistance
(SFA) program, and their parents must meet
citizenship requirements.
Please Note: The school can refuse to certify
a PLUS Loan application or can certify it for
an amount less than the borrowers would otherwise be eligible for, as long as it documents
the reason for its action and explains the reason to the parents in writing. The school’s
decision is final and cannot be appealed to the
U.S. Department of Education.
PLUS Loan funds are sent to the school in
at least two disbursements co-payable to the
school and the parent borrower. No one payment may exceed half the loan amount. There
are no grace periods for these loans, which
means that interest begins to accumulate after
first disbursements are made. Repayment
begins sixty days after final disbursements are
made for periods of enrollment for which the
loans were borrowed. The maximum repayment period for PLUS Loans is ten years, but
there are no penalties for prepayment. The
minimum monthly payment is $50. Multiple
PLUS Loans may be consolidated into one
monthly payment. Parent borrowers may
apply for and receive deferments or forbearance on their loans and may under certain circumstances qualify to have their loans discharged or cancelled.
For more information on any of the above,
please contact the Financial Aid office.
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FEDERAL CONSOLIDATION LOANS
Federal Consolidations Loans are
designed to help students and parents simplify
loan repayment by allowing them to consolidate several types of federal student loans
with different repayment schedules into one
loan with a single monthly payment. Most
federal student loans can be consolidated.
Interest rates on consolidation loans are
fixed during the entire repayment period, at
the weighted average of the interest rates on
the loans included in the consolidation, rounded up to the nearest 1/8th of a percent. By law,
the interest rate can never exceed 8.25%.
For more information about loan consolidation, please contact the Loan Origination
Center’s Consolidation Department at: 1-800557-7392 between 8 a.m. and 8 p.m. EST,
Monday through Friday, or for information via
the Internet go to: loanconsolidation.ed.gov.
ENTRANCE/EXIT COUNSELING
All borrowers are required to attend
entrance interviews or counseling sessions
before receiving their first loan disbursements
and exit interviews or counseling sessions
before leaving school. These counseling sessions, administered by the school are designed
to provide students with important information
about their loans. Lenders and or the Direct
Loan Servicing Center will provide students
with additional information about their loans.
BORROWERS RESPONSIBILITIES
AND RIGHTS
Borrower Responsibilities
Students who take out loans to help
finance their education take on certain
responsibilities. As borrowers they must:
• repay their loans according to the terms of
their agreement.
• attend entrance counseling sessions before
receiving their first loan disbursements, and
exit counseling sessions before leaving
school.
• consider the consequences of going into
default because they are unable or unwilling
to live up to the terms of their agreement.
They must notify their lender(s) if they:
• graduate, withdraw from school or drop
below half-time status.
• transfer to another school.
• fail to enroll in school during the period for
which their loan was intended.
• change their name, address, social security
number or employer.
have any other status change that could affect
their loan.
Borrower Rights
As borrowers, students have certain rights
including the right to:
• know the full amount of their loan.
• know the interest rate on their loan.
• know when they must start repaying their
loan.
• know about any charges or loan fees that
they must pay and how those fees are
collected.
• know the maximum repayment periods and
the minimum repayment amount.
• have a clear understanding of default and its
consequences.
• have an explanation of the available options
for consolidating or refinancing their loans.
Before repayment begins, lenders must tell
student borrowers:
• where to send their payments.
• who to contact if they have any questions
about their loans.
• their interest rate and total debt (principal
and interest).
• when their payments are due and how much
they will be.
• about refinancing, consolidation and
repayment options.
• about the option to repay their loans at
anytime without penalty.
NEW YORK STATE FINANCIAL AID
PROGRAMS
Among the financial aid programs supported
by New York State and administered by New
York State Higher Education Services
Corporation are the following:
• The Tuition Assistance Program
• Aid for Part Time Study
• Memorial Scholarships for Children of
Deceased Police and Firefighters.
• Regents Awards for Child of Veteran
• Vietnam Veterans Tuition (VVTA) Awards
• Persian Gulf Veterans Tuition Awards
Program (PGVTA)
• Professional Opportunity Scholarships
NEW YORK STATE TUITION
ASSISTANCE PROGRAM (TAP)
The Tuition Assistance Program is an entitlement program, which means that all eligible
applicants receive awards. Award amounts are
determined by type of school, level of study,
tuition charges, and NYS net taxable income
as reported on the New York State Express
Tuition Assistance Program Application
(ETA) for Tap and other state aid.
Eligibility
In order to be eligible for state aid a student must:
• be a U.S. citizen, or eligible non-citizen.
• be a New York State resident for at least
one year prior to the semester for which
aid is sought.
• be enrolled full time and matriculated in
an approved N.Y.S. post-secondary program (students may be enrolled on a half
time basis for summer).
• be in good academic standing.
• have graduated from high school, have a
GED, or demonstrate the ability to benefit.
• be within the prescribed income limitations.
• not be in default on a student loan guaranteed by HESC and not be in default on
any repayment of state awards.
• have, at least, a cumulative “C” average
after receipt of two annual payments of
state sponsored student financial aid.
• have completed a Free Application for
Federal Student Aid (FAFSA) or the
Renew FAFSA.
Annual TAP awards for the academic year
2005-06 will range between $275 - $5,000 for
dependents students, and independent students who are married or have tax dependents,
and between $425 - $3,025 for independent
students who are single with no tax dependents. Undergraduate students can receive up to
eight semesters of Tap for full time study in a
baccalaureate program.
47
ACADEMIC STANDARD CHART FOR
FINANCIAL AID ELIGIBILITY
To determine the number of credits students must complete and the minimum grade
point average they must achieve to remain in
good academic standing and eligible for
financial aid, students should consult the chart
on page 155.
TAP WAIVER
Students may not be eligible to receive
their TAP Award if in the previous semester,
they: Withdrew from all courses sometime
after the first day of classes; or completed less
than 6 credits in each semester of the first year
of awards, less than 9 credits in each semester
of the second year of awards, and less then 12
credits in each semester of the third and fourth
year of TAP awards; and /or earned fewer
credits than required, according to the Chart
on Academic Standard, in order to be eligible
to receive further TAP awards for subsequent
semesters.
According to New York State Guidelines,
students may receive only one waiver of these
guidelines during their undergraduate career,
and one during their graduate career.
THE “C” WAIVER
Beginning with the Fall of 1996 students
could not be certified for a fifth TAP payment
without a cumulative grade point average
(GPA) of 2.00. Students who fail to achieve
the 2.00 GPA may petition the Committee on
Academic Standing for a “C” waiver. A student can receive more then one “C” waiver
providing the circumstances are not the same.
AID FOR PART – TIME STUDY (APTS)
APTS is a campus based program rather
than an entitlement program. This means that
that the college selects recipients and determines their individual award amounts, based
on funding levels and the number of eligible
applicants.
Eligibility
In order to be eligible for APTS awards
students must meet the TAP eligibility
requirements, but must:
• be enrolled on a part time basis (at least 3
but less than 12 semester hours per
48
semester) and be matriculated in an
approved undergraduate degree program,
at a degree granting institution in New
York State.
• have earned at least 6 semester hours of
credits.
• have remaining Tuition Assistance Program (TAP) eligibility.
Students who wish to apply must complete
the APTS Application, available in the Financial Aid office, and should submit it at least 30
days prior to the start of the semester for
which the application is being made. Awards
for less than half time study are available only
when funding permits.
MEMORIAL SCHOLARSHIPS FOR
FAMILIES OF DECEASED POLICE
OFFICERS AND FIREFIGHTERS
These awards are made available to children and spouses of deceased police officers,
firefighters, and volunteer firefighters of New
York State who have died as a result of
injuries sustained in the line of duty. Recipients must be NYS residents, enrolled on a full
time basis and matriculated in approved
undergraduate programs at colleges in New
York State
The scholarships are available for four
years of undergraduate study (or five years in
an approved 5-year bachelor’s degree program). Students who meet the criteria for
these awards may request special Memorial
Scholarship Supplements from NYSHESC,
99 Washington Avenue, Albany, New York
12255, via the mail, by phone 1-(888) 6974372 or via the internet: WWW.HESC.COM.
The deadline for filing is May 1.
The special Scholarship Supplements
merely establish eligibility for these scholarships. To receive payment, applicants must
complete their FAFSAs and NYS Express
TAP Applications (ETAs) each year. Awards
are usually equal to the non-tuition allowances
(such as room and board, books and supplies,
and transportation) as determined annually by
the Commissioner of Education, less any Federal Pell Grants and other federal and/or Statefunded scholarships or grants.
WORLD TRADE CENTER MEMORIAL
SCHOLARSHIPS
This scholarship is for children and spouses of deceased or severely and permanently
disabled victims of the September 11, 2001
terrorist attacks. This includes victims at the
World Trade Center site, the Pentagon, or on
flights 11, 77, 93, or 175.
To apply, print a copy of the World Trade
Center Memorial Scholarship Application
from www.HESC.com and mail with the necessary documentation to HESC Scholarship
Unit, 99 Washington Avenue, Albany, NY
12255. Students must complete their FAFSAs,
as well.
REGENTS AWARDS FOR CHILD OF
VETERAN
These awards are for children of veterans
who are deceased, disabled, or missing in
action as a result of service in the Armed
Forces of the U.S. during wartime and/or periods of armed conflict, or who were classified
as prisoners of war during such service.
Applicants must be current residents of New
York State, enrolled on a full time basis and
matriculated in approved programs at colleges
in New York State. Awards provide $450.00
per year towards undergraduate study. Students who meet the criteria may request the
special Child of Veteran Award Supplements
from NYSHESC, 99 Washington Avenue,
Albany, New York 12255, via the mail by
phone 1-(888) 697-4372 or via the internet:
WWW.HESC.COM www.HESC.org The
Deadline for filing is May 1.
The special Award Supplements merely
establish eligibility for these awards. To
receive payment, applicants must complete
their FAFSAs and NYS Express TAP Applications (ETAs) each year. The Child of Veteran
Awards are renewable unless the disability
condition of the parent changes, in which case
NYSHESC must be notified of the change.
VIETNAM VETERANS TUITION (VVTA)
AWARDS
These awards provide financial assistance to
veterans of the U.S. Armed Forces who served
in Indochina between December 22, 1961 and
May 7, 1975, have been discharged from the
U.S. Armed Forces under other than dishonorable conditions, are New York State residents,
and are matriculated full or part time at an
undergraduate or graduate degree-granting
institution in New York State or in an approved
vocational training program in New York State.
Students who meet the criteria for these
awards may request a special Vietnam
Veterans Tuition Award Supplements from
NYSHESC, 99 Washington Avenue, Albany,
New York 12255, via the mail, by phone
1-(888) 697-4372 or via the internet:
WWW.HESC.COM, or from a veteran’s
office. The deadline for filing is May 1.
The special Award Supplements merely
help to establish eligibility for these awards.
Students must also be able to document their
service for the period indicated.
To receive payment, applicants must complete their FAFSAs and NYS Express TAP
Applications (ETAs) each year.
Awards range up to $1,000 per semester
for full time study and up to $500 per semester for part-time study. Students who receive
both TAP and the Vietnam Veterans Tuition
Award should note, that their combined academic year award can not exceed tuition costs.
If in fact tuition costs are exceeded, their TAP
award will be reduced accordingly. The total
of undergraduate and graduate veterans tuition
awards received can not exceed $10,000.
PERSIAN GULF VETERANS TUITION
AWARDS PROGRAM (PGVTA)
These awards provide financial assistance to
veterans of the U.S. Armed Forces who have
served in the hostilities that occurred in the Persian Gulf from August 2,1990 to the end of
such hostilities (as evidenced by receipt of the
Southwest Asia Service Medal which was
awarded from August 2, 1990 to November 30,
1995), have been discharged from the U.S.
Armed Forces under other than dishonorable
conditions, are New York State residents, and
are matriculated full or part time at an undergraduate or graduate degree-granting institution in New York State or in an approved vocational training program in New York State.
Students who meet the criteria for these
awards may request special Persian Gulf Veterans Tuition Award Supplements from
NYSHESC, 99 Washington Avenue, Albany,
New York 12255, via the mail, by phone 1(888) 697-4372 or via the internet:
WWW.HESC.COM, or from a veteran’s
49
office. The deadline for filing is May 1.
The special Award Supplements merely
help to establish eligibility for these awards.
Students must also be able to document their
service in the Persian Gulf hostilities during the
period indicated. To receive payment, applicants must complete their FAFSAs and NYS
Express TAP Applications (ETAs) each year.
Awards range up to $1000 per semester for
full time study and $500 per semester for part
time study. Students who receive both TAP
and the Persian Gulf Veterans Tuition Award
should note, that their combined academic
year award can not exceed tuition costs. If in
fact tuition costs are exceeded, their TAP
award will be reduced accordingly. The total
of undergraduate and graduate veteran tuition
awards received can not exceed $10,000.
PROFESSIONAL OPPORTUNITY
SCHOLARSHIPS
These scholarships were established to
increase the number of minority group professionals practicing in New York State. A limited number of undergraduate awards ranging
from $1,000 - $5,000 per year, for up to four
years are available for study in many professional licensure-qualifying fields, such as
accounting, architecture, chiropractic, dental
hygiene, engineering, landscape architecture,
law, nursing, occupational therapy, occupational therapy assistant, ophthalmic dispensing, optometry, pharmacy, physical therapist
assistant, physician’s assistance, physical therapy, psychology, social work, speech-language
pathology, audio logy, or veterinary medicine.
Legal residents of New York State who are or
will be enrolled in approved study programs
and who agree to a service commitment are
eligible to apply for these awards. For further
information please contact NYS Education
Department, Scholarship Unit, Education
Building Annex, Room 1076, Albany, N.Y.
12234, Call (518) 486-1319. Applications
must be filed each year. Deadline is May 1.
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OTHER TYPES OF OUTSIDE
AID, BENEFITS, LOANS, AND
INCENTIVES
ALTERNATIVE LOANS
Many lenders offer alternative loans to
help students and their families pay for college. The requirements for these loans may
vary, but they offer competitive interest rates
and varying, flexible repayment terms. For
more information on alternative loans, please
contact the Financial Aid Office.
AMERICORPS
AmeriCorps is a national service initiative
that engages individuals from all backgrounds
in community service activities. In return for
the successful completion of their service participants receive money for school in the form
of education awards that can be applied to outstanding student loans or used for future higher educational and vocational training pursuits. Full-time participants perform 1700
hours of service to earn education awards of
$4,725. Part-time participants perform 900
hours of service to earn education awards of
$2,363. For more information, call 1-800-9422677, or visit www.americorps.org
FEDERAL TAX INCENTIVE
PROGRAMS
Two federal income tax credits that offer
dollar for dollar reductions in tax liability are
available for higher education expenses.
The HOPE credit worth up to $1,500 per
student is available to first and second year
students enrolled at least half time.
The LIFETIME Learning Credit is a tax
credit equal to 20 percent of a family’s tuition
expenses, up to $5,000, for virtually any postsecondary education and training, including
subsequent undergraduate years, graduate and
professional schools, and even less then half
time study. For more information on the
HOPE and Lifetime Learning Education Tax
credits, and other tax benefits for postsecondary students visit www.ed.gov/updates/97918tax.html
or see the Internal Revenue Service’s Publication 970. To get a copy of Publication 970
please call: 1-800-829-3676. Students who
wish to download the publication from the
Internet can visit: www.irs.ustreas.gov/prod/
forms_pubs/
NEW YORK’S COLLEGE SAVINGS
PROGRAM
TOURO COLLEGE FINANCIAL
AID PROGRAMS
This is a College Savings Program for Students. Participants need not be NYS Residents, although NYS taxpayers may deduct
their contributions to the fund (up to $5,000
per year, from NYS net taxable income). Savings may be used to meet college costs at any
eligible college in the U.S/ and some foreign
institutions. For information call 1-877NYSAVES or visit www.nysaves.org.
In addition to the various Federal and State
programs, Touro College sponsors its own
tuition grants and scholarships. These sources
are designed to assist qualified students who
have limited resources to attend college. Contact the Office of Financial Aid for more
information about these programs.
NEW YORK STATE COLLEGE TUITION
TAX DEDUCTIONS/CREDITS
New for New York State taxpayers! A
refundable credit or an itemized deduction for
qualifying undergraduate tuition expenses,
will phase in as follows: up to $2,500 in tax
year 2001; $5,000 in 2002; $7,500 in 2003,
and $10,000 in 2004 and thereafter. Consult
your tax advisor.
STUDENT LOAN INTEREST
DEDUCTION
Some students may now deduct the interest
paid on their qualified education loans when
filing their federal income tax returns. The
student loan interest deduction allows students
or their families to take a tax deduction for
interest paid during the first 60 months of
repayment. The deduction is available even to
students who do not itemize deductions. For
more information on student loan interest
deductions please consult your tax advisor.
VETERANS ADMINISTRATION (VA)
BENEFITS
A variety of educational assistance benefits are available to those who have served in
the active military, naval or air service and
their dependents.
For information on all veterans’ benefits,
and assistance in applying for them, students
are advised to contact the Financial Aid
Office, or the Office of the Veterans
Administration at 1(800) 827-1000.
TOURO ACADEMIC SCHOLARSHIPS
Touro Academic Scholarships are awarded
competitively to entering undergraduate students on the basis of superior academic
achievement (high school average and SAT
scores). Scholarships may be renewed for up
to four years. Awards are prorated if students
register for fewer than 12 credits per semester.
Academic Scholarships are not available for
Summer semesters.
LANDER HONORS SCHOLARSHIPS
Entering undergraduate students with
exceptional academic records, including a combined score of 1450 or above on the first two
sections of the new SAT (or a combined total of
1450 or above on the pre-March 2005 SAT
exam) may qualify for Lander Honors Scholarships. Lander Honors Scholarships range from
$7,500 up to the cost of tuition per year. Scholarships may be renewed for up to four years.
TOURO DEAN’S SCHOLARSHIPS
Dean’s Scholarships may be awarded to
students whose tuition costs are not covered
through other financial assistance programs.
The applicant’s family income, family size,
financial need, and special circumstances, as
well as community service are considered. In
order to be considered for a Dean’s Scholarship, students must complete the FAFSA and
the Touro Financial Aid application each year.
TOURO GRANTS
Touro Grants are awarded on the basis of
financial need to matriculated undergraduate
students who are enrolled on a full-time or
part-time basis and are in good academic
standing and whose tuition costs are not fully
covered. Touro Grants will not be awarded to
cover additional tuition charges for students
enrolled for more than 18 credits per semester.
51
EMPLOYEE BENEFITS/ TUITION
REMISSION
Tuition Remission is extended to full-time
faculty and staff, their spouses and dependent
children. Anyone in default of a student loan is
excluded from receiving this benefit. Students
taking undergraduate classes will receive up
to 100% tuition remission. Students taking
classes at the graduate or professional level
will receive up to 25% tuition remission. Fulltime employees of Touro College who wish to
take advantage of the Employee Benefits
Tuition Remission Policy must follow these
procedures:
• Complete an Employee Tuition Remission Application form and waver prior to
the start of each semester they are planning to attend school. Employees can
pick up a form from the Bursar’s Office
but must submit it by mail or in person to
a Financial Aid Officer.
• Complete a FAFASA loan, or, if not eligible, complete a waiver form.
• Complete Registration.
• Once the financial aid office verifies eligibility, has the Pell and Tap awards in
hand and verify registration, the tuition
remission amount will be entered.
PRESIDENTIAL SCHOLARSHIPS
The Presidential Scholarships are awarded
on the basis of achievement, leadership and
community service potential, financial need
or other special circumstances. Students are
eligible to apply for this scholarship after filing a FAFSA application and review by the
Office of Financial Aid.
OTHER SOURCES OF AID
Many sources of financial aid are not
offered directly by Touro College. For information on any of the programs listed below,
please consult with the Financial Aid Office:
• N.Y.S. Health Service Corps Scholarships
• Office of Vocational Rehabilitation Grant
There are countless library and Internet
sources providing information on fellowships
and scholarships. The following popular websites are among those offering that information:
• www.salliemae.com
• www.collegenet.com
• www.collegeboard.com
• www.finaid.org
• www.fastweb.com
• www.hesc.com
TUITION PAYMENT PLANS
Tuition payment plans are available. Please
direct all inquires to the Office of the Bursar.
52
IMPORTANT FINANCIAL AID
TERMS
ABILITY TO BENEFIT
The term refers to students who are admitted to a postsecondary institution without a
high school diploma or GED (General Education Development Certificate). To receive federal and state aid, students admitted on the
basis of “Ability to Benefit”, must pass a standardized test that measures their ability to
complete their course of study successfully.
The test must be approved by the U.S. Department of Education.
DEFAULT
Students who fail to repay their loans
according to the terms agreed to in their promissory notes, are in default. Defaulting on a
student loan has serious consequences. Students who are in default may be unable to get
a credit card, car loan, or more financial aid, if
they decide either to continue or go back to
school. The government does not excuse students from repaying their loans because they
didn’t finish school or because they don’t
think they got their moneys worth. Students
who take loans are expected to pay back the
money they borrowed. If students default on
their loans, the school, the lender or agency
that holds their loans, the state and the federal
government can all take action to recover the
money. Students may also be liable for
expenses incurred in collecting their loans.
Finally, the Internal Revenue Service can
withhold tax refunds and use them as payment
against the unpaid loans.
FINANCIAL AID REFUND
Students who take out student loans, may
receive aid which exceeds their college direct
charges. When this occurs the additional funds
are returned to the students (commonly
referred to as a refund) to be used for other
college related expenses. For questions
regarding refunds, please contact the Office of
the Bursar.
ed expenses) and the amount students and
their families can afford to pay, as determined
by prescribed formulas used to calculate need
from information reported by students on their
FAFSAs.
PROMISSORY NOTES
Promissory notes are binding legal documents signed by borrowers applying for student loans. They list the conditions under
which the borrowing takes place and the terms
under which the borrower agrees to pay back
the loan.
STATEMENT OF EDUCATIONAL
PURPOSE/CERTIFICATION
STATEMENT ON REFUNDS AND
DEFAULT
When students sign their FAFSAs in order
to receive Federal Student Aid (including
Stafford and PLUS Loans), they are in fact
signing a statement indicating that they do not
owe a refund on a Pell Grant or SEOG and are
not in default of any Perkins, Stafford, PLUS
or SLS Loans, or have made satisfactory
repayment arrangements. They are also agreeing to use any student aid received, solely for
education-related purposes, and are verifying
the accuracy of the information on their FAFSAs. Finally by signing their FAFSA students
are acknowledging the right of the Secretary
of Education to verify the information from
their FAFSAs with the Internal Revenue Service.
SELECTIVE SERVICE REGISTRATION
Students who are required to register with
the Selective Service must do so before
receiving any Federal Student Aid (this
includes Stafford Loans, and PLUS Loans).
This requirement applies to males who were
born on or after January 1, 1960, are at least
18, are citizens or eligible non-citizens, and
are not currently on active duty in the Armed
Forces. (Citizens of the Federated States of
Micronesia, the Marshall Islands, or the Trust
Territory of the Pacific [Palau] are exempt
from registering).
FINANCIAL NEED
Financial need is the difference between
the cost of education (tuition and fees, room
and board, books and supplies and other relat53
THE CURRICULUM
The academic heart of an institution of
higher learning is its curriculum. At The Lander Colleges of Arts and Sciences, the baccalaureate degree curriculum is organized
around three basic components: Jewish Studies, the Humanities Core Curriculum (or general education distribution requirements) and
the completion of a major.
Taken together, these components reflect
Lander’s conviction that the well-educated student will show a deep understanding of the
Jewish heritage, will gain extensive exposure
to the best of western civilization, will learn to
think and write with lucidity and rigor, and
will acquire an in-depth knowledge of a particular discipline in preparation for a career or
further study.
The Lander experience is intended to foster ethical sensitivity, appreciation for the culture of others, commitment to communal welfare, and intellectual curiosity. The College
believes all of these to be characteristics of the
well-educated person
REQUIREMENTS FOR THE BACCALAUREATE DEGREE
THE LANDER COLLEGES OF ARTS AND SCIENCES
1. Completion of 120 credits of college-level work approved by the College, with 60
credits of liberal arts and science required for the Bachelor of Science and 90
credits of liberal arts required for the Bachelor of Arts. (Consult with the Office
of Registrar concerning the liberal arts classification). Students must document
high-school graduation or the equivalent before they can be awarded a college
degree.
2. Communication Skills: English Composition I-II (LLE 101-102). Intensive Talmud Students must complete Fundamentals of Speech (COC 101) and Business
Report Writing (LLE201) or Advanced Expository Writing (LLE203).
3. Completion of Judaic Studies requirements of at least three credits each full-time
semester. Students with a large number of Judaic transfer credits may consult
departmental advisors concerning their program.
4. Completion of Core Curriculum requirements or Alternative distributional cores.
5. Students seeking a waiver of any of the above College curricular requirements (2,
3, 4 above) may propose an alternative plan equal in academic breadth and depth
to the stated requirements. Such a plan must receive prior written approval from
the Dean of Faculties and the Dean of the respective College.
6. Completion of a major (fifty percent of major courses should be completed at the
College).
7. Forty-five credits in residency at the College, and coursework at the Main Campus or at a branch campus offering the major.
8. Cumulative grade point average of 2.0 and a grade point average of 2.3 in the
approved major. Note: Some departments may require examinations, additional
course work, or a higher grade point average.
54
English Composition and
Communication Skills
CORE REQUIREMENTS
Entering students are given an English
Composition Placement Test that assesses the
student’s writing proficiency.
All students who enter the Lander Colleges, no matter what composition courses
they may have taken elsewhere, take an English Placement Test and, if placed in Composition, take the appropriate courses. Proficiency
in English Composition, which may be
demonstrated in a variety of ways, is a
requirement for graduation.
English Composition I and II are core
requirements for all students who do not
demonstrate proficiency through the placement examination. Students placed into Intro
to College Writing must complete this course
before enrolling in English Composition I.
English Composition I is to be completed in
the student’s first semester at Touro, followed
by English Composition II, unless an exemption is granted.
Students who have earned composition
credit with the grade of C or better at another
accredited college may be awarded such transfer credit if they have also been exempted by
the placement examination.
Students who select the Intensive Talmud
option must complete COC 101 Fundamentals
of Speech and either LLE 201 Advanced
Expository Writing or LLE 203 Business
Report Writing.
Humanities Core Curriculum/
Alternatives
Residency
Students must take a minimum of 45 credits at Touro and should complete 50 percent of
their major course requirements at Touro College. Students must take at least 30 credits at
the New York campus. Long-term Israeli residents may utilize up to 12 credits taken at the
Israeli campus towards their New York residency requirement.
The College takes great pride in its offerings in the traditional area of humanistic studies. The Humanities Core provides an introduction to values which have been central to
western and world civilization and which lie at
the core of a liberal arts education. The coordinated history and literature courses that
comprise the Humanities sequence complement and balance the students’ knowledge of
their own heritage with a substantial background in world civilization. This provides
students with new insights into the multicultural world surrounding them, and new ability
to deal with it. Students are exposed to the
basic concepts and ideals of civilization for
the purpose of increasing their understanding
of the history of their ideas, their ethical sensitivity, and their ability to appreciate works of
art and literature.
The Humanities Core provides a strong liberal arts foundation for all majors. Simultaneously, through extensive readings of great
writers and a variety of assigned essays and
research papers, the humanities requirement
helps students develop valuable analytical
skills and encourages them to become better
writers.
The full sequence consists of eight related
courses in world history and literature totaling
24 credits. A two-semester Survey of Jewish
History may be substituted for the last two
courses in the humanities sequence. Students
may complete 24 credits of Humanities or
meet one of the alternatives described below.
The core coordinator evaluates the records
of transfer students to determine functional
equivalencies for courses in the Humanities
Core. Up to a maximum of 12 credits of
functional equivalents may be granted toward
the Humanities Core requirement.
55
Alternative Distributional Core
LANDER COLLEGE FOR MEN
Evening students and students pursuing an
Intensive Jewish Studies program at a
teacher’s seminary may complete the following alternative core requirements:
Beis Medrash L’Talmud—Core
Requirements
HIS 220-221
LLE 220-221
COC 101
EBE 101
Survey of Modern History
Survey of Modern Literature
Fundamentals of Speech
Principles of Macroeconomics
or
EBE 102
Principles of Microeconomics
or
POL 101
American Politics
Natural Sciences and/or Mathematics
6 credits
6 credits
3 credits
3 credits
3 credits
3 credits
6 credits
Students of the Lander College for Men
generally complete their Jewish Studies
requirement through study in the affiliated
Beis Medrash L’Talmud. The Beis Medrash
functions six days a week. On regular weekdays, this program for undergraduate students
ends at 3:00 PM. An active night seder
enhances this learning experience. Students in
the Beis Medrash L’Talmud will earn 3 credits
each semester
Education Students must complete a
different set of requirements (see below).
Liberal Arts and Sciences Core
Course Requirements
Intensive Talmud Option
All degree candidates at the Lander College for Men must complete the following
core course requirements:
Students completing the Intensive Talmud
Option may often earn 45-48 credits in Talmud, which is well above the minimum credit
requirement in Jewish Studies. Credits earned
in Talmud above 21 credits in Jewish Studies
may be applied on a 50% basis in lieu of the
courses in History and Literature. Transfer
students with a significant post-secondary
Jewish studies background should consult
with the Dean of Faculties with regard to the
number of Intensive Talmud credits they have
completed towards the Intensive Talmud
option. Students are generally awarded 3 credits in Intensive Talmud and 3 credits of Talmud for one semester of Yeshiva study.
Intensive Talmud students must
complete 21 credits including:
COC 101
Fundamentals of Speech
3
LLE 101 & 102 English Composition I & II
6
LLE 201
Advanced Expository Writing
or
LLE 203
Business Report Writing
3
EBE 101
Principles of Macroeconomics
3
or
EBE 102
Principles of Macroeconomics
3
or
POL 101
American Politics
3
MCO
Computer Science (1 course)
3
MAT
Mathematics (1 course)
3
Total
21 credits
56
LLE 101 & 102 English Composition I-II
(unless exempted by
placement examination)
LLE 220 & 221 Survey of Literature I and II
or
LLE 223 & 224 Survey of Western Literature
I and II
HIS 220 & 221 Survey of History I and II
or
HIS 223 & 224 Survey of Western History
I and II
HIS 155 & 156 History of the Jewish
People I and II
Mathematics Any 3-credit Mathematics course
above MAT 111
Social or Natural Sciences
Students majoring in either field must fulfill this
requirement by taking a course in the field in
which they are not majoring.
6
6
6
6
6
6
3
3
THE MAJOR
The major provides the kind of knowledge
and understanding of a particular field necessary for further study for a successful career.
Completion of an approved program of study,
determined by a department or interdisciplinary committee, is required for graduation
from the College. Students must complete
50% of their major courses at Touro College.
In order to demonstrate a high level of competence, students should also complete as part of
the major an Advanced Topics (493) course or
an approved equivalent. Students with especially broad interests may plan an interdisciplinary major, in consultation with faculty
advisors.
Interdisciplinary Major
Students may design, in consultation with
a faculty advisor, a unique program of study
integrating two related disciplines. The disciplines comprising the major should have academic and intellectual cohesion. A minimum
of 15 credits and two upper level courses in
each area (course number 300 or above), are
generally required in each discipline, as well
as an Advanced Topics course. The Interdisciplinary major should provide the student with
a breadth of knowledge concerning the areas
involved in addition to depth in at least one of
the areas. The Interdisciplinary major must be
approved by the Dean of Faculties or the dean
of each academic division. Some samples of
interdisciplinary majors include:
• Literature/ History
• Literature/ Philosophy
• Business/ Communications
• Communications/ English
• Psychology/ English
• Psychology/ Sociology
• Political Science/ History
Assessment Tests
Baccalaureate degree candidates may be
required to take departmental tests (such as
the Major Field Achievement Test) and an
examination measuring progress in general
education (communication skills, critical
thinking, and logical reasoning) prior to graduation. Generally, such tests are administered
during the senior year.
PRE-PROFESSIONAL AND
PROFESSIONAL OPTIONS
Students at the Lander Colleges benefit
from the wide range of pre-professional and
professional options available at Touro College. Many of these options do not require
specific majors as preparatory study. Graduate
and professional schools often seek broadlyeducated individuals whose academic majors
may not directly relate to their area of graduate or professional study. The Lander Colleges
seek to assist students in achieving their graduate and professional goals through advisement and opportunities for preferred admission into Touro College’s graduate and professional schools.
PRE-LAW
Law schools do not require applicants to
follow a specific undergraduate course of
study. However, since the legal field emphasizes logical reasoning and writing skills, prelaw students should take courses that develop
their analytical abilities and communication
skills. A good liberal arts education is the best
preparation for law school. Some familiarity
with the fields of accounting and economics is
helpful since a good part of the law school
curriculum deals with the business world.
Majors for pre-law students include Political
Science, Sociology, English, Accounting and
Business, as well as History and Philosophy.
The courses listed below, offered at Touro,
provide a good background for those interested in a career in law:
COC 101
Fundamentals of Speech
EBA 101-102 Principles of Accounting
LLE 201
Advanced Expository
or
LLE 202
Creative Writing
PHI 211
Logic
POL 101
American Politics
POL 310
The Supreme Court and the
Constitution
POL 311
Introduction to Legal Principles
POL 222
International Law
3
6
3
3
3
3
3
3
Given the flexibility in designing a pre-law
program, students are urged to make an
appointment with Touro’s pre-law advisor,
Dean Robert Goldschmidt, before the start of
57
their sophomore year to draw up an appropriate program of courses. The Dean of Students
also guides students in preparing for the Law
School Admission Test (LSAT) and in all
phases of the application process to law
school. For information concerning the sixyear joint Baccalaureate Law Degree articulation see Graduate School on page 21.
drawn from the sciences. These majors are
individualized. The following, however, are
recommended to be taken in addition to those
listed above:
A Research Project (BIO 493 or CPC 493)
must be completed. Also, students should
choose three elective courses from the following:
PRE-MEDICAL AND PRE-DENTAL
SEQUENCE
BIO 202
BIO 206
BIO 211
BIO 222
BIO 223
BIO 318
CPC 311-312
CPP 201
Students who plan to enter medical school
or dental school should complete the following sequence of courses:
BIO 101-102 Principles of Biology I and II
CPC 101-102 Principles of Inorganic Chemistry I
and II
CPC 201-202 Principles of Organic Chemistry I
and II
CPP 101-102 General Physics I and II
MAT 121-122 Calculus I and II (optional)
LLE 101-102 English Composition
(or its equivalent)
8
8
8
8
8
6
These courses should be completed by the
end of the junior year, when the Medical College Admission Test (MCAT) and Dental
Admission Test (DAT) are usually taken.
Students may wish to use courses in the
sequence toward an Interdisciplinary Major
58
Developmental Biology
Cell Biology
Genetics
Anatomy & Physiology I
Anatomy & Physiology II
Molecular Biology
Biochemistry
Introduction to Modern Physics
4
3
4
4
4
4
6
3
A special feature of Touro’s pre-medical
sequence is the close and continuous contact
between the senior science faculty and students. Professors who lecture in Biology,
Chemistry and Physics also conduct the
recitations and supervise all laboratory sessions, taking questions and providing additional help. Touro’s pre-medical advisors
assist students in applying to medical and dental schools. A referral service for letters of
recommendation is administered by the Dean
of Students.
SCHOOL OF HEALTH
SCIENCES
HEALTH SCIENCE FRESHMAN
ADMISSION PROGRAM
(See section on Touro Graduate Schools,
page 26.)
PHYSICIAN ASSISTANT
The Touro College Physician Assistant
Program is an upper-division two-year program that prepares students for a challenging
health-professions career. A three-year program for students who wish to attend on a
part-time basis is also available. Physician
Assistants work in hospitals, clinics, or private
practices in conjunction with medical doctors,
and are trained to perform many of the functions and tasks assigned to doctors. These
include taking case histories, performing
physical examinations, obtaining clinical and
diagnostic data, and performing a variety of
therapeutic procedures.
Admission Requirements and
Procedures
Core course requirements for admission
include the satisfactory completion of at least
60 liberal arts and sciences credits including:
Required Courses (16 Credits)
BIO 101
BIO 102
CPC 101
CPC 102
Principles of Biology I
Principles of Biology II
Inorganic Chemistry I
Inorganic Chemistry II
4
4
4
4
Additional Credits in Biology and/or
Chemistry Credits): (7-8 credits)
BIO 222
BIO 223
BIO 228
CPC 201
CPC 202
CPC 203
Anatomy and Physiology I
Anatomy and Physiology II
Microbiology
Organic Chemistry I
Organic Chemistry II
Biological Chemistry
4
4
4
4
4
3
Other Required Courses (36 Credits)
LLE 101
LLE 102
MAT 261
English Composition I
3
English Composition II
3
Statistics for Social Science Majors 3
Additional Courses in Psychology / Sociology
6
Additional Humanities Courses
6
Other Liberal Arts Electives
15-16
Total Credits:
60
All prerequisites must be completed prior
to entering into the program. Applicants must
have a cumulative GPA of at least 2.67 to be
considered for the program. Applicants whose
science prerequisites are more than 10 years
old will be reviewed on a case-by-case basis to
determine if refresher courses are needed. Any
Advanced Placement courses taken during
high school require official documentation
with grades (a minimum score of 4 is required
to transfer). The PA Program does not award
academic credit for experiential learning.
For the Manhattan Physician Assistant Program, a minimum of 100 hours of direct
patient care or health-related experience is
required, either volunteer or paid, and must
include at least 10 hours of “shadowing” a
Physician Assistant.
For the Bay Shore Campus and Winthrop
Extension Center Physician Assistant Programs, a minimum of 200 hours health care
exposure is mandatory (documented proof
must be sent).
Applicants whose native language is not
English must take the Test of English as a Foreign Language (TOEFL) and submit their
scores to Touro College. The College’s score
report number is 2902. A minimum score of
550 is required for the paper-based TOEFL, a
score of 213 for the computer-based TOEFL.
(The TOEFL exam does not fulfill or substitute for the 6 credit English prerequisite
requirement.)
Foreign transcripts must be evaluated by
one of the following evaluation services:
• International Education Research Foundation, Inc., (213) 390-6276
• World Education Services, Inc., (212)
966-6311
Selected applicants are invited for a personal interview.
Student selection for the PA Program is
based upon the completed application, personal statement, letters of recommendation,
cumulative GPA, science GPA, healthcare
experience, and personal interview.
PHYSICAL THERAPY
Physical Therapy is a rewarding and challenging career for individuals interested in
patient care. The Physical Therapist works
toward the restoration of function and the
elimination of disability in individuals of all
59
ages who are disabled by illness or an accident,
or who were born with a handicap. As an integral member of the health team, the Physical
Therapist is a skilled practitioner who evaluates
patient status and plans, organizes and directs
patient-care programs, as well as preventive
programs for all populations. Physical Therapists work in hospitals, nursing homes, schools
with handicapped children, rehabilitation centers, community and public health centers and
agencies, private practices, research centers,
industry, and sports medicine centers, and as
educators in colleges and universities offering
programs in Physical Therapy.
Admission Requirements and
Procedures
Students apply directly to the Physical
Therapy Program for admission. Admission
decisions are made by a committee of the faculty based on assessment of the student’s past
academic performance, potential, and commitment to the profession of Physical Therapy. Entry into the program is in the fall semester only. Students apply to the program during
the fall and winter semesters prior to entering
the program. Physical Therapy Core course
requirements for admission include the satisfactory completion of at least 60 liberal arts
and sciences credits, including:
Required Courses (24 Credits)
BIO 101
BIO 102
BIO 222
BIO 223
CPC 101
CPC 102
CPP 101
CPP 102
Principles of Biology I
Principles of Biology II
Anatomy and Physiology I
Anatomy and Physiology II
Inorganic Chemistry I
Inorganic Chemistry II
General Physics I
General Physics II
4
4
4
4
4
4
4
4
Other Required Courses (36 Credits)
PSY 101
Introduction to Psychology
One Psychology Elective
LLE 101
LLE 102
MAT 261
MAT 120
3
English Composition I
3
English Composition II
3
Statistics for Social Science Majors 3
Pre-Calculus (or Calculus)
3
Additional Social Science / Humanities Courses
Total Credits:
60
3
18
60
The science courses must be designed for
science majors. Science courses designed for
liberal arts or nursing majors are not acceptable.
It is suggested that applicants demonstrate
a minimum academic index of 3.0 for all
course work in order to be considered for
admission into the program.
Additional requirements include Scholastic Aptitude Test (SAT I) or Graduate Record
Exam (GRE General) scores. TOEFL scores
are required for students who did not attend
high school in the USA and whose first language is not English.
Applicants are required to document a
minimum of 50 hours of volunteer/work service in a physical therapy setting, with at least
25 of those hours having taken place in a hospital or institutional setting with an inpatient
population. Each applicant is requested to provide two letters of recommendation at the time
of application. One letter must be from a
licensed physical therapist who supervised the
applicant. The other must be from a professor
who has taught the applicant.
The Physical Therapy Program accepts students only on a full-time basis.
Students who have not met established
standards may petition the Admissions Committee for consideration. This petition must be
in writing and must accompany the application. The petition must clearly explain extenuating circumstances that have prohibited the
student from meeting existing standards,
and/or indicate the student’s potential for
learning.
The Admissions Committee reserves the
right to admit students on an individual basis
based on the student’s petition and application,
and other required application documentation.
OCCUPATIONAL THERAPY
Occupational Therapy is a rapidly growing
and fascinating health care profession. The
word “occupation” refers to how one utilizes
time in everyday life, including the activities
of self-care, work, play and leisure.
Occupational Therapists use goal-directed
activities to help people of all ages to prevent,
reduce or overcome a wide variety of disabling conditions-mental, physical, and developmental. They use their personal and profes-
sional skills to help people function happily
and independently in daily life. Therapy work
settings include hospitals, public and private
schools, rehabilitation centers, nursing homes
and home health agencies. With experience,
Occupational Therapists may also work as
consultants to community agencies, business
and industry, or establish their own private
practices. In addition to clinical practice,
Occupational Therapists may choose to work
in administration, education or research.
Admissions Requirements and
Procedures
Students apply directly to the Occupational
Therapy program for admission. Admissions
decisions are made by a faculty committee
based on assessment of the student’s potential
and commitment to the profession of Occupational Therapy. Entry into the program is during the fall semester only. Students apply to
the program during the fall and winter prior to
entering the program. Core course requirements for admission include the satisfactory
completion of at least 60 liberal arts and sciences credits including:
Required Courses (16 Credits)
BIO 101
Principles of Biology I
4
BIO 102
Principles of Biology II
4
CPC 101
Inorganic Chemistry I
4
CPP 101
Introduction to Physics
4
Other Required Courses (44 Credits)
PSY 101
Introduction to Psychology
3
PSY 201
Developmental Psychology
3
PSY 335
Abnormal Psychology
3
LLE 101
English Composition I
3
LLE 102
English Composition II
3
MAT 120
Per-Calculus (or Calculus)
3
MAT 261
Statistics for Social Science Majors 3
SOC 103
Introduction to Sociology
3
Additional Social Science / Humanities Courses 20
Total Credits:
60
Additional admission requirements:
• Documentation showing successful
completion of CPR course (must be
current).
• Documentation that the student has done
100 hours of volunteer work in one or
more areas of specialty under the
supervision of an Occupational
Therapist.
• All course work must be completed not
later than summer semester entry year
(Long Island Campus).
• All course work must be completed not
later than fall of application year
(Manhattan Campus).
• All prerequisite Liberal Arts and
Sciences courses must be completed
with C or better.
• Science course work must be designated
for science majors.
• Official SAT, ACT, GRE or TOEFL test
scores.
• Two letters of recommendation (one
from registered /licensed occupational
therapist, the second from a professional
or academic source).
• Personal interview and on-site essay.
• Prerequisite equivalency lists from area
colleges are available upon request.
Students admitted into the program must
adhere to policies and procedures of the College and the Department. Students who have
not met established grade point standards may
petition the Admissions Committee for consideration. This petition must be in writing
and must accompany the application. The
petition must clearly explain extenuating circumstances that have prohibited the student
from meeting existing standards, and/or indicate the student’s potential for learning. The
Admissions Committee reserves the right to
admit students who have not met established
admission requirements based on the student’s
petition and application, other required application documentation and an interview.
To facilitate transfer to the program, the
department has reviewed the course catalogs
of several schools in the area to determine
acceptable prerequisites. Individual school
lists are available upon request. Formal articulation agreements, for preparation and admission to our program, has been developed with
the Touro College Pre-Health Sciences Program. Students interested in this program
should contact the respective school for further details.
61
DEPARTMENTAL REQUIREMENTS
BIOLOGICAL AND PHYSICAL
SCIENCES
The Division of Natural Sciences is comprised of the Department of Biology and the
Department of Chemistry and Physics. The
Division offers courses for students seeking to
major in Biology or Chemistry, as well as an
Interdisciplinary major, individually designed
to meet a student’s interests, that draws on
courses in the natural sciences. Students may
also enroll in natural science courses to meet
specific general education science requirements or to enrich their understanding of the
physical universe, the nature of life processes,
and scientific reasoning and methodology that
underlies much of the modern world. Students
often enroll in a Biology major to prepare for a
Health Science, medical or dental career or in
preparation for graduate study in a related field.
BIOLOGY
Kenneth Danishefsky, Chair
Arnold Gussin, Deputy Chair
The Biology Department provides students
with a rigorous training and broad background
in the biological sciences. A major in biology
helps prepare students for careers in the health
sciences, including medicine and dentistry, as
well as for more advanced research at the
graduate level.
BIOLOGY
Required Courses (27 Credits)
BIO 101
BIO 102
BIO 493
CPC 101
CPC 102
4
4
3
4
4
Two of the following:
CPC 201
CPC 202
CPP 101
CPP 102
62
Principles of Biology I
Principles of Biology II
Research Topics in Biology
Inorganic Chemistry I
Inorganic Chemistry II
Organic Chemistry I
Organic Chemistry II
General Physics I
General Physics II
4
4
4
4
Electives
Electives
18 credits, including at least one laboratory course
18 credits, including at least one laboratory course
BIO 202
Developmental Biology
BIO 206
Cell Physiology
BIO 211
Genetics
BIO 222
Anatomy and Physiology I
BIO 223
Anatomy and Physiology II
BIO 228
Microbiology
BIO 250
Pharmacology
BIO 302
Immunology
BIO 303
Histology
BIO 304
Endocrinology
BIO 307
Ecology
BIO 311
Human Genetics
BIO 318
Cellular & Molecular Biology
BIO 322
Cell Biology
BIO 323
Paleobiology
BIO 351
Zoology
BIO 494
Senior Honors Project
CPC 311
Biochemistry
CPP 109
Physical Geology
PSY 351
Biology Psychology
Total: 45 Credits
BIO 202
Developmental Biology
BIO 206
Cell Physiology
BIO 211
Genetics
BIO 222
Anatomy and Physiology I
BIO 223
Anatomy and Physiology II
BIO 228
Microbiology
BIO 250
Pharmacology
BIO 302
Immunology
BIO 303
Histology
BIO 304
Endocrinology
BIO 307
Ecology
BIO 311
Human Genetics
BIO 318
Cellular & Molecular Biology
BIO 322
Cell Biology
BIO 323
Paleobiology
BIO 351
Zoology
CPC 311
Biochemistry
CPP 109
Physical Geology
PSY 351
Biology Psychology
Total: 56 credits
4
3
4
4
4
4
3
3
4
3
3/4
3
4
2
3
3
3
3
4
3/4
CHEMISTRY AND PHYSICS
BIOLOGY HONORS TRACK
Required Courses (38 Credits)
BIO 101
BIO 102
BIO 493
BIO 494
CPC 101
CPC 102
CPC 201
CPC 202
CPP 101
CPP 102
Principles of Biology I
Principles of Biology II
Research Topics in Biology
Senior Honors Project
Inorganic Chemistry I
Inorganic Chemistry II
Organic Chemistry I
Organic Chemistry II
General Physics I
General Physics II
4
3
4
4
4
4
3
3
4
3
3/4
3
4
2
3
3
3
4
3/4
4
4
3
3
4
4
4
4
4
4
Demet Gurel, Chair
The Department of Chemistry and Physics
offers a major in Chemistry, and selected
courses in Physics. The curriculum is
designed to provide students with a rigorous
understanding of chemical principles and
properties, in preparation for research or for
careers in the health sciences such as medicine
and dentistry. The Department’s courses in
Physics are designed to support the needs of
students pursuing courses of study in which a
knowledge of fundamental principles of
Physics is essential.
Requirements
The Chemistry major requires the following
54 credits:
CPC 101-102
CPC 201-202
CPC 222
CPC 301
CPC 421-422
CPC 493
CPP 101-102
MAT 121-122
MAT 201
CPC
Principles of Inorganic Chemistry
Principles of Organic Chemistry
Analytical Chemistry
Advanced Organic Chemistry
Principles of Physical Chemistry
Research Project in Chemistry
General Physics
Calculus I-II
Advanced Calculus
Chemistry Elective
Total:
8
8
4
3
6
3
8
8
3
3
54
63
BUSINESS: ACCOUNTING,
ECONOMICS, FINANCE, AND
MANAGEMENT
Accounting will satisfy the 150-hour curriculum requirement. This combination will at the
same time optimally prepare students for successful careers in accounting.
Barry Bressler, Dean, Undergraduate
Business Programs
Albert Sklar, Divisional Officer, Chair
Kenneth Bigel, Deputy Chair, Lander
College for Men
Course offerings in this division are based
on the premise that the study of economics
and business-related disciplines must be academically rigorous and intellectually challenging. Students receive a comprehensive introduction not only to the practical, as important
as it is, but to the theoretical as well. Majors in
this department are prepared for a variety of
careers in the business world, or for further
graduate and professional study at a more
advanced level.
B.S. IN ACCOUNTING
PROGRAMS
The Division of Business offers majors in
the following disciplines: Accounting, Economics, Finance, Management, Management
with Concentration in Marketing, Management and Administration with Concentration
in Accounting. Successful completion of
requirements leads to a Bachelor of Science
(B.S.) or a Bachelor of Arts (B.A.) degree.
The Division of Business also offers a variety
of minors in specific business areas (see
below). All students majoring in a Business
discipline must take all courses in the required
core, which is composed of cognate courses in
the liberal arts and business. Additionally,
each major has its own distinct required courses and electives.
ACCOUNTING
This professional program provides the
educational requisites for careers in public and
managerial accounting. Students completing
the B.S. in Accounting program satisfy course
requirements for the CPA examination provided that they apply for licensure by July 31,
2009. After that date, completion of a registered 150-hour curriculum will be required of
all applicants for licensure. Students who fulfill requirements for the M.S. in Accounting
offered by Touro in addition to the B.S. in
64
Students pursuing the CPA track are
required to maintain a 3.0 GPA in accounting courses, a 2.5 GPA overall and a grade
of at least B- on the accounting screening
examination. Students who do not fulfill
these prerequisites are eligible to qualify for
a B.S. in Business Management with a concentration in Accounting.
Required Business Core Courses:
EBA 101
EBA 102
EBE 101
EBE 102
EBF 101
EBM 101
EBM 213
MAT 120
MAT 261
MCO 140
MCO 148
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Finance
Principles of Management
Business Law I
Pre-Calculus (or exemption)*
Statistics for Social Science Majors
Computer Concepts with Business
Applications
Advanced Computer Business
Applications
Total:
3
3
3
3
3
3
3
3
3
3
3
33
Required Major Courses:
EBA 201
EBA 202
EBA 213
EBA 301
EBA 302
EBA 308
EBA 314
EBA 316
EBA 451
EBF 220
EBM 214
Intermediate Accounting I
Intermediate Accounting II
Cost Accounting
Advanced Accounting
Government & Not-for-Profit
Accounting
Auditing
Federal Income Taxation of
Individuals
Federal Taxation of Corporations,
Partnerships, and Estates
Contemporary Issues in
Accounting
Corporate Finance
Business Law II
Total:
3
3
3
3
3
3
3
3
4
3
3
34
B.S. IN BUSINESS MANAGEMENT
WITH A CONCENTRATION IN
ACCOUNTING
(For Managerial Accountants)
Required Business Core Courses:
EBA 101
EBA 102
EBE 101
EBE 102
EBF 101
EBM 101
EBM 213
MAT 120
MAT 261
MCO 140
MCO 148
One Elective from the Following: 3 credits
EBA 209
EBA 214
EBA 440
EBA 498
EBK 101
PHI 225
Financial Statement Analysis
3
Managerial Cost Accounting
3
International Accounting
3
Internship in Accounting
3
Principles of Marketing
3
Business Ethics
3
or
EBM 317
The Social and Governmental
Environment of Business
3
EBM 330
Financial Management in
Long-Term Care
3
EBM 420
Internet Research Methods for
Business
3
Any other Accounting or Business course approved
by Department Chair or Dean.
Total Credits in Program:
70
*Students may be exempted from Pre-Calculus
(without credit) by passing a placement
examination.
Please Note: State requirements also stipulate that
at least 60 credits toward the B.S. degree be in
Liberal Arts.
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Finance
Principles of Management
Business Law I
Pre-Calculus (or exemption)*
Statistics for Social Science Majors
Computer Concepts with Business
Applications
Advanced Computer Business
Applications
Total:
3
3
3
3
3
3
3
3
3
3
3
33
Required Major Courses
EBA 201
EBA 202
EBA 213
EBA 314
EBF 220
EBM 214
EBM 493
Intermediate Accounting I
Intermediate Accounting II
Cost Accounting
Federal Income Taxation of
Individuals3
Corporate Finance
Business Law II
Business Policy
Total:
3
3
3
3
3
3
21
Three elective from the following:
EBA 209
EBA 214
EBA 302
EBA 316
EBK 101
EBM 202
PHI 225
EBM 317
Financial Statement Analysis
Managerial Cost Accounting
Government and Not-For-Profit
Accounting
Federal Taxation of Corporations,
Partnerships and Estates
Principles of Marketing
Organizational Theory and Behavior
Business Ethics
or
The Social and Governmental
Environment of Business
Any other Accounting or Management course
approved by department Chair or Dean.
Total Credits in Program
3
3
3
3
3
3
3
3
9
63
*Students may be exempted from Pre-Calculus (without credit) by passing a placement
examination.
65
ECONOMICS
Three elective from the following:
The Economics Department offers introductory and advanced courses that examine
leading economic theories and provide the
student with analytical skills necessary for a
proper understanding of the discipline. This
department offers the opportunity for incorporating business courses as a concentration
within the major.
An Economics major can provide the basis
for future study in graduate school, other professional programs (e.g., law or business) or a
business career.
EBE 220
EBE 303
EBE 310
EBE 311
EBE 312
EBE 315
EBE 325
EBE 351
EBE 400
EBE 408
B.A. IN ECONOMICS
EBE 498
EBK 101
EBM 317
Required Business Base:
EBA 101
EBE 101
EBE 102
EBF 101
EBM 101
MAT 120
MAT 261
MCO 140
Principles of Accounting I
Principles of Macroeconomics
Principles of Microeconomics
Principles of Finance
Principles of Management
Pre-Calculus (or exemption)*
Statistics for Social Science Majors
Computer Concepts with Business
Applications
3
3
3
3
3
3
3
3
One of the following:
MAT 240
MCO 148
Finite Mathematics
Advanced Computer Business
Applications
Total:
3
3
27
Required Major Courses:
EBE 204
EBE 211
EBE 212
EBF 220
EBM 493
66
Money and Banking
Intermediate Macroeconomics
Intermediate Microeconomics
Corporate Finance
Business Policy
Total:
3
3
3
3
3
15
PHI 225
EBM 330
EBM 420
Urban Economics
Political Economy of Israel
Monetary Theory
Comparative Economic Systems
History of Economic Thought
Industrial Organization
Public Finance
Econometrics
Topics in Applied Economics
International Trade and Monetary
Systems
Internship in Economics
Principles of Marketing
The Social and Governmental
Environment of Business
or
Business Ethics
Financial Management in Long-Term
Care
Internet Research Methods for
Business
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
9
Any other Economics or Business course
approved by Department Chair or Dean.
Total Credits in Program:
51
* Students may be exempted from Pre-Calculus (without credit) by passing a placement
examination.
Please Note: Students completing a Bachelor
of Arts (B.A.) degree should consult with the
Registrar to ensure that they satisfy the 90credit Liberal Arts requirement for graduation.
FINANCE
The objective of the Finance major is to
provide students with the conceptual background and analytical tools necessary for
sound business financial decision making.
Touro finance graduates are prepared for
financial positions in various business firms,
financial institutions and government and
nonprofit organizations.
B.S. IN FINANCE
Three electives from the following
Required Business Base:
EBA 209
EBE 408
EBA 101
EBA 102
EBE 101
EBE 102
EBF 101
EBM 101
EBM 213
MAT 120
MAT 240
MCO 148
MAT 261
MCO 140
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Finance
Principles of Management
Business Law I
Pre-Calculus (or exemption)*
Finite Mathematics
or
Advanced Computer Business
Applications
Statistics for Social Science Majors
Computer Concepts with Business
Applications
Total:
3
3
3
3
3
3
3
3
3
3
3
3
33
Required Major Courses:
EBE 204
EBF 210
EBF 220
EBF 310
EBF 338
EBK 101
EBM 493
Money and Banking
Investment Principles
Corporate Finance
Security Analysis
International Financial Markets
Principles of Marketing
Business Policy
Total:
3
3
3
3
3
3
3
21
EBF 321
EBF 410
EBF 437
Financial Statement Analysis
International Trade and Monetary
Systems
Portfolio Analysis
Seminar in Options Trading
International Trading on
Commodities
3
3
3
3
3
OR
Two electives from the above and one from
the following:
EBE 211
EBE 212
EBF 341
EBF 342
EBF 498
PHI 225
EBM 317
Intermediate Macroeconomics
Intermediate Microeconomics
Real Estate Finance I
Real Estate Finance II
Internship in Finance
Business Ethics
Social and Governmental
Environment of Business
EBM 420
Internet Research Methods for
Business
MCO 148
Advanced Computer Business
Applications
Any other Economics or Business course
approved by Department Chair or Dean.
Total:
Total Credits in Program:
3
3
3
3
3
3
3
3
3
3
9
63
*Students may be exempted from Pre-Calculus (without credit) by passing a placement
examination.
MANAGEMENT
The Management major aims to develop
leadership skills and to expose students to the
tools used in the business world. The major
offers three concentrations: Business Management, Marketing Management and Management/Data Processing. The Management/Data
Processing concentration is described in the
Computer-Science Department section of this
catalogue. The major program in management
requires 63 credits of course work, including
core courses in management, accounting (six
credits), and economics (six credits), as well
as functional courses in mathematics and
computer science, marketing, and decisionmaking. Students also have the option to pursue a management major with a concentration
in marketing. In addition to the core business
and management courses, students pursuing
this track will complete 18 credits of advanced
work in the field of marketing.
67
B.S. IN MANAGEMENT
Three electives from the following:
Required Business Base:
EBA 209
EBE 408
EBA 101
EBA 102
EBE 101
EBE 102
EBF 101
EBM 101
EBM 213
MAT 120
MAT 240
MCO 148
MAT 261
MCO 140
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Finance
Principles of Management
Business Law I
Pre-Calculus (or exemption)*
Finite Mathematics
or
Advanced Computer Business
Applications
Statistics for Social Science Majors
Computers Concepts with Business
Applications
Total:
3
3
3
3
3
3
3
3
3
3
3
3
33
Required Major Courses:
EBF 220
EBK 101
EBK 204
EBM 202
EBM 224
EBM 229
EBM 320
EBM 493
Corporate Finance
3
Principles of Marketing
3
Marketing Management
3
Organizational Theory and Behavior 3
Human Resource Management
or
Personnel Management in HealthCare3
Entrepreneurship and
Management of Small Business
3
Business Policy
3
Total:
21
Financial Statement Analysis
International Trade and Monetary
Systems
EBM 310
Multinational Business Management
EBM 317
The Social and Governmental
Environment of Business
or
PHI 225
Business Ethics
EBM 330
Financial Management in
Long-Term Care
EBM 340
Long-Term Care Administration,
Services and Facilities
EBM 420
Internet Research Methods for
Business
EBM 498
Internship in Management
MCO 148
Advanced Computer Business
Applications
Any other Economics or Business course
approved by Department Chair or Dean.
Total:
Total Credits in Program:
3
3
3
3
3
3
3
3
3
3
9
63
*Students may be exempted from Pre-Calculus (without credit) by passing a placement
examination.
B.S. IN MANAGEMENT WITH A
CONCENTRATION IN MARKETING
Required Business Base:
EBA 101
EBA 102
EBE 101
EBE 102
EBF 101
EBM 101
EBM 213
MAT 120
MAT 240
MCO 148
MAT 261
MCO 140
68
3
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Finance
Principles of Management
Business Law I
Pre-Calculus (or exemption)*
Finite Mathematics
or
Advanced Computer Business
Applications
Statistics for Social Science
Majors
Computers Concepts with Business
Applications
Total:
3
3
3
3
3
3
3
3
3
3
3
3
33
Required Major Courses:
EBK 101
EBK 201
EBK 202
EBK 204
EBK 315
EBK 410
EBM 493
Principles of Marketing
Consumer Behavior
Marketing Research
Marketing Management
Advertising and Promotion
Management
Business to Business Marketing
Business Policy
Total:
3
3
3
3
3
3
3
21
Three elective from the following:
EBA 209
EBK 310
Financial Statement Analysis
3
Retail Management and
Merchandising
3
EBK 330
Sales Force Management and
Personal Selling
3
EBK 340
International Marketing Management 3
EBK 351
Direct Marketing
3
EBK 408
Strategic Marketing Management
3
EBK 498
Internship in Marketing
3
PHI 225
Business Ethics
3
or
EBM 317
The Social and Governmental
Environment of Business
3
EBM 320
Entrepreneurship and
Management of Small Businesses 3
EBM 330
Financial Management in
Long-Term Care
3
EBM 420
Internet Research Methods for
Business
3
MCO 148
Advanced Computer Business
Applications
3
Any other Economics or Business course
approved by Department Chair or Dean.
3
Total:
9
Total Credits in Program:
LONG-TERM CARE
ADMINISTRATION
Students who are pursuing a baccalaureate
degree (in any field) or who have already
earned such a degree may fulfill, at the Flatbush Campus, the required course work (15
credit hours) necessary to qualify for licensure
as a nursing home administrator. Please note
that there may be other licensure requirements.
Required Core Courses:
EBL 100
EBM 229
EBM 318
EBM 330
EBM 340
Gerontology: Needs and Assessment 3
Personal Management in Health Care 3
Legal Aspects of Long-Term Care
Administration
3
Financial Management in Long-Term
Care
3
Long-Term Care Administration:
Services and Facilities
3
Total:
15
MINORS
In addition to majors, the College offers
students the opportunity to minor in business-related fields.
ECON0MICS MINOR
Required Minor Courses:
EBE 101
EBE 102
Principles of Macroeconomics
Principles of Microeconomics
3
3
One of the following:
EBE 204
EBE 211
EBE 212
Money and Banking
Intermediate Macroeconomics
Intermediate Microeconomics
Total:
3
3
3
9
63
*Students may be exempted from Pre-Calculus (without credit) by passing a placement
examination.
69
FINANCE MINOR
(FOR NON-BUSINESS STUDENTS)
Three elective from the following:
EBE 204 Money and Banking 3
EBE 211
EBE 212
EBE 220
EBE 303
EBE 310
EBE 311
EBE 312
EBE 325
EBE 400
EBE 408
EBF 101
EBF 220
Intermediate Macroeconomics
Intermediate Microeconomics
Urban Economics
Political Economy of Israel
Monetary Theory
Comparative Economic Systems
History of Economic Thought
Public Finance
Topics in Economics
International Trade and Monetary
Systems
Principles of Finance
Corporate Finance
Any other Economics course approved by
Dean or Chair
Total Credits in Minor:
3
3
3
3
3
3
3
3
3
Required Minor Courses:
3
3
3
9
One Elective from the following: 3 credits
3
18
These courses, with the exception of EBE
101 Principles of Macroeconomics and EBE
102 Principles of Microeconomics, may not be
counted by business majors toward the economics minor if they are being counted toward
the business major.
70
EBA 101
EBF 101
EBF 210
EBF 220
Principles of Accounting I
Principles of Finance
Investment Principles
Corporate Finance
3
3
3
3
One of the following two courses:
EBE 101
EBE 102
Total:
Principle of Macroeconomics
Principles of Microeconomics
15
3
3
EBE 204
EBF 310
EBF 321
EBF 338
EBE 408
Money and Banking
3
Security Analysis
3
Portfolio Analysis
3
International Financial Markets
3
International Trade and Monetary
Systems
3
EBF 437
International Trading of Commodities 3
EBF 410
Seminar in Options Trading
3
Any other Finance course approved by
Dean or Chair
3
Total Credit in Minor:
18
Comments:
• Not open to students who major in any of
the business-related disciplines.
• Business majors who wish to have a
minor in finance must complete an additional four (4) finance courses beyond
those being used to satisfy any other
business requirement.
MARKETING/MANAGEMENT MINOR
INTERNATIONAL BUSINESS MINOR
Required Minor Courses:
EBK 101
EBM 101
EBF 101
EBK 204
MAT 261
Principles of Marketing
Principles of Management
Principles of Finance
Marketing Management
Statistics for Social Science Majors
Required Minor Courses:
3
3
3
3
3
One of the following two courses:
EBE 101
EBE 102
Principles of Macroeconomics
Principles of Microeconomics
IB 610
Principles of Finance
International Trade and Monetary
Systems
Introduction to
International Business
3
3
3
One of the following:
3
3
Two Electives from the Following:
EBK 201
EBK 202
EBK 315
EBF 101
EBE 408
Consumer Behavior
Marketing Research
Advertising and Promotion
Management
EBK 408
Strategic Marketing Management
EBM 202
Organizational Theory and Behavior
EBM 224
Human Resource Management
EBM 310
Multinational Business Management
EBM 320
Entrepreneurship and
Management of Small Business
Any other Marketing/Management course
approved by Dean or Chair
3
3
Total Credits in Minor:
24
3
3
3
3
3
HIS 334
HIS 363
POL 103
POL 222
Topics in Modern European History
Topics in Third World
Modern History
International Relations
International Law
3
3
3
3
Two Electives from the following:
EBA 351
EBE 311
EBF 338
EBF 437
EBK 340
EBM 310
International Accounting
Comparative Economic Systems
International Financial Markets
International Commodity Trading
International Marketing Management
Multinational Business Management
3
3
3
3
3
3
3
9
3
Any other International or Global Business course
approved by Dean or Chair
3
6
Total Credits in Minor:
Comments:
• Not open to students who major in any of
the business-related disciplines.
• At least six of the eight courses for the
minor must be taken at Touro College.
• A course taken for the minor may not be
double-counted or used to satisfy other
requirements. Exceptions are Economics
(EBE 101 or EBE 102) and Statistics
(MAT 261), which may be used to help
satisfy the LAS Core.
18
Comments:
• At least four of the six courses for the
minor must be taken at Touro College.
• This minor is meant for Business majors.
Other students are permitted to take the
minor, but would need to take several prerequisite courses.
• Most of these courses require prerequisites. Students should verify that prerequisites have been met.
• Courses for the minor (except for Principles of Finance) may NOT be doublecounted or used to satisfy other college
or major requirements.
71
EDUCATION
Anthony Polemeni, Dean of the School of
Education and Psychology
Yuriy Karpov, Associate Dean for
Graduate Studies
Ronald Lehrer, Chair of Graduate Studies
in General Education and Special
Education
Arthur Brezak, Chair of Undergraduate
Studies in General Education and
Special Education
THE DUAL EDUCATION
CONCENTRATION PROGRAM (ECP)
IN GENERAL AND SPECIAL
EDUCATION
The Touro College Undergraduate Dual
Education Concentration Program (ECP)
seeks to prepare elementary school teachers
who will have the knowledge and skills to create a productive learning environment in the
classroom that reflects an understanding of
New York State Learning Standards. ECP students will be trained to monitor and assess
student learning, and to implement differentiated instructional strategies to meet the needs
of learners, including those from diverse
backgrounds and those with special needs.
ECP students may choose either of the
following tracks:
a) Early Childhood, Birth-Grade 2; or
b) Childhood, Grades 1-6.
This is a dual program. Any student
completing the ECP, whether on the Early
Childhood or Childhood track, will meet all
of the academic course requirements for
NYS teacher certification in BOTH general
education and special education.
Students who complete the Touro ECP
successfully and who meet all of the current
New York State Education Department
(NYSED) requirements will be able to
apply for Initial New York State Teacher
Certification.
The current requirements include the
following:
• earned baccalaureate degree, with a
major in Psychology, Judaic Studies or
Humanities;
• completion of the approved Education
Concentration Program at Touro College;
• completion of all New York State
72
required core courses and seminars;
• rating of “Pass” on the New York State
Certification Exams;
• submission of fingerprints.
Required General Courses for EARLY
CHILDHOOD and CHILDHOOD
Programs
EDU 201
EDU 380
EdSE 600
SpEd 602
EdSE 640
EDU 510
EDU 511
EDU 512
EDU 513
Psychosocial Foundations of
Growth, Development and Learning,
Birth-Grade 6
3
Computers and Education Technology
in General Education and Special
Education
3
History and Philosophy of Education
and Special Education
3
Introduction to Special Education
3
Assessment of Individual
Differences in General Education and
Special Education: A Socio-Cultural
Perspective
3
Seminar on Substance Abuse
0
Seminar on Identification and
Reporting of Child Abuse
0
Seminar on Child Safety Education,
Prevention of Child Abduction,
and Fire and Arson Prevention
0
Seminar on School Violence
Prevention and Intervention
0
Total:
15
Required Specific Courses for EARLY
CHILDHOOD
Course
Credits
EDU 209
EDU 311
EDU 312
EDU 316
EDU 317
SpEd 313
SpEd 314
EDU 318
SpEd 418
Foundations of Parenting
3
Principles of Early Childhood
Education
3
Methodology of Early Childhood
Education
3
Language Acquisition and Emergent
Literacy I, Birth-PreK
3
Language Acquisition and Emergent
Literacy II, K-Grade 2
3
Developmentally Appropriate
Learning Experience for Young
Exceptional Children
3
Addressing Challenging Behaviors of
Young Exceptional Children
3
Field Experience and Student
Teaching I
2
Field Experience and Student
Teaching II
3
Total:
26
Total credits in program
41
Required Specific Courses for
CHILDHOOD
EDU 301
EDU 302
EDU 303
EDU 304
EDU 306
SpEd 309
SpEd 310
EdSE 319
SpEd 419
Teaching Reading and Language Arts,
Grades 1-6
3
Diagnosis and Correction of Reading
Disabilities, Grades 1
3
Teaching the Social Studies
Spectrum Subjects, Grades 1-6
3
Mathematics, Science and
Technology: Teaching and
Remediation, Grades 1-6
3
Teaching the Arts and Physical
Education, Grades 1-6
3
Principles of Curriculum
Development for Students with
Disabilities, Grades 1-6
3
Principles of Classroom
Management for Students with
Disabilities, Grades 1-6
3
Field Experience
2
Student Teaching
3
Total:
26
Total credits in program
41
Education Concentration Program
Core Requirements
In addition to completing the Education
Concentration Program courses, students
must complete the following Liberal Arts
and Sciences Core:
MCO 122
Computer Literacy and Information
Retrieval
LLE 101
English Composition I
LLE 102
English Composition II
COC 101
Fundamentals of Speech
COA 101
Art of Western Civilization
MAT 261
Statistics for Social Science Majors
One of the following for Flatbush students:
HIS 220
Survey of Modern History
HIS 221
Survey of Modern History II
One of the following for Manhattan students:
HMH 201
Renaissance History
HMH 202
Modern World History
HMH 101
Greek and Roman History
HMH 102
Medieval History
One of the following for Flatbush students:
LLE 220
Survey of Modern Literature I
LLE 221
Survey of Modern Literature II
One of the following for Manhattan students:
HML 201
Renaissance Literature
HML 202
Modern World Literature
HML 101
Greek and Roman Literature
HML 102
Medieval Literature
One of the following:
POL 101
American Politics
EBE 101
Principles of Macroeconomics
EBE 102
Principles of Microeconomics
HIS 220
Survey of Modern History I
HIS 221
Survey of Modern History II
PSY 102
Social Psychology
SAS 103
Introduction to Sociology
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
One of the following:
MAT 111
MAT 120
College Mathematics
or
Pre-Calculus
3
3
Two Sciences with Labs, such as:
BIO 111
BIO 112
Human Biology I
4
Human Biology II
4
or
PSY 301
Experimental Psychology with lab
4
PSY 302
Experimental Psychology with lab
4
Two semesters of a language other than English 6
(Must be the same language for both semesters.)
Judaic Studies courses
24
Total credits in program
68
73
Acceptable majors for ECP students:
Psychology: 31-credit major, with 10 credits
that can be used from the Liberal Arts and Sciences Core (see advisor).
Judaic Studies: 39-credit major, with 15
credits in addition to the 24 Judaic Studies
credits listed above (allows 6 credits of electives) (see advisor).
Humanities: 33-credit major with 12 credits
that can be used from the Liberal Arts and Sciences Core (see advisor).
Total Number of Credits Needed for Graduation 130
Follow the Student Time Line below for
requirements and procedures leading to
successful completion of the Education
Concentration Program.
STUDENT TIME LINE
Students beginning their first education courses should choose 9 credits from among the
following courses: EDU 201, 209, and 311,
for the Early Childhood track (Birth-Grade 2),
or EDU 201, 301, and 303 or 304 or 306, for
the Childhood track (Grades 1-6). Note: Students do not have to take all 9 credits in one
semester.
After completing 9 credits of EDU courses,
students apply for admission to the Education
Concentration Program (ECP). Contact your
education advisor or call (718) 252-7800,
extension 218, to schedule an admissions
interview.
Requirements for ECP Admission—Students must:
• have an overall GPA of 3.0 (B) or higher
• have a 3.3 GPA or higher in education
courses
• have a 3.0 GPA or higher in English Composition I and 3.0 GPA or higher in English Composition II
• establish writing proficiency by writing
an acceptable short essay at the interview
• bring a current transcript to the interview.
After completing required education courses,
students may, if they meet the requirements
below, register for EDU 318 Field Experience
74
and Student Teaching I (Early Childhood) or
EdSE 319 Field Experience (Childhood).
Requirements for Registration — Students
must:
• maintain a GPA of 3.0 overall, 3.3 in education courses;
• pass the Student Teaching Admissions
Test (STAT), administered by the department;
• have the approval of the department.
Twelve hours of preparatory seminars to help
students prepare for the New York State Teacher
Certification Exams (NYSTCE) are offered, free
of charge, each semester.
After an ECP student has passed the NYSTCE
tests and has graduated with a baccalaureate
degree, Touro College will assist the student in
preparing an application for teacher certification.
HISTORY
Theodore Lauer, Acting Chair
Zvi Jonathan Kaplan, Deputy Chair
Courses in the Department of History are
designed to help students understand the
nature of historical inquiry and to relate specific events to broader world concerns.
Emphasis is placed on those forces that
shaped the course of Western civilization,
including the contributions of the Jewish people and other ethnic groups. The major in History is recommended for students planning a
career in academia, as well as for those interested in law, journalism, education, and business.
Requirements
The History Department offers courses in
three basic areas:
• World History (HIS 305, 312, 331, 334,
363, 382)
• American History (HIS 141, 142, 242,
335, 342)
• Jewish History (HIS 155-156, 251, 261,
262, 271)
Courses are offered in each of these areas
in the following formats:
1. Survey courses (all HMH courses, HIS
220-221 and HIS 100’s)—These courses provide the student with a broad
overview of the field.
2. Colloquia (HIS 200’s)—These courses
emphasize the range of interpretations
of a particular problem.
3. Seminars (HIS 300’s)—These courses
develop the student’s research skills.
Students are required to prepare a major
research paper. (Topics in seminars vary,
so these courses may be repeated for
credit. Specific topics are posted at the
time of registration).
To major in History, the student is required
to complete 30 credits in the department in
addition to the Humanities-History survey
(HMH 101-102 and HMH 201-202) or the
alternative HIS 220-221 and two courses in
the Social Sciences. Intensive Talmud students must complete the History and Social
Science component of the Alternative Core
if they are majoring in History.
Of these 30 credits, students must com-
plete at least two courses in World History,
two courses in American History, and two
courses in Jewish History. At least four courses must be Seminar (i.e., 300-level) courses.
All students must complete HIS 493
Advanced Topics in Social Sciences.
The remaining credits must include at least
one course at the 200 level. Courses in other
disciplines, especially Political Science, Sociology and Philosophy, may be considered. A
Senior Honors Project is optional, although
strongly recommended.
Required Course
HIS 493
Advanced Topics in Social Sciences 3
At least two of the following (U.S. History):
HIS 141
HIS 142
HIS 242
HIS 335
HIS 342
The Emergence of the U.S. I
The Emergence of the U.S. II
Violence in America
America in the Twentieth Century
Topics in U. S. Social-Intellectual
History
3
3
3
3
3
At least two of the following (Jewish History):
HIS 155
HIS 156
HIS 251
HIS 261
HIS 262
HIS 271
History of the Jewish People I
History of the Jewish People II
Jews and Arabs
History of Jewish Nationalism
The Holocaust
American Jewish History
3
3
3
3
3
3
At least two of the following (World History):
HIS 305
HIS 312
HIS 331
HIS 334
HIS 363
HIS 382
Topics in the History of the
Ancient World
3
Topics in Medieval History
3
Topics in Early Modern History
3
Topics in Modern European History 3
Topics in Third World Modern History3
History of Russia
3
Electives
HIS 494
Senior Honors Project in History
Any Course approved by the Department Chair:
Total Credits in Program:
3
3
30
Note: At least four courses must be at
the Seminar (300) level or higher
To minor in History, the student must complete 15 credits in the department exclusive of
the Humanities-History sequence or its alternative, including at least 3 credits in each of the
four basic areas listed above and 3 credits at each
of the survey, colloquium, and seminar levels.
75
Students also have the option of majoring
in Jewish Studies, with a 15-credit concentration in Jewish history. For further details, consult the Department Chairman.
HUMANITIES, PHILOSOPHY AND
THE ARTS
Michael Popkin, Chair
The Division of Humanities, Philosophy
and the Arts offers liberal arts courses primarily designed to enhance the student’s appreciation of intellectual and aesthetic values that
have been central to world civilization. Students are exposed to basic concepts and ideals
of world culture in order to sensitize them to
the ethical demands of maintaining an individual identity in a multi-cultural world.
Faculty
Faculty for Humanities courses are drawn
from various departments of the College,
including History, Literature, Philosophy, and
Art.
HUMANITIES CORE
This two-year sequence in history and literature offers an intensive study of Western
European traditions, ideas, and experiences,
culminating in a multi-cultural approach to the
modern world. The coordinated history and
literature courses range from antiquity to
modern times, and introduce students not only
to history and literature, but to art and philosophy as well. Students are expected whenever
possible to take two coordinated segments
during the same semester.
HUMANITIES
HMH 101 Greek and Roman History
HML 101 Greek and Roman Literature
HMH 102 Medieval History
HML 102 Medieval Literature
HMH 201 Renaissance History
HML 201 Renaissance Literature
HMH 202 Modern World History
HML 202 Modern World Literature
HUMANITIES MAJOR
Students in education programs who major
in Humanities must complete HMH 201-202
(Renaissance History and Modern History)
and HML 201 (Renaissance Literature) in
76
Manhattan, or HIS 220-221 (Survey of Modern History I and II) and LLE 220 (Survey of
Modern Literature I) in Flatbush, as well as
COA 101 (Art of Western Civilization I) (12
credits).
Students who wish to major in Humanities
must take 33 credits; at least one course from
each of the following categories (12 credits). Students must complete 15 credits at the 300 level.
I. History
HMH 101 Greek and Roman History
HMH 102 Medieval History
HIS 155 History of the Jewish
People I
HIS 156 History of the Jewish
People II
HIS 363 Topics in Third World
History
II. Literature HML 101 Greek and Roman Literature
HML 102 Medieval Literature
HML 202 Modern Literature
LLE 221 Survey of Modern
Literature II
HML 301 Literature of the Third World
HML 323 Literature of the Self
III. Art
COA 301 Aesthetics of Modern Art
COA 302 Jewish Art
COA 303 Jewish Music
IV. Philosophy PHI 201 History of Ideas I
PHI 202 History of Ideas II
PHI 210/
POL 201 Introduction to Political
Theory
PHI 211 Logic
PHI 222 Ethics
PHI 301 Topics in the History of
Ideas
PHI 330 Philosophy of the Self
Additional requirements: two additional
upper division electives from the courses listed above (6 credits) and Advanced Topics in
the Humanities (3 credits).
Only twelve credits of the core requirements can be counted towards the Humanities
Major.
Total: 33 Credits
Additional 300 level courses from
Departments of Literature, History, Art,
Philosophy may be taken as part of
Humanities Major with approval of
Humanities Chairman.
the
and
the
the
VISUAL ARTS MINOR
Students have the opportunity to minor in
the Visual Arts by meeting the following
requirements:
Required Minor Courses:
COA 101
Art of Western Civilization
Two of the following:
COA 221
Workshop in Studio Art I: Drawing
COA 222
Workshop in Studio Art II: Painting
COA 224
Drawing and Painting
Total:
9
3
3
3
3
Three electives from the following:
Art
COA 301
COA 302
GCA 166
MCD 111
MCD 221
Aesthetics of Modern Art
Jewish Art
Introduction to the Visual Arts
History of Graphic Design
Photography
3
3
3
3
3
Requirements
The Philosophy major requires 30 credits.
Twelve of these are electives as approved by
the department; six courses, listed below, are
required:
PHI 101
PHI 201/202
PHI 211
PHI 222
PHI 493
Introduction to Philosophy
History of Ideas
Logic
Ethics
Advanced Topics in Philosophy
3
6
3
3
3
Four additional electives, as approved.*
*Qualified upper division students may
enroll in selected Jewish Philosophy courses
offered through the Graduate School of Jewish Studies in partial fulfillment of the elective
requirement, with approval of the Chair of the
Department and Dean of the Graduate School
of Jewish Studies.
Computer Graphics
MCD 150
Foundations of Design I
MCD 155
Foundations of Design II
MCD 230
Electronic Desktop Publishing I
MCD 235
Computer Graphic Design I
MCD 236
Computer Graphic Design II
Any course approved by the Area Coordinator
Total:
Total Credits in Minor:
3
3
3
3
3
3
9
18
• Many computer graphics courses have
specific prerequisites that must be met.
• The same course cannot be used for a
major and for the visual arts minor.
PHILOSOPHY
Moshe Sokol, Chair
The Philosophy Department introduces
students to the basic concepts of philosophy
and approaches to philosophic inquiry, from
classical times to the modern period. Course
offerings enrich the student’s experience of
self and the world, and promote the development of analytic skills. The Philosophy major
serves as excellent preparation for careers in
law, journalism, public life, public relations,
and any profession where the ability to think
clearly is of special importance.
JUDAIC STUDIES
Rabbi Samuel N. Hoenig, Chair
Rabbi Norman Strickman, Chair,
Flatbush Campus
The baccalaureate program in Judaic Studies is designed to provide students with an
77
in-depth understanding of a number of classics of Jewish thought and law while also fostering skills in the reading and interpretation
of text which would provide a basis for further
study. Students completing the baccalaureate
program may wish to pursue graduate study in
Jewish history or literature or to enter the field
of Jewish education. Because of the emphasis
on values inherent in the Jewish Heritage, students may seek to major in Judaic Studies for
self-development or to comprehend their roots
at a deeper level.
Yeshiva Option
The Lander Colleges recognize the desire
of students who wish to devote a full day to
the traditional study of Talmudic Law in an
environment devoted exclusively to such
study. The College has established a Yeshiva
Option, specifically designed for students
seeking to be more intensively involved in the
study of Jewish Law. These students may
undertake a full-day program (two or three
sedarim) of study of a Talmudic tractate.
Courses in classic Biblical exegesis, and legal
codes may supplement Talmud course offerings. Yeshiva Option course offerings are
denoted by the YOC prefix among the Judaic
Studies course descriptions.
Intensive Talmud Option
With appropriate permission, students may
also register to study on a more intensive level
at a Yeshiva or other institution of higher
learning. Students who pursue a double-program may earn up to six credits a semester (3
credits Talmud, 3 credits Intensive Talmud).
Certificate Program in Jewish Law
The Certificate Program in Jewish Law
involves up to sixty credits in the intensive
study of Jewish legal sources. Students participate in independent preparation as well as
classroom instruction. A number of communication skills courses (e.g. English Composition,
Fundamentals of Speech and other electives)
may be included in the program. Courses that
can be applied toward the certificate are designated by the YOC prefix found at the end of the
Judaic Studies course descriptions in the
Course Descriptions section of this bulletin.
78
LANDER COLLEGE FOR MEN,
QUEENS
Beis Medrash Option
Rabbi Abba Bronspigel, Rosh Yeshiva
Rabbi Yehuda Shmulewitz, Menahel
Students of the Lander College for Men
generally complete their Judaic Studies requirement through study in the affiliated Beis
Medrash L’Talmud. The Beis Medrash functions six days a week. On regular weekdays,
this program for undergraduate student ends at
3:00 PM. An active night seder enhances this
learning experience. Student in the Beis
Medrash earn 3 credits each semester.
LANDER COLLEGE FOR WOMEN,
MANHATTAN
WOMEN’S DIVISION, FLATBUSH
CAMPUS
Machon Sequence
The Machon component is a four-year, fourlevel sequence designed for students with a
limited Jewish Studies background. Completion of the sequence should prepare a student
for graduate work in Jewish Studies. Students
enrolled in the Machon sequence are encouraged to take 12 hours of course work a week.
Machon students may also take a program of 6
or 9 hours a week. The Machon Sequence is
comprised of the following courses:
First Year:
LLH 101-102, JMB 101-102, JML 121122, JMH 101-102
Second Year:
JMB 201-202, JMB 221 or JML 201-202,
JML 221-222,JMH 153
Third Year:
JMB 301-302, JMB 131-132 or JML 301302, JMH 213-214
Fourth Year:
JMB 401-402, JML 401-402, JMB 241242, and JML 421-422
Advanced Track
The Advanced Track is designed for students with a prior background in Jewish Studies. The track also offers courses at two levels,
with a variety of offerings at each level. Students take two, three or four courses in the
Department each semester.
Honors Track
The Honors Track is designed for students
who have completed at least two years of
advanced Jewish studies at the post-highschool level (either at Touro or at an approved
seminary). Three-credit courses are offered in:
Studies in the Maharal, The Creative Role of
Minhag in Jewish History, Advanced Topics –
Rambam’s Mishne Torah, Methods in Teaching Chumash, Personalities in Tanach and
Rabbinic Literature, Songs of Triumph and
Tragedy in Tanach, Rambam’s Thirteen Articles of Faith, The Aseret Ha-Dibrot in Jewish
Law and Lore, The Land of Israel in Jewish
Thought and Law, and Studies in Biblical
Song. The Department may choose to administer an examination prior to enrollment in the
Honors Track courses.
Requirements for the Major
The major in Judaic Studies may be satisfied by an approved combination of courses
related to Judaic Studies offered by the Judaic
Studies department and other departments of
the College. A student majoring in Judaic
Studies must complete 39 credits (fifteen
credits beyond the twenty-four-credit residency requirement). Fifteen of the thirty-nine
credits must be concentrated in either Bible,
Jewish Law or Jewish Thought, including one
semester of advanced topics. Students completing a major in Judaic Studies must complete at least fifteen credits of major courses
(including advanced topics) at the College.
Students who have completed four years (48
credits) of Talmud/Intensive Talmud courses,
and do not have another major, will be considered to have completed a Judaic Studies major
at the College. Intensive Talmud students will
also be expected to complete an advanced topics course or research project in addition to
their 48 credits.
ADDITIONAL OPTIONS IN
JUDAIC STUDIES
Cognate Fields and Graduate
Courses
In addition to those courses offered directly by the Judaic Studies Department, related
courses are offered in other departments. For
example, courses in Jewish History are
offered by the History department; courses in
Hebrew Literature by the Languages and Literatures department; and courses in Jewish
Philosophy by the Philosophy department.
These courses may also be utilized in formulating a Judaic Studies major for those who
choose to do so. Advanced students are eligible to enroll in certain graduate courses
offered at Touro’s Graduate School of Jewish
Studies, upon approval of the Chairman of the
Judaic Studies Department and the Dean of
the Graduate School.
Other Institutions
A number of students choose to pursue their
Jewish studies at yeshivas, seminaries or other
recognized institutions of post-secondary Jewish learning while pursuing other studies at
Touro College. Such students should file a permit form at the time of registration. Failure to
receive prior approval of such study can lead to
disallowance of transfer of credit. Transfer
credit is given according to the guideline of the
Judaic Studies department. The following is a
list of course designations utilized for transfer
credit purposes in areas of Judaic Studies:
JSB 160-167
JSB 180-187
JSL 150-157
JSL 455-456
Pentateuch and Commentaries
Prophets and Commentaries
Legal Codes
Intensive Talmud
(may be repeated)
JSL 457-458 Talmud (may be repeated)
1.5
1.5
1.5
3.0
3.0
Unless stated otherwise, proficiency in
Hebrew is required for courses.
There are separate lists for the Introductory
(Machon) and advanced-level courses. These
levels are designated by the number following
the first two letters of the course designation
(i.e. JMH 151 offered on the second level will
appear as JM2H 151) on course schedules and
transcripts. Students are placed in appropriate
levels when they enter Touro, and their status
is reviewed each semester.
79
LANGUAGES AND
COMMUNICATIONS
Arthur Budick, Divisional Officer
The Division of Languages and Communications is comprised of three departments: the
Department of Languages and Literature, the
Department of English as a Second Language
(ESL), and the Department of Communications and Speech. These departments provide
courses dealing with oral and written communications skills at a variety of levels, from the
most basic skills for foreign-born students to
advanced courses for students seeking to complete a major. The Department of Languages
and Literature offers majors in English Literature and Hebrew Language and Literature.
Courses offered in the Department of Communications do not constitute a major by
themselves but may be accepted towards fulfillment of another major (e.g. English, Psychology or Marketing) or may form part of an
interdisciplinary major. Students should consult individually with departmental advisors.
English Composition
Entering students are given an English
Composition placement examination. This
examination assesses students’ writing proficiency.
All students who enter The Lander Colleges, no matter what composition courses
they may have taken elsewhere, take an English Placement Test and, if placed in Composition, take appropriate courses. Proficiency in
English Composition, which may be demonstrated in a variety of ways, is a requirement
for graduation.
English Composition I and II are core
requirements of all students who do not
demonstrate proficiency through the placement examination. English Composition I is
to be completed in the student’s first semester
at Touro, followed by English Composition II,
unless an exemption is granted.
Students who have earned composition
credit with the grade of C or better at another
accredited college can be awarded such credit
only after the results of the placement examination are analyzed.
80
Requirements:
English Literature Major (BA)
Required Courses (6 credits):
LLE 222 Shakespeare
LLE 493 Advanced Topics in English
Eight Electives from the Following (24
credits):
Anglo-Saxon and Medieval
LLE 301 Anglo-Saxon and Medieval Literature
LLE 302 Chaucer
Renaissance
LLE 315 Tudor and Stuart Drama
Seventeenth Century
LLE 332 Milton
LLE 333 Seventeenth Century Literature
Restoration and Eighteenth Century
LLE 345 Restoration and Eighteenth Century Drama
LLE 346 Restoration and Eighteenth Century
Literature
Nineteenth Century
LLE 351
LLE 352
LLE 371
LLE 503
Romantic Poetry
Victorian Literature
American Literature before 1900
Works of Jane Austen
Modern and American
LLE 211
LLE 361
LLE 372
LLE 373
LLE 500
Modern Drama
The Modern British Novel
The Modern American Novel
Modern American Poetry
Literature of the Holocaust
Total Credits in Program:
30
Comments:
• At least one course must be taken in each
of four of the six areas above.
• English majors are urged to take courses
in foreign languages. The Department
grants three credits toward the major to
students who either take a foreign language course at the 200 level or beyond,
or take a course in a foreign literature at
the 200 level or beyond in their native
language.
• The Department grants three credits
towards the English major to students
who successfully complete a Communication and Arts course at or beyond the
100 level (other than Fundamentals of
Speech).
• The Department grants three credits
towards the English major to students
who successfully complete a course in
Philosophy at the 100 level or beyond.
COURSE OPTIONS FOR
THE MAJOR
Foreign Languages
The Department strongly urges English
majors to take courses in foreign languages
and literatures. The Department grants three
credits toward the English major to any student who either (1) takes a foreign language
course at the 200 level or beyond, or (2) takes
a course in a foreign literature at the 200 level
or beyond. Students whose native tongue is
not English will not be awarded credit toward
the major for courses in their native language.
Communication and Arts
In order to further enhance the career
opportunities of its English majors, the
Department encourages students to take
courses in Communication and Arts. The
Department grants three credits towards the
English major to any student who successfully
completes a Communication and Arts course
at or beyond the 100 level (other than Fundamentals of Speech).
required course in the Renaissance period, (2)
a total of three electives (9 credits) from the
remaining five historical periods listed above
for majors, with no more than one from any
period, and (3) one additional elective (3 credits), from either the five historical periods or
from the following: LLE 201 (Advanced
Expository Writing), LLE 202 (Creative Writing), or LLE 493 (Advanced Topics).
ENGLISH AS A SECOND LANGUAGE
Touro College has established an intensive
English as a Second Language (ESL)
sequence to meet the needs of non-native
speakers who have limited English proficiency. The program consists of a testing component designed to admit students into the program and place them at an appropriate level of
instruction; an instructional component comprised of a carefully sequenced set of courses
designed to prepare students for academic
study by developing their listening, speaking,
reading and writing skills in English; a tutoring component designed to provide students
with individualized instructional support; and
an evaluation component designed to determine whether students have satisfied course
exit criteria. The ESL sequence is described in
the catalog of the New York School of Career
and Applied Studies.
Philosophy
In order to encourage its majors to broaden
their backgrounds in logic and in the history
of ideas, the department grants three credits
towards the major to any student who takes a
course in Philosophy at the 100 level or
beyond.
Hebrew Language and Literature
To major in Hebrew Language and Literature a student is required to complete 30 credits in Hebrew Language or Literature in courses beyond the 100 level. Three credits must be
earned for Hebrew 493 (Advanced Topics).
English Literature Minor
To minor in English Literature a student
must complete a total of 15 credits as follows:
(1) LLE 222, Shakespeare (3 credits) as a
81
MATHEMATICS AND
COMPUTER SCIENCE
MATHEMATICS/ACTUARIAL
STUDIES
The Division of Mathematics and Computer
Science is comprised of two departments, each
of which provides course offerings which lead
to a variety of majors or career areas, as well as
courses which service other departments and
majors. Both departments seek to foster in students an analytical approach to problem solving and an appreciation for logical reasoning.
Because mathematical reasoning and the use of
computers are essential in modern society, students are strongly encouraged to improve their
skills in these important areas.
Required Courses (23 credits):
MATHEMATICS
Samuel Fuhrer, Chair
Leon Gleiberman, Deputy Chair
Nouri Levy, Deputy Chair
The Department of Mathematics offers a
major leading to a Bachelor of Science (B.S.)
degree as well as courses such as Pre-Calculus, Calculus, Statistics, and Finite Mathematics which either support other majors in the
College or may be taken as general liberal arts
electives. Students seeking a B.S. in Mathematics may pursue this field out of intellectual curiosity, as a means of developing problem-solving skills, or in preparation for graduate or professional study. The field of actuarial science is one with great practical potential
for majors in mathematics, and a sequence of
courses for students interested in this discipline has also been developed.
The mathematics/actuarial studies track
requires 41 credits of course work in calculus,
probability theory, computer science, and the
mathematics of insurance. Students are
encouraged to supplement their mathematics
classes with courses in economics and
finance.
Excellent job opportunities exist for actuaries with insurance firms, pension consultants, and large corporations. Advancement in
the profession is based on passing a series of
examinations. Touro’s curriculum is geared to
prepare students for the Society of Actuaries
examinations.
82
MAT 121
MAT 122
MAT 201
MAT 202
MAT 231
MAT 233
MAT 493
Calculus I
Calculus II
Advanced Calculus I
Advanced Calculus II
Probability Theory
Quantitative Analysis
Research Project in Mathematics
4
4
3
3
3
3
3
One of the following: (3 credits)
MAT 211
MAT 351
Linear Algebra
or
Econometrics
3
3
One of the following: (3 credits)
MCO 141
EBF 101
Introduction to Programming
or
Principles of Finance
3
3
Four Electives (12 credits) from the following:
MAT 240
Finite Mathematics
3
MAT 263
Operations Research
3
MAT 265
Actuarial Computing with APL
3
MAT 301
Foundations of Analysis I
3
MAT 302
Foundations of Analysis II
3
MAT 331
Mathematics of Compound Interest 3
MAT 333
Actuarial Mathematics I
3
MAT 334
Actuarial Mathematics II
3
MAT 341
Numerical Methods I
3
MAT 405
Methods of Applied Mathematics
3
Any course approved by the Department Chairperson
Total Credits in Program:
41
Recommended Business Courses:
EBA 101
EBE 101
EBE 102
EBF 220
EBF 310
EBF 332
EBF 410
Principles of Accounting I
Principles of Macroeconomics
Principles of Microeconomics
Corporate Finance
Security Analysis
Investment Principles
Seminar in Options Trading
3
3
3
3
3
3
3
Note: These requirements apply to students
entering in Fall 2005 and thereafter.
Two electives from the following (6 credits)
COMPUTER SCIENCE
Issac Herskowitz, Chair
Shmuel Fink, Deputy Chair
Students majoring in Computer Science or
Information Systems are permitted to use
present course requirements for only 6 years
from the time they entered the College. This
rule is enforced equally for current students
and for students who are on official leaves of
absence.
B.S. IN COMPUTER SCIENCE
The Computer Science degree program
follows the curriculum guidelines of the Association of Computing Machinery (ACM), the
body that sets academic standards for computer science curricula. This is a more traditional
baccalaureate degree than the MIS degree. It
combines math, programming, and theory to
provide a powerful skill-set. A Touro College
computer science degree will provide the necessary prerequisites to apply to graduate level
computer science programs.
Required for major (40 credits)
MCO 104
MCO 141
MCO 152
MCO 232
MCO 243
MCO 251
MCO 260
MCO 264
MCO 343
MCO 352
MCO 364
MCO 368
MCO 452
Computing Theory and Applications
Introduction to Programming
Computer Methodology
Advanced Programming
Operating Systems
Programming Languages
Computer Architecture
Data Structures I
Database Concepts & Design
Structured Systems Analysis
Data Structures II
Object-Oriented Programming
Internship in Computer Science
4
3
3
3
3
3
3
3
3
3
3
3
3
MAT 231
Probability Theory
3
MCO 201
Digital Electronics
3
MCO 223
Wide Area Networks I (Cisco)
3
MCO 245
UNIX Operating Systems
3
MCO 275
Adv. Internet Tools and Web Design 3
MCO 346
Business Programming
3
MCO 351
Computer Hardware
3
MCO 353
Data Communications
3
MCO 354
Local Area Networks
3
MCO 355
Advanced Local Area Networks (LAN)3
MCO 358
Web Programming
3
MCO 450
Artificial Intelligence
3
MCO 451
Special Topics in Computer Science 3
Any other course approved by the Department
3
Total Credits in program:
57
B.S. IN BUSINESS MANAGEMENT
AND ADMINISTRATION
(MANAGEMENT INFORMATION
SYSTEMS CONCENTRATION)
This program is designed for students who
seek to understand the role of computers in
business and are interested in business-based
positions in application programming, systems analysis, and data communications. It
also prepares students for graduate programs
in Business Administration.
Required Math courses for major (11 credits)
MAT 121
MAT 122
MCO 241
Calculus I
4
Calculus II
4
Math for Computer Science Majors 3
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MIS PROGRAMMING TRACK
MIS DATA COMMUNICATIONS
TRACK
Business Base: (18 credits)
EBA 101
EBA 102
EBE 101
EBE 102
EBM 101
MAT 261
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Management
Statistics for Social Science Majors
3
3
3
3
3
3
Business Base: (18 credits)
4
3
1
3
3
3
3
3
3
3
3
Computer Base: (29 credits)
Computer Base: (32 credits)
MCO 104
MCO 141
MCO 218
MCO 232
MCO 260
MCO 264
MCO 343
MCO 346
MCO 352
MCO 364
MCO 452
Computer Theory and Applications
Introduction to Programming
PC Tutorial-Advanced Database
Advanced Programming
Computer Architecture
Data Structures I
Data Base Concepts and Design
Business Programming
Structured Systems Analysis
Data Structures II
Internship in Computer Science
EBA 101
EBA 102
EBE 101
EBE 102
EBM 101
MAT 261
MCO 104
MCO 141
MCO 218
MCO 223
MCO 260
MCO 343
MCO 353
MCO 354
MCO 355
MCO 452
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Principles of Management
Statistics for Social Science Majors
Computing Theory and Applications
Introduction to Programming
PC Application Tutorial—Database
Wide Area Networks I (Cisco)
Computer Architecture
Data Base Concepts and Designs
Data Communications
Local Area Networks
Advanced Local Area Networks
Internship in Computer Science
Four electives from the following: (12 credits)
Two electives from the following: (6 credits)
MCO 152
MCO 223
MCO 241
MCO 201
MCO 224
MCO 351
MCO 356
Computer Methodology
3
Wide Area Networks I (Cisco)
3
Mathematics for Computer
Science Majors
3
MCO 243
Operating Systems
3
MCO 245
UNIX Operating System
3
MCO 251
Programming Languages
3
MCO 353
Data Communications
3
MCO 354
Local Area Networks
3
MCO 355
Advanced Local Area Networks
3
MCO 358
Web Programming
3
MCO 368
Object-Oriented Programming
3
MCO 450
Artificial Intelligence
3
MCO 451
Special Topics in Computer Science 3
Any other course approved by the Department
3
Total Credits in Program:
62
84
Digital Electronics
Wide Area Networks II
Computer Hardware
Advanced Topics in LAN
3
3
3
3
3
3
4
3
1
3
3
3
3
3
3
3
3
3
3
3
Three electives from the following: (9 credits)
MCO 152
MCO 231
MCO 232
MCO 241
Computer Methodology
3
Fundamentals of Network Security 3
Advanced Programming
3
Mathematics for Computer
Science Majors
3
MCO 243
Operating Systems
3
MCO 245
UNIX Operating Systems
3
MCO 275
Advanced Internet Tools and
Web Design
3
MCO 346
Business Programming
3
MCO 352
Structured Systems Analysis
3
MCO 358
Web Programming
3
Any other course approved by the Department
3
Total Credits in Program:
62
MINOR IN INFORMATION
TECHNOLOGY
Today, students majoring in business disciplines find that they need enhanced computer
skills in order to find well-paying jobs with
good career potential. Courses in this minor
provide a student with excellent personal computer application skills, as well as the possibility to further explore other technological
areas. This minor has been specifically
designed for those Touro College students
majoring in Accounting, Economics, Finance,
Management, and Business Management with
concentrations in Management and Marketing. The minor is also available to students
majoring in other disciplines. Students majoring in Computer Science or Information Systems may not also complete this minor.
Required Courses: (9 credits)
MCO 140
MCO 148
MCO 256
Computer Concepts with
Microcomputer Applications
Advanced Computer Business
Applications
Database Programming
3
3
3
Two electives from the following: (6 credits)
MCO 105
Internet Tools
MCO 141
Introduction to Programming
MCO 232
Advanced Programming
MCO 351
Computer Hardware
MCO 353
Data Communications
Any other course approved by the Department
Total Credits in Minor:
3
3
3
3
3
3
15
B.S. IN DESKTOP AND WEB
PUBLISHING
Susan DeCastro, Coordinator
Students in the baccalaureate degree program in Desktop and Web Publishing (BS)
acquire the knowledge, skills, and, conceptual
framework necessary in this field. Students
become familiar with creative graphic design,
page layout, typography, digital imaging, web
page design and historical and social influences on the graphic arts and media in order
to work and progress effectively within the
industry. Students also produce portfolioquality production pieces appropriate for presentation to potential employers or graduate
schools. With the baccalaureate degree in
Desktop and Web Publishing, students devel-
op the qualifications for the following positions:
• Art Director
• Web Designer
• Production Assistant
• Digital Illustrator
• Digital Retoucher
• Multimedia Designer
• Freelance Graphic Designer
• Game Designer
Required Courses: (45 credits)
MCO 140
MCD 150
MCD 155
MCD 230
MCD 231
MCD 235
MCD 236
MCD 262
MCD 263
MCD 264
MCD 267
MCD 302
MCD 335
MCD 490
MCD 498
Computer Concepts with
Microcomputer Applications
Foundations of Design I
Foundations of Design II
Electronic Desktop Publishing I
Electronic Desktop Publishing II
Computer Graphic Design I
Computer Graphic Design II
Electronic Desktop Publishing III
Web Design I
Web Design II
Computer Graphic Design III
Web Design III
Advanced Design Studio
Senior Portfolio
Internship in Desktop Publishing
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Three electives from the following
(9 credits):
COA 101
Art of Western Civilization
COA/MCD 111 History of Graphic Design
COA 166
Introduction to Visual Arts
COA 224
Drawing and Painting
MCD 221
Photography
COA 302
Jewish Art
MCD 303
Multimedia Design
MCD 320
Information Design
MCD 357
Computer Illustration
MCD 360
Video Production Studio
MCD 420
Authoring Languages
MCD 480
Senior Project
MCO 141
Introduction to Programming
MCO 232
Advanced Programming
Total Credits in Program:
3
3
3
3
3
3
3
3
3
3
3
3
3
3
54
85
SOCIAL SCIENCES
POLITICAL SCIENCE
David Luchins, Chair
Ross Zucker, Deputy Chair, Lander
College for Men
Courses in the department are designed to
help students understand the political processes at work in society, the organizations and
agents involved in making public policy, and
the criteria for evaluating the performance of
political institutions, constitutional arrangements, and political systems.
Political science students may wish to pursue legal careers. To aid them in this endeavor,
the curriculum in political science offers many
of the features that law school admissions
officers recommend as appropriate preparation for law school. In addition, this major
prepares students for a range of careers and
advanced training in political science research
and teaching, public administration, public
policy studies, government, non-governmental
organizations, and various occupations within
the private sector, such as the news media. By
developing students’ conceptual and verbal
skills, political science helps to equip students
for professional and executive positions in a
complex society.
A number of Lander students participate
annually in internships with social service
agencies and state, local and federal government offices.
Requirements
The Political Science major requires 30
credits. This includes 15 elective credits
approved by the department, and the following
15 required credits:
POL 101
POL 102
POL 103
POL 201
POL 493
American Politics
Comparative Politics
International Relations
Introduction to Political Theory
Advanced Topics in Social Science
3
3
3
3
3
Students who wish to work in statistical
methods as they relate to political science will
receive credit toward the major for appropriate courses in statistics. Pre-Law students
should consult with the Pre-Law advisor and
review the Pre-Law section in this catalogue.
Internships do not count toward the 30-credit
86
requirement for the major, but they do count
toward graduation and/or residency requirements. Students may earn up to a maximum of
6 credits for internships.
To minor in Political Science, a student
must complete 15 credits in the department, to
include: POL 101, POL 103, and POL 201.
Students may choose any two of the following
courses: POL 102, POL 212, POL 222, POL
241, and POL 261.
PSYCHOLOGY
Melech Press, Chair
Naomi Klapper, Deputy Chair, Lander
College for Women
Richard Waxman, Deputy Chair, Lander
College for Men
Courses in the department promote an
understanding of the psychological processes
underlying normal and abnormal human
behavior.
Psychology majors may pursue graduate
work in psychology, including experimental,
industrial, health, clinical, and school psychology. They may also continue in related
fields such as social work, education and medicine. Many psychology majors have gone into
law, the rabbinate or Jewish Studies.
Majors in Psychology must take 31
approved credits:
SOCIOLOGY
Required courses (16 credits)
PSY 101
PSY 301
PSY 301.6
PSY 351
MAT 261
PSY 493
Introduction to Psychology
Experimental Psychology
Experimental Psychology Laboratory
Biological Psychology
Statistics for Social Science
Advanced Topics in Psychology
3
3
1
3
3
3
Five electives from the following
(15 credits):
PSY 102
PSY 201
PSY 205
PSY 210
PSY 221
PSY 231
PSY 302
PSY 310
PSY 311
PSY 312
PSY 313
PSY 325
Social Psychology
3
Developmental Psychology
3
Psychology of Motivation
3
Theories of Learning
3
Industrial Learning
3
Psychological Testing
3
Experimental Psychology II
3
Theories of Personality
3
Psycholinguistics
3
Thinking
3
Language and Speech Development 3
Drugs and Behavior (Psychoactive
Drugs
3
PSY 332
History of Psychology
3
PSY 335
Abnormal Psychology
3
PSY 340
Introduction to Counseling and
Therapy
3
PSY 345
Psychology of Health and Illness
3
PSY 401
Psychology of the Exceptional Child 3
PSY 402
Clinical Psychology
3
PSY 420
Eating Disorders
3
PSY 494
Senior Honors Project in Psychology 3
Any other Psychology course approved by the
department chair.
Total Credits in Program:
31
Nathan Lander, Chair
Courses in the department help students
gain an understanding of interpersonal relations, and the impact of the social context on
human behavior.
Sociology majors have a variety of options
available to them. They may seek to pursue
graduate work in sociology or other related
fields. They may seek employment in governmental or social service agencies, or may
enter such fields as business, marketing,
advertising, or communications.
Requirements
The following courses are required for the
major:
SAS 103
SAS 201
SAS 203
SAS 204
SAS 493
Introduction to Sociology
Methods of Sociological Research
Social Theory
or
Contemporary Social Theory
Advanced Topics in Social Science
3
3
3
3
3
The student must also complete an additional 18 credits as approved by the Department. EDU 201, Psychosocial Foundations of
Growth, Development, and Learning; PSY
102, Social Psychology; and MAT 261, Statistics for Social Science are among suggested
courses that students may utilize toward the 30
credits required for the major, with permission
of the department.
Students may, with departmental approval,
receive up to 6 credits toward the Psychology
major for relevant courses from other departments.
To minor in Psychology, a student must
complete 18 credits in the department, to
include PSY 101 and either:
• PSY 301 or PSY 351 and any four other
courses (except for MAT 261 Statistics)
from those listed above for majors or
approved by the department, OR
• PSY 301 and PSY 351, and any three
other courses (except for MAT 261 Statistics) from those listed above for majors or
approved by the department.
87
SPEECH AND COMMUNICATIONS
Hindy Lubinsky, Chair, Director, and
Divisional Officer, Graduate Program
in Speech and Language Pathology
Lynn Rosenberg, Chair, Undergraduate
Program
Randy Sherman, Co-Chair
The Speech and Communications major
provides excellent preparation for graduate
study in the areas of speech pathology, audiology, and speech and hearing science. Courses
offered in this area may be acceptable as prerequisite courses in selected graduate programs. These courses do not lead to licensure as a Teacher of Speech and the Hearing Handicapped. Students should consult
the graduate program of their choice regarding individual courses.
The department also offers courses for
non-majors to improve communication skills
and supplement and support other major
departments. Communications courses are
aimed at developing critical thinking as well
as the ability to communicate ideas effectively. The department’s offerings are invaluable
in such fields as public relations, advertising
and journalism, and other careers in which the
ability to communicate is critical.
The Department of Languages and Literatures also accepts a number of Communications courses toward fulfillment of the English
major requirement. Students may also use
Communications courses to fulfill an interdisciplinary major in Management or Marketing.
The Department of Psychology may accept
Communications courses offered by the
department towards the psychology major.
Therefore, careful consultation with departmental advisors is strongly advised.
Departmental offerings are organized into
two general categories:
(1) Interpersonal Communications and
Speech;
(2) Communications and the Media.
88
B.S. IN SPEECH AND
COMMUNICATIONS
Required Core Courses
COC 101
COC 110
COC 208
COC 209
COC 210
COC 308
COC 309
COC 310
COC 401
COC 402
COC 411
MAT 261
BIO 101
BIO 111
PSY 101
CPP 150
Fundamentals of Speech
3
Practicum in Speech
0.5
Phonetics
3
Anatomy and Physiology of Speech 3
Normal Speech and Language
Development
3
Introduction to Hearing Science/
Acoustics
3
Introduction to Audiology I
3
Speech Pathology I: Communication
Disorders
3
Speech Pathology II: Rehabilitation 4
Senior Speech Seminar
3
Auditory Rehabilitation
3
Statistics for Social Sciences
3
Principles of Biology I
4
or
Human Biology
4
Introduction to Psychology
3
The Physical Universe, or any
approved Physical Science course 3
Total:
44.5
Three Electives from the following:
COC 361/PSY 311 Psycholinguistics*
COC 407
COC 223
COC 409
COC 412
COC 510
EDU 316
EDU 317
PSY 201
3
Articulation and Phonological
Disorders3
Sign Language
3
Pediatric Audiology
3
Acoustic Phonetics
3
Feeding
3
Language Acquisition and Emergent
Literacy I
3
or
Language Acquisition and Emergent
Literacy II
3
Developmental Psychology
3
Total Credits in Program:
53.5
*Highly recommended and required by many
graduate programs.
• Note: Students who wish to obtain the
New York State teacher’s license are
required to take 12 undergraduate
Education credits
GRADUATE PROGRAM IN
SPEECH AND LANGUAGE
PATHOLOGY
Speech-language pathologists work in a
variety of educational and healthcare settings,
including nursing homes, schools, private
practice, and home care. They treat patients
with a wide variety of speech and language
disorders. These may include individuals with
cleft palate, aphasia, laryngectomy, dysphagia,
and/or disorders of articulation, language,
hearing, voice, or fluency, as well as individuals with developmental delays and/or neurological impairments.
A minimum educational requirement for
Speech/Language Pathologists is a Master’s
Degree, and, for Audiologists, a clinical doctoral degree or Au.D. All Speech/Language
Pathologists and Audiologists must be
licensed by the state in which they practice,
and must also meet requirements of the American Speech-Language and Hearing Association for the Certificate of Clinical Competence.
Speech and Language Pathology
Program – M.S.
This program offers a curriculum leading
to a M.S. degree in Speech/Language Pathology. The curriculum is designed to promote
critical thinking and academic excellence in
order to prepare students to provide the highest quality of professional service by:
• offering a superior level of Speech and
Audiology courses in accordance with
American Speech Language and Hearing
Assciation standards;
• offering graduate courses designed to provide the student with advanced levels of
basic sciences and professional course
work in Speech/Language Pathology and
Audiology;
• requiring students to critically read and
analyze experimental research related to
their class studies, write term papers and
conduct research projects of their own
design;
• offering workshops and seminars;
• developing close student-faculty relationships through counseling and small classes;
• adding constantly to our library holdings
of scholarly journals and books, and familiarizing students with the library materials
to enhance curriculum;
• evaluating, on a regular basis, students’
academic and clinical performance
through formal assessment within the
classroom, laboratory, and clinic;
• training students to prepare treatment /
management plans for patients and clients
based on subjective and objective data
gathered.
The program is registered and approved
by the New York State Education Department for licensure of a graduate thereof as
a Speech Language Pathologist in New York
State. It is designed to meet all standards
set forth by the American Speech Language
Hearing Association (ASHA) and was
accredited by ASHA in May 2003. Graduating students may receive a Certificate of
Clinical Competence (CCC) from ASHA
after completing their clinical fellowship
year.
ADMISSIONS REQUIREMENTS
AND PROCEDURES
The Master’s program in Speech/Language
Pathology is selective in its admission process.
Applicants are required to fulfill the following
minimum requirements:
• a baccalaureate degree from a regionallyaccredited academic institution. A major
in speech is preferable, but a degree in a
related field with a concentration in
speech may be acceptable. A minimum of
24 credits must be in speech (see list of
required courses below).
• a minimum cumulative grade point average of 3.0.
• submission of test results of the Graduate
Record Examination (GRE) General Test.
A combined score of 1100 is the minimum acceptable score.
• three letters of reference from professors
and/or other professionals, and/or
employers.
• applicants whose native language is not
English must achieve a score of at least
550 on the Test of English as a Foreign
Language (TOEFL).
89
We may also require:
• a personal interview.
• a writing sample to be provided at the
interview. This sample will be graded by the
faculty to determine the applicant’s ability to
communicate clearly, effectively and accurately.
Students entering the program with undergraduate degrees from other disciplines or
schools must show evidence that they have
fulfilled the minimum course requirments listed below. This must be done before registration. Faculty will review course descriptions
and decide the equivalency of credit. Touro
course equivalents are as follows:
COC 208
COC 209
COC 210
COC 308
COC 310
COC 309
COC 401
Phonetics
Anatomy and Physiology of Speech
Normal Speech and Language
Development
Introduction to Hearing
Science/Acoustics
Speech Pathology I Communication Disorders
Introduction to Audiology
Speech Pathology II/Rehabilitation
Additional requirements:
1 course in Psychology
1 course in Biology with lab
1 course in Physics with lab
1 course in Statistics
Highly recommended: a course in Aural
Rehabilitation
Transfer Credits from Other
Institutions
Students entering the graduate program
with Speech course credits may receive up to
12 transfer credits for graduate courses taken
at other colleges, subject to evaluation by the
Program Director.
Student Practicums*
Practicums are designed to enable students
to fulfill the hour requirements for clinical care
experience established by New York State and
by the American Speech-Language Hearing
Association. A seminar attached to each
practicum covers the subject matter pertinent to
90
that practicum, and students complete a total of
400 clock hours. The first practicum is done inhouse, at the College’s clinic. Subsequent
practicums take place in various settings
arranged by the College, such as schools, clinics and hospitals. Practicums in Audiology and
Speech Diagnostics are also required. Students
are supervised by faculty for no less than 25%
of their practicum hours, and 50% of evaluation
and diagnostic practicums, in all settings.
* Student are required to provide proof
of malpractice insurance coverage.
Professional Behavior and Dress
Students are professional trainees and representatives of Touro College. As such, students interact with patients, families, and a
variety of health professionals during their
education. Dress and behavior in public places
is expected to be appropriate for professionals
in training. Students must maintain patient
and inter-student confidentiality, safety, and
dignity at all times. Students may be dismissed from the program for serious and/or
continuous violation of these standards.
Certification and Licensure
Students graduating from accredited programs in Speech Language Pathology are eligible to take the Speech Language Pathology
certification examination, Praxis. The State
License is generally obtained in the state in
which the student plans to practice. The New
York State Education Department licenses
Speech Language Pathologists to practice in
New York State. Students completing their
Master’s degree and who have also fulfilled
prescribed requirements may apply for a certificate as a teacher of students with speech
and language disabilities (TSSLD, formerly
TSHH). Students who have completed all
requirements for their degrees but have not yet
taken this examination may, in some cases,
practice under supervision with a licensed
Speech Language Pathologist. Certification is
granted through the American Speech-Language Hearing Association. Students apply
separately for certification.
SUGGESTED SEQUENCE OF
COURSES
SECOND YEAR
FIRST YEAR
COC 621.3
Fall Semester
COC 610
COC 611
COC 612
COC 615
COC 630
Fall Semester
Credits
Clinical Methods in Speech-Language
Pathology
3
Diagnosis, Measurement and
Evaluation
3
Articulation and Phonology
3
Advanced Anatomy and Physiology
of Speech
3
Language Disorders in Pre-School
and School-Age Children
3
Spring Semester
COC 621.1
COC 621.2
COC 627
COC 632
Clinical Practicum with Seminar
Clinical Practicum: Diagnosis with
Seminar
Foundations of Research
Language Disorders and Learning
Disabilities
Choice of Elective
COC 650
COC 640
COC 651
1
3
3
3
Spring Semester
COC 621.4
COC 621.5
COC 621.7
COC 635
COC 637
1
1
3
Credits
Clinical Practicum Externship with
Seminar
Voice Disorders
Advanced Audiology
Dysphagia (formerly COC 702)
Audiology Practicum with Seminar
Clinical Practicum: Externship with
Seminar
Research Seminar
Early Intervention: Zero to Three
Population
Disorders of Fluency
Choice of Elective
1
1
1
3
3
3
Summer Semester (if needed)
COC 621.6
Clinical Practicum: Externship with
Seminar
1
3
3
Summer Semester
COC 645
Aphasia
Choice of Elective
3
3
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COURSE DESCRIPTIONS
Courses are coded as follows:
Odd-numbered courses are usually offered
in the Fall semester. Even-numbered courses
are usually offered in the Spring semester.
Courses listed as bi-annual E are normally
offered during even-numbered academic years
(e.g. 2004-2005). Courses listed as bi-annual
O are normally offered during odd-numbered
academic years (e.g. 2005-2006). A slash (/)
between numbers indicates a course that may
be entered in the second semester. A dash (-)
between numbers indicates a course whose
first term is a prerequisite for the second term.
Course credits are for each semester in twosemester courses. Departments may offer
experimental courses under the listing 501,
502, etc., prior to faculty review, and the student may repeat these numbers. Students may
register for Independent Study (481-482) only
with approval of the Department and Dean.
Students are advised that final course
offerings for each semester depend on sufficient course registration. Nevertheless, students may be assured that sufficient courses
will be offered to enable students to complete
associate degree programs in two academic
years of full-time study, or their equivalent in
part-time study, and to complete baccalaureate
degree programs in four academic years of
study, or their equivalent in part-time study.
ARTS - see COA course descriptions on
activity, DNA analysis transformation, comparative studies of animal and plant cells, and
vertebrate. 4 credits each.
BIO 111-112 Human Biology for NonMajors (Annual)
A course designed to provide an understanding of the principles of human biology for the
non-science student. First semester: topics
include cell structure and function, cellular
reproduction, genetics, nutrition and metabolism. Second semester topics include embryological development, hormonal control,
blood and immunity, diseases, and the nervous
system. Selected readings and class discussions are an integral part of the course. (Lecture and laboratory). 4 credits each.
BIO 113 Human Biology (Annual)
This course is designed to provide an understanding of principles of human biology for
the non-science student. Topics include cell
structure and function, genetics and reproduction. 3 credits
BIO 151 Topics in Biology (Upon Request)
An introductory course that presents the basic
principles and processes of biological science.
Topics include the reproductive systems,
development and differentiation, hormonal
and nervous control, and the immune
response. 2 credits.
pages 65 and 76.
BIOLOGY
BIO 101-102 Principles of Biology (Annual)
An introductory two-semester course that
presents the basic principles and processes of
biological science. The first semester includes
the structure and function of the cell, cellular
metabolism, cell reproduction, plant physiology, genetics and molecular biology. The second semester includes viral genetics,
endocrinology, immunology, animal development, and the circulatory, respiratory, digestive, excretory, reproductive and nervous
systems. Laboratory exercises include
microscopy, cellular reproduction, enzyme
92
BIO 202 Developmental Biology (Annual)
Basic principles of animal development, based
primarily on development of the vertebrate
body. Includes descriptive and experimental
studies, readings and reports of classical
experiments. (Lecture and laboratory course.)
Prerequisites: BIO 101-102. 4 credits.
BIO 206 Cellular Physiology (Annual)
Structure and function of the cell and its
organelles. Topics include membrane structure
and function, organelle functions, signal transduction, cell cycle and cancer. Prerequisites:
BIO 101-102. 3 credits.
BIO 211 Genetics (Annual)
Basic laws of heredity and their physical basis
(Classical Genetics); structure and function of
the gene (Molecular Genetics); and population
genetics with some attention to human genetic
abnormalities. The laboratory work familiarizes the student with basic techniques in
genetic research including making crosses,
analysis of data, recombinant DNA technology and problem solving. (Lecture and laboratory course.) Prerequisites: BIO 101-102.
4 credits.
BIO 222/223 Anatomy and Physiology
(Annual)
A two-semester course which studies the
structure and function of cells, tissues, organs
and systems of the body. Emphasis is on the
structural basis for function, and the coordinated functioning of all the organ systems for
maintaining homeostasis. Recommended for
students pursuing careers in allied health
fields. (Lecture and laboratory course) .Prerequisites: BIO 101-102 or BIO 103-104.
4 credits each.
BIO 228 Microbiology (Annual)
This course covers the structure, reproduction,
physiology, biochemistry, genetics, and identification of microorganisms. It includes a
study of their relationship to each other and to
other living organisms, their distribution in
nature, and their beneficial and disease causing effects on humans. (Lecture and laboratory course). Prerequisites: BIO 101-102.
4 credits.
BIO 246 Nutrition and Human
Development (Annual)
This course offers a specialized review of the
principles of sound nutrition and the effects of
diet on personal well-being. Environmental,
social, physical, and psychological reasons
underlying poor diet are examined. 3 credits
BIO 250 Pharmacology (Upon Request)
This course is designed to introduce students
to the structure and function of various classes
of drugs. Included in the course are signal
transduction pathways and ligand receptor
interactions. Prerequisites: BIO 102 and CPC
202. 3 credits.
BIO 303 Histology (Bi-annual E)
A study of the structure and function of normal human and animal cells, and tissues. Laboratory studies include microscopic examination of prepared slide and electron micrographs. Prerequisites: BIO 101-102; BIO 202.
4 credits.
BIO 304 Endocrinology (Annual)
This course is designed to study the interactive physiology of mammals, with emphasis
of the human organism, as regulated by the
endocrine system. It will cover the following
areas: (1) cellular endocrinology, including
hormone-receptor interactions, second messenger systems, and hormonal synthesis; (2)
systemic endocrinology, including regulation
of body metabolism and homeostasis, and
reproductive endocrinology; (3) new trends in
molecular endocrinology; (4) disease states
due to endocrine malfunction. Prerequisites:
BIO 101-102. 3 credits.
BIO 307 Ecology (Annual)
Ecology is the study of relationships between
organisms and their environment. By understanding ecological concepts such as niches,
energy and nutrient cycling, food chains and
webs, we can appreciate a community’s intricate structure. Although species developed
unique adaptations to survive in competitive
environments, each species in some way contributes to the well being of its community.
Human societies have long been an important
part of these communities, often to the benefit
of both. The student will see humankind in a
new light, as part of a complex system of
interacting components, subject to all the laws
of nature, and will become increasingly aware
of the limits imposed by them. Prerequisites:
BIO 101-102 or departmental permission.
3 credits.
BIO 318 Cellular and Molecular Biology
(Upon Request)
The main focus of this course is regulation of
gene expression. It integrates advanced
biotechnology, cell biology and genetics. The
laboratory consists of experiments designed to
support concepts presented in lecture. Prerequisites: BIO 101-102. 4 credits.
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BIO 322 Seminar in Selected Topics in
Cell Biology (Upon Request)
Recent advances in cell and molecular biology
and in mechanisms of differentiation of tissues are dealt with utilizing lectures, discussion, and student reports. Topics covered vary
each year depending on recent significant
advances and on student interest. Prerequisites: BIO 101-102 and CPC 201-202.
2 credits.
BIO 323 Paleobiology (Annual)
A study of the structural features of various
groups of ancient organisms. The course consists of a survey of important animal phyla
with emphasis on marine and terrestrial communities, diversity, functional morphology,
adaptations and the relationship between form
and function. Paleoecological aspects include
the interrelationship between organisms, populations, communities and the environment.
Prerequisites: BIO 101-102 or departmental
permission. 3 credits.
BIO 350 Nutritional Therapies
(Upon Request)
The course analyzes the basis for diet therapy
and the nutritional care of the individual who
requires altered nutritional needs. It concen-
94
trates on the role of nutrition in the prevention
and treatment of disease.
Prerequisite: BIO 246. 3 credits.
BIO 351 Zoology (Annual)
This course involves the study of the general
structural features of different groups of
organisms in order to emphasize the diversity
of life. Topics covered include principles of
evolution, classification and animal architecture. Emphasis is on the unifying architectural
and functional themes of each group studied.
Cladistic analyses of various groups will be
stressed. Prerequisites: BIO 101-102 or
departmental permission. 3 credits
BIO 481-482 Independent Study
(Upon Request)
Credits by arrangement.
BIO 493 Research Topics in Biology
(Annual)
Prerequisite: Senior status. 3 credits.
BIO 494 Senior Honors Project in Biology
(Upon Request)
Prerequisites: BIO 493 and departmental permission. 3 credits.
THE ARTS
COA 101-102 Art of Western Civilization
(Annual O)
Comparative survey of the style, structures
and functions of Western art forms. 3 credits
each.
COA 103-104 History of Music from 1750
to Modern Times (Upon Request)
The rise of music from the age of Classicism
to the modern era. Topics include the symphony, the emergence of Italian opera, the works
of Hayden and Mozart, the great Romantic
composers, the post-Romantic movement, and
the Impressionist period. 3 credits each.
COA 111/MCD 111 History of Graphic
Design
Historical overview of graphic design using
publications, reference material, audio and
visual media, as well as field trips to museums
and places pertinent to course content.
Through historic example, this lecture-format
course provides a thorough visual and conceptual background for understanding communication in graphic design. Research projects are
assigned. 3 credits.
COA 221 Workshop Studio Art I
(Upon Request)
Studies in the ordering and structuring of twodimensional space. The student conceives and
executes the problems that involve the elements of art and their varied interrelationship
to develop aesthetic judgment and sensitivity.
3 credits.
COA 222 Workshop Studio Art II
(Upon Request)
Intensive study of the action and interaction of
color through practice as opposed to theory. A
sequence of interrelated problems which
involve the elements of art and their varied
interrelationship to develop aesthetic judgment and sensitivity. 3 credits.
COA 224/225 Drawing and Painting I, II
(Bi-annual E)
Basic concepts of visual art; color, value,
shape, line, form, composition, balance, tension and growth. Skills in translating experience in the visual medium. 3 credits each.
COA 301 Aesthetics of Modern Art
(Bi-annual)
How modern painters and sculptors, from the
impressionists through the postmodernists,
respond to a rapidly changing world by visualizing, often in an abstract manner, the technological, mechanical, psychological and metaphysical forces around them. Slides are utilized in lectures; at least two museum visits
are required. Prerequisite: 6 Humanities credits. 3 credits.
COA 302 Jewish Art (formerly COA 201)
(Upon Request)
This course focuses on the methodological,
theoretical, and concrete implications of representation in Jewish Art. Prerequisite: COA
101. 3 credits. May not be repeated for credit.
COA 303 Jewish Music (Upon Request)
The interplay between tradition and innovation as a recurrent theme in the presentation of
various contexts and regional styles of Jewish
music. Prerequisite: COA 101. 3 credits.
INTERPERSONAL
COMMUNICATIONS AND SPEECH
COC 101 Fundamentals of Speech (Annual)
Techniques of public speaking. Includes the
delivery of several speeches during the course
of the program. 3 credits.
COC 110 Practicum in Speech (Annual)
Taken in conjunction with COC 310.
Observations in Speech Therapy. 0.5 credits.
COC 121 Logic in Communication
(Upon Request)
The adequacy of observation and testimony,
validity of inference and expert opinion; logical organization in composition; fallacies in
the context of human relations and the mass
media. 3 credits.
95
COC 204 Oral Interpretation of Literature
(Upon Request)
A consideration of the artistic standards governing the understanding and appreciation of
literature as it is communicated orally. Techniques in ascertaining the purpose, ideas and
moods of the author are developed.
Prerequisite: COC 101. 3 credits.
COC 205 Debate and Rhetoric
(Upon Request)
The purpose of this introductory course in
academic competitive debate is to teach the
logic of argumentation, the terminology, and
the concepts of policy debate as opposed to
other debate formats. Critical and evaluative
information literacy procedures emphasize
research and reasoning skills that implement
ACRL (Association of Colleges and Research
Libraries) standards. These standards make it
possible to document and propose policy
debate changes on both sides of controversial
topics selected for team debates.
Prerequisite: COC 101. 3 credits.
COC 208 Phonetics (Annual)
The study of the sounds of the English language and its application to speech correction.
Introduces the student to basic anatomy and
physiology of the speech mechanism. Identification of acoustic properties of speech
sounds and their phonetic application. Instruction in reading and transcribing of the International Phonetic Alphabet of American English
patterns. 3 credits.
COC 209 Anatomy and Physiology of
Speech (Annual)
Introduction to the anatomy, physiology and
neuromuscular systems pertaining to speech
and language. The study of the respiratory
system for phonation and its function for
articulation and resonance. Neural control of
speech production and the cerebral organization of language will be discussed. Prerequisites: BIO 111 or BIO 101. 3 credits.
COC 210 Normal Speech and Language
Development (Annual)
The study of normal speech and language
acquisition and development. Special emphasis on linguistic, cognitive, perceptual, and
psychological factors. 3 credits.
96
COC 223 Beginning Sign Language
(Annual)
Students will learn the basics of ASL signs,
grammar, fingerspelling, and the use of facial
expressions and body language to convey
meaning. 3 credits.
COC 308 Introduction to Hearing
Science/Acoustics (Annual)
Anatomy and physiology of the ear, psychoacoustics of the speech mechanism, and applications to speech pathology. The study of
sound as related to speech and hearing. The
anatomy and physiology of the hearing mechanism is studied in depth as a basis for normal
speech and language development. 3 credits.
COC 309 Introduction to Audiology
(Annual)
An introduction to the disorders of hearing
loss, measurement and evaluation of hearing.
Basic clinical testing and interpretation of test
results will be taught. Pure tone audiometry,
basic speech audiometry, impedance testing
and masking will be taught. Prerequisite:
COC 308. 3 credits.
COC 310 Speech Pathology I:
Communication Disorders (Annual)
Introduction to etiology and diagnosis for
speech disorders related to articulation,
phonology, language, voice, stuttering, cleft
palate, cerebral palsy, aphasia, hearing and
mental retardation. 5 hours of observation to
be included. Prerequisites: COC 208, COC
209, COC 210. Corequisite: 110. 3 credits.
COC 352 Internship in Communications
(Upon Request)
Field placement in one or two communications
enterprises. Student is required to observe and
participate in the communications field for 60
hours. Evaluation sessions by faculty and professional personnel in charge of the individual
intern’s program. 3 credits.
COC 361/PSY 311 Psycholinguistics
(Annual)
Psychology of language and the higher mental processes. Modern conceptions of syntactic, semantic, and lexical structure of language. Prerequisite: PSY 101. 3 credits
COC 401 Speech Pathology II:
Rehabilitation (Annual)
The rehabilitation and therapeutic approaches
to communications disorders such as delayed
language, articulation, phonology, cleft palate,
cerebral palsy, voice, stuttering, hearing, and
aphasia. This course will include early intervention at ages 0-3 and a discussion of
Alzheimer’s disease. A supervised clinical
practicum where the student is an observer for
no less than 25 hours is also part of the course.
Note: The practicum is fully supervised by an
ASHA-certified member of our faculty at all
times. Students are placed at various sites.
Prerequisite: COC 310. 4 credits
COC 407 Articulation and Phonological
Disorders (Annual)
The course will cover the normal development
of articulator competence and phonological
rules and processes. It will deal with infant
perception and production of speech sounds
and move through to the level of adult like
production. Factors related to phonological
disorders as well as dialectal variations, will
be discussed. Methods of assessment and
remediation for the child, as well as the adult,
will be looked out for exposure to the concepts. Various remediation systems and
approaches will be discussed. Prerequisite:
COC 208. 3 credits.
COC 409 Pediatric Audiology (Annual)
This course will focus on how the effects of
the sensory deprivation can be minimized
through early identification and detections
starting with the prenatal conditions concluding with the elementary school child. The
development of hearing in children, from conception to age five including new technological developments will be studied (cochlear
implants and to acoustic emissions). Prerequisite: COC 309. 3 credits.
COC 411 Auditory Rehabilitation (Annual)
This course is an introduction to the evaluation, management, and rehabilitation of individuals with hearing loss. This course will
overview the process that is crucial for the
welfare of persons who suffer from hearing
impairment and for those who communicate
with them. Prerequisite: COC 309. 3 credits.
COC 412 Acoustic Phonetics (Annual)
This course will discuss the acoustic characteristics of American English, including consonants, vowels and diphthongs. Models of
speech perception are discussed. Research and
theory methods will be addressed as part of a
lab activity. Prerequisite: COC 208, COC 308.
3 credits.
COC 481-482 Independent Study (Annual)
Prerequisite: Permission of the department
and the Dean. Credits by arrangement.
COC 493 (formerly COC 402) Senior
Speech Seminar: Current Issues in
Communications (Annual)
Topics vary and are based on contemporary
issues and concerns. Research design will be
addressed. Open to seniors only. 3 credits.
COMMUNICATIONS AND THE MEDIA
COM 121 Ethics in Communication
(Upon Request)
Analysis of classical and modern views of
ethics and their relation to communication.
Evaluation of contemporary communication
standards and practices in education, law,
film, religion, theater, broadcasting, and the
press. 3 credits.
COM 122 Mass Media in America
(Upon Request)
Mass media of communications: their responsibilities, value, structure and control; techniques and effectiveness of the press, radio,
television, and films. An examination of the
freedoms of speech and press. 3 credits.
COM 130 Children, Literacy and the
Media (Upon Request)
This course examines the effects of mass communication on children. The focus is on social
science theory and research concerning such
effects. Major areas of consideration include
the effects of media violence, pro-social programming and its impact, cognitive processing of media content, the effects of advertising, the emotional effects of the media, as well
as intervention strategies. 3 credits.
97
COM 201 Propaganda (Upon Request)
Strategies of persuasion, flattery and the
group mind; smearing and scapegoating;
hero-worship and authority; emotion and hysteria; motivation and rationalization; attention
and hypnosis; suggestion and concealment.
3 credits.
COM 202 Introduction to Film
(Upon Request)
Viewing of early and current films. Students
are encouraged to improve their “film literacy” by writing abstracts which take artistic
values into consideration: direction, casting,
script and story line, social and ethical values,
lighting, music, wardrobe and location.
3 credits.
COM 204 Introduction to Television
(Annual)
Using documentaries and video clips, students
examine the history of television, with emphasis on live comedy, technical advances, news,
drama, games, and programming. 3 credits.
COM 222 Writing for the Media
(Upon Request)
Practice and exercises in research and writing
for all areas of media today. After reviewing
techniques, basic tools of writing and style,
students experience the news story in print,
broadcasting, advertising, and public relations, with great emphasis upon editing. 3
credits.
COM 301 Commercial Advertising
(Upon Request)
Principles and practices in media advertising.
Intensive exercises in the preparation and editing of copy and formats. 3 credits.
COM 303 Advanced Commercial
Advertising (Upon Request)
Using the principles and practice acquired in
Commercial Advertising, students learn to
create complete advertising campaigns for
selected products as well as industrial and
public service announcements (PSA). They
are afforded the opportunity to view and
hear award winning international television
and radio advertising, to observe an advertis98
ing/public relations agency in action, to visit
the Museum of Television and Radio, and to
practice using actual audio and video equipment to create television and radio advertising. Prerequisite: COM 301. 3 credits.
CHEMISTRY
CPC 101-102 Principles of Inorganic
Chemistry (Annual)
Topics covered include nomenclature,
stoichio-metric
relationships,
atomic
structure, bonding and states of matter. In
addition, topics treated include chemical
equilibria, free energy and entropy, acid-base
reactions, oxidation reduction and electrochemistry, complexions, reaction rates,
radioactivity, and elementary concepts of
organic chemistry. Laboratory work entails
experiments illustrating the principles taught
in lecture and qualitative analysis. Prerequisite
for CPC 102: MAT 120. 4 credits each.
CPC 201-202 Principles of Organic
Chemistry (Annual)
Subjects covered include reactions, synthetic
procedures, and methods for differentiation
and identification. Mechanisms of reactions,
stereochemistry and spectroscopy are emphasized. Details of the characteristics of aliphatic, and aromatic compounds with different
functional groups are stressed. Laboratory
work includes the methodology of synthetic
and analytic procedures. (Lecture and laboratory course.) Prerequisites: CPC 101-102. 4
credits each.
CPC 203 Biological Chemistry
(Upon Request)
A one-semester introductory course for students preparing for professions in allied health
sciences such as nutrition, physical and occupational therapy, and physician assistant. Topics include enzyme chemistry, function and
structure of macromolecules, metabolism and
synthesis of proteins, and molecular biology.
This course will not count toward a major in
biology, chemistry, or the interdisciplinary science degree. Prerequisites: CPC 101-102.
3 credits.
CPC 222 Analytical Chemistry
(Upon Request)
Topics covered in this course include the
quantitative analysis of inorganic compounds
by volumetric, gravimetric, and calorimetric
procedures. Emphasis is on the precision of
instruments, estimation of error, attainment of
accuracy and development of sound laboratory technique. (Lecture and laboratory course.)
Prerequisites: CPC 101-102. 4 credits.
CPC 301 Advanced Organic Chemistry
(Upon Request)
A continuation and amplification of the topics
considered in 201-202. Among the subjects
discussed are the uses of spectroscopy in
structure determination, organic reaction
mechanisms, and synthetic methods. Prerequisites: CPC 201-202. 3 credits.
CPC 311-312 Biochemistry (Upon Request)
Emphasis on the chemical descriptions of the
basic biological systems such as proteins,
lipids, carbohydrates, and nucleic acids.
Aspects dealt with are structure, metabolism,
functions in the cell, and control mechanisms.
Prerequisites: CPC 201-202. 3 credits each.
CPC 421-422 Principles of Physical
Chemistry (Upon Request)
A complete introduction to physical chemistry: the properties of gases, thermodynamics, chemical kinetics, electrochemistry, theory of solutions, quantum theory, and wave
mechanics. Corequisite: MAT 201. 3 credits
each.
CPC 481-482 Independent Study
(Upon Request)
Credits by arrangement.
CPC 493 Research Project in Chemistry
(Upon Request)
Prerequisite: senior status or departmental
permission. 3 Credits.
CPC 494 Senior Honors Project in
Chemistry (Upon Request)
Prerequisites: CPC 493 and departmental permission. 3 credits
PHYSICS
CPP 101-102 General Physics (Annual)
This course, designed for the non-Physics
major, covers classical mechanics, heat, electricity, magnetism, and light, and sound phenomena. The approach is generally quantitative, but does not require calculus. Laboratory
experiments illustrate and test the fundamental laws and the reliability of results. (Lecture
and Laboratory course.) Prerequisite: MAT
120. 4 credits each.
CPP 109 Physical Geology (Annual)
Principles of physical geology that illustrate
how the Earth acts as an integrated system
involving dynamic interactions between its
various layers. Topics include: geologic hazards (earthquakes, sea level rise, tsunami
waves and storm surges, coastal erosion),
environmental deterioration (pollution, greenhouse effect, industrial accidents), geology
and urban necessities (water supply, building
materials). Also covered will be concepts of
stratigraphy, sedimentary processes, plate tectonics and deformation of the Earth’s crust. 4
credits.
CPP 150 The Physical Universe (Annual)
This course is designed to give the student a
well-rounded knowledge of the physical concepts of natural phenomena and fulfill the
physics requirement for speech majors. (Lecture and laboratory course.) Prerequisite:
MAT 111. 3 credits
CPP 201 Introduction to Modern Physics
(formerly CPP 103) (Upon Request)
This course is a continuation of topics covered
in CPP 101-102, with emphasis on material
relevant to the biological and medical sciences. The topics include relativity and
nuclear, atomic, and molecular structure basic
electronics particle physics. Prerequisites:
CPP 101-102; MAT 120. 3 credits.
CPP 481-482 Independent Study
(Upon Request)
Credits by arrangement.
99
ACCOUNTING
EBA 101 Principles of Accounting I
(Fall, Spring, Summer)
Introduction to the double-entry system of
debits and credits, journal entries and general
ledger accounts, steps leading up to financial
statement preparation and format of financial
statements. Also included are studies of merchandising companies and determination of
inventory balances and cost of goods sold, and
an introduction to the accounting treatment of
various assets and liabilities. 3 credits.
EBA 102 Principles of Accounting II
(Fall, Spring, Summer)
Focuses on partnership and corporate accounting, as well as statements of cash flow and
financial statement analysis. Overviews of
complex partnership issues, as well as complex corporate issues, are covered. Prerequisite: EBA 101. 3 credits.
EBA 201 Intermediate Accounting I
(Fall, Spring, Summer)
Reviews financial accounting standards, as
well as the conceptual framework underlying
financial accounting. Includes an extensive
review of the income statement and balance
sheet, and introduces the statement of cash
flows. Particular emphasis is placed on the
accounting for current assets such as cash,
receivables and inventories, as well as longterm assets such as property, plant and equipment. Examines the accounting for intangible
assets such as patents and goodwill, as well as
for current and contingent liabilities. Prerequisite: EBA 102. 3 credits.
EBA 202 Intermediate Accounting II
(Fall, Spring, Summer)
Focuses on the accounting for long-term debt,
leases, pensions, investments and income
taxes. Detailed review of the stockholders
equity section of the balance sheet, inclusive
of earnings-per-share calculations. Examines
the issues of revenue recognition and the treatment of various accounting changes and
errors. Prerequisite: EBA 201. 3 credits.
100
EBA 209 Financial Statement Analysis
(Upon Request)
Studies the objectives of important classes of
external decision-makers, such as security
analysts, credit grantors, etc. Covers the tools
of analysis that are employed in the achievement of major analytical objectives, such as
short-term liquidity, capital structure, and
operating performance. Prerequisite: EBA
102. 3 credits.
EBA 213 Cost Accounting
(Fall, Spring, Summer)
Focuses on cost determination for manufacturers, products and services. This includes
the establishment and maintenance of job
order and process cost systems, and the classification of costs as product or period, direct or
indirect. Included are managerial techniques
and systems such as budgeting and variance
analysis, which enable a business to manage
its affairs more efficiently. Prerequisite: EBA
102. Corequisite: EBA 201. 3 credits
EBA 214 Managerial Cost Accounting
(Upon Request)
Process costing techniques, utilizing actual,
normal, and standard cost, problems of
spoilage and waste, costing methods for joint
and by-products; relevant costing concepts
applied to the area of capital budgeting with
its related tax aspects, techniques of discounted cash flow and the ranking of projects;
income effects of alternative product costing
methods, determination of cost behavior patterns, inventory planning, control and valuation, decentralization and transfer pricing,
decision models under conditions of uncertainty. Prerequisite: EBA 213. 3 credits.
report, as well as modifications thereto. Prerequisite: EBA 202 and appropriate grade on
the screening exam. 3 credits.
EBA 301 Advanced Accounting
(Fall, Spring, Summer)
Provides an overview of the accounting for
partnerships, government and not-for profit
organizations. Examines statement of cash
flows preparation, as well as the issue of segment reporting. Introduces the concept of
international accounting by reviewing foreign
currency transactions and translation of foreign financial statements. Emphasis on the
accounting for business combinations and
preparation of consolidated financial statements. Prerequisites: EBA 202 and appropriate grade on the screening exam. 3 credits.
EBA 316 Corporation & Partnership Tax
(Fall, Spring, Summer)
This second course in taxation focuses on the
federal taxation of regular and small business
corporations as well as partnerships. An
overview of complex corporate issues, such as
stock redemptions, liquidations, and reorganizations, as well as complex partnership issues,
is presented. Prerequisites: EBA 314 and 201.
3 credits.
EBA 302 Government and Not-For-Profit
Accounting (Fall, Spring, Summer)
State and local governmental accounting and
its operation on a fund basis. Three broad categories of funds are studied: governmental,
proprietary, and fiduciary. Not-for-profit entities and their accounting systems: voluntary
health and welfare organizations, colleges and
universities, and health care organizations.
The study of regulatory and taxation issues as
they relate to NPOs. Prerequisite: EBA 102.
Corequisite: EBA 201. 3 credits.
EBA 308 Auditing (Fall, Spring)
Focuses on the audit process. Emphasis is
placed upon the three phases of an audit
engagement. Introduces the procedures
employed in the audit of both balance sheet
and income statement accounts in accordance
with GAAP. Provides an in-depth study of the
form and content of the auditor’s standard
EBA 314 Federal Income Taxation of
Individuals (Fall, Spring, Summer)
This first course in taxation focuses on the
federal taxation of individuals. The individual
tax formula is explored in depth, concentrating on gross income, deductions, exemptions,
tax calculations and tax credits. Basic tax concepts, such as capital gains and losses, net
operating losses and accounting periods and
methods, are covered. Prerequisite: EBA 102.
Corequisite: EBA 201. 3 credits.
EBA 440 International Accounting
(Upon Request)
This course provides an overview of managerial and financial accounting issues encountered by multinational corporations or firms
involved in international business. These
issues include the diversity of worldwide
accounting principles and the prospects for
uniform international accounting standards,
foreign currency transactions and translation,
inflation, various technical accounting methods and the implications of their application,
financial disclosures, analysis of financial
statements, auditing, risk management investment analysis, methods of financing transfer
pricing, and taxation. These topics are viewed
from the perspective of companies based in
the U.S. that operate in diverse business environments throughout the globe. A requirement
for the course will stress the ability to write
reports some of which will require the student
to analyze foreign company financial statements. Prerequisite: EBA 202. 3 credits.
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EBA 451 Contemporary Issues in
Accounting (Fall, Spring)
A comprehensive review of principles of
accounting and auditing. Discussion of problems selected. from the CPA examination
papers of the AICPA. Corequisite: EBA 301,
EBA 308, senior status. 4 credits.
EBA 481 Independent Study in Accounting
(Upon Request)
Students investigate selected topics in the
major areas under the direction of a faculty
advisor. Independent study develops and
demonstrates ability to conduct independent
research, perform independent studies in a
specialized area, and present the results in
writing of professional quality. Prerequisite:
Permission of the Chair. 3 credits.
EBA 493 Research Project in Accounting
(Upon Request)
Prerequisite: Senior status or departmental
permission. 3 credits.
EBA 494 Senior Honors Project in
Accounting (Upon Request)
Prerequisites: EBA 301 and departmental permission. 3 credits.
EBA 498 Internship in Accounting
(Fall, Spring)
An internship is an experiential activity undertaken in a business, government or non-profit
organization for academic credit. Enrolling for
internship credits includes supervision of the
course by a faculty member and by someone
in the host organization. Students will be evaluated periodically by a supervisor in the participating firm and will be required to complete a term paper that will be graded by the
chair of the department or its designee. Prerequisite: Senior status and a GPA of 2.5 in the
major, permission of department chair.
3 credits.
ECONOMICS
EBE 101 Principles of Macroeconomics
(Fall, Spring, Summer)
An introductory course covering issues relating to the economy as a whole. Topics covered
include, but are not limited to, the study of
national income and the Gross Domestic
Product (GDP), national income determination, investment, consumption and consumption theories; classical economic theories,
Keynesianism, monetarism, rational expectations, supply-side economics; the business
cycle, inflation, unemployment; money and
the money supply, the banking system, the
federal reserve system, monetary and fiscal
policy, budget deficits and the national debt. 3
credits.
EBE 102 Principles of Microeconomics
(Fall, Spring, Summer)
An introductory course covering issues relating to individual economic units: namely, the
individual consumer, the individual firm, the
individual factors of production—land, labor,
and capital. Topics covered include, but are
not limited to, price theory, price determination through equilibrium, supply and demand,
analysis of consumer demand, utility theory
and marginal utility, consumer equilibrium,
indifference curve analysis, analysis of supply,
theory of production, pricing in perfectly and
imperfectly competitive markets, types of
imperfect competition, anti-trust laws in the
U.S., and distribution of income. 3 credits.
EBE 204 Money and Banking (Fall, Spring)
Money and its equivalents, interest rates, and
the banking system. In particular, the workings of the money market and its instruments,
including treasury bills and commercial paper,
financial institutions, and monetary policy
and its effects on the national and global
economies. Prerequisites: EBE 101 and 102.
3 credits.
EBE 211 Intermediate Macroeconomics
(Upon Request)
Analysis of total national output, income,
employment and price level determinations, as
well as factors contributing to long-term
growth. Government’s economic role in fiscal
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and monetary policy is also discussed. Prerequisites: EBE 101 and 102. 3 credits.
EBE 212 Intermediate Microeconomics
(Upon Request)
Optimal economic decision making on the
level of individual economic units: optimal
consumer decision-making and optimal producer decision-making. In-depth study of utility analysis and costs of production. Prerequisites: EBE 101 and EBE 102. 3 credits.
EBE 220 Urban Economics (Upon Request)
The city as an economic organization. Urbanization trends, functional specification, and
the nature of growth within the city; organization of economic activity within the city and
its outlying areas, the organization of the labor
market, and problems of urban poverty; the
urban public economy; housing and land-use
problems; transportation problems; special
problems within the public sector. Prerequisites: EBE 101 and EBE 102. 3 credits.
EBE 303 Political Economy of Israel
(Upon Request)
The unique aspects of the economy of Israel
as affected by international, national, and
regional political developments with reference
to overall economic development, agriculture,
industry, the Kibbutz, Moshav, and the private
sector. Prerequisite: EBE 101 and EBE 102. 3
credits.
EBE 310 Monetary Theory (Upon Request)
The influence of the quantity of money on
prices, growth and employment and its relation to the central banking system’s control of
the money supply. Prerequisites: EBE 101 and
102. 3 credits.
EBE 311 Comparative Economic Systems
(Upon Request)
How societies with differing social, political,
and economic systems (e.g. China, India) have
organized themselves to satisfy economic
needs. Analysis of the theory and practice of
capitalism, socialism, and communism. Prerequisite: EBE 101 and 102. 3 credits.
EBE 312 History of Economic Thought
(Upon Request)
The development of economic thought as
related to the changing economic and intellectual environment. Emphasis is on the modern
period from Adam Smith to the present, and
understanding the origins of contemporary
economic concepts. Prerequisites: EBE 101
and 102. 3 credits.
EBE 315 Industrial Organization
(Upon Request)
Interdependence of competitive and monopolistic tendencies. Industrial structures and
their concentration and effect on economic
performance, competitive markets, monopolies, oligopolies, monopolistic competition;
anti-trust laws and their effectiveness. Prerequisite: EBE 212. 3 credits.
EBE 325 Public Finance (Upon Request)
Methods by which government generates
income and expenditures. Budgets, taxation,
equity, efficiency, fiscal policy, and cost-benefit analysis. Prerequisite: EBE 101 and 102. 3
credits.
EBE 351 Econometrics (Fall)
Statistical techniques used to test the direction
of economic variables or the relationship
between economic variables; regression and
correlation analysis; hypothesis testing and
confidence intervals; time series analysis and
forecasting. Prerequisites: EBE 101 or EBE
102 and either MAT 231 or MAT 261.
Credit will not be given for both MAT 351
and EBE 351.
EBE 400 Topics in Applied Economics
(Fall, Spring)
An application of economic analysis to current topics of interest. Issues such as international trade and finance, government regulations, inflation, and unemployment may be
considered. May be repeated for credit. 1-4
credits.
103
EBE 408 International Trade and
Monetary Systems (Upon Request)
An intensive examination of modern theories
of international commercial policy and the
balance of payments mechanism within the
international monetary system. Developments
in trade theory, the role of international
reserves and the use of exchange controls are
discussed. Prerequisites: EBE 101, EBE 102
and EBF 101. 3 credits.
EBE 481 Independent Study in Economics
(Upon Request)
Students investigate selected topics in the
major areas under the direction of a faculty
advisor. Independent study develops and
demonstrates ability to conduct independent
research, perform independent studies in a
specialized area, and present the results in
writing of professional quality. Prerequisite:
permission of the Chair. 3 credits.
EBE 498 Internship in Economics
(Upon Request)
Students with senior status may register for a
3 credit field experience with cooperating
business firms in the NYC area. The internship is monitored by a supervising professor
and a representative of the cooperating company. See EBA 498. 3 credits.
EBF 210 Investment Principles
(Fall, Spring)
Characteristics and investment strategies related to stocks, bonds, and options. Sources of
return and risk are explored. The foundations
of financial research are developed with
regard to information sources, valuation techniques, computation of return and risk and
their relationship. SEC regulations; methods
of performance evaluation.
Prerequisite: EBF 101. 3 credits.
EBF 220 Corporate Finance
(Fall, Spring, Summer)
Methods of capital budgeting and corporate
financial decision-making; valuation techniques, market efficiency, capital structure,
dividend policy, Betas, cost of capital, portfolio analysis and the Miller Modiglian principle are incorporated into the analysis; financial analysis under conditions of certainty and
uncertainty. Prerequisite: EBF 101. 3 credits.
FINANCE
EBF 310 Security Analysis (Fall, Spring)
A continuation of Investment Principles (EBF
210). Both fundamental and advanced
approaches to valuation of securities and portfolios are developed. The risk/return trade-off
and the selection of optimum portfolios are
examined in depth, including reduction-ofrisk techniques. Prerequisite: EBF 210.
3 credits.
EBF 101 Principles of Finance
Fall, Spring, Summer)
An introductory study of the basic principles,
instruments, and institutions in the financial
marketplace. Topics include the concept of
money; the Federal Reserve and the banking
system; the provision and management of
funds for both the short and long terms; the
basic financial instruments; financial characteristics of the firm, including basic balance
sheet analysis; the role of the stock and bond
markets; interest rates and present value
analysis; personal finance issues Corequisite:
EBE 101 or EBE 102. 3 credits.
EBF 321 Portfolio Analysis (Fall)
An examination of modern portfolio theory.
After setting the foundation of the investment
policy statement, the course introduces fundamental portfolio analysis tools, portfolio risk
and return measures, and the process of optimal portfolio selection and applications to
portfolio construction and management relevant to equity and fixed-income portfolios.
These include international diversification,
risk management and hedging, strategies,
benchmarks and performance evaluation. Prerequisite: EBF 210. 3 credits.
EBF 338 International Financial Markets
(Fall, Spring)
Comprehensive discussion of the international
financial environment. The market forces
104
whose interplay determines exchange rates
and governmental policies are covered. Parity
theorems and description of the international
equity and credit markets and their dynamics
are presented. The forecasting of price
changes and returns on equities and bonds in
the international setting are covered. Prerequisite: EBF 101. 3 credits.
EBF 341 Real Estate Finance I
(Upon Request)
Examines the fundamentals of real estate
finance, including various types of mortgages
and financing structures, loan underwriting,
the construction loan, and the secondary mortgage. Debt securitization and financing residential and income-producing property are
explored. Prerequisite: EBF 101. 3 credits.
EBF 342 Real Estate Finance II
(Upon Request)
Provides an analytical framework for understanding the real estate finance and development process from both a quantitative and
non-quantitative perspective. Topics addressed
include establishing investment/development
objectives, identifying prospective sites,
understanding the public permitting process,
preparing market and feasibility studies,
securing debt and equity financing, coordinating the design and construction process, and
marketing and managing real estate assets.
Includes preparation of income statements,
sources and uses of funds statements, federal
tax impact analysis, and discounted cash flow
analysis. Prerequisite: EBF 341. 3 credits.
EBF 400.1 Selected Topics in Finance
(Upon Request) (Directed Study)
An upper division course designed to give
greater coverage to those finance topics that
are not covered in great detail in other courses.
The topics selected are at the discretion of the
instructor. Some potential topics include dividend policy, mergers and acquisitions, bankruptcy and reorganization, risk markets, cost
of capital and capital structure. An integral
part of the course is the class presentation
required of all students. The presentation
revolves around some area of interest from the
topics covered in the course. Prerequisites:
EBF 210 and EBF 220. May be repeated for
credit. 1-3 credits.
EBF 410 Seminar in Options Trading
(Fall, Spring)
The theoretical foundations, institutional
details, and practical applications of options
trading: various pricing models and their
development; in-depth examination of the use
of options as speculative, hedging, investment,
and arbitrage tools; the role of options with
respect to the proper functioning of the modern market economy. The central focus is on
stock options. Prerequisite: EBF 210. 3 credits.
EBF 437 International Commodities
Trading (Fall, Spring)
This course looks in detail at derivatives used
to conduct commodity trade across international markets. Such derivatives include
options, futures, forwards, swaps, and spots.
This course also focuses on risk management,
and uses mathematical models to set conditions for minimum risk and to predict relevant
variables important to such trade. Prerequisite:
EBF 210. 3 credits.
EBF 481 Independent Study in Finance
(Upon Request.) (Description same as EBE
481.) 3 credits.
EBF 498 Internship in Finance
(Fall, Spring, Summer)
Seniors majoring in Economics and Finance
can register for academic credit for field experience with business or government agencies
in the greater New York area. Students will
work under the supervision of a faculty member. Prerequisites: senior status, GPA of 2.5 in
major, and departmental permission.
3 credits.
MARKETING
EBK 101 Principles of Marketing
(Fall, Spring, Summer)
A study of basic marketing theory and practice. Major topics include analysis of consumer market structure versus industrial market system; product planning; channels of distribution; pricing; promotion; and relevant
government regulation. 3 credits.
105
EBK 201 Consumer Behavior (Fall, Spring)
Examines marketing from the point of view of
various behavioral science concepts, relevant
consumer research, and practical marketing
applications. Also examines motivation, personality, perception learning, attitude formation, and the importance of group dynamics,
social class and culture on behavior in the
marketplace. Prerequisite: EBK 101. 3 credits
EBK 315 Advertising and Promotion
Management (Spring)
Explores advertising, personal selling, sales
promotion, sponsorship, direct marketing, ecommerce, and public relations. With three
business plans as a foundation, students produce a campaign plan book integrating the
concepts explored. Prerequisite: EBK 101. 3
credits.
EBK 202 Marketing Research
(Fall, Spring)
Explores the scope, history and ethics of marketing research. Particular attention is given to
methods of research design, the use of secondary data from marketing decisions, and the
distinction between qualitative and quantitative techniques. Students are introduced to
techniques of questionnaire design as well as
basic statistics for the social sciences. Where
appropriate, dedicated software for marketing
research, especially SPSS (Statistical Package
for Social Sciences) is utilized. Prerequisites:
EBK 101 and MAT 261. 3 credits.
EBK 330 Sales Force Management and
Personal Selling (Fall)
Provides an overview on the role of personal
selling in the firm’s overall marketing strategy, the skills and techniques required in performing the selling task; as well as concepts
and techniques related to the management of
sales force. Emphasis will be placed on
recruiting and selecting techniques, designing
compensation and expense plans, sales training, improving morale, territory management,
evaluating sales performance, sales forecasting and sales analysis. Ethical and legal issues
in selling and building long-term relationships
are included. Prerequisite: EBK 101. 3 credits.
EBK 204 Marketing Management (Spring)
This course helps students conceptualize the
strategic planning process as it relates to the
primary determinants of sales and profits.
Students also develop an in-depth understanding of the business and ethical problems marketing managers face in a global marketing
environment, and explore various solutions to
these problems. Prerequisite: EBK 101. 3
credits.
EBK 310 Retail Management and
Merchandising (Fall)
Examines the scope, status, and dynamics of
retailing in the United States and global economy. Main topics include retail market structures, retail market strategy, planning merchandise assortments, buying, pricing, and
retail promotions. This course is designed for
students interested in careers in retailing, retail
management and merchandise buying; it is
also useful to students interested in consumer
products marketing and wholesaling. Prerequisite: EBK 202. 3 credits.
106
EBK 340 International Marketing
Management (Upon Request)
Designed to develop a systematic approach
for analyzing trends shaping the global marketplace. Physical, cultural, socio-demographic, legal/political, and technological factors,
among others, are explored. Emphasis is
placed on development and implementation of
optimal marketing programs to capitalize on
emerging market opportunities as well as the
avoidance of the pitfalls inherent in crossnational marketing activities. Prerequisite:
EBK 101. 3 credits
EBK 351 Direct Marketing (Upon Request)
Topics include: strategic planning, basic economic analysis, new product/ business development, direct marketing information systems, short-term budgeting and forecasting,
and management of direct marketing operations. Prerequisite: EBK 101. 3 credits.
EBK 400.3 Topics in Marketing
(Fall, Spring) (Directed Study)
In-depth focus on a marketing topic of current
interest. Possible topics include marketing for
service and nonprofit organizations, new
product development or direct marketing. May
be repeated for credit. 1-3 credits.
EBK 408 Strategic Marketing
Management (Fall, Spring)
An in-depth exploration of strategic marketing
such as target marketing, product development, pricing and competitive activity, developed and implemented in a realistic computer-based simulation, within the broader framework of business strategy. Prerequisites: EBK
202 and senior standing. 3 credits.
EBK 410 Business to Business Marketing
(Fall, Spring)
A managerial approach to marketing decisionmaking in an industrial market. Topics include
relationship building, vendor and value analysis, inventory control, sales forecasting, industrial market planning, market auditing, salesforce planning and channel management. Prerequisite: EBK 101. 3 credits.
EBK 481 Independent Study in Marketing
(Upon Request.) (Description same as EBE
481.) 3 credits.
EBK 498 Internship in Marketing
(Fall, Spring, Summer)
Full-time, off-campus employment for seniors
guided by outside personnel and the Business
Chair. Prerequisites: senior status, departmental GPA of 2.5, and department permission. 3
credits.
EBM 202 Organizational Theory and
Behavior (Fall, Spring)
An examination of theories, concepts, and
research findings emerging from the various
disciplines that study individual and group
behavior within organizational systems.
Important topics include: work motivation,
leadership and social influence, satisfaction,
job performance, performance appraisal,
group dynamics, communication, and current
issues of particular interest. Prerequisite:
EBM 101. 3 credits.
EBM 213 Business Law I
(Fall, Spring, Summer)
Fundamental principles of law of contracts,
contracts of guaranty and surety-ship, and the
law of sales and secured transactions under
the Uniform Commercial Code; the relationship of principal and agent and that of
employer and employee; personal property,
and bankruptcy. Prerequisite: EBM 101. 3
credits.
EBM 214 Business Law II
(Fall, Spring, Summer)
Organizational structure of business entitles,
such as partnerships, joint ventures and corporation, and the functions and operation of each
of these business entities, including government regulation of the employment relationship. Creditor and debtor’s rights are examined and analyzed from both a theoretical and
practical viewpoint. This includes focus on the
laws of surety ship, secured transactions under
Article 9 of the Uniform Commercial Code,
the law of Commercial Paper under Article 3
and 4 of the Uniform Commercial Code and
the law of Bankruptcy and the Bankruptcy
Code. Prerequisite: EBM 213. 3 credits.
MANAGEMENT
EBM 101 Principles of Management
(Fall, Spring, Summer)
An introduction to the basic theory and practice of management. Examination of the managerial functions of planning, organizing,
staffing, directing and controlling, and analysis of environmental influences on decisionmaking. Students will use micro-computer
programs for business applications. 3 credits.
EBM 224 Human Resource Management
(Fall)
Management and development of personnel,
recruitment, selection, and training of employees. Management techniques and productivity
factors including fringe benefits, profit-sharing, employee management-labor relations;
current theories of human resources Prerequisite: EBM 101. 3 credits. Credit will not be
given for both EBM 224 and EBM 229.
107
EBM 310 Multinational Business
Management (Fall, Spring)
Detailed examination of the economic, cultural, political, and legal environment of multinational business, beginning with a historical
review of the growth of international business
and the development of institutions such as
the IMF, World Bank, and the WTO. Particular
emphasis is placed on the role of the European
Union and emerging markets. The strategy
and structure, and the financial environment,
of international business and the mechanisms
through which international capital markets
operate are discussed. The final phase of the
course deals with international business functions, including international marketing,
human resources, accounting, and finance.
Prerequisites: EBM 101 and EBK 101.
3 credits.
EBM 317 The Social and Governmental
Environment of Business
(Fall, Spring, Summer)
A study of the environment of business
decision-making. Issues are examined in the
context of interrelated legal, social, ethical,
and political trends affecting business, as well
as from the Jewish perspective on business
ethics. Deals with governmental regulation in
the areas of occupational health and safety,
environmental and consumer protection, and
anti-trust activity. Prerequisite: EBM 101 and
either EBE 101 or EBE 102. 3 credits. Credit
will not be given for both EBM 317 and
PHI 225.
EBM 320 Entrepreneurship and
Management of Small Businesses
(Fall, Spring)
Emphasizes entrepreneurship and successful
small business management. Includes legal
forms of ownership, franchises, commercial
and governmental sponsors, starting or buying
a small business, developing and writing a
business plan, strategic planning, accounting,
and financial considerations. Also covers purchasing and vendor analysis, production and
inventory control, risk and insurance planning, human resource management, and marketing and sales. Includes using the computer,
and advanced technologies to gain a competitive edge. Special focus on international
108
opportunities for small business. Prerequisite:
EBM 101. 3 credits.
EBM 400.2 Topics in Management
(Upon Request)
Study of selected topics in Management. Prerequisite: EBE 101. 1-4 credits.
EBM 420 Internet Research Methods for
Business (Upon Request)
The foundations of Internet research. A basic
understanding of research will be emphasized
followed by a detailed description and comparison of many research mechanisms available over the Internet. Topics such as the differences between search engines, online
library-based research, and methods of
research will be analyzed. Prerequisites: EBF
101, EBM 101, and MCO 140.
EBM 481 Independent Study in
Management (Upon Request) (Description
same as above EBE 481.) 3 credits.
EBM 493 Business Policy
(Fall, Spring, Summer)
An integrated capstone course focusing on
application of case studies to the nature, functions and activities of actual businesses, analyzing objectives, policies, and performance in
relation to the outside environment. Emphasis
is placed on ethical aspects of decision-making. Case studies are used to develop analytical skills. Knowledge and techniques developed in earlier courses are applied in this
course. Prerequisite: senior standing.
3 credits.
EBM 494 Senior Honors Project
(Upon Request)
Prerequisites: EBM 493 and departmental
permission. 3 credits.
EBM 498 Internship in Management
(Fall, Spring, Summer)
Seniors may register for academic credit for
field experience with business or government
agencies in the greater New York area, under
the supervision of a faculty member. Prerequisites: senior status, a GPA of 2.5 in the
major, departmental permission. 3 credits.
LONG-TERM CARE ADMINISTRATION
EBL 100 Gerontology Needs and
Assessment (Upon Request)
Lengthening life-spans brought about by technological and environmental factors have led to
an increase in the elderly population and a
related increase in the population of long-term
care facilities This course introduces students
to gerontology, the study of the elderly, and
concepts and issues of concern to administrators of these facilities. The course deals with
issues raised by elder abuse and post-traumatic
stress disorder, with a heavy concentration on
understanding Alzheimer’s disease. 3 credits.
EBM 229 Personnel Management in
Health Care (Upon Request)
An introduction to the role of the human
resource manager within a health-care setting,
with emphasis placed on long-term care facilities. The course includes an overview of personnel management, an examination of the
laws and regulations influencing the human
resource field, and an analysis of the various
personnel managers’ functions. This course
satisfies 3 credit hours of the NYS Department of Health education course requirement
of 15 credit hours of coursework, for candidates with a B.A., for Health Care Administration licensure. Prerequisite: EBM 101 or
appropriate business experience. 3 credits.
Credit will not be given for both EBM 224
and EBM 229.
EBM 318 Legal Aspects of Health Care
(Upon Request)
An introduction to the concepts and issues of
the health-care legal environment that concern
the long-term care administrator, with a central focus on the complexities of governmental
regulation. The course deals with the general
legal environment, torts, court procedures, and
legal terminology. Health-related legal issues
studied include DNR, elder abuse, and privacy
law. Prerequisite: POL 101 or EBM 213 or
appropriate experience. 3 credits.
EBM 330 Financial Management in LongTerm Care (Upon Request)
Tools of management accounting as they
apply to long-term care. Students will learn
how to set up and work with operating budgets; as well as concepts of cost funding, and
cost control that will prepare them to respond
to various reimbursement methods. Prerequisite: EBA 101 and EBA 102. 3 credits.
EBM 340 Long-Term Care
Administration: Services and Facilities
(Upon Request)
Introduces the role of the administrator within
a nursing home or long-term care facility.
Includes an overview of long-term care and an
examination of the regulations and legislation
influencing it, analysis of the various administrative functions, and a synopsis of the residents and the type of care that they receive.
This course satisfies 3 credit hours of the
NYS Department of Health education course
requirement of 15 credit hours of coursework,
for candidates with a B.A., for Health Care
Administration licensure. The course can substitute for the 100-hour course (given through
the state) on nursing homes. Prerequisite:
EBM 101 or appropriate business experience.
3 credits.
EDUCATION
EDU 201 Psychosocial Foundations of
Growth, Development, and Learning, Birth
– Grade 6 (Fall, Spring)
The nature of physical, cognitive, emotional,
social, and moral development from birth
through early adolescence, with implications
for early intervention, early childhood education, and elementary school classroom teaching; integration of theory and research findings from the fields of developmental psychology and educational psychology. During
the second half of the semester students in the
early childhood program and students in the
childhood program direct their projects and
papers to the study of the respective developmental levels of their programs. 3 credits.
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EDU 209 Foundations of Parenting
(Fall, Spring)
Parents and families as the context for growth,
development and learning; similarities and
differences in parenting styles in various cultural groups; the range of family structures;
parents and family members as teachers of
young children and collaborators with professional educators; ways in which early childhood education programs build and expand
upon the foundation provided by parents; how
educators form constructive educational partnerships with parents; awareness of community resources for parents and their young children. Pre- or corequisite: EDU 201. 3 credits.
EDU 301 Teaching Reading and Language
Arts, Grades 1 – 6 (Fall, Spring)
The developmental context to current
approaches to teaching reading; creation of
language-rich environments; organization of a
functional reading program; informational
and critical reading; assessment of reading
and language skills; oral and written communication; approaches to working with English
language learners and students with special
needs; and attention to motivational factors in
literacy development at home as well as at
school. Pre- or corequisite: EDU 201. 3 credits.
EDU 302 Diagnosis and Correction of
Reading Disabilities (Fall, Spring)
The developmental context to understanding
the symptoms and causes of reading disabilities; use and interpretation of achievement
tests and diagnostic instruments; materials
and methods used in remedial instruction; and
preparation of teacher-made reading materials. Work with children and writing of case
studies are required components of field experience. Prerequisite: EDU 301. 3 credits.
EDU 303 Teaching the Social Studies
Spectrum Subjects, Grades 1 – 6
(Fall, Spring)
The social and developmental contexts for
teaching social studies spectrum subjects to a
diverse elementary school student population;
curriculum development and methods and
materials; development of integrated instruction in history and geography (including histo110
ry and geography of the United States and
New York State), economics, citizenship and
government, and the world of work; appreciation of the diversity of social life, including
language and cultures; approaches to linking
instruction to the context of students’ lives.
Prerequisite or corequisite: EDU 201.
3 credits.
EDU 304 Mathematics, Science, and
Technology: Teaching and Remediation,
Grades 1 – 6 (Fall, Spring)
The developmental context for a problemsolving approach to mathematics, science, and
technology instruction and remediation;
developmentally appropriate curriculum
development and methods of teaching and
remediation in mathematics, science, and
technology; emphasis on manipulative materials and hands-on activities; application of
mathematical concepts and skills in the study
of science; application of mathematical concepts and skills and scientific concepts in reallife settings; and appreciation of the benefits,
promise, and hazards of technology. Prerequisite or corequisite: EDU 201. 3 credits.
EDU 306 Teaching the Arts and Physical
Education, Grades 1 – 6 (Fall, Spring)
The cognitive, emotional, and social contexts
for exploring various art forms, including performing arts and movement, as well as sports
activities and other areas of physical education; discovering and building on individual
interests and creative abilities; creating developmentally appropriate opportunities for selfexpression and self-exploration; cooperation
in group art and sports activities; the relationship of the arts and physical education to other
curricula areas. Prerequisite or corequisite:
EDU 201. 3 credits.
EDU 311 Principles of Early Childhood
Education (Fall)
Planning, development, and implementation
of learning environments and integrated curricula for young children; study of the relational processes through which children
acquire knowledge, skills, and a positive attitude toward learning; the importance of play
as well as teacher planning that provides students with opportunities to think about and
discuss their work; current research on early
childhood integrated experience and instruction in literacy, the arts, science, math, and
technology, social studies (including exposure
to a range of cultures and languages as well as
US and NYS history and geography), family,
career and consumer education, and physical
education and health. Pre- or corequisite:
EDU 201. 3 credits.
EDU 312 Methodology of Early Childhood
Education (Spring)
Development of practice skills in the use of
appropriate creative methods and materials for
integrated education of young children;
emphasis on the use of play and hands-on
activities as well as planned experience and
instruction that provide students with opportunities to explore and manipulate ideas and
concepts as they explore and manipulate the
world; practical implementation of integrated
instruction in the curricula areas noted in
course description for EDU 311. Prerequisite:
EDU 311. 3 credits.
EDU 316 Language Acquisition and
Emergent Literacy I, Birth – Pre-K (Fall)
The uses of oral language (building vocabulary, expression and comprehension of the
spoken word), general cognitive skills (attention, memory, use of symbols, self-regulation), and the concepts underlying reading,
writing, and specific literacy skills as the context of, and initial steps toward, literacy for
young children. Motivational issues that pertain to the development of reading skills are
explored. Emphasis on meeting the needs of
young children, including those with limited
proficiency in English, who enter day care,
nursery school, and other early childhood and
early intervention programs with inadequate
literacy-related knowledge and skills. Prerequisite: EDU 201. 3 credits.
EDU 317 Language Acquisition and
Emergent Literacy II, K – Grade 2
(Spring)
Creation of language-rich environments and
holistic approaches to reading instruction that
meet the needs of children with varying language preparation and aptitudes as well as
children from diverse backgrounds. Use of a
range of teaching and learning modalities.
Attention to connections between speech
sounds and spellings; the alphabetic principle
and recognition of words through letter-sound
relations; achieving fluency and comprehension; spelling conventions. Emphasis on language-related experiences at home as well as
at school, and the importance of frequent
opportunities to write. Identification of services needed for children who are not making
adequate progress in reading, and the importance of coordination of efforts among general educators, special educators, and reading
specialists. Discussion of approaches used
with language-minority children, including
the conditions under which greater or lesser
emphasis is placed on reading in the native
language. Prerequisite: EDU 201. 3 credits.
EDU 318 Field Experience and Student
Teaching I (Fall, Spring)
Students complete 50 hours of field experience in general education with one of the
three following developmental groups:
birth–pre-K, K, and grades 1-2 (combined
field experience/student teaching in general
education must cover all three developmental
levels). Students also complete one 20-day
student teaching experience in general education with one of the three developmental
groups.
For field experience, students work with
appropriately certified cooperating teachers at
school sites to gradually assume increased
teacher-related responsibilities in the classroom. Field experience includes scheduled
meetings, supervised by the Coordinator of
Student Teaching or another assigned faculty
member. Logs of hours and activities are
maintained by all students, to be reviewed by
the Coordinator. Written assignments require
careful observation of cooperating teachers
and children as well as reflection on the application of course work to the classroom. For
student teaching, student teachers are supervised by appropriately certified cooperating
teachers. Students are also observed and evaluated by a Touro faculty member. Student
teaching placements are made in which students can increasingly take responsibility for
teaching activities, including reaching the
point of presenting academic lessons and
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activities independently. Students keep logs of
their hours and experiences. Student teaching
experiences are accompanied by regularly
scheduled classes. Instruction is provided and
discussion encouraged on professional issues
ranging from creating lesson plans to arranging a professional portfolio and resume. Particular emphasis is placed on self-awareness
and analysis of one’s own teaching performance. Prerequisite: completion of education
courses, approval of Education Chair, receipt
of a passing grade on the STAT (Student
Teaching Admissions Test). 2 credits.
EDU 380 Computers and Educational
Technology in General Education and
Special Education (Spring)
Introduction to educational use of computers
and specialized technologies that facilitate
learning, communication and mobility for all
students, including those with special needs.
Assistive technologies will be explored.
Instructional applications of computer hardware and software will be examined. Students
will be encouraged to research and adapt new
technologies for educational use. Prerequisites: MCO 122; EDU 201. 3 credits.
EDU 510 Substance Abuse Seminar
(Fall, Spring)
Seminar on the nature of substances of abuse,
including legal as well as illegal drugs; factors
associated with avoidance of, and resistance,
to use and abuse of substances; risk factors;
research on effective school-based substance
abuse prevention programs. Current literature
on substance abuse and school based prevention programs is distributed. 0 credits.
EDU 511 Child Abuse Seminar
(Fall, Spring)
Seminar on the identification and reporting of
child abuse and neglect; signs and symptoms
to look for; ways to approach children; understanding the variety of ways children may convey that they are being abused or neglected;
the teacher’s fear of reporting abuse or neglect; rationalizations for not reporting; working with systems; the aftermath of reporting
abuse or neglect. 0 credits.
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EDU 512 Seminar on Child Safety
Education, Prevention of Child Abduction,
and Fire and Arson Prevention
(Fall, Spring)
Basic principles of child safety education;
understanding particular safety issues and risk
factors for different ages; using developmentally appropriate methods and materials to
convey safety principles; proper use of materials and environments with attention to safety
hazards, including fire; refusal skill instruction including those related to fire and arson
prevention as well as child abduction.
0 credits.
EDU 513 Seminar on School Violence
Prevention and Intervention (Fall, Spring)
Instruction on statutes, regulations and policies relating to a safe, nonviolent school climate; effective classroom management techniques and academic supports that promote a
nonviolent school climate and enhance learning; social and problem-solving skill development for students within the regular school
curriculum; warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; intervention techniques to address a
school violence situation; and how to participate in an effective school/community referral
process for students exhibiting violent behavior. A booklet on violence prevention and
intervention will be distributed and discussed.
0 credits.
EdSE 319 Field Experience (Fall, Spring)
Students complete 100 hours of field experience in special education with one of the two
groups (grades 1-3 and grades 4-6) required
for total field and student teaching experience
in special education. Students also complete
50 hours of field experience in general education with one of the two developmental
groups. Students work with appropriately certified cooperating teachers at school sites to
gradually assume increased teacher-related
responsibilities in the classroom. Field experience includes scheduled meetings and visits
by the Coordinator of Student Teaching or
another assigned faculty member. Logs of
hours and activities are maintained by all students, to be reviewed by the Coordinator.
Written assignments require careful observation of cooperating teachers and children as
well as reflection on the application of course
work to the classroom. Prerequisite: completion of education courses, approval of Education Chair and receipt of a passing grade on
the STAT (Student Teaching Admissions Test).
2 credits.
EDSE 600 History and Philosophy of
Education and Special Education
(Fall, Spring)
Historical and philosophical underpinnings of
modern educational theory and practice.
Study of: ancient Greek literature; early Jewish, Christian, and Muslim writings; philosophical developments in the Renaissance,
Reformation, and revolutionary periods;
social, cultural and ideological forces that
have shaped educational policies in the United
States; current debates on meeting the wide
range of educational and socio-emotional
needs of students from diverse communities.
Prerequisite: Education department approval,
upper division status, admission into the ECP.
3 credits.
EDSE 640 Assessment of Individual
Differences in General Education and
Special Education: A Socio-Cultural
Perspective (Spring)
Assessment in general education and special
education of individual differences in intelligence, learning potential, personality, motivation, and school achievement; management of
data from assessment and monitoring of student progress; characteristics of standardized
tests; the role of educational testing in informing instruction; assessment of young children;
use of achievement tests; relationship between
assessment and program design; introduction
to dynamic (or interactive) assessment; differences between static and dynamic assessment;
the use of teacher-made, informal tests;
opportunity to observe and practice use of
achievement tests, curriculum-based assessment, and curriculum-oriented dynamic
assessment approaches in classrooms. Prerequisite: Education department approval, upper
division status, admission into the ECP. 3
credits.
SPED 309 Principles of Curriculum
Development for Students with
Disabilities, Grades 1 – 6 (Fall)
Review of state and citywide curriculum for
elementary school children. Concepts and
skills in the teaching of reading, math, language arts, social studies, and science. Modification of instructional methods and materials for children with disabilities. Demonstration lessons will be used to highlight principles of development and modification of curricula for elementary school children with disabilities. Prerequisites: EDU 201, EDU 301,
and EDU 303 or EDU 404. 3 credits.
SPED 310 Principles of Classroom
Management for Students with
Disabilities, Grades 1 – 6 (Spring)
Setting up the physical environment of the
classroom to maximize learning productivity
and prevent unnecessary behavior problems.
Review of different models of intervention
approaches for handling difficult behavior in
the elementary school. The teacher’s role in
reducing conflicts, teaching social skills, and
facilitating cooperative group living. The
importance of the teacher’s self-awareness in
teacher-student interaction. Critical incidents
will be used to develop specific guidelines for
effective teacher interventions. Prerequisites:
EDU 201, EDU 301, and EDU 303 or EDU
404. 3 credits.
SPED 313 Developmentally Appropriate
Learning Experiences for Young
Exceptional Children (Fall)
Introduction to educational programs for
infants, toddlers, pre-schoolers, kindergarten
students, and first and second graders with
disabilities. Review of developmentally
appropriate integrated curriculum content;
materials and activities in language arts,
books, music, art, blocks, sand, water play,
cooking, books and other play activities; parents as collaborators. Comparison of early
intervention and early childhood special education programs reflected in Individualized
Family Service Plan (IFSP) and Individualized Education Plan (IEP). Comparison of
least restrictive environment and natural environment approaches. Prerequisite: EDU 311.
3 credits.
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SPED 314 Addressing Challenging
Behaviors of Young Exceptional Children
(Spring)
Setting up and managing play and learning
activities in safe and developmentally appropriate environments for infants, toddlers,
preschoolers, kindergarten students, and first
and second graders with disabilities. Understanding temperament and its impact on the
parent-child and teacher-child relationship;
supporting positive parent-child interactions.
Role of the teacher in guiding young children
in the development of self-discipline and communication and social skills necessary for
constructive peer relations and group living;
interventions for prevention and management
of challenging behaviors.
Prerequisite: EDU 311. 3 credits.
SPED 418 Field Experience and Student
Teaching II (Fall, Spring)
Students complete 100 hours of field experience in special education with one of the three
developmental groups (combined field experience/student teaching in special education
must cover all three developmental levels).
Students also complete two 20-day student
teaching experiences in special education with
one or two of the three developmental groups.
Students are observed and evaluated by a
Touro faculty member. Prerequisite: Completion of education courses, approval of Education Chair, receipt of a passing grade on the
STAT exam. 3 credits.
SPED 419 Student Teaching (Fall, Spring)
Student teaching consists of two twenty-day
student teaching experiences in special education covering either or both developmental levels, grades 1-3 and grades 4-6. Student teachers are supervised by appropriately certified
cooperating teachers. Students are also
observed and evaluated by Touro faculty.
Student teaching placements are made in which
students can take increasing responsibility for
teaching activities, reaching the point of presenting academic lessons and activities independently. Students keep logs of their hours and
experiences. Student teaching experiences are
accompanied by regularly scheduled classes.
Instruction is provided and discussion encouraged on professional issues ranging from creat114
ing lesson plans to arranging a professional
portfolio and resume. Particular emphasis is
placed on self-awareness and analysis of one’s
own teaching performance.
Prerequisite: completion of education
courses, approval of Education Chair and
receipt of a passing grade on the STAT exam.
3 credits.
SPED 602 Introduction to Special
Education (Fall, Spring)
The historical background to current
approaches to teaching children with disabilities; special education and the Individuals
with Disabilities Education Act; current theories and methodologies in special education;
inclusion and the concept of the least restrictive environment; early intervention; special
education programs, curricula, classroom
management and technologies; educational
challenges and approaches with children
whose disabilities are associated with mental
retardation, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; introduction
to approaches and debates on reading and language arts instruction for native English
speakers and English language learners. Prerequisite: Education department approval,
upper division status, admission into the ECP.
3 credits.
HISTORY
HMH 101-102 Greek and Roman History;
Medieval History (Annual)
See “Humanities”. (Offered in conjunction
with the Department of Languages and Literature HML 101-102). 3 credits each.
HMH 201-202 Renaissance-Modern
European History (Annual)
See “Humanities”. (Offered in conjunction
with the Department of Languages and Literature HML 201, 202). 3 credits each.
HIS 115-116 Survey of Western History
(Annual)
A two-semester survey of Western history
from the rise of Greek civilization through the
nineteenth century. The first semester covers
Classical Greece, the Roman Republic and the
Empire, the Early Middle Ages, the High Mid-
dle Ages, Medieval Society, the Late Middle
Ages, the Renaissance and the Age of Discovery, and the Reformation. The second semester deals with Constitutionalism and Absolutism, the thought and culture of the 16th
century, the Old Regime, the Enlightenment,
the French Revolution, the Napoleonic Era,
Nationalism, Liberalism and Conservatism,
economic advance and social conflict, and the
Age of Nation States. 3 credits each.
HIS 141-142 The Emergence of the United
States (Bi-annual ) (O)
The interplay of the political and social forces
in America from the Colonial Period to the
1990’s, with special attention given to the rise
of political parties, the development of sectionalism, the causes and results of the Civil
War, industrial growth, Progressivism, the
New Deal, and the Cold War. The first semester concludes with the end of Reconstruction
(1877). 3 credits each.
HIS 155-156 History of the Jewish People
(Annual)
The development and metamorphosis of Jewish political, social, and economic life from
the Second Temple Period to the establishment
of the modern State of Israel. The first semester ends with the expulsion from Spain. 3
credits each.
HIS 220-221 Survey of Modern History
(Annual)
A two semester survey of modern European
and world history. The first semester covers
the Renaissance through the Reformation and
Scientific Revolution until the downfall of
Napoleon. The second semester begins with
political and intellectual currents in the nineteenth century, focuses on the two World
Wars, and concludes with the contemporary
world scene. 3 credits each.
HIS 223-224 Survey of Western History
A two-semester survey of Western history
from the rise of Greek civilization to the
1900s. The first semester includes Classical
Greece and Rome, the Early, High and Late
Middle Ages, the Renaissance, the Age of
Discovery, and the Reformation. The second
semester includes constitutionalism and abso-
lutism, 16th century thought and culture, the
Old Regime, the Enlightenment, the French
Revolution, economic advance and social conflict, the Age of Nation-States, and World War
I. 3 credits each.
HIS 242 Violence in America
(Bi-annual) (O)
Utilizing the disciplines of sociology and psychology, this course examines the causes and
character of racial, religious, and ethnic violence, industry-labor confrontation, the vigilante tradition, political hysteria, and assassination, police action, and student revolt in the
United States. Prerequisite: HIS 142 or permission of the instructor. 3 credits.
HIS 251 Jews and Arabs (Bi-annual) (E)
This course examines the vicissitudes of Jewish-Arab cultural relations in the Middle East
from the seventh to the twentieth century. Prerequisite: HMH 102 or permission of the
instructor. 3 credits.
HIS 261 The Rise of Modern Israel
(Bi-annual) (E)
Pre-Zionist messianic and national movements and the effects of social and political
changes on the rise of modern Zionism, with
emphasis upon Herzl and later Zionist ideologues until 1948. Prerequisite: HIS 156 or
permission of the instructor. 3 credits.
HIS 262 The Holocaust (Annual)
The role of Nazism in the destruction of European Jewry, 1933-1945, is studied, with special attention given to the reactions of world
Jewry and foreign governments to the catastrophe. Ghetto and concentration camp existence, as well as, Jewish resistance movements
are also analyzed. Prerequisite: HIS 156 or
permission of the instructor. 3 credits.
HIS 271 American Jewish History
(Bi-annual) (O)
Study of the Sephardic legacy, German-Jewish migration and hegemony, the development
of religious communities, the Civil War,
migrations from Eastern Europe, acculturation
and assimilation, responses to Zionism and
the Holocaust, and current issues. Historical
and literary texts on the interaction of Jew and
115
Gentile are examined as well. Prerequisite:
HIS 156 or permission of the instructor. 3
credits.
HIS 305 Topics in the History of the
Ancient World (Bi-annual E)
This advanced course deals with selected subjects drawn from the history of Ancient
Greece, Ancient Rome, and the Near East.
Prerequisite: HMH 101 or permission of the
instructor. 3 credits.
HIS 312 Topics in Medieval History
(Upon Request)
Research into selected topics in Medieval history such as the development of western law,
the conflict of church and state, and Medieval
economic history. Prerequisite: HMH 102 or
permission of the instructor. 3 credits.
HIS 331 Topics in Early Modern History
(Bi-annual O)
Research into selected topics in the history of
the Renaissance and Reformation, the Scientific Revolution, the Ancient Regime and/or
the Enlightenment. Prerequisite: HMH 201 or
permission of the instructor. 3 credits.
HIS 334 Topics in Modern European
History (Bi-annual E)
Selected topics from the Revolutions of 1848
to the present, such as nationalism as a force
leading to Word War I, the outbreak of World
War II and its results, the Cold War, and the
most recent global conflicts. Prerequisite:
HMH 202 or permission of the instructor. 3
credits.
HIS 335 America in the Twentieth Century
(Bi-annual)
In addition to focusing on political and diplomatic history, this course will examine significant cultural and economic trends in the United States during the last century. Prerequisite:
HIS 142 or permission of the instructor.
3 credits.
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HIS 342 Topics in United States Social
Intellectual History (Bi-annual E)
Study of selected topics, such as reform and
revolution, the black experience, the impact of
war on American life, women in America,
immigration, conservatism, and urbanization.
Prerequisite: HIS 142 or permission of the
instructor. 3 credits.
HIS 354 Topics in Jewish History
(Upon Request)
Study of selected topics, such as the Second
Commonwealth, Ashkenazic Jewry, messianism, the Haskala, Hasidism, the Mussar movement, and anti-Semitism. Prerequisite: HIS
155 or permission of the instructor. 3 credits.
HIS 363 Topics in Third World History
(Upon Request)
Selected issues in the history of Asia and
Africa, with emphasis placed on the struggle
for independence from World War II until the
present. Prerequisite: HMH 202 or permission
of the instructor. 3 credits.
HIS 382 History of Russia (Upon Request)
The roots of modernization and revolution in
nineteenth-century Russia, followed by developments in the USSR, including the Russian
Revolution, World War II, foreign policy, ideological conflicts, and the end of the Cold
War. Prerequisite: HMH 202 or permission of
the instructor. 3 credits.
HIS 481-482 Independent Study
(Upon Request)
Credits by arrangement.
HIS 493 Advanced Topics in Social Science
(Annual)
Prerequisites: Senior status and departmental
permission. 3 credits.
HIS 494 Senior Honors Project in History
Prerequisites: HIS 493 and departmental permission. 3 credits.
HUMANITIES
HMH 101 Greek and Roman History
HML 101 Greek and Roman Literature
History, literature, and philosophy from the
Trojan War to the decline of the Roman
Empire (ca. 1200 BCE to 300 CE), with readings from Homer, Aeschylus, Sophocles,
Euripides, Plato, Virgil, et. al. Offered each
fall; Not to be taken after LLE 220. 3 credits
each.
HMH 102 Medieval History
HML 102 Medieval Literature
History, literature, and philosophy from the
rise of Christianity to the disintegration of the
Medieval world view (ca. 300 CE to 1350
CE), with readings from Beowulf, the Song of
Roland, Medieval poets and dramatists, Dante,
Chaucer, et. al. Offered each spring; Not to be
taken after LLE 220. 3 credits each.
HMH 201 Renaissance History
HML 201 Renaissance Literature
History, literature, and philosophy during the
period of transition from Medieval civilization
to the modern world (ca. 1350 to 1750), with
readings from Petrarch, Cervantes, Shakespeare, Racine, Molière, Swift, et. al. Offered
each fall. Not to be taken after LLE 220. 3
credits each.
HMH 202 Modern World History
HML 301 Literature of the Third World
Major twentieth-century writers such as Jorge
Luis Borges, R.K. Narayan, Gabriel Garcia
Marquez, Pablo Neruda, Wole Soyinka, and
Chinua Achebe, with emphasis on ways in
which their works both sustain and criticize
the European literary tradition. Prerequisite: 6
Humanities credits or department permission.
3 credits.
HML 323 Literature of the Self
Major literary texts that discuss the idea of the
self—is it divided, multiple, or even non-existent?—by such writers as Lewis Carroll,
Robert Louis Stevenson, Oscar Wilde, Franz
Kafka, and Luigi Pirandello, as well as texts
that reaffirm the idea of a unique individual
self that grows with experience. Prerequisite:
12 Humanities credits or departmental permission. 3 credits.
LLE 220-221 Survey of Modern Literature
(Annual)
A two semester survey of Modern literature
from the classical through the modern eras.
First semester readings include: Sophocles,
Beowulf, The Song of Roland, Chaucer,
Shakespeare, Cervantes, and Molière. Second
semester readings include: the Romantic
Poets, Ibsen, Dostoyevsky, Chekhov, Tolstoy,
Kafka, Melville, Faulkner, Beckett, Camus
and Sartre. Not to be taken after HML 101,
HML 102, HML 201, or HML 202. Prerequisite: LLE 102 or exemption. 3 credits each.
HML 202 Modern World Literature
History, literature, and philosophy from the
French Revolution to the present, with readings from Wordsworth, Keats, Dostoyevsky,
Ibsen, Kafka, Garcia Marquez, Chinua
Achebe, et. al. Offered each spring. Not to be
taken after LLE 221. 3 credits each.
HIS 220-221 Survey of Modern History
(Annual)
A two semester survey of world and European
history. The first semester covers the Renaissance through the Reformation and Scientific
Revolution until the downfall of Napoleon.
The second begins with political and intellectual currents in the nineteenth century, focuses
on the two World Wars, and concludes with
the contemporary world scene. 3 credits each.
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JUDAIC STUDIES
Courses in Judaic Studies are generally 1.5
credits each. However, credits may vary,
depending on the hours of instruction and
additional study.
JMB 231-232 Isaiah, Jeremiah
(Upon Request)
Prerequisite: JMB 221. 1.5 credits each.
INTRODUCTORY (Machon)
JMB 242-243 Ezekiel, Trei Asar
(Upon Request)
Prerequisite: JMB 221. 1.5 credits each.
BIBLE
Hagiographa
Courses in the Bible on the Machon level
stress basic textual skills. As the course progresses, analytical and exegetical skills are
developed. Rashi and other basic classical
commentaries are studied. This description is
common to all courses in the Machon Bible
section.
JMB 131-132 Introduction to
Hagiographa-Megillot, Psalms (Annual)
Prerequisite: JMH 102 or equivalent. 1.5 credits each.
Pentateuch
JEWISH HERITAGE AND THOUGHT
JMB 101-102 Introduction to the
Pentateuch (Annual)
Designed for students who are beginning their
Jewish studies programs. Selections from
Leviticus and Genesis with the commentary
of Rashi. 1.5 credits each.
JMH 101-102 Survey of Jewish Heritage
(Upon Request)
This course is open to all Machon students. It
is designed to fill in gaps in basic Jewish
learning in several key areas: Biblical and
Rabbinical literature, and major themes in
Jewish philosophy. 1.5 credits each.
JMB 201-202 Exodus (Annual)
Prerequisite: JMB 101 and 102.
1.5 credits each.
JMB 301-302 The PentateuchDeuteronomy (Bi-annual O)
Prerequisite: JMB 102. 1.5 credits each.
JMB 401-402 The Pentateuch-Numbers
(Bi-annual E)
Prerequisite: JMB 301 or 302.
1.5 credits each.
Prophets
JMB 121-122 The Early Prophets
(Biannual O)
Students read the entire text (Joshua, Judges,
Samuel, Kings) in translation. Class sessions
will be devoted to an analysis of selected passages in the original as they relate to thematic
issues and historical questions.
1.5 credits each.
JMB 221 Samuel (Bi-annual E)
Prerequisite: JMB 121. 1.5 credits each.
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JMB 241 Proverbs (Upon Request)
Prerequisite: JMB 132. 1.5 credits.
JMH 153 Philosophy of Liturgy
(Biannual) (E)
The origin and philosophy of classical liturgical texts and their organization within the Jewish prayer book. 1.5 credits.
JMH 213 Ethics of the Fathers (Bi-annual)
The text of Mishna Avot (Pirke Avot) is studied with special attention to thematic issues.
1.5 credits.
JMH 411-412 Topics in Jewish Thought
(Bi-annual O)
Concepts relating to human relations such as
ethics and charity are examined. Readings
include both classical and modern works. 1.5
credits.
JEWISH LAW
JML 121 Development of Jewish Law
(Upon Request) (E)
Survey tracing the development and major
categories of Jewish Law. 1.5 credits.
JML 221-222 Introduction to the Talmud
(Annual)
The textual study of the Babylonian Talmud
and its classical commentaries. For students
with a limited background in Talmud. Prerequisite: JML 132 or permission of the Department. 1.5 credits.
JS 481-483 Independent Study
Codes
Pentateuch
JML 131-132 Introduction to Ritual Law
(Bi-annual) (E)
Rituals of the Jewish daily life cycle. For students with little or no background. 1.5 credits.
JSB 151-152 Textual Analysis of the
Pentateuch: Genesis (Annual)
1.5 credits.
JML 201-202 Jewish Law and Customs
Sabbath and Festival (Annual)
Selections from laws of the Sabbath (201) and
the festivals (202). For students with a limited
background in Hebrew. Prerequisite: JML
132. 1.5 credits.
JML 301 Topics in Jewish Law - Kashrut
(Bi-annual) (O)
An examination of the Jewish dietary code,
with emphasis on its application to contemporary food processing and preparation. 1.5
credits.
JML 401 Topics in Jewish Law - The
Family (Annual)
Introductory survey of Talmudic and responsa
sources dealing with the legal structure and
rituals of Jewish family life. 1.5 credits.
JML 402 Topics in Jewish Law Contemporary Problems (Upon Request)
Contemporary problems in Jewish law with
emphasis on those created by scientific and
technological development. Prerequisite: JML
401. 1.5 credits.
ADVANCED BIBLE
Courses in Bible on the Advanced Level
involve intensive study of the works referred
to in the course title, including comparison
and evaluation of classical and traditional
modern commentators, and study of the historical and philosophical background. This
description applies to all Bible courses on the
Advanced level with the exception of JSB
357-358.
JS 493 Advanced Topics in Judaic Studies
(Annual)
Topics offered vary from semester to semester. Prerequisite: Permission of the Department. 3 credits.
JSB 209-210 Biblical Themes (Annual)
Credits may vary.
JSB 251-252 Textual Analysis of the
Pentateuch, II-Deuteronomy
(Bi-annual) (O)
1.5 credits each.
JSB 288-289 Pentateuch Survey
Credits may vary.
JSB 288.6 Pentateuch Survey Topics
Credits may vary.
JSB 351-352 Textual Analysis of the
Pentateuch: III-Exodus (Annual) (E)
1.5 credits each.
JSB 389-390 Topics in Pentateuch (Annual)
Credits may vary.
JSB 451-452 Textual Analysis of the
Pentateuch: Leviticus (Upon Request) (O)
Prerequisite: JSB 351-352. 1.5 credits each.
JSB 453-454 Textual Analysis of the
Pentateuch-Numbers (Upon Request) (E)
Prerequisite: JSB 351-352. 1.5 credits each.
Prophets
JSB 161-162 The Early Prophets (Annual)
Students will read the Biblical texts in their
entirety together with standard classical commentaries. Class sessions will be devoted to an
examination of thematic issues, historical
questions and problems of textual exegesis.
1.5 credits each.
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JSB 262-263 The Latter Prophets
(Biannual) (O)
Isaiah, Jeremiah and Ezekiel. 1.5 credits each.
JSB 265-266 Megillot: Shir Hashirim
Credits may vary.
JSB 272 The Minor Prophets I
(Annual) (E)
Trei Asar. Prerequisite: JSB 161. 1.5 credits.
JSB 273 The Minor Prophets—The End of
Prophecy (Bi-Annual) (E)
The study of the last three prophets in the
Book of the Twelve Prophets (Trei-Asar), with
an emphasis on themes relevant to the latter
Biblical period. The return to Zion and the
construction of the Second Temple; the role of
the priesthood; Jews and Gentiles in the Second Commonwealth period; messianic
prophecies; the end of the prophetic era and
the establishment of Anshe Knesset Hagedola;
comparison with passages in Ezra-Nechemia
concerning the same period. Credits may vary.
JSB 361 – 362 Studies in the Weekly
Haftarah (Annual)
A study of the origin of the Haftarah (weekly
readings from the Prophets) – its historical
and halakhic background. Textual and conceptual analysis of the Haftarah and its relationship to its respective Torah reading. 3 credits.
Hagiographa
JSB 171-172 Megillot, Psalms (Annual).
1.5 credits each.
JSB 271 The Book of Proverbs (Bi-annual)
(E)
Prerequisite: JSB 152 or 172. 1.5 credits.
JSB 471 Job (Bi-annual ) (O)
Prerequisite: JSB 171 or 172. 1.5 credits.
JSB 472 Daniel, Ezra, and Nehemiah (Biannual) (E)
Prerequisite: JSB 171 or 172. 1.5 credits.
BIBLICAL STUDIES
JSB 355 Biblical Poetry—Pentateuch
(Annual)
Study of the form, content and nature of biblical poetry through analysis of the “shira” components contained in the Pentateuch sections of
Genesis, Exodus, Numbers and Deuteronomy
with classical commentaries particularly as
they relate to issues of parallelism, allusions
and other poetic indicators. 3 credits.
JSB 356 Biblical Poetry—Prophets
(Annual)
Study of the form, content and nature of biblical poetry through analysis of the “shira”
components contained in the Prophet sections
of the Book of Joshua, Book of Samuel I and
II, and the Book of Psalms with classical commentaries particularly as they relate to issues
of parallelism, allusions and other poetic indicators. 3 credits.
JSB 357-358 Medieval and Modern
Biblical Exegesis (Bi-(Annual) (O)
Style and methodology of the exegetes, with
attention to the exegetes of the Northern
French School (10th to 14th centuries): Rashi,
R. Joseph Bechor-Shor, and the Spanish
Schools of Ibn Ezra, Radak, Ramban, et al.
The second semester deals with modern
exegetes: Malbim, Neziv, Hirsch, et al. Prerequisite: JSB 252 or equivalent. 3 credits each.
JSB 411 Exodus-Maharal (Upon request)
Study and analysis of selections of the biblical
text of Exodus with standard medieval and
modern commentaries, Rashi, Ibn Ezra, Ramban, Rashbam, Seforno, Malbim and
Ha’amek Davar. Particular emphasis will be
given to study of related passages in the writings of Maharal especially in Gevurot HaShem, Netzach Yisrael and Gur Aryeh on Exodus. Class sessions will be devoted to textual
study and to an analysis of the manner in
which the interpretations of Maharal differ
from, or conform to, the approach of other
exegetes. 3 credits
JSB 412 Women in the Bible (Bi-annual) (E)
In-depth analysis of Biblical narratives dealing with the role, place, and impact of women.
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Special emphasis on the lives of the Matriarchs, and the roles of Devorah and Esther.
3 credits.
JSB 481-482 Independent Study
Credits by arrangement.
JSB 493 Advanced Topics in Biblical
Studies (Upon Request)
Prerequisite: Senior status. 3 credits.
important scholars produced by Medieval
Jewry, whose influence extends to every traditional Jew who studies the Bible or the Talmud. It would be difficult to contemplate the
study of Talmud without Rashi’s running commentary, which is considered standard to this
day. Likewise, his commentary on the Bible
appeared in the first printed edition of the
Pentateuch and remains standard in all-traditional editions of the Holy Scriptures. Prerequisite: Department approval. 1.5 credits.
JEWISH HERITAGE AND THOUGHT
JSH 157 Structure and Development of
Jewish Prayer (Annual)
The concept of prayer and structure of various
types of liturgy, with special emphasis on the
philosophic and halakhic dimensions of
prayer. 1.5 credits.
JSH 161 Midrashic Literature (Annual)
Analysis of Midrashic treatment of basic faith
concepts. 1.5 credits.
JSH 187-188 Introduction to Jewish
Thought
Credits may vary.
JSH 243 The Life and Works of Rabbi
Samson Raphael Hirsch (Bi-annual) (O)
The life, era, and works of Rabbi Samson
Raphael Hirsch. The course focuses primarily
on The Nineteen Letters, but also examines
Rabbi Hirsch’s commentary on the Pentateuch, the Book of Psalms, and Ethics of the
Fathers. Prerequisite: Department approval.
3 credits.
JSH 244 The Life and Thought of
Nachmanides (Bi-annual) (E)
The life, works, and thought of Nachmanides,
Rabbi Moshe ben Nachman. Readings include
selections from his commentary on the Pentateuch, the Book of Disputation, sermons and
various letters. Prerequisite: Department
approval. 1.5 credits.
JSH 245 The Life and Work of Rabbi
Shelomo ben Yitzchaki (“Rashi”)
(Bi-annual)
A study of the life and work of Rabbi Shelomo ben Yitzchaki (“Rashi”), one of the most
JSH 246 The Life and Works of Rabbi
Abraham Isaac Kook (Bi-annual)
Rabbi Abraham Isaac Kook was the first
Ashkenazi Chief Rabbi of Israel, and one of the
leading intellectual and religious leaders of
Jewry in the first part of the twentieth century.
Convinced that the return of Jews to Israel
marked the beginning of the Divine redemption, Rabbi Kook participated in a range of
Zionist activities. The course includes readings
from Lights of Penitence, Lights of Holiness,
and letters and poems of Rabbi Kook. Prerequisite: Department approval. 1.5 credits.
JSH 247 The Life and Works of Rabbi
Soloveitchik (upon request)
Rabbi Joseph B. Soloveitchik was one of the
twentieth century’s preeminent and influential
Torah scholars. Lectures cover readings from
the works of Rabbi Soloveitchik, including
Halakhic Man, Halakhic Mind, Fate and Destiny (Kol Dodi Dofek) and The Lonely Man of
Faith. Prerequisite: Department approval. 1.5
credits.
JSH 248 The Life and Thought of Rabbi
Saadiah Gaon (Bi-annual) (O)
Rabbi Saadiah Gaon, the first of the major
Jewish Medieval philosophers, was a great
Talmudist, Bible translator and commentator,
poet, and lexicographer. This course traces his
career from his birth in Egypt to his ascension
to the position of Gaon of Sura. Lectures and
readings in the Sefer Ha-Emunot Ve-Ha-De’ot
emphasize Rabbi Saadiah Gaon’s philosophical thought, but his contributions to Halakhah,
liturgy, and Biblical studies, as well as the
many controversies he sparked, are also examined. Prerequisite: Department approval.
1.5 credits.
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JSH 251-252 Medieval Jewish Philosophy
(Bi-annual) (E)
Critical investigation of medieval philosophical problems. 1.5 credits each.
JSH 257 The Literature of the Mussar
Movement (Bi-annual) (O)
Study of selections from medieval and modern Jewish ethical literature. In addition to
examination of classical texts such as Hovot
ha-Levavot, Sha’arei Teshuva, Sefer Hasidim,
and Mesillat Yesharim, the course will focus
upon the development of the Mussar movement as reflected in the writings of Rabbi
Israel Salanter and his disciples. 1.5 credits.
JSH 258 Jewish Thought: The Hasidic
Masters (Annual)
Examination of the Hasidic teachers of the
18th and 19th centuries. Prerequisite: JSH 257
or Department approval. 1.5 credits.
JSH 261 Modern Movements in
Traditional Judaism (Bi-annual) (E)
The Mussar Movement; Hirschian ideology;
Abraham Isaac Kook. Prerequisite: Sophomore or higher standing or special permission.
Credits may vary.
JSH 285-286 Philosophy of Liturgy
Credits may vary.
JSH 311-312 Topics in Jewish Philosophy
(Bi-annual) (E)
Faith and reason: readings in Hilkhot Deot,
Moreh Nevukhim, Kuzari, and Shemoneh Perakim. Prerequisite: Junior standing.
1.5 credits each.
JSH 321/322 Women in Judaism
(Bi-annual) (O)
An historical analysis of famous women
throughout Jewish history, with special
emphasis on the primary and secondary
sources addressing women’s issues. The main
focus will be the rabbinical literature dealing
with halakhic issues pertaining to women and
mitzvot. 1.5 credits each.
JSH 323 Readings in Rabbi Judah
Ha-Levi (Bi-annual) (E)
The works of Rabbi Judah Ha-Levi, concentrating on discussion and summary of the
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Kuzari. Selected chapters from Yehudah Even
Shemuel’s translation of the Kuzari are read,
analyzed, and commented upon in class, as
well as selected poems of Rabbi Ha-Levi. Prerequisite: Department approval. 3 credits.
JSH 325 Readings in Ibn Ezra
(Upon Request)
The life, works, and philosophy of Rabbi
Abraham Ibn Ezra, tracing his life in Spain
and travels in Europe and studying his contribution to both Sephardic and Ashkenazic
intellectual thought. Selections from Ibn
Ezra’s commentaries on the Bible and his religious and secular poetry are read and analyzed. Prerequisite: Department approval.
1.5 credits.
JSH 329 Readings in Maimonides
(Bi-annual)
The life and works of Moses Maimonides,
great halakhist, philosopher, physician to the
sultan of Egypt, prolific medical writer, and
leader of Cairo’s Jewish community. In addition to publishing a commentary on the complete Mishna, Maimonides codified Jewish
law in the Mishneh Torah and produced one of
the great philosophic works on Jewish thought
in The Guide to the Perplexed. The course
consists of lectures and readings from the latter two works. Prerequisite: Department
approval. 3 credits.
JSH 353 Modern Jewish Thought
(Bi-annual) (O)
The impact of emancipation on Jewish thinking: liberal theology; post-Kantian idealism;
neo-Orthodox, secular and religious Zionism;
20th century rationalism and the emergence of
Jewish existentialism. Prerequisite: junior
standing. 1.5 credits.
JSH 354 Issues in Contemporary Jewish
Thought (Bi-annual) (E)
Psychological and Jewish images of man; the
challenge of Kantian, existential, and contextual ethics; Jewish morality and the sexual
revolution; Jewish social justice; activism and
messianism; the Zionist quest. Prerequisite:
Junior standing. 1.5 credits.
JSH 451-452 Ein Yaakov (Annual)
A textual-conceptual analysis of Ein Yaakov
by R. Yaakov ibn Habib. 3 credits each.
(course may be repeated for credit.)
JSH 456 Seminar: Maimonides
(Upon Request)
Selections from the Guide to the Perplexed
analyzed and compared to writings of Saadia
Gaon, Yehudah Halevi, Nachmanides, Albo,
Crescas, and contemporary Jewish thinkers.
Prerequisite: JSH 251. 3 credits.
JSH 493 Advanced Topics in Jewish
Heritage (Upon Request)
In-depth analysis of selected topics and
themes. Prerequisite: Senior status. 3 credits.
JSL 241-242 Topics in Jewish Law:
Sabbath and Festivals (Annual)
Selected topics in Sabbath (241) and Festivals
(242). Laws examined in both substantive and
procedural aspects. Prerequisite: JSL 141-142
or permission of Department. 1.5 credits each.
JSL 341-342 The Compendia of Joseph
Karo (Upon Request)
Jurisprudential issues from their origins in the
Talmud to their codification by Joseph Karo
in the 16th Century. Prerequisite: JSL 241252. 1.5 credits each.
JSL 361 Topics in Jewish Law:
Medical Ethics (Annual)
Intensive analysis of bio-ethical issues as
treated in Jewish Law. 3 credits.
JEWISH LAW
Talmud
JSL 253-254 Talmud (Upon Request)
A tractate of the Talmud is studied with classical commentaries. Emphasis on conceptual
analysis. 1.5 credits each.
JSL 451-452 Talmud (Annual)
A tractate of the Talmud is studied intensively
with classical commentaries. Emphasis on
conceptual analysis (course may be repeated
for credit.). 3 credits each.
JSL 453-454 Intensive Talmud (Annual)
Study of a tractate of the Talmud with classical commentaries and codes. Supervised periods of independent study. 3 credits each
(course may be repeated for credit.)
Codes
JSL 141 Introduction to Jewish Law Daily
Life Cycle (Bi-annual) (E)
Study of the rituals of the Jewish daily life
cycle utilizing classical and modern legal literature. 1.5 credits.
JSL 142 Introduction to Jewish Law:
Kashrut (Annual)
Study of laws of Kashrut (the Jewish dietary
code), utilizing classical and modern literature. Prerequisite: JSL 141. 1.5 credits.
JSL 362 Jewish Business Ethics
(Bi-annual) (O)
An intensive study of issues that relate to the
running and conducting of business according
to Jewish law. Special emphasis on investment
and finance, restraint of trade and
compensation, advertising and marketing
practices. Assigned reading includes Talmudic
texts, Codes, and Responsa. 3 credits.
JSL 431 Topics in Jewish Law: The Family
(Annual)
Intensive study of Talmudic material and
responsa as it reflects problems in Jewish family life. Prerequisite: JSL 341-342. 1.5 credits.
Rabbinic Literature
JSL 311-312 Intellectual Trends in
Rabbinic Judaism (Upon Request)
The thought and writings of preeminent postmedieval and modern rabbinic scholars.
Emphasis on biographies and historical data.
Prerequisite: Junior status. 3 credits each.
JSL 351 The Foundations of Jewish Law
(Bi-annual) (E)
The concept of Oral Law and the interrelationship of the Mishnah, Tosefta, Midrash
Halakhah, and the two Talmudim. Emphasis
on Maimonides’ Introduction to the Mishnah
and R. Sherira Gaon’s Iggeret. 1.5 credits.
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JSL 364 Psychology and Halakhah
(Upon Request)
Study of the Jewish law and values regarding
psychological and social issues affecting the
individual and the community. Emphasis will
be placed on textual study of original sources
and supplemented with readings in the secondary literature focusing upon application to
issues of topical concern. Attention will be
paid to analysis of areas of confluence and
divergence of contemporary psychology and
Jewish law. The course will attempt to develop
an awareness of practical halakhic issues that
religiously observant mental health professional may confront as well as areas in which
Jewish religious values enhance the effectiveness of the mental health professional. 3 credits.
JSL 432 Topics in Jewish Law:
Contemporary Problems (Bi-annual) (O)
Intensive study in responsa dealing with scientific and technological developments. Prerequisite: JSL 431. 1.5 credits.
JSL 433 The Land of Israel in Jewish
Thought and Law (Annual)
Study and analysis of related topics in Jewish
thought and law devoted to an explication of
the centrality of the Land of Israel in Jewish
teaching. The sequence of topics is organized in
two sections. The first section represents an
endeavor to trace, in chronological fashion,
sources relating to the Land of Israel from the
biblical through the talmudic period followed
by an analysis of the writings of the early-day
authorities. The second segment of the course
is devoted to the modern period, examining
pioneering effects of colonization, religious
precursors of Zionism, Zionism and anti-Zionism, establishment of the State of Israel, modern religious and political parties, secular-religious conflict in Israeli society and contemporary rabbinical writing regarding the peace
process and return of territories. 3 credits.
JSL 461-462 Seminar in Selected Topics in
Jewish Law (Upon Request)
Selected topics in Jewish civil law, litigation,
agency, and instruments of acquisition of
property. Talmudic texts examined to extrapolate basic principles of legal analysis. Admis124
sion by permission of the instructor. 1.5 credits each.
JSL 481-482 Independent Study
Upon Request)
Credits by arrangement.
JSL 493 Advanced Topics in Jewish Law
(Upon Request)
In-depth analysis of selected topics and
themes. Prerequisite: Senior status or departmental permission. 3 credits.
JSL 494 Seniors Honors Project in Judaic
Studies (Upon Request)
Prerequisite: JSB 493, or JSL 493, or JSH 493
and departmental permission. 3 credits.
CERTIFICATE PROGRAM IN
JEWISH LAW
YOC 263 through YOC 275 Talmud
(Annual)
The study of a tractate of the Talmud with traditional commentaries. Course numbers may
vary with semester and tractate. 3 credits.
YOC 279/280 Mishneh Brurah I-II
(Fall, Spring)
Study of the normative codification of Jewish
Law of R. Yisroel Meir Kagan. 1.5 credits.
YOC 463 through YOC 475 Intensive
Talmud
The intensive study of one tractate of the Talmud. Course numbers may vary with semester and tractate. 3.0 credits.
YOC 481/482 Independent Study
Independent study in Jewish Law. Credits may
vary.
YOC 497/498 Talmud
A more in-depth study of a Talmudic area.
Involves individual research effort. May be
repeated. 4.5 credits.
ISRAEL OPTION COURSE LISTINGS
JSL - Jewish Law
The following is a master list of courses generally offered in Israel. Although exact courses may vary slightly from year to year, this
serves as a guide. Courses such as Talmud, or
Later Prophets may be repeated for credit
when course material is not duplicated, e.g.
different tractate of Talmud.
Generally, 1 credit is given for each 2
semester hours of classroom study in Judaic
Studies. In other departments such as Languages and Literatures or History Courses, 1
credit is given for each semester hour of classroom study. The following course numbers
may also be utilized for courses offered by the
College modeled after the Israel experience.
175 - 176 Introduction to Ritual Law
187 - 188 Contemporary Problems in
Jewish Law
191 - 192 Talmud (tractates vary according
to program)
275 - 276 Ritual Law-Orach Chaim
277 - 278 Laws of the Land of Israel
289 - 290 Topics in Maimonidean Code
293 - 294 Foundations of Jewish Law
391 - 392 Talmud (tractates vary)
395 - 396 Topics in Responsa Literature
455 - 456 Intensive Talmud (tractates vary)
JSB - Bible
157 - 158 Introduction to Biblical
Commentaries
159 - 160 Introduction to Megillot
177 - 178 Ezekiel/Trei Asar
191 - 192 Introduction to Pentateuch-Genesis
193 - 194 Introduction to Pentateuch-Exodus
195 - 196 Introduction to PentateuchNumbers
198 - 199 Introduction to Early Prophets
209 - 210 Biblical Themes
265 - 266 Megillot (Books may vary)
275 - 276 Hagiographa (Books may vary)
277 - 278 Ezekiel/Trei Asar
288 - 289 Pentateuch Survey I, II
291 - 292 Text Analysis - Genesis
294 - 295 Text Analysis - Leviticus
298 - 299 Latter Prophets
368 - 369 Hagiographa (Books may vary)
389 - 390 Topics in Pentateuch
391 - 392 Topics in Early Prophets
393 - 394 Topics in Hagiographa
JSH - Jewish Heritage and Culture
181 - 182 Introduction to the Jewish
Experience
182 - 184 Introduction to Aggadic Literature
187 - 188 Introduction to Jewish Thought
189 - 190 Introduction to Jewish Philosophy
191 - 192 Introduction to Ethics of the
Fathers
193 - 194 Introduction to Classics of Jewish
Ethics
196 - 197 Geography of Israel
285 - 286 Philosophy of Liturgy
289 - 290 Ethics of the Fathers
291 - 292 Classics in Ethics
293 - 294 Topics in Jewish Thought
297 - 298 Medieval Jewish Philosophy
393 - 394 Topics in Jewish Philosophy
HIS - Jewish History
155 - 156 History of the Jewish People
159
Modern Jewish History
LLH - Languages and Literatures
191 - 192 Elementary Hebrew
291 - 292 Intermediate Hebrew
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ENGLISH LANGUAGE AND
LITERATURE
Composition
LLE 100 Introduction to English
Composition (Annual)
Intensive practice in the composition of threeparagraph essays, with special emphasis on
writing in response to selected readings.
(Placement by departmental examination). 3
credits.
LLE 101-102 English Composition I, II
(Annual)
Extensive practice in the composition of clear,
concise, and grammatically correct sentences
and paragraphs with special emphasis on the
five-paragraph essay and the research paper.
(Admission by assignment following placement test.) 3 credits each.
LLE 201 Advanced Expository Writing
(Upon Request)
Intensive practice in expository writing, with
special emphasis on the preparation and composition of research papers. 3 credits.
LLE 202 Creative Writing (Bi-annual) (O)
The writing of short fiction: study of writing
techniques in contemporary literature; class
discussion and analysis of student manuscripts. 3 credits.
LLE 203 Business Report Writing
(Annual)
Extensive study of writing clear, accurate and
persuasive business reports. Emphasis on
researching, organizing and presenting information. 3 credits.
Literature
LLE 115-116 Survey of Western Literature
(Annual)
A two-semester survey of Western literature
and philosophy from the ancient to the modern periods. The first semester includes readings from Homer, Aeschylus, Sophocles,
Plato, Aristotle, Virgil, and Maimonides,
among others; the second semester includes
readings from Donne, Machiavelli, More,
Shakespeare, Molière, Wordsworth, Keats,
126
Tolstoy, Kafka, and Achebe, among others.
Students taking this sequence may not take
LLE 220, LLE 221, LLE 222 or LLE 223. 3
credits each.
LLE 151 Survey of English Literature
(Upon Request)
A survey of British literature featuring readings from Beowulf, Chaucer, Shakespeare,
and a selection of modern writers. 3 credits.
LLE 211 Modern Drama (Bi-annual) (E)
Plays by Ibsen, Chekhov, Strindberg, Shaw,
Brecht, Pirandello, et al. 3 credits.
LLE 220-221 Survey of Modern Literature
(Annual)
A two semester survey of Modern literature
from the classical through the modern eras.
First semester readings include: Sophocles,
Beowulf, The Song of Roland, Chaucer,
Shakespeare, Cervantes, and Molière. Second
semester readings include: the Romantic
Poets, Ibsen, Dostoyevsky, Chekhov, Tolstoy,
Kafka, Melville, Faulkner, Beckett, Camus
and Sartre. Not to be taken after HML 101,
HML 102, HML 201, HML 202, LLE 115,
LLE 116, LLE 223 or LLE 224. Prerequisite:
LLE 102 or exemption. 3 credits each.
LLE 222 Shakespeare (Bi-annual) (E)
A critical introduction to representative dramatic works of Shakespeare. Prerequisite:
HML 102 or permission of the instructor. 3
credits.
LLE 223-224 Survey of Western Literature
I and II
A two-semester survey of Western literature
and philosophy from the ancient to the modern periods. The first semester includes readings from Homer, Aeschylus, Sophocles,
Plato, Aristotle, Virgil and Maimonides,
among others, and the second course includes
readings from Donne, Machiavelli, More,
Shakespeare, Molière, Wordsworth, Keats,
Tolstoy, Kafka, and Achebe, among others.
Not to be taken after LLE 115, LLE 116, LLE
220, LLE 221, or LLE 224. 3 credits each.
LLE 301 Anglo-Saxon And Medieval Literature (Upon request)
Readings from the major authors, works, and
genres of English literature from its beginnings to the fifteenth century. Prerequisite:
HML 101 or permission of the instructor. 3
credits.
LLE 302 Chaucer (Upon request) (E)
The poetic works of Chaucer, with particular
attention to the Canterbury Tales. Prerequisite:
HML 101 or permission of the instructor. 3
credits.
LLE 315 Tudor and Stuart Drama
(Upon Request)]
The development of English drama from the
early Tudor period to the closing of the theaters, including Marlowe, Jonson, and Webster. Prerequisite: HML 102 or permission of
the instructor. 3 credits.
LLE 316 Tudor and Elizabethan
Literature (Upon Request)
The poetry and prose of the English Renaissance: More, Shelton, Wyatt, Sidney, Spenser,
Shakespeare, et al. Prerequisite: HML 102 or
permission of the instructor. 3 credits.
LLE 332 Milton (Upon request) (O)
Paradise Lost, Paradise Regained, Samson
Agonistes, and selections from the important
prose tracts. Prerequisite: HML 102 or permission of the instructor. 3 credits.
LLE 333 Seventeenth Century Literature
(Upon Request)
The major poets, including Donne, Herbert,
Marvell and Jonson, and the development of
seventeenth-century prose. Prerequisite: HML
102 or permission of the instructor. 3 credits.
LLE 345 Restoration and Eighteenth
Century Drama (Upon Request)
The development of English drama from the
reopening of the theaters in 1660 to the masterpieces of Sheridan and Goldsmith. Prerequisite: HML 102 or permission of the instructor. 3 credits.
LLE 346 Restoration and Eighteenth
Century Literature (Bi-annual) (E)
Tradition and innovation in the Augustan age,
with emphasis on Dryden, Pope, Swift, Fielding, and Johnson. Prerequisite: HML 102 or
permission of the instructor. 3 credits.
LLE 351 Romantic Poetry (Bi-annual) (E)
The major English poets of the Romantic
movement: Blake, Wordsworth, Coleridge,
Byron, Shelley, and Keats. Prerequisite: HML
201 or permission of the instructor. 3 credits.
LLE 352 Victorian Literature
(Bi-annual) (E)
English literature between 1830 and 1900,
with special attention to Dickens, Arnold,
Browning, and Tennyson. Prerequisite: HML
201 or permission of the instructor. 3 credits.
LLE 361 The Modern British Novel
(Bi-annual) (E)
The major works of Conrad, Forster, Joyce,
Woolf, and Lawrence. Prerequisite: HML 201
or permission of the instructor. 3 credits.
LLE 371 American Literature Before 1900
(Bi-annual) (O)
Representative works from the colonial period
to the end of the 19th century, with concentration on such later writers as Poe, Melville,
Hawthorne, and Twain. Prerequisite: HML
201 or permission of the instructor. 3 credits.
LLE 372 The Modern American Novel
(Bi-annual) (E)
Major twentieth-century novelists, with
emphasis on James, Dreiser, Hemingway,
Fitzgerald, and Faulkner. Prerequisite: HML
201 or permission of instructor. 3 credits.
LLE 373 Modern American Poetry
(Bi-annual) (E)
The poems of Whitman, Frost, Pound, Cummings, Stevens, Williams. Prerequisite: HML
201 or permission of the instructor. 3 credits.
LLE 481-482 Independent Study
(Upon Request)
Prerequisite: Department and Dean’s permission. Credits by arrangement.
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LLE 493 Advanced Topics in English
(Bi-annual) (E)
Prerequisite: Senior status or Department permission. 3 credits.
LLE 494 Senior Honors Project in English
(Upon Request)
Prerequisites: LLE 493 and departmental permission. 3 credits.
FRENCH LANGUAGE AND
LITERATURE
LLF 101-102 Elementary French
(Upon Request)
Taught entirely in French, this course imparts
the four basic language skills: listening,
speaking, reading, and writing. Early emphasis is on the audio-lingual aspect and on the
functions of multilingualism. Three hours of
class drill, one hour of language lab each
week. 3 credits each.
LLF 201-202 French Letters and Life
(Intermediate French) (Upon Request)
The various facets of French civilization as
depicted in newspaper articles, radio and television programs, films, and serious and popular literature, with emphasis on developing
reading comprehension and writing skills.
Prerequisite: LLF 101-LLF102 or equivalent.
3 credits.
HEBREW LANGUAGE AND
LITERATURE
LLH 101-102 Elementary Hebrew
(Annual)
Taught entirely in Hebrew, this course enables
the student to acquire the four basic language
skills: listening, speaking, reading, and writing. 3 credits.
LLH 201-202 Intermediate Hebrew
(Annual)
For students who wish to acquire facility in
translation of biblical and modern Hebrew. A
review of the fundamentals of grammar, both
biblical and modern, with emphasis on syntax,
idioms, and scholarly terminology. Prerequisite: LLH 101-102 or equivalent.
3 credits each.
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LLH 222-223 Hebrew Ulpan
(Conversational Hebrew) (Annual)
(Upon Request)
Designed to develop conversational skills in
Hebrew through reading, analysis and discussion of materials drawn from newspapers and
literary masterpieces. Prerequisite or corequisite: LLH 202. 3 credits each.
LLH 353-354 Survey of Medieval Hebrew
Literature I-II (Upon Request)
The Golden Age of Hebrew literature in
Spain: Shmuel Hanagid, Shlomo ibn Gabirol,
Abraham and Moshe ibn Ezra, and Yehuda
Halevi. Prerequisite: LLH 201-202 or equivalent. 3 credits each.
LLH 355-356 Survey of Early Modern
Hebrew Poetry and Prose (Upon Request)
In the first semester, selections from the poetry of Bialik, Tchernichovsky, Shneur, and Shimoni. In the second, the novels and short stories of Mendele, Berditchevsky, Frischman,
and Peretz. Prerequisite: LLH 201-202 or
equivalent. 3 credits each.
LLH 357 Survey of Hebrew Literature
After World War I (Upon Request)
Fiction written since World War I, with
emphasis on recent Israeli novelists, poets,
and essayists. Prerequisite: LLH 201-202 or
equivalent. 3 credits.
LLH 411 The Literature of the
Enlightenment (Haskalah) (Upon Request)
An in-depth view of Hebrew literature in the
eighteenth and nineteenth centuries, with
readings from representative authors. Prerequisite: 3 years of college Hebrew or equivalent. 3 credits.
LLH 451-452 The Literature of Modern
Israel (Upon Request) (O)
An in-depth analysis of modern Israeli literature, with readings from representative
authors. Prerequisite: 3 years of college
Hebrew or equivalent. 3 credits each.
LLH 481-482 Independent Study
(Upon Request)
Prerequisite: Department and Dean’s permission. Credits by arrangement.
LLH 493 Advanced Topics in Hebrew
Prerequisite: Senior status or Departmental
permission. 3 credits.
LLH 494 Senior Honors Project in Hebrew
(Upon Request)
Prerequisite: LLH 493 and departmental permission. 3 credits.
SPANISH LANGUAGE
LLS 101-102 Elementary Spanish (Annual)
The essentials of Spanish syntax, vocabulary
and pronunciation. 3 credits each.
YIDDISH LANGUAGE
LLY 101-102 Elementary Yiddish (Annual)
Practice in pronunciation, grammar, and elementary phraseology, leading to a proficiency
in reading, writing, and speaking.
3 credits each.
LLY 201-202 Yiddish Language and
Letters (Intermediate Yiddish)
(Upon Request)
A review of grammar, followed by the writing
of compositions, and by the reading of newspapers and excerpts from classical Yiddish literature. Prerequisite: LLY 101-102 or equivalent. 3 credits each.
LLY 481-482 Independent Study
(Upon Request)
Prerequisite: Department and Dean’s permission Credits by arrangement. 3 credits each.
MATHEMATICS
MAT 111 College Mathematics (Annual)
An introductory course in mathematical skills
and techniques necessary for further collegiate study. This course addresses fundamental principles of algebraic calculations such as
operations with signed numbers, exponents,
negative exponents and operations with fractions, verbal problems and solution of equations, graphical methods, systems of linear
equations. Prerequisite: Placement by departmental examination. 3 credits.
MAT 120 Pre-Calculus (Annual)
Functions, solution of equations and systems
of equations, the trigonometric functions and
their graphs, addition theorems and identities,
logarithmic and exponential functions, and
elementary analytic geometry. Prerequisite:
MAT 111 or exemption. 3 credits.
MAT 121-122 Calculus I, II (Annual)
Continuity, limits, differentiation, and integration of polynomial, exponential, and trigonometric functions. Applications to geometry,
physics, and other areas. Prerequisite: MAT
120 or exemption. 4 credits each.
MAT 201-202 Advanced Calculus (Annual)
Continuation of MAT 121-122. Functions of
several variables, partial differentiation; vector algebra and analysis; multiple integrals;
infinite sequences and series; Taylor series
and Fourier series; elementary theory of ordinary differential equations; separation of variables; linear equations with constant coefficients; and series solutions. Prerequisite: MAT
122. 3 credits each.
MAT 211 Linear Algebra (Bi-annual) (O)
Linear equations, matrices and determinants;
linear transformations; vector spaces; eigenvalues and eigenvectors; similarity of matrices; canonical forms and invariant subspaces.
3 credits.
MAT 222 Introduction to Modern Algebra
(Upon Request)
Introduction to group, rings, and fields, with
examples. Polynomials, algebraic number
fields, extension fields and applications. Prerequisite: MAT 122. 3 credits.
MAT 231 Probability Theory (Annual)
Probability density functions, independence,
conditional probability, Bayes theorem, the
analysis of binomial, exponential, Poesson,
normal, and gamma distributions, applications
of the central limit theorem. Prerequisite:
MAT 122. 3 credits.
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MAT 232 Quantitative Analysis (Annual)
Hypothesis testing, t-test, chi-square, goodness of fit, contingency tables and correlation
analysis, principles of statistical inference,
point correlation and regressor analysis. Prerequisite: MAT 231. 3 credits.
MAT 240 Finite Mathematics (Annual)
Review of set algebra functions and relations,
Boolean algebra and applications, counting
techniques and elementary combinations,
basic concepts of probability, theory of logic,
vectors and matrices, linear systems of equations, linear programming. Prerequisite: MAT
120 or examination. 3 credits.
MAT 241/MCO 241 Mathematics for
Computer Science Majors (Bi-annual)
Topics include: Boolean algebra, binary numbers, switching circuits; and an overview of
theoretical computer science concepts such as
formal language theory, computability, finite
automata, and unsolvability. Prerequisite:
MAT 120 or exemption. 3 credits.
MAT 261 Statistics for Social Science
Majors (Annual)
Basic concepts in descriptive and inferential
statistics including measurement scales, frequency distributions, measures of central tendency and distribution, correlation coefficients, linear regression, probability theory,
binomial distribution, and parametric and
non-parametric tests of significant differences. Prerequisite: MAT 111 or examination.
3 credits.
MAT 263 Operations Research
(Bi-annual) (E)
Techniques in operations research: deterministic and probabilistic models, applications
employing linear programming, inventory
models, queuing theory and game theory. Prerequisite: MAT 240. 3 credits.
MAT 301-302 Foundations of Analysis
(Bi-annual) (O)
The real numbers system: limits, sequences,
continuity, derivatives. Riemann and Stieltjes
integral, infinite series, implicit function theorem, and vector integral theorems. Prerequisite: MAT 202. 3 credits each.
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MAT 331 Mathematics of Compound
Interest (Annual)
Measurement of interest, simple and compound interest, present value, rate of discount,
varying interest, time determination, equations of value; annuities, perpetuities, yield
rates, time-weighted rates, portfolio methods
and investment year methods. Amortization
schedules and sinking funds; bonds, securities
and other financial instruments. Prerequisite:
MAT 121. Corequisite: MAT 122. 3 credits.
MAT 333 Actuarial Mathematics I
(Annual)
Survival distributions and life tables; Life
insurance calculations; Life annuities- continuous and discrete annuities. Net premiumsfully continuous, fully discrete, apportionable
premiums. Net Premium Reserves. Prerequisite: MAT 331. 3 credits.
MAT 334 Actuarial Mathematics II
(Annual)
Multiple Life Functions; Probabilities and
expectations, special mortality laws, simple
contingent functions. Multiple decrement
models-two random variables, construction of
multiple decrement tables; valuation theory
for pension plans; insurance models including
expenses; non-forfeiture benefits and dividends. Prerequisite: MAT 333. 3 credits.
MAT 341-342 Numerical Methods I, II
(Upon Request)
I. An introduction to numerical methods; elementary discussion of error, approximation,
interpolation; solutions of systems of linear
equations, and linear and non-linear ordinary
differential equations;
II. Numerical integration and differentiation,
matrix inversion, evaluation of determinants,
and calculation of eigenvalues and eigenvectors, methods for solving partial differential
equations. Prerequisite: MAT 202 and MCO
140 or permission of instructor. 3 credits each.
MAT 351 Econometrics (Fall)
Statistical techniques used to test the direction
of economic variables or the relationship
between economic variables; regression and
correlation analysis; hypothesis testing and
confidence intervals; time series analysis and
forecasting. Prerequisites: EBE 101 or EBE
102 and either MAT 231 or MAT 261. Students cannot receive credit for both MAT 351
and EBE 351.
MAT 405-406 Methods of Applied
Mathematics (Upon Request)
Vector and tensor analysis, special functions,
Fourier and Laplace transforms, perturbation
and variational methods, asymptotic expansions, and separation of variables applied to
the study of the basic equations of mathematical physics. Prerequisite: MAT 202.
4 credits each.
MAT 481-482 Independent Study
(Upon Request)
Prerequisites: Department and Dean’s Permission. Credits by arrangement.
MAT 493 Research Project in
Mathematics (Annual)
Prerequisite: Senior status or departmental
permission. 3 credits.
MAT 494 Senior Honors Project in
Mathematics (Upon Request)
Prerequisites: MAT 493 and departmental permission.
DESKTOP PUBLISHING
MCD/COA 111 History of Graphic Design
Historical overview of graphic design using
publications, reference material, audio and
visual media, as well as field trips to museums
and places pertinent to course content.
Through historic example, this lecture-format
course provides a thorough visual and conceptual background for understanding communication in graphic design. Research projects are
assigned. 3 credits.
MCD 150 Foundations of Design I
(Annual)
In this course, the student will be taught the
basics of two-dimensional design as related to
graphic design and desktop publishing. The
basic vocabulary of visual form will be taught.
Materials and board skills necessary for these
projects will be explored. The development of
the students’ visual creative skills will be
emphasized. Projects will be assigned to
familiarize students with the concepts presented. Successful completion of the course will
require the student to produce projects which
reflect their cumulative understanding of the
concepts and skills taught. 3 credits.
MCD 155 Foundations of Design II
(Annual)
In this course, the student’s knowledge of
basic design will be extended into the area of
graphic communication and typography in
order to develop a framework on which to do
professional desktop publishing. The course
explores the following concepts: visual form
as communication; the relationship of content
and visual form; typography as a visual form;
basic technical typography; a brief history of
graphic communication and typography; and
a working methodology for problem solving.
Students will work in a studio classroom setting. Projects will be assigned to familiarize
students with the concepts presented. Students
will maintain a notebook for required
research. Successful completion of the course
will require the student to produce projects
that reflect their cumulative understanding of
the concepts and skills taught. Prerequisite:
MCD 150. 3 credits.
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MCD 221 Photography (Bi-annual)
This course uses camera and photographic
processes as vehicles for artistic expression,
perceptual discovery and design, and explores
traditional and experimental use of photographic processes. Students provide their own
cameras and basic materials. 3 credits.
MCD 230 Electronic Desktop Publishing I
(Annual)
This course will introduce students to the principles of desktop publishing, graphic design,
page layout, and typography using QuarkXPress. The relationship of typography to pictures and graphics in a full-color environment
will be explored through the assignment of
various projects. Output requirements and the
correct preparation of files will be discussed.
Good design and appropriate solutions will be
encouraged. Students will present their work
at the end of the semester. Software will be
adjusted to reflect the constantly-changing
technologies. Corequisites: MCD 150 and
MCO 140. 3 credits.
MCD 231 Electronic Desktop Publishing II
(Annual)
This course focuses on advanced features of
QuarkXPress. Students build upon previous
knowledge of the software by designing material for a business or advertising environment,
including stationery, business cards, corporate
identity, logos, and brochures. This class
includes a workshop/lab; topics covered will
include scanning, color separation and setting
up files for pre-press. Students will be
required to complete projects and to meet
class deadlines. Lab time will be necessary for
class assignments. Students will present their
work during class critiques. Software will be
adjusted to reflect the constantly-changing
technologies. Prerequisites: MCD 230 and
MCD 235. Corequisite: MCD 236. 3 credits.
MCD 235 Graphic Design I (Annual)
This course will introduce students to using
Adobe Illustrator, a vector-based software, to
create illustrations, use typographic design
principles, create logos, and incorporate
images with graphics. The focus is on understanding the use of the Adobe Illustrator software as an illustration tool and on beginning
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to develop original ideas. Design principles,
use of color, and composition will be emphasized. Lab time will be necessary for class
assignments. Students will present their work
at the end of the semester. Software will be
adjusted to reflect the constantly-changing
technologies. Corequisites: MCD 150 and
MCO 140. 3 credits.
MCD 236 Graphic Design II (Annual)
This course will introduce students to working
with pictures in an electronic environment
through the use of Adobe Photoshop. Digital
imagery, color correction, scanning & manipulating images will be explored, as well as
using type as a graphic force in design. Students will work on various projects that assimilate “real world” design for advertising and
publicity. Preparing images for the Web and
basic Web image principles will be introduced. Lab time will be necessary for class
assignments. Students will present their work
at the end of the semester. Software will be
adjusted to reflect the constantly changing
technologies. Prerequisite: MCD 235. Corequisite: MCD 155. 3 credits.
MCD 262 Electronic Desktop Publishing
III (Annual)
The focus of this course is on complex layout
and designing for print, using QuarkXPress
and other software. Compositing images and
illustrations into a multipage document,
explanation of pre-press, preparing images for
output, and use of crop marks, bleeds, and
color separation will be discussed. Students
are expected to work independently on projects in addition to class meetings. Lab time
will be necessary for class assignments. Students will present their work during class critiques. Software will be adjusted to reflect the
constantly-changing technologies. Prerequisite: MCD 231. 3 credits.
MCD 263 Web Design I (Annual)
Students learn basic skills needed to author
and publish hyperlinked documents in HTML
on the Internet. Design skills will be applied
towards web-page construction. Desktop publishing software will be explored as alternatives in Web page design, along with current
web-page design software such as Macrome-
dia Dreamweaver. Students learn to apply their
knowledge of print design and computer software to web-page design. This course assumes
a basic competency in the following programs:
Adobe Illustrator, and Adobe Photoshop. Lab
time outside of class will be necessary for class
assignments. Software will be adjusted to
reflect the constantly-changing technologies.
Corequisite: MCD 267. 3 credits.
MCD 264 Web Design II (Annual)
Students will learn the skills needed to design
a fully-functional web-site that includes: animation, sound, graphics, and interactivity. Project planning, navigation, and user ability,
along with a focus on good design are the
goals of this course. Previous knowledge of
web-page design software is required. Software used: Macromedia Flash, Macromedia
Dreamweaver, Adobe Photoshop, Adobe Illustrator. Software will be adjusted to reflect the
constantly-changing technologies. Prerequisite: MCD 263. 3 credits.
MCD 267 Computer Graphic Design III
(Annual)
In this course, using a lab/workshop environment, students will gain understanding and
skill in using the advanced tools and palettes
of Photoshop in order to create, correct, and
manipulate images. Emphasis will be placed
on developing visual literacy in color and
image manipulation. Adobe Illustrator will
also be used as a complement to various techniques used in Photoshop. The development
of the sequential thinking required to do
advanced work will be stressed. Lab time will
be necessary for class assignments. Students
will present their work at the end of the
semester. Software will be adjusted to reflect
the constantly changing technologies. Corequisite: MCD 262. 3 credits
MCD 302 Web Design III (Annual)
This course covers topics such as client interactions, case studies, marketing strategies for
web-site design, navigation design, team projects, project planning and user testing. Students will be required to create at least one
fully-functional Web site. Advanced techniques using web software will be covered.
Prerequisite: MCD 264. 3 credits.
MCD 303 Multimedia Design (Bi-Annual)
Students will learn to use Macromedia Director and Macromedia Flash to create animation
and interactive web-sites. Actionscripting and
Lingo languages will be covered. Students
will learn how to create interactive movies
with sound, images, and interactivity as well.
Software will be adjusted to reflect the constantly-changing technologies. Prerequisite:
MCD 302. 3 credits.
MCD 320 Information Design
(Upon Request)
The visual display and interpretation of quantitative information are increasingly critical in
the information age. This course is concerned
with the graphic designer’s contribution to the
handling of complex quantitative data both in
printed designs and on the Web. Software will
be adjusted to reflect the constantly changing
technologies. Prerequisite: MCD 263. 3 credits.
MCD 335 Advanced Design Studio
(Annual)
This course integrates the use of print software: QuarkXPress, Adobe Illustrator and
Adobe Photoshop. Class assignments are
aimed at integrating software technology and
aesthetics for print media. Typography, color,
text formatting, and sophisticated design techniques are emphasized. Pre-press, production,
and color separation will be discussed and
used as a basis for class assignments. Software will be adjusted to reflect constantlychanging technologies. Prerequisite: MCD
267. 3 credits.
MCD 357 Computer Illustration
(Bi-Annual)
In this course, students will use a vectorbased computer drawing program, Adobe
Illustrator, as a visual thinking tool, with
experimental approaches to a variety of
applied illustration problems. The focus is on
conceptualizing and executing illustrative
designs appropriate to a number of markets
(advertising, editorial, informational). Students will be encouraged to use innovation
while honing skills in conceptualization,
technique, design and presentation of com
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puter illustrations, and understand how to use
source material as the basis for computer
illustration. Projects completed in this course
will add an important aspect to the student
designer’s portfolio. Prerequisite: MCD 235.
3 credits.
MCD 360 Video Production Studio
(Upon Request)
This class is an introduction to desktop video
with an emphasis on design for both smallformat QuickTime movies for the web and
full-frame output to tape. Students create short
projects using Adobe Premiere and After
Effects to compose multilayered video. The
course covers pre-production planning, storyboarding, production shooting and lighting in
preparation for methods of digital editing.
Corequisite: MCD 302. 3 credits.
MCD 420 Authoring Languages
(Upon Request)
Introduction to programming languages for
interactive digital media. Each semester’s
offering is devoted to a specific language.
May include Java and other interactive programming languages. Intended only for those
who are already fluent in at least one programming language. Prerequisites: MCO 232
and MCD 264. Corequisite: MCD 302. 3
credits.
MCD 480 Senior Project (Upon Request)
An advanced studio course devoted to individual portfolio-quality projects. Students choose
one field of design to concentrate on in a portfolio project for the semester. Focus may be in
such areas as: Multimedia, Website, or Print
design (advertising, corporate, information,
etc.). Prerequisite: Departmental permission.
3 credits.
MCD 490 Senior Portfolio (Annual)
In this course, students will be required to
design professional level pieces such as complex page layouts and spreads, logos, book
cover design, package design, and illustrations, and are expected to complete all work
for formal presentations and grading. Discussions on effective resumes and how to prepare
for job interviews, as well as job searching
will be explored. Students will present fin134
ished portfolios to members of the faculty in
the Desktop and Web Publishing Department
for evaluation at the completion of a semester.
Presentation skills such as mounting and matting work will be included. Lab time will be
required for class assignments. Prerequisites:
MCD 335 and MCD 498. Corequisite: MCD
302. 3 credits.
MCD 498 Internship in Desktop and Web
Publishing (Annual)
Students complete an internship in a Desktop
or Web Publishing related field, providing
them with practical experience to complement
their coursework. Weekly logs and design
work are required, and are reviewed by members of the Desktop and Web Publishing faculty at the completion of the internship. Corequisite: MCD 264. 3 credits.
COMPUTER SCIENCE
MCO 104 Computing Theory and
Applications for Computer Majors
(Annual)
This course is the foundation course for those
students who are majoring in Computer Science or Management Information Systems.
Students will learn concepts related to computer architecture, hardware, software (system
and application), data storage devices,
telecommunications as well as the Windows
and DOS operating systems. An additional
component of the course will be the self-study
of a popular Windows application suite. 4
credits.
MCO 105 Internet Tools and Web Page
Design (Annual)
This distance-learning course is taken by
receiving and submitting assignments via
electronic mail. Students will learn how to
communicate, do research, and design Web
pages through a series of labs and papers. This
course is an approved elective for a minor in
MIS. It is not an approved elective for Computer Science or MIS majors. Prerequisite:
MCO 140. 3 credits.
MCO 122 Computer Literacy and
Information Retrieval (Annual)
Students examine basic computer topics and
terminology, with a special emphasis on electronic information retrieval, as they explore
ways to utilize information retrieval technology to keep abreast of developments in their
various academic disciplines. To this end,
computer hardware and software are discussed, along with personal computer applications such as Microsoft Office. Internet topics,
such as advanced search techniques, constructing deep searches, finding specialty
information, newsgroups and mailing lists, are
examined in detail. A capstone project is the
preparation of a research project, which
should use both traditional as well as electronic methods of research. 3 credits. For Education Concentration students.
MCO 140 Computer Concepts with
Microcomputer Applications (Annual)
This course is divided into two parts. One part
involves the discussion of basic computer topics and terminology. Computer hardware and
software are discussed. The second part of the
course is comprised of hands-on instruction in
Microsoft Office Applications. This course is
not a required course or approved elective for
a Computer Science or MIS degree. 3 credits.
MCO 141 Introduction to Programming
(Annual)
This course introduces students to problem
solving techniques used in programming such
as: algorithms; pseudocode; top-down, structured and modular program design; program
tracing; testing; and debugging. In order to
reinforce these concepts in a concrete manner,
students will develop programs using the C++
programming language. They will implement
programs using input, output and variables;
utilizing programming control structures such
as looping, decision and function calls. Corequisite: MCO 104. 3 credits.
MCO 148 Advanced Computer Business
Applications (Annual)
This course discusses advanced features of
Excel and introduces PowerPoint. An accounting application such as Peachtree or QuickBooks is introduced as well. The goal is to
fully expose business students to PC applications that they can integrate into their studies
and use on the job. This course is not a
required course or approved elective for a
Computer Science or MIS degree. Prerequisites: MCO 140, EBA 101, and EBF 101. 3
credits.
MCO 152 Computer Methodology
(Bi-Annual)
This course provides a comprehensive study
of computer structure using assembly language. Topics include: number systems, complements, index systems, floating and fixed
point arithmetic, packed field, base systems,
relocatability, buffer management, radix conversion, searching, sorting and hashing. Prerequisite: MCO 260. 3 credits.
MCO 201 Digital Electronics (Bi-Annual)
This course is designed to provide students
with knowledge of the theoretical background
and experimental application of modern electronic devices and circuitry. Students will
develop knowledge of analog and digital electronics concepts and techniques as a fundamental background to understand networked
computer systems. Topics include the concept
of electricity, Direct Current circuitry, Ohm’s
law, Kirchoff ’s rules, Alternate Current circuits, capacitance, inductance, complex
impedance, diodes, bipolar transistor, single
and multiple voltage amplifiers, binary logic,
logic gates, resistor, diode, transistor-transistor logic; digital memory; analog to digital
and digital to analog converters. Prerequisite:
MCO 141. 3 credits.
MCO 208 Language Tutorial-COBOL
Prerequisite: MCO 232. 1 credit.
MCO 212 Language Tutorial-Special
Topics
Prerequisite: MCO 232. 1 credit.
MCO 213 Language Tutorial-Java
Prerequisite: MCO 232. 1 credit.
MCO 214 PC Application TutorialSpreadsheets (Annual)
Prerequisite: MCO 104 or MCO 140. 1 credit.
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MCO 215 PC Applications TutorialDatabase (Annual)
Prerequisite: MCO 141. 1 credit.
MCO 216 PC Applications TutorialAdvanced Spreadsheets (Annual)
Prerequisite: MCO 104 or MCO 140. 1 credit.
MCO 217 PC Language Tutorial-Visual
Languages
Prerequisite: MCO232. 1 credit.
MCO 218 PC Application TutorialAdvanced Database (Annual)
Prerequisite: MCO 141. 1 credit.
MCO 223 Wide Area Networks I (Annual)
This course introduces students to the networking field. The course focuses on network
terminology and protocols, Local Area Networks (LANs), Wide Area Networks (WANS),
Open System Interconnection (OSI) model,
cabling, cabling tools, routers, router programming, Ethernet, Internet Protocol (IP)
addressing, and network standards. Moreover,
this course focuses on initial router configuration, Cisco IOS Software management, routing protocol configuration, TCP/IP, and
Access Control Lists (ACLs). Prerequisite:
MCO 353. 3 credits.
MCO 224 Wide Area Networks II (Annual)
The course focuses on advanced IP addressing
techniques (Variable Length Subnet Masking /
VLSM, Network Address Translation / NAT,
Port Address Translation / PAT, and DHCP),
intermediate routing protocols (RIP v2, Single-Area OSPF, EIGRP), command-line interface configuration of switches, Ehternet
switching, Virtual LANs (VLANs), Spanning
Tree Protocol (STP), VLAN Trunking Protocol (VTP), WAN technology and terminology,
PPP, ISDN, DDR, Frame Relay, network management, and introduction to optical networking. Prerequisite: MCO 223. 3 credits.
MCO 231 Fundamentals of Network
Security (Bi-Annual)
This course focuses on the overall security
policy with an emphasis hands-on skills in the
areas of secure perimeter, secure connectivity,
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secure management, identity services, and
intrusion detection. The course will teach students to design and implement security solutions that will reduce the risk of revenue loss
and vulnerability. Prerequisite: MCO224. 3
credits.
MCO 232 Advanced Programming
(Annual)
This course introduces students to more
advanced programming concepts such as: program analysis and design, structured data,
abstract data types, and testing programs
using the IDE debugger tools. Student will
complete extensive programming assignments
to develop their skills in problem analysis and
program coding and testing. Students will
become acquainted with the concept of
object-oriented programming and will begin
to learn the C++ syntax that implements these
concepts. Student will also learn how to use
arrays, strings, pointers, structures, and classes. Prerequisite: MCO 141. 3 credits.
MCO 241/MAT 241 Mathematics for
Computer Science Majors (Bi-Annual)
Topics include: Boolean algebra, binary numbers, switching circuits; and an overview of
theoretical computer science concepts such as
formal language theory, computability, finite
automata, and unsolvability. Prerequisite:
MAT 120 or exam. 3 credits.
MCO 243 Operating Systems (Bi-Annual)
This course discusses the design and implementation of operating systems. Topics
include multi-programming, multi-processing,
time-sharing, resource allocation and job
scheduling. Communications, conversational
computing, computer networks, memory protection, process management, interrupts segmentation, inter-process communications,
paging, virtual memories, memory management will also be taught. The deadlock problem, detection, recovery, and prevention methods will be explored. Input, output, and the
use of buffering and channels will be
addressed as well. Prerequisite: MCO 232.
3 credits.
MCO 245 UNIX Operating System
(Annual)
This course introduces students to advanced
features of the UNIX Operating System. Student will gain valuable in-depth knowledge of
the entire UNIX environment and the inner
workings of this operating system. Prerequisite: MCO 232. 3 credits.
MCO 251 Programming Languages
(Bi-Annual)
This course introduces students to the formal
definition of programming languages and
specification of syntax and semantics. Topics
include: global properties of algorithmic languages including scopes of declaration, storage allocation, binding time, subroutines, and
co-routines. List processing, string manipulation, data description, simulation languages;
BNF notation, and formal language description and specification are also discussed. Prerequisite: MCO 232. 3 credits.
MCO 256 Database Programming
(Annual)
This course is divided into two parts. One part
covers the concepts of Database Management.
QBE, relational algebra, SQL, normalization,
and other advanced topics are discussed. The
second part of the course is comprised of
hands-on instruction in advanced features of
Microsoft Access. This course is not a
required course or approved elective for a
Computer Science or MIS degree. Prerequisite: MCO 148. 3 credits.
MCO 260 Computer Architecture (Annual)
This course covers basic computer architecture. This includes: digital circuits, Boolean
algebra, combinatorial logic, data representation and transfer, digital storage and accessing, control functions, input-output facilities,
micro-programming, system organization and
reliability, description and simulation techniques, digital arithmetic, features needed for
multi-programming, multi-processing and
real-time systems, and alternate machine
organizations. Prerequisite: MCO 141.
3 credits.
MCO 264 Data Structures I (Annual)
This course explores the more advanced concepts of the Object-Oriented Design and Programming paradigm including operator overloading, inheritance versus composition, polymorphism, run-time versus compile time
binding, multiple inheritance, shallow versus
deep copying, exception handling, and function templates. In addition, the basic file I/O
operations will be covered. Some basic data
structures such as stacks and queues may be
introduced as well. Students will develop
applications that implement these object oriented concepts using C++. Prerequisite: MCO
232. 3 credits.
MCO 265 Actuarial Computing with APL
for Non-Computer Majors (formerly MAT
265) (Upon Request)
This course will bring students from understanding the basic primitive operators to a full
appreciation of the rich structure and power of
the APL language. The aim is to present indepth the versatility of the language for simulating and modeling complex systems and for
solving complex problems. Topics include:
arithmetic and data storage, APL functions,
logical functions, data analysis, data selection,
programming, output, storage commands, system commands, files and advanced programming. Prerequisite: MCO 104. 3 credits.
MCO 275 Advanced Internet Tools and
Web Page Design (Annual)
This course introduces HTML, XHTML, Cascading Style Sheets, JavaScript, and DHTML.
Students will design and implement significant Internet-based web sites using all the
major features of HTML and client-side
scripting. Prerequisite: MCO 141. 3 credits.
MCO 343 Database Concepts & Design
(Annual)
This course provides students with an
informed and critical perspective on current
alternatives in the Database Management Systems (DBMS) area. Topics include: architecture; hierarchic, network and relational database approaches with respect to database
structure; integrity; user view mechanisms;
data storage and access techniques; data
manipulation; normalization; file structures
137
versus DBMS; SQL, and QBE. Prerequisite:
MCO 232. 3 credits.
MCO 346 Business Programming
(Bi-Annual)
This course is a comprehensive overview of a
popular business related programming language. The programming language will be
selected to meet industry needs. Business
applications are emphasized as well. Prerequisite: MCO 232. 3 credits.
MCO 351 Computer Hardware
(Bi-Annual)
This course will provide students with an
introduction to the hardware levels comprising
the structure of a computer. The components,
operations, and data types of each level; starting with the electronic gates and up through
the operating system are explored. Students
will develop and integrate an understanding of
how the hardware building blocks interface
with sophisticated software to enable the computer to operate. They will also learn to troubleshoot hardware problems. Prerequisite:
MCO 104. 3 credits.
MCO 352 Structured Systems Analysis
(Bi-Annual)
This course provides students with a comprehensive understanding of the system life cycle
with a strong emphasis on the analysis phase.
Topics include: data flow diagrams (a graphic
tool that represents data interfaces and functions); building system models using data
flow diagrams; data dictionary; introduction
to CASE tools; and AD/cycle. Students participate in practical case studies and presentations in system analysis. Prerequisite: MCO
232. 3 credits.
MCO 353 Data Communication
Fundamentals (Annual)
This course provides students with a comprehensive understanding of the communications
industry. The course discusses: transmission
media, transmission impairments, information
structure, modems, interfaces, local area networks, wide area networks topologies, standards, and protocols. Prerequisite: MCO 141.
3 credits.
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MCO 354 Local Area Network Concepts
and Software (Upon Request)
This course provides students with a basic
understanding of various major products and
designs related to Local Area Networks
(LANs). The course discusses data communication protocols and several programs that are
used to implement LANs. The students will
learn to plan and setup basic network services,
share resources, and implement access security. Prerequisite: MCO 353. 3 credits.
MCO 355 Advanced Local Area Network
Architectures and Software (Upon Request)
This course presents various LAN architectures and industry standards. Advanced topics
in resource sharing and security are covered
along with networking protocol suites as they
apply to LANs. This course will discuss network management products and software
products that allow for central resource management, directory services, and user access
control. Prerequisite: MCO 354. 3 credits.
MCO 356 Advanced Topics in Local Area
Networks (Upon Request)
This course introduces students to the latest
developments in the field of data communications and provides them with the research
tools required to remain abreast of this fastdeveloping field. Topics will be selected from
a list of emerging technologies in data communications. Prerequisite: MCO 355. 3 credits.
MCO 358 Web Programming (Annual)
This course teaches students to compose real
life dynamic database-driven web applications. Students become familiar with serverside web programming using a popular web
server platform. Prerequisite: MCO 264 and
MCO 343. 3 credits.
MCO 364 Data Structures II (Annual)
This course discusses advanced programming
topics. Students will utilize object oriented
concepts such as: inheritance, polymorphism,
function overloading, exception handling, file
I/O, and template classes to implement
advanced data structures such as linked lists,
binary trees, and graphs. Other advanced programming topics such as recursion, sorting
and searching techniques will also be
addressed. Prerequisite: MCO 264. 3 credits.
MCO 368 Advanced Topics in ObjectOriented Programming (Annual)
This course will utilize a current object-oriented programming language to explore
advanced OOP concepts such as: classes,
objects and encapsulation; inheritance and
polymorphism; static and dynamic binding;
and case studies in OOP implementation.
Corequisite: MCO 364. 3 credits.
MCO 450 Artificial Intelligence
(Upon Request)
This course introduces students to techniques
that allow computers to exhibit intelligent
behavior. Topics covered are taken from the
areas of problem solving, perception, game
playing, knowledge representation, natural
language understanding, programs that learn
(adaptive programs), expert systems, and programming languages that work in an artificial
intelligence environment. Prerequisite: MCO
232. 3 credits.
MCO 451 Special Topics in Computer
Science (Upon Request)
This course will cover topics of current interest in computer science. Possible offerings
include: software engineering, microprocessors, computer graphics, system simulation,
expert systems, visual programming, and
Internet applications. Prerequisite: Departmental permission. 3 credits.
MCO 452-453 Internship in Computer
Science (Annual)
This course requires students to complete an
internship in a computer-science-related field.
Students work on a commercial business project requiring a minimum of 160 hours in a
semester. These internships complement students’ academic backgrounds and prepare
them for the business world. Achievement is
measured by demonstrable attainment of the
project’s goals. Prerequisite: MCO 264 or
MCO 354. 3 credits each.
MCO 481-482 Independent Study
(Upon Request)
This course enables students to complete an
Independent Study project supervised by a
staff member. Credit will be assigned depending on the type of coursework involved. Prerequisite: Departmental permission. 1-4 credits.
MCO 493 Research Project in Computer
Science (Upon Request)
This course involves the preparation of a
report on a major, approved research project
supervised by a faculty member. Achievement
is measured by a demonstrable attainment of
the project’s goals. Prerequisite: Departmental
permission. 3 credits.
MCO 494 Senior Honors Project in
Computer Science (Upon Request)
This course requires a report on a senior
research project supervised by a faculty member. Achievement is measured by a demonstrable attainment of the project’s goals. Prerequisite: Departmental permission. 3 credits.
PHYSICAL EDUCATION
PED 101/102 Aerobic Dance I-II
(Upon Request)
Basic instruction in simcha, Israeli, Irish,
country-western, and pop dance styles. The
class provides moderate- to high-intensity aerobic exercise. Students are required to wear
sneakers. 1 credit each.
PED 110 Basketball I (Upon Request)
Fundamentals of basketball, including rules,
regulations, terminology, and history. Instruction in basic techniques of passing, dribbling,
shooting, rebounding, and setting screens and
picks. Variations in offense and defense (manto-man vs. zone, fast break, transition game)
and strategies for game situations are covered.
1 credit.
PED 120 Football I (Upon Request)
Intramural play of flag football, with students
assigned to teams for the semester. Fundamentals of blocking, passing, play selection,
quarterback drills. Playoffs at the end of the
semester will determine an intramural cham139
pion. 1 credit.
PED 130 Physical Fitness I (Upon Request)
Designed to improve the student’s level of
physical fitness through instruction in the
principles, techniques, safe practices, and
strategies of resistance training. The use of
resistance machines, basic lifting techniques
for free weights, and the impact of resistance
training on the body are explored in a relaxed
and enjoyable atmosphere. 1 credit.
PED 160/161 Karate I-II (Upon Request)
Basic techniques of Karate. Stretching and
exercise. Free-fighting techniques. Practical
applications of self-defense. Introduction to
the belt system (White, Yellow, Green). Continuous training during the second semester in
one-on-one sparring. Emphasis on becoming
skilled in Karate as an art of expression, a
physical activity, an element of self-defense,
and a tool of life. 1 credit each.
PHILOSOPHY
PHI 101 Introduction to Philosophy
(Annual)
Classical and contemporary writings in such
areas as ethics, epistemology, metaphysics,
political and social philosophy, philosophy of
science, and aesthetics. Emphasis on techniques of critical analysis. 3 credits.
PHI 151-152 Jewish Philosophy
(Bi-annual) (O)
Analysis and evaluation of the metaphysical
and ethical content of Judaism: faith, reason,
and revelation as sources of religious knowledge; creation; miracles; prophecy; free will;
providence and theodicy; the afterlife; “the
chosen people” and “the holy land”; prayer
and ritual; Halakhah and ethics. First semester: the medieval period; second semester: the
modern period. 3 credits each.
PHI 201-202 History of Ideas (formerly
History of Philosophy) (Upon Request)
A survey of major philosophers through the
18th century. First semester: pre-Socratics
through the Renaissance; second semester:
Descartes through Kant. 3 credits each.
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PHI 210/POL 201 Introduction to Political
Theory (Upon Request)
A survey of political theory from Aristotle to
the present. The development of political ideas
and the writings of major political theorists in
their historical and institutional contexts. 3
credits.
PHI 211 Logic (Annual)
Techniques for testing the validity of arguments and recognizing fallacious reasoning.
Syllogisms, truth tables, and natural deduction. 3 credits.
PHI 222 Ethics (Annual)
Classical and contemporary approaches to the
nature of moral discourse, the meaning of ethical concepts, and the basis of morality; analysis
of contemporary ethical problems. 3 credits.
PHI 225 Business Ethics (Annual)
An examination of ethical issues that arise in
the context of business. The relevance of ethical theory to such issues as consumer rights,
truth in advertising, obligations to shareholders and negotiating strategies is discussed. 3
credits.
PHI 233 Biomedical Ethics (Annual )
An examination of ethical issues that arise in
the context of medicine. The relevance of ethical theory to such issues as abortion, euthanasia, the allocation of medical resources and
research on patients is discussed. 3 credits.
PHI 241 Philosophy of Religion
(Upon Request)
Topics include: faith and reason, religious
experience, the problem of evil, foreknowledge
and free will, belief in miracles, immortality,
and problems of religious language. Readings
primarily from medieval, 17th, 18th, and 20th
century philosophical writings. 3 credits.
PHI 301 Topics in the History of Ideas
(Upon request)
Study of such topics as empiricism, stoicism,
Jewish ethical literature, and existentialism.
Prerequisites PHI 201 or PHI 202. 3 credits.
PHI 310 Philosophy of Self (Upon Request)
An examination of varying conceptions of the
self through readings drawn from classical
through contemporary philosophers. Topics
include the relationship between human
nature and selfhood; human motivation and
character; the possibilities for self-change and
self-criticism; human autonomy and freedom;
selfhood and morality; and selfhood and
human relationships. 3 credits.
PHI 322 Epistemology (Upon Request)
Topics include: knowledge and belief; a priori
and a posteriori knowledge; certainty and
skepticism; perception and external world.
Readings from classical and contemporary
sources. Prerequisite: PHI 101, or the equivalent, or permission of the instructor. 3 credits.
PHI 330 Happiness and the Moral Life
(Upon Request)
A study of different conceptions of human
happiness, means of achieving happiness, and
the relationship between happiness, human
nature and morality. Readings are drawn from
Plato, Aristotle, Boethius, Cicero, Marcus
Aurelius, Epicurus, R. Bahya ibn Pakuda, R.
Avraham I. Kook, and selected contemporary
philosophers. 3 credits.
PHI 481-482 Independent Study
(Upon Request)
Credits by arrangement.
PHI 493 Advanced Topics in Philosophy
(Upon Request)
Prerequisite: Senior status or departmental
permission. 3 credits.
PHI 494 Senior Honors Project in
Philosophy (Upon Request)
Prerequisites: PHI 493 and departmental permission. 3 credits.
POLITICAL SCIENCE
POL 101 American Politics (Annual)
This course studies (1) the current state of
American politics, including the leading
issues of the day, (2) the historical and constitutional foundations of the national government, and (3) the major institutions of the fed-
eral government, including Congress, the
presidency, and the judiciary. In-depth analysis of the Congress probes policy making and
organization of Congress and it evaluates the
performance and functioning of Congress as a
representative institution. Additional segments
of the course deal with public opinion, the
media, and American political economy.
3 credits
POL 102 Comparative Politics (Annual)
This course serves as an introduction to the
world’s political and economic systems. It
details the concepts and methods of comparative political analysis by which political scientists seek a better understanding of these systems. Various models of government and economic organization are examined and compared. Policy-making structures, political parties and party systems, elite and interest
groups are compared and the impact of ideology, political culture, and personality and
social cleavages is assessed. 3 credits.
POL 103 International Relations (Annual)
How nations and transnational actors interact
in the international arena and why they behave
the way they do with reference to power, balance of power, deterrence, imperialism, diplomacy and negotiations, international law,
international organization, collective security,
war, and the interrelationship between international economic issues and international politics. 3 credits.
POL 201 Introduction to Political Theory
(Annual)
A survey of political theory from Aristotle to
the present. The development of political ideas
and the writings of major political theorists in
their historical and institutional contexts.
3 credits.
POL 204 The Great Powers in
International Politics (Bi-annual)
A comparative study of the major actors in
contemporary international politics and the
relation of great power status to effective control over the international system. 3 credits.
141
POL 212 International Organizations
(Bi-annual)
The nature and functions of international
organizations with special reference to the
achievements, problems, and prospects of the
United Nations and its specialized agencies.
Attention is also given to the impact of regional organizations such as the Common Market.
Prerequisite: POL 103. 3 credits.
POL 222 International Law (Bi-annual)
A case study approach to the nature, role, and
function of international law. Special attention
is given to the origins and sources of international law and to its role in contemporary
international relations. 3 credits.
POL 231 Democracy (Annual)
This course surveys major features of the
modern study of democracy, using both
empirical and theoretical modes of analysis,
which describe the nature of democratic systems and set out its defining characteristics,
respectively. It examines the gap between the
actual distribution of power and democratic
ideals, as well as other problematic features of
pluralist democracy. Also considered are normative approaches that identify democratic
ideals and that explore the relationship
between democracy and social justice. Finally, the course examines the historical development of existing democracies and their possible evolution into more advanced forms in the
future. Prerequisite: POL 101, POL 201, or
permission of the instructors. 3 credits
POL 241 The Presidency (Annual)
A study of the role of the Presidency and executive power in the American federal system.
Students will focus on the concept of executive
power, the elements of presidential power, the
personal presidency, the plebiscitary presidency, the constitutional executive, the presidency
within a system of separated powers, the
Machiavellian executive, presidential policy
making, the historical development of the institution of the presidency, the changed balance of
executive and congressional power, recurrent
authority roles, the question of the popular
mandate, the presidency as a democratic institution. Prerequisite: POL 101 or permission of
the instructor. 3 credits
142
POL 242 Congress and the Legislative
Process (Bi-annual)
An examination of the United States Congress
and its role in the political process. Topics
studied will include the relations between congressmen and their constituencies, congressional elections, the internal formal and informal structure of Congress, and the nature of
congressional decision-making in various policy areas. Prerequisite: POL 101 or permission of instructor. 3 credits.
POL 244 American Political Parties and
The Electoral Process (Bi-annual)
The structure and operation of American
political parties, with emphasis on their organization, leadership, and political role. The
course will also examine electoral strategies,
the use of polls and the media, the effects of
issues and personalities, and recent campaign
financing laws. Prerequisite: POL 101 or permission of the instructor. 3 credits.
POL 261 Government and Politics of Israel
(Annual)
An examination of Israeli political culture in
light of Israel’s history and economic and
socio-cultural structure, with special attention
to the evolution and role of the major institutions in contemporary Israeli political life. 3
credits.
POL 302 Modern Political Theory
(Bi-annual)
Modern political theory encompasses the period of political thought from the middle of the
seventeenth century to the middle of the nineteenth century. It examines the work of political philosophers such as Hobbes, Locke,
Rousseau, Kant, Hegel, and Marx. Topics
include the development of the theory of
rights, the theory of property, the theory of the
state, the nature of civil society, principles of
equality and freedom, and the relationship
between the individual and society. Prerequisite: POL 201 or permission of the instructor.
3 credits.
POL 303 Contemporary Political Theory
(Bi-annual)
Studies the recent renaissance in political,
legal, and political-economic theory since the
end of World War II, such as the work of
Rawls, Nozick, Sen, Sandel, Benhabib,
Habermas, Walzer, and van Parijs. Topics
include contemporary theories of justice, distributive justice, rights, and community.
Examines theories of the basic structure of the
state and civil society and considers how they
might best be shaped. Prerequisite: POL 201
or permission of the instructor. 3 credits.
POL 304 The Politics of the Middle East
(Upon request)
A broad survey of contemporary Middle Eastern politics that looks at how historical trends
impact Middle Eastern states. Includes the
study of the influence of religion, state durability, and regional rivalries, as well as the
Middle East within the context of the international system.
POL 305 The Third World in International
Politics (Bi-annual)
The emergence of the developing nations as
significant members of the international system will be examined. Emphasis will be
placed on the conflicting goals and interests of
the developed and developing nations. Prerequisite: POL 103 or permission of the instructor. 3 credits.
POL 310 The Supreme Court and the
Constitution (Bi-annual)
The role of the Supreme Court in the American system of government. A study of major
constitutional problems that have arisen in the
light of representative Supreme Court decisions. Prerequisite: POL 101 or permission of
the instructor. 3 credits.
POL 311 Introduction to Legal Principles
(Bi-annual)
This course examines whether the law is or
should be guided by moral principles and, if
so, what these principles ought to be. It considers the ideals of punishment and whether
punishment should be devised so as to provide
retributive justice or to advance social utility
and deterrence. Students are introduced to
some of the major schools of legal thought
and to principles underlying some of the
major bodies of law, such as property law and
tax law. Finally, the course deals with fundamental law or constitutional law, in particular
the relationship between democracy and constitutional law. Prerequisite: POL 101 and 102
or permission of the instructor. 3 credits.
POL 315 American Foreign Policy
(Bi-annual)
The formulation and conduct of American foreign policy since World War II. The history of
the Cold War and United States relations with
Third World, Western allies, and the nations of
the Middle East is traced and the problems of
arms control, national security, and international political economy are analyzed. Prerequisite: POL 101 or permission of the instructor. 3 credits.
POL 320 Public Policy (Upon Request)
The course examines how public policy is
made in the United States, and the political
actors and processes involved in its formulation, implementation and evaluation. The
course will also investigate debates around a
wide range of specific public policy areas
such as the environment, economy, health,
education, welfare, crime, immigration, and
other. This course will address questions such
as: How do we decide which problems are
worthy of governmental attention and which
are best resolved in the private sphere? Who
frames public policy issues? How do policymakers solve those problems they choose to
focus on? Prerequisite POL 101 or permission
of the instructor. 3 credits.
POL 325 Public Opinion, the Media, and
American Democracy (Upon Request)
This course will examine public opinion and
assess its place in the American political system and democratic process. The course will
analyze both how citizens’ thinking about politics is shaped by various institutions, and the
effects American public opinion has on government and political processes. The course
will explore historical and contemporary
changes in public attitudes in the United
States, developments in the mass media, and
143
assess their affects on political leaders and
policy making. Prerequisite POL 101 or permission of the instructor. 3 credits
POL 341 State and Local Government
(Bi-annual)
A study of the relationships among various
components of government on the national,
state, and local level, including examination of
the state legislature, the governor, state administrative organization, the state judiciary, rural
local government, municipal government,
state and local relations, metropolitan areas,
and state and local finances. Prerequisite:
POL 101 or permission of the instructor.
3 credits.
POL 351 Rise and Fall of the Soviet Union
(Bi-annual)
The course examines the rise of communism
and Stalinism in the USSR by evaluating 75
years (1917 – 1992) of domestic and foreign
policies leading to the collapse of the Soviet
Union. Recent material made available from
the Soviet archives and video presentation will
be utilized in conjunction with required textbook. Prerequisite POL 102 or permission of
the instructor. 3 credits.
POL 352 Politics of Eastern Europe
(Bi-annual)
This course examines the changing political
institutions and systems of the major East
European States during the following periods:
World War I, World War II, the communist
takeover, the Cold War, and the transition
from communism to democracy and capitalism. The role of the Jewish community prior
to 1939 will also be examined. Prerequisite
POL 102 or permission of the instructor.
3 credits.
POL 361 Politics of Asia (formerly Politics
of the Pacific Rim) (Bi-annual)
A general introduction to the politics and
socio-economics of this very significant
region, which includes the nations of East
Asia, Southeast Asia, and India, among others. Beginning with an historical overview of
the area, it explores the impact of the region’s
exposure to the West, modernization, and the
great ideological movements. Additionally, the
144
course compares the political development
and political systems of key states in the
region and analyzes their interaction with each
other, with the United States, and with nations
outside he region and bordering it. Prerequisite: POL 102 and permission of the instructor. 3 credits.
POL 411 Seminar: Problems of
Modernization and Political Development
(Upon Request)
The pre-conditions, processes, and consequences of modernization and political development. Various theories and models of modernization, the crises and consequences of
nation-building, the problems of personal and
societal transformation in comparative perspective. Case studies to compare the experience and problems of western nations and
third world countries. Prerequisite: POL 102
and junior status or permission of the instructor. 3 credits.
POL 481-482 Independent Study
(Upon Request).
3 credits each.
POL 485 Legislative Internship (Annual)
Select students work as supervised interns in
local Congressional and state legislative
offices. Prerequisites: Junior Status; departmental permission and independent interview
by Congressional or legislative staff director.
3 credits.
POL 486 Communal Internship (Annual)
Students work as supervised interns in selected community agencies. Prerequisite: junior
status; departmental permission. 3 credits.
POL 487 Governmental Internship
(Annual)
Students work as supervised interns in the
executive or judicial branches of federal, state,
or local government. Prequisite: junior status,
departmental permission. 3 credits.
POL 493 Advanced Topics in Social Science
(Annual)
Prerequisite: senior status or departmental
permission. 3 credits.
POL 494 Senior Honors Project in
Political Science (Upon Request)
Prerequisites: POL 493 and departmental permission.
3 credits.
PSYCHOLOGY
PSY 101 Introduction to Psychology
(Annual)
Psychology as a biological, behavioral, and
social science. Topics include: critical and scientific analysis of human behavior, fundamentals of psychological research, biological
bases of behavior, states of consciousness,
learning, thought, memory and intelligence,
social behavior and personality, mental health
and adjustment, diagnosis and treatment of
abnormal behavior. 3 credits.
PSY 102 Social Psychology (Annual )
Social influences on values, attitudes, and
behavior. Determinants of social perceptions
and cognitions. Bases for friendship, love,
prejudice, and anti-social behavior. Group
dynamics involved in conformity, conflict and
cooperation.
Prerequisite or co-requisite: PSY 101. 3 credits.
PSY 201 Developmental Psychology
(Annual)
Stages of life: infancy, childhood, adolescence, adulthood, and old age. Mental, emotional, and personality changes during development, and the psychological hurdles overcome.
Prerequisite: PSY 101. 3 credits.
PSY 205 Psychology of Motivation
(Upon Request)
Motivation for human behavior from the basic
psychological drives to higher drives such as
achievement, self-fulfillment and altruism.
Emphasis on contemporary research as well as
classical theories. Prerequisite: PSY 101. 3
credits.
PSY 210 Learning (Annual)
Models of animal and human learning including classical and operant conditioning, as well
as contemporary theories drawn from information processing and cognitive science.
Applications to education, social and clinical
psychology. Prerequisite: PSY 101. 3 credits.
PSY 216 Adolescent Development
(On request)
This course examines the physical, cognitive,
emotional, and social development of adolescents. Topics include genetic, cultural, and
social factors that enhance or inhibit development. Prerequisite: PSY 101. 3 credits
PSY 221 Industrial Psychology (Annual)
Psychological techniques for selecting and
training employees, enhancing morale of
workers and improving their relationship with
management. Psychology of marketing and
advertising. Prerequisite: PSY 101. 3 credits.
PSY 231 Psychological Testing (Annual)
Theoretical and statistical foundations of psychological testing. Measurement of intelligence, aptitudes, academic skills, personality,
and behavior. Includes formal and informal
tests and rating scales Prerequisite: PSY 101.
3 credits.
PSY 301 Experimental Psychology
(Annual)
Methodological and experimental approaches
to human behavior focusing on sensation, perception, learning, and memory. Experiments
conducted in class, results analyzed, and scientific reports written. Students also design
and write a proposal for an experimental project. Prerequisite: PSY 101 and MAT 261. 3
credits.
PSY 301.6 Experimental Psychology Lab
(Annual)
1 credit.
PSY 302 Advanced Experimental
Psychology (Upon Request)
More advanced research design and experimental approaches to human behavior including learning, perception, and problem solving.
Scientific reports including possible honors
thesis proposal prepared by students. Prerequisite: PSY 301. 3 credits.
145
PSY 310 Personality (Annual)
Description and assessment of personality.
Classical approaches of psychoanalysis tract
theory, humanism, behaviorism and cognitive
theorists as well as contemporary research and
practical applications. Prerequisite: PSY 101.
3 credits.
PSY 311/COC 361 Psycholinguistics
(Annual)
Psychology of language and the higher mental processes. Modern conceptions of syntactic, semantic, and lexical structure of language. Prerequisite: PSY 101. 3 credits.
PSY 312 Cognition and Memory
(formerly “Thinking”) (Annual)
Overview of approaches to thinking, reasoning, problem solving, and decision making.
Memory theories and process and neurological underpinnings. Interplay of memory and
cognition. Prerequisite: PSY 101. 3 credits.
PSY 321 Perception (Upon Request)
Detection and interpretation of various stimuli. Relationship between perception, reality,
and illusion. Function of the sense organs and
brain. Demonstrations provided. Prerequisite:
PSY 101. 3 credits.
PSY 325 Drugs and Behavior (Annual)
Behavioral effects of biochemical mechanisms of psychoactive drugs, including prescription, recreational, and illegal drugs. Topics include psychopharmacological treatment
of abnormal behaviors and moods, addiction
and tolerance, and the treatment of addictions.
Prerequisite: PSY 101. 3 credits.
PSY 332 History and Systems of
Psychology (Bi-annual)
The origin of modern psychology within philosophy during the 19th century. Founding
and growth of experimental psychology in
Germany and its spread to the United States.
Developments in psychoanalysis, Gestalt psychology, humanistic psychology, and behaviorism, and new trends. Prerequisite: PSY
101. 3 credits.
146
PSY 335 Abnormal Psychology (Annual)
Description and diagnosis of abnormal behavior. Causes, symptoms and treatments of mental illness. Basic principles of psychotherapy.
Prerequisite: PSY 101. 3 credits.
PSY 340 Introduction to Counseling and
Therapy (Annual)
Theories and techniques counseling. Course
includes practice in interviewing and development of basic skills necessary for successful
treatment. Prerequisite: PSY 101 and PSY
335. Strongly recommend PSY 310. 3 credits.
PSY 342 Psychology of Religion
(Upon Request)
Nature of religious experience and behavior.
Psychological aspects of belief, prayer, sin,
guilt, mysticism, and membership in a religious community. Prerequisite: PSY 101. 3
credits.
PSY 345 Psychology of Health and Illness
(Annual)
This course will examine psychological influences on how people stay healthy, why they
become ill, and how they respond when they
are ill. Topics include the mind-body relationship, stress and stress management, chronic
pain, headaches, biofeedback, the patient in
various treatment settings. The course also
examines changes in lifestyle and psychological issues faced by individuals dealing with
stroke, arthritis, diabetes, hear disease, cancer
and AIDS. Prerequisite: PSY 101. 3 credits.
PSY 351 Biological Psychology (Annual)
The biological bases of behavior and methods
of study. Topics include: anatomy and physiology of the nervous system and sense organs,
drugs and behavior, sleep and dreaming, eating and drinking, memory and language, brain
disorders and abnormal behavior. Prerequisite:
PSY 101 or BIO 101. 3 credits.
PSY 401 Psychology of the Exceptional
Child (Annual)
Special problems of children who differ
markedly from the average: mentally retarded,
brain damaged, psychologically disturbed,
sociopathic, physically handicapped, cultural-
ly deprived, and gifted children. Genetics,
neuropsychological, and sociological aspects
as well as causes, assessment, and remediation. Prerequisite: PSY 101 (PSY 335 strongly recommended). 3 credits.
PSY 402 Clinical Psychology
(Upon Request)
Overview of clinical psychology as both an art
and a science. Roles of the clinical psychologist and the scientific foundations of assessment and treatment. Prerequisite: PSY 340 or
Departmental permission. 3 credits.
PSY 405 Mood and Anxiety Disorders
(Bi-annual)
Diagnosis and treatment of the most common
mental disorders, which include depression,
manic-depression, obsessive-compulsive disorder, general anxiety, panic attacks, and phobias. Prerequisite: PSY 335. 3 credits.
PSY 420 Eating Disorders (Annual)
The etiology, description, and treatment of
anorexia nervosa, bulimia nervosa, and binge
eating disorder associated with obesity. Relation between eating disorders and other psychopathology. Prerequisite: PSY 335. 3 credits.
PSY 432 Neuropsychology (Bi-annual)
Cognitive function in the normal and braininjured adult. Methods of neuropsychological
assessment in clinical and research situations.
Topics include consciousness, body sense,
spatial understanding, language encoding,
attention, memory, perceptual processing
including vision, and personality. Strategies
for remediation. Prerequisite: PSY 351. 3
credits.
PSY 481-482 Independent Study
(Upon Request)
Directed study in subject matter not offered in
a standard course or independent research
study of a new topic. Prerequisite: Junior or
higher status with appropriate Psychology
GPA and departmental permission. 3 credits.
PSY 485 Internship in Psychology
(Upon Request)
Opportunity to work as an intern in an
approved organization such as a clinic, school
or hospital. The customary requirement is to
work 1 day per week, keep a log of daily activity, read relevant texts and journal articles, and
write a brief paper linking observations to the
literature. Coordinated by a site supervisor
and Touro faculty member. Prerequisite:
Senior status and departmental permission. 3
credits.
PSY 493 Advanced Topics in Psychology
(Annual)
Prerequisite: Senior status or departmental
permission. With departmental permission,
may be taken more than once on different topics. 3 credits.
PSY 494 Senior Honors Project in
Psychology (Upon Request)
Independent research study including protocol, study implementation, statistical analysis,
and report submission, supervised by a Touro
faculty member. Prerequisites: PSY 301, PSY
493, senior status with outstanding academic
achievement and motivation, and departmental permission. 3 credits.
SOCIOLOGY
SAS 103 Introduction to Sociology
(Annual)
The unique perspectives and methods of
social science for understanding the social
realities of everyday life; the concept of culture, socialization, social perception and cognition; semiotics and anthropological linguistics; the sociology of knowledge, social ethics
and norms; groups and stratification, culture
continuity and change; human ecology. 3
credits.
SAS 121 Introduction to Social Work
(Annual)
Introduction to theory and practice of social
work focusing on the social welfare system;
federal, state and municipal programs; principles of social psychology as applied to the
counseling process; family systems theory.
Prerequisite: SAS 103. 3 credits.
147
SAS 201 Methods of Sociological Research
(Annual)
Basic concepts, principles, and the function of
research in sociology. The scope and variety
of available techniques in research design,
data gathering, and analysis. The problems
and validity of opinion surveys, participant
and controlled observation, questionnaire construction, interviewing, case studies, and elementary statistical analysis. The relationship
of research to theory. Prerequisite: SAS 103.
3 credits.
SAS 203 Social Theory (Annual)
The intellectual foundations of sociological
theory, with stress on the seminal ideas of the
“classicist” theorists. Major trends in sociological theory from the American school of
Social Darwinism through neo-positivism,
structural functionalism, conflict theory, symbolic interactionism (the Frankfurt School),
ethnomethodology, ethnoscience, Grunded
Theory, and phenomenological sociology.
Representative theorists include Lundberg,
Parson, Merton, Dahrendorff, Habermus,
Berger and Goffman. Prerequisite: SAS 103.
3 credits.
SAS 221 Urban Sociology (Upon Request)
Theories and social factors concerning urbanization: life in modern urbanized communities
(cities, town, and suburbs); the growth of
cities and the megalopolis concept; the urban
crisis and the American experience; social
forces affecting modern communities. Prerequisite: SAS 103. 3 credits.
SAS 222 Social Change (Upon request) (E)
Theory and description of causation and consequences of change in social and cultural
systems. Evolutionary and revolutionary
change; impact of technology, knowledge,
class, and population. Prerequisite: SAS 103.
3 credits.
SAS 233 Sociology of Aging (Upon request)
Students learn about the treatment of the elderly in contemporary societies, with special
emphasis given to the status of the elderly in
America. The extent and effects of “ageism”
(prejudice against the aged) are also studied.
Prerequisite: SAS 103. 3 credits
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SAS 301 The Family (Annual)
The family in various cultures but particularly
in American society. Components of family
structure, organization, and its relation to
other social institutions. Family cycle and
mate selection. Factors contributing to family
instability and disorganization in contemporary American society. Prerequisite: SAS 103.
3 credits.
SAS 311 Social Stratification
(Upon Request)
Social inequality on the basis of general birth,
wealth, income, and occupation in modern
society reflected in caste or class structures.
The various theories of social stratification in
Marx, Weber, Sorokin, and the functionalists,
with attention to class conflict and social
mobility. Prerequisite: SAS 103. 3 credits.
SAS 312 Political Sociology (Upon Request)
The concept of power as embodied in political
institutions and ideologies. The structure of
political parties, mass movements, and secret
and underground organizations. Political ideologies, utopias, and social myths in relation
to democracy, socialism, communism, anarchism, fascism, nationalism, pan-Slavism, and
pan-Germanism. Prerequisite: SAS 103. 3
credits.
SAS 332 Crime and Juvenile Delinquency
(Annual)
The sociological definition and approach to
the study of criminality and delinquency, and
the nature, types, and extent of crime. The
causes of crime and methods of determining
criminality, the social function of criminal law,
the police, the courts, the prison community,
punishment, rehabilitation, and crime prevention programs. Prerequisite: SAS 103. 3 credits.
SAS 333 Selected Topics in Social Deviance
(Upon Request)
The concepts of social deviance, pathology,
social disorganization, value conflict, and
labeling. Sociological theories of deviant
behavior in relation to alcoholism, drug abuse,
criminality and delinquency, suicide, sexual
deviance and mental illness. A critical assessment of social causation, labeling stigmatiza-
tion, and the scientific methods of determining deviance. The structure and organization
of treatment for deviants, and institutions
dealing with social deviance. The criminal
justice system. Prerequisite: SAS 103.
3 credits.
SAS 351 Sociology of Knowledge
(Upon Request)
The root of cultural notions of knowledge and
reality in social structure. Social analysis of
ideology, propaganda, rationality, science and
art, ethics, and norms. Prerequisite: SAS 103.
3 credits.
SAS 371 The American Jewish Community
(Annual)
Size and geographic distribution of the Jewish
community; education, income, occupation,
and voting behavior; the historical role of
American Jewry; traditional and alternative
communal and political organizations; the
internal dynamics of Jewish life; problems of
identity, acculturation, and assimilation. Prerequisite: SAS 103. 3 credits.
SAS 481 Independent Study
(Upon Request)
Credits by arrangement.
SAS 493 Advanced Topics in Social Science
(Annual)
Prerequisite: Senior status or Departmental
permission. 3 credits.
SAS 494 Senior Honors Project in
Sociology (Upon Request)
Prerequisites: SAS 493 and Departmental permission. 3 credits.
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RULES AND REGULATIONS –
LANDER COLLEGES OF ARTS AND SCIENCES
TO THE READER:
Catalogs can be intimidating documents. However, these pages hold much of the information
and rules you will need to plan your stay at the Lander Colleges. Please consult with an academic advisor if you need clarification or amplification of any of the rules and regulations you
find on these pages. However, students must assume final responsibility for conforming to all
college regulations and curriculum requirements.
THE REGISTRATION
PROCESS
SELECTING COURSES
The Lander Colleges offer Fall and Spring
semesters as well as a limited summer session.
Registration dates and times are assigned for
each semester. Students choose courses each
semester to satisfy both core requirements and
requirements in a specific major. Students
who are placed in basic English writing courses are expected to take those courses in prescribed sequence each term unless a waiver is
obtained. Academic advisors are available to
assist in this process and sign each student’s
registration form. There may be variations in
this process for online courses.
Each of the Lander Colleges offers a mix
of courses in various disciplines. Generally, it
may not be possible to offer every course at
every location. Students cannot complete an
entire degree at an extension center. Note that
courses may be cancelled if there is insufficient enrollment.
Students may be denied credit if they
change courses or sections without filing the
appropriate “Add/Drop” form. Loss of credit
may also result if a student attends a course or
section he or she is not registered for or takes
a course out of sequence without appropriate
written approval. Additionally, this may result
in the loss of financial aid.
Prerequisites and Corequisites
Many courses require a prerequisite and/or
a corequisite. A prerequisite to a course is a
requirement that must be completed by the
student before he/she enrolls in a course. A
corequisite to a course is a requirement that
must be taken by the student at the same time
he/she enrolls in that course. Prerequisites and
corequisites are listed together with the course
150
descriptions for each course. Students must
check that they have the necessary prerequisites and corequisites or have obtained a waiver, for any course for which they register.
Size of Program - Credit Load
During the Fall and Spring semesters, the
normal load for a full-time student is 12 to 18
credits or semester hours. The minimum load
for a full-time student is 12 semester hours.
Seven hours is the maximum load for Summer
sessions. Students may take no more than
eighteen credits each semester (excluding
summers) without receiving special permission from an appropriate dean.
Repeating Failed Credit-Bearing
Courses
A student may repeat a failed credit-bearing course without obtaining special permission. Failing grades are calculated in the
grade-point average and appear on the student’s permanent record.
Repeating Passed Credit-Bearing
Courses
A student who has taken and passed a credit-bearing course and wishes to repeat the
course may do so only one time. After this, the
same course or any other passed course may
not be repeated. A student may only repeat a
course in which a grade of C+ through D- has
been received, and only if the overall grade
point average in that semester is at least 3.0,
excluding the course being repeated. Both
courses will appear on the student’s permanent
record. The first course will have its credit
value (e.g. 3.0) changed to 0.0 (no credits). The
grade will remain on the record. The grade for
the repeated course will appear with the credits
earned. Only the second grade earned will be
counted in the grade point average.
The student must file a “Request to Repeat
a Passed Course” form with the Office of the
Registrar at the time of registration. Failure to
submit this form may result in the loss of credit for the second grade earned. In cases where
the student has received permission to take a
course(s) at another college and/or submits a
transcript to the Office of the Registrar that
indicates passing transferable grades (C or
better), the course(s) may not be repeated for
credit at Touro College. If repeated at Touro,
credit will be denied for the repeated course,
although the grade for that course will be
allowed to remain on the student’s record. A
repeated passed course will not count toward
the student’s minimum credit load for financial aid purposes.
Pass/Fail
Students may register for one course on a
Pass/Fail basis each semester of their sophomore, junior, and senior years, up to a maximum of six such Pass/Fail courses. Students
who are on probation may not take the
Pass/Fail option. Note: Students who have
completed 24 credits of coursework are considered to be entering the sophomore year.
Required courses and courses within a student’s major may not be taken on a Pass/Fail
basis. Students who elect to take a Pass/Fail
course must file a “Pass/Fail Request” form
with the Office of the Registrar before the end
of the second week of classes. The Pass/Fail
election may not be changed after the first two
weeks of the Fall and Spring semesters or after
the first week of the Summer session.
CHANGE OF PROGRAM
College official will be processed effective the
date of the official’s signature. Forms lacking
a written date will be processed effective the
day they are received by the Registrar.
Dropping a Course
A student may drop (a) course(s) within
the first eight weeks of the Fall or Spring
semester and up to the midpoint of the Summer semester. Courses dropped within the
first two official calendar weeks of the Fall or
Spring semester, or during the designated
period at the start of the Summer semester,
will not appear on the student’s academic transcript. Courses dropped after this time will
appear on the transcript with the grade of “W.”
For all drops, the student must file an
“Add/Drop” form, following the procedure
described above for adding a course.
For some government programs, financial
aid eligibility is dependent on full-time enrollment status. The student is strongly urged to
consult with the Office of Financial Aid
before withdrawing to find out his/her status
and to understand what the financial effect of
the change might be. Please note that any student adding or dropping a course should also
consult with the Bursar prior to submitting the
form to the Registrar’s office. Charges may
apply to dropped courses in accordance with
the tuition refund schedule.
COURSE OPTIONS
Besides taking traditional college courses
in a classroom setting, students with excellent
academic records may be afforded the following opportunities to acquire college credits.
Adding a Course
Online Courses offered through the
Division of Distance Learning
A student may change his/her program by
adding (a) course(s) within the first two weeks
of the Fall or Spring semester and within the
first few days of the Summer semester. To do
this a student must file an “Add/Drop” form
signed by his/her advisor with the Office of
the Registrar. The effective date of the program change is the day that this form is signed
and dated by the advisor. Any form submitted
to the Registrar by a student more than two
weeks after the date of the advisor’s signature
will have to be re-signed. Forms submitted
directly to the Registrar by an advisor or other
Touro College’s Division of Distance
Learning provides online courses that make it
possible for students to take courses that are
either not offered at their own division or that
are scheduled at an inconvenient time or location. Students are required to take an in-person midterm and final exam. The Division
offers approximately 20 courses per semester.
Distance learners are expected to assume
greater responsibility for their own learning
than students in traditional classroom-based
courses. They must understand and address
their own learning needs; take initiative in
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asking questions and obtaining help; interact
with faculty and other students as appropriate;
and be prepared to deal with technical difficulties in the two-way flow of information.
Recognizing this, Touro has developed and
provides the necessary information and learner support systems to assist learners in carrying out their learning activities and using the
available resources. Courses in the Division of
Distance Learning are structured so that each
student has a high level of personal accessibility to professors. It is the policy of Touro College that all student e-mail inquiries receive an
initial reply within one business day of receipt
by the professor. Students may also request a
personal appointment or phone call from their
instructors.
This division is distinct from Touro University International, which offers complete
degree programs online.
GENERAL INFORMATION CONCERNING
TOURO COLLEGE’S ONLINE COURSES
Online course offerings for each semester
are available to Touro students at registration.
Touro students who are interested in taking
online courses should read the Student Handbook for Online Courses, which is available
from the Office of the Registrar and on the
Touro web site.
• Students who have never used e-mail or
the Internet before should become familiar with them BEFORE attempting to
register for an online course.
• Almost all interaction with classmates
and the instructor is in writing, mainly
via the Internet and e-mail. Students who
prefer face-to-face communication will
be better off in a traditional classroom.
• Online courses cover the same amount of
material as their in-class counterparts.
They require independent work for at
least the number of hours normally spent
in class PLUS the time spent doing
homework for a course.
• Homework and assignments are required
to be completed on a regular basis. Full
credit may not be given for any assignment handed in after the due date.
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STUDENT ELIGIBILITY FOR TAKING
COURSES ONLINE
You may register for an online course only
if ALL of the following apply to you:
• You are NOT on probation.
• You have at least a 3.0 (“B”) average.
• It is not your first semester at Touro.
• You are not in an Associate’s degree program.
No more than two courses can be taken
online per semester.
If you do not meet the above eligibility
criteria for registering for an online course,
you will need an appropriate Dean’s signature in order to register.
REGISTERING FOR AN ONLINE
COURSE
Students registering for online courses go
through two discrete registration processes,
one with the Registrar’s Office and one with
the Office of Distance Learning. The first
results in your presence on the official roster
for the class; the second results in a Blackboard ID, which allows you to access course
materials on the web, and is handled by the
Office of Distance Learning.
To register for an online course, do BOTH
of the following:
1. Register for these courses using regular registration procedures; use the course code
listed in the schedule in the Student Handbook for Online Courses and online.
2. Then, to complete your registration and
receive a User ID to use on Blackboard
t o a c c e s s y o u r c o u rs e, go t o :
http://www.touro.edu/OnlineCourses/
enroll.htm within 48 hours of registration to
fill out a form with your name, e-mail
address, and a contact phone number. This
information will be sent to your instructor
and will be used to create your Blackboard
ID. Even if you already have a Blackboard
ID, you must complete the form again and
put in your current Blackboard ID where
requested.
GETTING IN TOUCH WITH YOUR
INSTRUCTOR
When e-mailing an instructor, an online
student can expect a response within 24 hours
(note: this excludes weekends and vacation
days). If you fail to get a response from your
instructor within 24 hours, you should e-mail
onlinesupport@touro.edu with name, course
code, and the instructor name, so that Touro
can track down the problem. You should
always Save or Print a copy of all e-mail communication with the instructor and CC to
yourself a copy of all emails sent to the
instructor in case there is some problem and
the e-mail needs to be resent.
COURSE OUTLINES
Course outlines are posted to the course
web site prior to the first week of classes. Students are asked to read the course syllabus and
confirm by e-mail that they have done so.
ANNOUNCEMENTS AND
ASSIGNMENTS
Each instructor will set a regular weekly day
and time at which students can expect posting
of new announcements and assignments.
TEXTBOOKS
A textbook is assigned for most courses.
Students are required to obtain a copy of this
textbook, if possible before the beginning of
class. Online courses require that students use
textbooks during the first week of class.
BOOKSTORES
Students are encouraged to purchase
required textbooks online. Some textbooks for
online courses may be available through the
bookstores at various Touro campuses or at
Barnes & Noble in Manhattan. If not, please
refer to instructions from your instructor or
the “Bookstore Information” link on the
Online Courses web site for information on
purchasing your books online.
HOMEWORK ASSIGNMENTS
Each course includes homework assignments and/or programming assignments,
which are a component of the student’s final
grade. This homework is assigned on a regular
basis, graded and returned. There are penalties
for late homework. Discuss homework problems with your instructor via e-mail.
TESTS AND QUIZZES
In most courses, students should expect a
minimum of two exams during the semester: a
midterm and a final. Quizzes and other methods of evaluation are also likely to be used.
Midterms are given during the seventh or
eighth week of the semester. Final exam for
all online courses are scheduled on a specific
day and take place at a Touro campus, either
in New York or Jerusalem.
MIDTERM EXAMS
Some midterms may be administered as inperson tests, scheduled for Touro campuses in
New York or Jerusalem, at the discretion of
the instructor with guidance from the department supervising the course. Photo identification is checked at all exams given in person.
Midterms or other exams that are not inperson will be essay tests or projects, the
equivalent of difficult, take-home, open-book
exams that require a considerable amount of
problem solving.
FINAL EXAMS
Final exams take place on a specific day at
a Touro site in New York or Jerusalem. Individual students for whom this is impossible
may contact the instructor during the first two
weeks of the semester to make alternative
arrangements. Photo identification is checked
at all exams given in person.
Tutorials
Courses listed in this Bulletin may be
offered in an alternative mode, typically to a
small group of students. The material covered
follows the standard course curriculum. Generally, students are permitted to enroll in a
tutorial under special circumstances, for a
required course not otherwise available. A
tutorial study course requires the same work
as a classroom course, including a final examination.
Directed Study
Courses listed in this Bulletin may be
offered to a single student, as a directed study.
The material covered follows the standard
course curriculum. Generally, students are
permitted to enroll in a directed study course
only under special circumstances, for a
required course not otherwise available. A
153
directed study course requires the same work
as a classroom course, including a final examination. Students who wish to register for a
directed study course must complete an
“Application For Directed Study” form and
obtain written approval from the instructor,
the department chairperson, and the Dean of
Faculties or his designee.
Independent Study
A student may take an independent study
course in a specialized subject not offered in
this Bulletin. Students who wish to participate
in independent study must present a specific
plan and complete an “Application For Independent Study” form and obtain written
approval from the instructor, the department
chairperson, and the Dean of Faculties or his
designee. An independent study course typically requires an appropriate number of meetings with the instructor, readings, a report or
term paper, and a final examination.
Senior Honors Project
Students who successfully complete a
Senior Honors Thesis or Project will earn
three credits in their major field and may be
graduated with departmental honors. The
Senior Honors Thesis or Project consists of a
substantial research paper or project prepared
by the student under faculty guidance.
The student is required to submit three
copies of the thesis one month prior to the
announced date of graduation. Seniors
enrolled in Senior Thesis are to follow the
guidelines of the Senior Thesis Handbook
available in the Office of the Dean of Faculties.
Life Experience Credits
Touro College recognizes that students can
acquire college-level knowledge outside the
classroom. Baccalaureate degree students may
request that the Life Experience Committee
award up to 40 college credits for documented
learning through experience. Associate degree
students may earn up to 20 credits toward their
degree after evaluation by the Life Experience
Committee.
Life Experience credits are awarded only
for specific College courses. They may not be
used to satisfy a required liberal arts core
requirement or courses in the student’s major
154
or concentration. Life Experience credits will
not be awarded for courses already completed
at Touro College or other accredited institutions of higher learning.
Guidelines and assistance for preparing the
Life Experience Portfolio are available in the
Office of the Dean of Faculties.
ACADEMIC ADVISEMENT
Touro College attempts to maximize each
student’s professional, intellectual and personal growth. To this end, all students are provided with academic advisors to assist them with
academic problems, course registration, career
planning, and graduate and professional
school options. All students have the responsibility to:
• make regular appointments to see their
advisor
• become knowledgeable about college
rules and procedures
• file the appropriate forms at the scheduled times
• take full responsibility for planning and
carrying out a program of study
CREDITS AND SEMESTER HOURS
Contact Hours
The standard unit of measuring a student’s
course of study is the semester hour. One
semester hour is equal to one hour per week of
classroom instruction for a full term with
homework and assignments. College-level
courses are normally assigned one credit per
semester hour. Generally courses that include
laboratory assignments will include additional
contact hours. For students taking developmental courses that carry no credit, contact
hours are used to determine full time status for
financial aid purposes.
Class Standing
The minimum number of completed credits needed for membership in each class is:
Lower Freshman
entry
Upper Freshman
12
Lower Sophomore
24
Upper Sophomore
40
Lower Junior
56
Upper Junior
72
Lower Senior
88
Upper Senior
104
section below entitled “Committee on Academic Standing” for the procedure to request a
TAP waiver).
Academic Programs and
Financial Aid
A student who has received tuition assistance grant awards from the New York State
Tuition Assistance Program (TAP) is required
to complete at least 6 semester hours in each
semester of the first year in which he or she
received an award, 9 credits in each semester
of the second year, and 12 credits in each
semester of the third and fourth years, with
any grade other than W, WU and WNA. Students who withdraw from all courses in any
semester or who fail to maintain satisfactory
progress as defined above are ineligible to
receive TAP grants from that point, unless
they receive a one-time TAP waiver (see the
Academic Standard Chart
For purposes of financial aid eligibility, the
charts below indicate the number of credits
the student must complete and the minimum
GPA that must be achieved to maintain satisfactory progress.
To determine the number of credits a student must complete and the minimum grade
point average that must be achieved to remain
in good academic standing, locate the student’s semester of study in the first row and
read down the column.
Charts for Financial Aid Eligibility
Calendar: Semester
Program: Baccalaureate Program
Before being certified for this payment
1st
A student must have accrued at least this many credits
0
With at least this grade point average
0
Calendar: Semester
2nd 3rd
4th
5th* 6th
7th
8th 9th** 10th**
3
21
33
60
75
9
45
1.0 1.0 1.25 2.0
2.0 2.0
90
105
2.0 2.0
2.0
Program: Graduate Divisions other than the Law Center
Before being certified for this payment
1st
2nd
3rd
4th
5th*
A student must have accrued at least this many credits
0
6
12
21
30
With at least this grade point average
0
2.25
2.50
2.75
3.00
*New York State regulations require that students maintain a “C” average (2.0) starting with their
fifth TAP payment. Students may petition for a waiver from the Committee on Academic Standing if
there are extenuating circumstances.
**Only students in approved five-year undergraduate programs may receive more than 8 semesters of
undergraduate awards of New York State financial aid.
Students failing to meet these standards may be subject to loss of student status and/or financial aid.
According to New York State guidelines, one TAP waiver only of these standards may be requested
during the student’s undergraduate career. A student may receive more than one “C” waiver under
limited circumstances. Please consult with your advisor.
A transfer student, after an official evaluation of his/her transcript, is placed on the Academic Standard Chart in accordance with the number of transfer credits he or she receives, and is expected to
progress along the chart from that point. Transfer students and part-time students should consult the
Office of the Registrar to determine their position on the Academic Standard Chart.
155
EARNING OUTSIDE CREDIT
Off-Campus Credit While a Lander
Colleges Student
Students wishing to take courses or equivalency examinations at another institution
while attending the Lander Colleges must
obtain official permission in advance. They
must submit a completed “Permit to Attend
Another College” form, which is available in
the Office of the Registrar. Failure to obtain
official permission to take courses at another
institution may cause either a delay in obtaining credit or complete disapproval of the
transfer credit.
CREDIT BY TESTING
Equivalency Examinations
With a permit, students may receive college credit for selected subject area examinations given by the College Entrance Examination Board - College Level Examination Program (CLEP) and Advanced Placement
Examinations (AP); Defense Activity for
Non-Traditional
Education
Support
(DANTES); selected proficiency examinations sponsored by certain colleges, and for
Excelsior College (formerly Regents College)
examinations.
Credit is generally not given for required
courses or for business and economics courses
taken through the CLEP program. The maximum number of credits accepted in any category is twelve except AP, which is 30. However, the maximum number of credits by examination overall that Touro accepts is thirty.
Departmental Challenge
Examinations
Students who can demonstrate proficiency
in a particular subject may earn credits by taking a departmental challenge examination.
Interested students must make arrangements
for taking the examination with the appropriate department chairperson, file a “Request to
Take a Challenge Examination” form with the
Registrar’s Office, and pay the necessary fee
to the Bursar.
TRANSFER CREDIT
Transfer students seeking credits for previous academic work should arrange that an
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official transcript be sent to the Lander Colleges Office of Admissions at 1602 Avenue J,
Brooklyn, NY 11230.
It may be necessary to schedule a conference with department chairpersons if transfer
credits are being offered to fulfill major, concentration, or other requirements. Credits are
generally awarded after evaluation for business, education, computer science, social science, and other liberal arts and sciences courses that were completed with a minimum grade
of C at a regionally-accredited accredited
institution.
A maximum of six credits is generally
granted for previous work completed in technical or professional programs not offered at
Touro College.
The Lander Colleges award up to a maximum of 48 credits for post-high-school yeshiva and seminary studies. Thus, students may
enter the Colleges with sophomore standing.
Students who have completed one year of
intensive Judaic studies in Israel may earn the
equivalent of one year of college credit. Students must document their yeshiva and seminary work by arranging for official transcripts
to be submitted to the Lander Colleges for
evaluation. Credits are granted only in accordance with the Colleges’ academic policies.
Credits may not be awarded for courses
taken more than 10 years prior to a student’s
first semester at Touro College in computer
science, natural sciences, business, and
accounting. Such transfer credit in all other
areas is subject to individual departmental
approval.
Students who have completed an associate’s degree at an accredited institution are
assured a minimum of 60 credits, but they
must meet the individual course and liberal
arts requirements of their selected certificate
and/or degree program.
Transfer students may request in writing
that all prior college work completed at (a)
particular school(s) not be evaluated. This
decision is irrevocable.
Transfer students should be aware that a
course taken at Touro that was previously
passed at a prior institution will not count
toward full-time status for financial aid purposes. This may have adverse financial aid
implications, and a Financial Aid officer
should be consulted for further information. If
you pass a course at Touro for which you also
received transfer credit at a prior institution,
the transfer credit will be deleted.
To be eligible for a certificate or an associate’s degree, a transfer student must successfully complete at least 24 credits at Touro College. The baccalaureate degree requires at
least 45 credits in residence at Touro.
GRADES
ATTENDANCE AND CLASS
PARTICIPATION
Students are expected to attend lecture and
laboratory sessions on a regular and punctual
basis and to complete assignments in a timely
fashion in order to obtain the educational benefits that each meeting affords. Excessive
absences or failure to complete assignments
may lead to a reduction of grade or failure of
the course and loss of financial aid. Repeated
absences may lead to dismissal from the College.
In the event of a student’s absence from an
examination, the instructor shall be the judge
of the validity of the student’s excuse and
he/she may grant or deny an opportunity to
make up the work that was missed. All missed
work from a given semester must be completed by the end of the sixth week of the following semester. Students may petition the Office
of the Dean of Faculties for an extension of
time for the completion of the missing course
work.
Credit Courses
Passing grades for credit bearing course
are A, B, C and D with plus and minus, and P.
For the numeric equivalents of these grades,
see Grade Values below. Failing grades are F
and WU.
Grade Definitions
Student attended class up to end of
eighth week, but did not achieve
passing grades on examinations and
assignments, or stopped attending
after eighth week.
W: (No penalty.) This grade is assigned
when a student withdraws from a
course and files an Add/Drop form
(see p.151) with the Office of the
Registrar, signed by an academic
advisor. A student who does not file
this form will receive a failing grade
of F or WU depending on the number of class sessions attended and
the amount of work completed.
WU: Student stopped attending before
the end of the eighth week of class;
calculated as a failing grade
WNA: Student never attended class. This
grade is not included in calculating
the student’s grade point average
(GPA).
N: No grade assigned.
F:
GRADE TYPES
Non-Credit Courses
Pass/Fail grades of four types are assigned
to developmental English classes:
P: student is ready to move to the next
course level
F: student’s work was unsatisfactory;
demonstrated insufficient effort; student must repeat course
R: student demonstrated progress, but
must repeat course
PE: student may move to next course level
on the condition that s/he receive
tutoring
Each developmental English course may
be repeated only once.
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Grade Values
The following grade values are assigned for each credit-bearing hour:
Excellent
A+ = 4.000
A = 4.000
Good
B+ = 3.333
B = 3.000
Average
C+ = 2.333
C = 2.000
Poor but Passing
D+ = 1.333
D = 1.000
Failing
F and WU = 0
(Note: the grade of “P” is not included in the GPA.)
A- = 3.667
B- = 2.667
C- = 1.667
D- = 0.667
Grade Point Average (GPA)
The GPA is obtained by dividing the total number of grade points earned at Touro College by
the total number of course credits completed, except for those with the grade of “P”. Example:
A student receives the following credits and grades:
Grade
A
AB+
BC
Totals
Credit Hours
Grade Value
4.000 =
4x
3x
3.667 =
4x
3.333 =
3x
2.667 =
4x
2.000 =
18
Calculated GPA: 56.334 ÷18 = 3.130
TENTATIVE GRADES
Tentative grades of “TC-”-minus) to “TF”
are given at the discretion of the instructor
when a student has not completed a required
assignment or examination. Students cannot
receive academic credit for work that has not
been completed. Therefore, when determining
a tentative grade, the incomplete work is graded as “F.”
Example: A student who has done work all
semester, but does not submit a required
paper, might receive a tentative grade of “TD.”
If the work is not completed, the tentative
grade of “TD” becomes a final grade of “D.”
Tentative Fall grades become final on the
last day of the sixth week of the following
Spring semester. Tentative Spring and Summer grades become final on the last day of the
sixth week of the following Fall semester. Students unable to complete work by the specified deadline may appeal for more time by filing a “Request For An Extension” form with
the Office of the Dean of Faculties. Grade
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Grade Points
16.000
11.001
13.332
8.001
8.000
56.334
changes based on work submitted later than
one year after the end of the semester in which
the course was taken must be appealed to the
Committee on Academic Standing.
DEAN’S LIST
Students are eligible for the semester
Dean’s List if they complete 12 credits or
more with a GPA of 3.4 or higher. Courses
completed abroad will not count toward the
Dean’s List.
GRADE APPEALS
A student who receives a grade that s/he
believes does not reflect the quality of work
that was done should contact the course
instructor and attempt to resolve the matter
informally. If the student is not satisfied with
the outcome and still wishes to challenge the
grade, s/he may institute a grade appeal by
submitting a formal written request for a
change of grade to the faculty member who
issued the grade. If the faculty member rejects
the student’s request for a change of grade, an
appeal may be made to the department chairperson. The chairperson will change the faculty member’s decision only if it was determined to be clearly erroneous, arbitrary, or
capricious. The student’s appeal to the chairperson must be typed or clearly handwritten
and include the following:
• A statement identifying the course, the
course number, the semester the course
was taken, and the name of the instructor.
• The date, time and place of the student’s
appeal of the grade to the instructor, a
copy of the appeal, and information about
the dialogue between the two concerning
the grade challenge.
• The grade being challenged, the reason
for the challenge, and the documentation
presented by the student may all influence the outcome of the appeal.
• A copy of the student’s appeal should
also be submitted to the Office of the
Dean of Faculties.
The burden of proof is on the student to
demonstrate that the instructor’s decision was
erroneous, arbitrary, or capricious. The chairperson will respond to the student in writing
within 30 days of receipt of the appeal. The
chairperson’s decision is final. The student
may also appeal to the Dean, who may also
refer the matter to the Committee on Academic Standing, or give his own recommendation
on the matter.
ACADEMIC PROGRESS AND
STANDING
ACADEMIC HONORS
Students who achieve records of excellence in any academic semester are placed on
the “Dean’s List.” (Honors at graduation are
discussed below.) Criteria for the Dean’s List
are a course load of at least 12 credits and a
term GPA of 3.40 or better in a given semester.
ACADEMIC STANDING
A student is in good academic standing
when s/he is admitted to or enrolled in a
degree or certificate program. Students who
are admitted provisionally are fully matriculated and in good academic standing.
Students must complete their program
within a maximum time frame equivalent to
150 percent of the length of the program in
which they matriculate, measured in terms of
credit hours and credit hours attempted (credit hours attempted do not include remedial
non-credit courses). For example, students
matriculated in a 120-credit baccalaureate
program should complete their program
before they have exceeded 180 credits
attempted. Students enrolled in a 60-credit
associate’s degree program should have
earned their associate’s degree before they
have exceeded 90 credits attempted. Students
who fail to complete degree requirements
within the maximum time frame may lose eligibility for financial aid and/or be dismissed
from the College.
The student is expected to maintain satisfactory progress toward the completion of
his/her course of study. Students who fail to
remain in good academic standing may be dismissed from the College.
In order to maintain good academic standing, a student must also demonstrate satisfactory progress toward his/her certificate or
degree. This progress is measured in terms of
the Academic Standard Chart. This chart
applies to students who have completed their
developmental semesters.
A transfer student, after an official evaluation of his/her transcript, is placed on the Academic Standard chart (see p. 156) in accordance with the number of transfer credits s/he
receives, and is expected to progress along the
chart from that point. Transfer students and
part-time students should consult the Office of
the Registrar to determine their position on
the Academic Standard Chart.
PROBATIONARY STATUS
A student who is admitted on probation
may be removed from probation upon completing 12 credits with a GPA of 2.5 or 24
credits with a GPA of 2.0. A probationary student who fails to achieve a 2.0 GPA after
attempting 24 credits may be dismissed from
the College.
A student is placed on probation when s/he
fails to maintain a cumulative 2.0 GPA. Stu159
dents on probation may only carry a maximum course load of 12 credits and/or semester hours in the Fall or Spring semesters, and
six credits in a Summer semester.
Probationary students are given one
semester to raise their cumulative GPA to 2.5.
If they do not, they advance to their second
probationary semester, at the end of which
their cumulative GPA must be 2.0. A probationary student who does not achieve a cumulative 2.0 GPA within these two semesters
may be dismissed from the College. Students
who receive academic dismissal may appeal to
the Committee on Academic Standing for
readmission.
Students are expected to demonstrate continued progress in their developmental English courses. Students will be allowed to
repeat each developmental English or ESL
course only once. Students who fail the same
course twice are not making satisfactory
progress and may be dismissed from the College. A student who withdraws after five
weeks of the semester will be considered to be
repeating the course upon his/her next attempt
at the course. Students who withdraw twice
from any such course are not considered to be
making satisfactory progress and may be dismissed from the College.
COMMITTEE ON ACADEMIC
STANDING
The Committee on Academic Standing
deals with a wide range of academic problems
of students at Touro College. It is a standing
committee composed of senior staff and faculty from the various schools of the College.
The Committee hears student requests for
readmission, waivers of academic requirements, acceptances of course equivalents, and
retroactive withdrawals from courses or leaves
of absence from school. The Committee also
hears appeals concerning probation and academic dismissal, and waivers regarding the
Tuition Assistance Program (TAP). In some
cases students may appeal grades, provided all
other means of resolving grade disputes have
been explored. A student who wishes to make
an appeal must follow these steps:
1. See his or her academic advisor for assistance in completing a student appeal
form. The appeal should:
160
a. State the student’s name and Social Security number.
b. Specify course(s) and/or semester(s) in
question.
c. Explain clearly the reasons for making
the appeal.
d. Include documentation to support the
appeal.
e. Include the signature of the advisor.
2. If the reference in the petition is to a medical or personal hardship, submit documentation such as medical notes, notices
of hospitalization, birth or death certificates, or other relevant documentation.
Please see your advisor for additional
examples.
3. Sign the appeal form and give it to the
academic advisor, who will forward it to
the Committee. Following submission, the
student will receive a written response
from the Committee accepting or rejecting the appeal. The Committee may also
respond by detailing sanctions, listing
conditions under which the appeal is to be
granted, or tabling the appeal and requesting additional documentation. The decisions of the Committee are final.
GRADUATION
APPLICATION FOR GRADUATION
It is the student’s responsibility to schedule
a graduation conference with an academic
advisor during the semester before completing
his/her certificate or degree requirements, to
determine whether the requirements are being
met. For January candidates for graduation
these conferences are held April through June.
For June and September candidates, they are
held October through December.
After the graduation conference, the student must notify the Office of the Registrar
that s/he is a candidate for graduation by completing the “Application for Graduation” and
the “Major or Concentration” form during
November for January graduates, and April
for June graduates. Students who complete
their certificate or degree requirements in January, June, or September of a given year participate in the annual June commencement
exercises.
Participation in these ceremonies does
not necessarily mean that a student has
graduated. Graduation is certified officially
by the Office of the Registrar only after
auditing the student’s record for completion of all certificate or degree requirements.
GRADUATION REQUIREMENTS AND
STANDARDS
Students who have been admitted without
a high school diploma or its equivalent must
demonstrate that they have obtained this credential before being awarded a degree by the
college.
Candidates for the associate’s degree must
complete a minimum of 60 credits, threefourths of which must be in liberal arts for
Associate in Arts candidates, and one-half of
which must be in liberal arts for Associate in
Science candidates. Candidates for the baccalaureate degree must complete 120 credits,
three-fourths of which must be in liberal arts
for the Bachelor of Arts, and one half of which
must be in liberal arts for the Bachelor of Science. Courses in business, computer science,
education, and human services are generally
considered professional courses and do not
fulfill the liberal arts requirement.
In order to graduate, students must achieve
an overall GPA of at least 2.00 (“C” average)
for classes taken at Touro. Within the major or
concentration, students must achieve an average of 2.30 (“C+” average). Some departments may require a higher average in their
major or concentration. Students should consult each department for its requirements.
No student may take all courses for a
degree at an extension center or site. Advisors
will inform students of which locations are
extension centers or sites.
To be eligible for a certificate or an associate’s degree, a student must successfully complete at least 24 credits residence at Touro
College. The baccalaureate degree requires at
least 45 credits in residence at Touro.
Students must complete at least fifty percent of the coursework for their major at Touro
College.
HONORS AND AWARDS AT
GRADUATION
Associate and baccalaureate degree candidates are eligible for honors upon graduation.
Associate candidates are recognized as follows:
Academic Excellence
3.70 to 4.00
Academic Distinction
3.50 to 3.69
Baccalaureate candidates who have completed at least 60 credits at Touro receive the
following Latin honors at graduation:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.800 to 4.000
3.600 to 3.799
3.400 to 3.599
LEAVES OF ABSENCE/
WITHDRAWAL/
DISMISSAL
LEAVES OF ABSENCE AND
READMISSION
Personal reasons may require students to
suspend their studies for one or more semesters. In such cases, students are required to file
a Leave of Absence form with the Office of
the Registrar. If the student wishes to extend
the leave beyond one academic year, a new
form must be filed.
Students who have been on leave for more
than two consecutive semesters and have not
extended their official Leave of Absence
should file a Readmission application with the
Office of Admissions at least 6 weeks before
the start of the semester in which they wish to
resume their studies. Based on prior grades,
some requests for readmission require
approval from the Committee on Academic
Standing (CAS). The Office of the Registrar
will inform the student as to whether s/he may
register for classes or whether the student
must obtain CAS approval.
WITHDRAWAL FROM THE COLLEGE
Students who wish to withdraw from their
studies at Touro College in good standing
should give official notification to the Office
of the Registrar by completing a “Permanent
Withdrawal” form. The date of the withdrawal
is the date on which notification is received by
the Office of the Registrar. (See Financial Aid
section on tuition liability and refunds.)
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ACADEMIC DISMISSAL
A student who fails to meet the standards
outlined in the Academic Standard Chart (p.
155) may be dismissed from the College. Students who receive an academic dismissal may
appeal to the Committee on Academic Standing for readmission.
COLLEGE CODES AND
STUDENT RESPONSIBILITIES
Campus Citizenship
Students of Touro College are expected to
be considerate of all individuals at the college
– fellow students, faculty, and administrators
– and to help maintain a harmonious and supportive environment conducive to learning
and the furtherance of academic pursuits.
While specific regulations are listed on the
following pages, it is expected that all members of the college community demonstrate
respect for their colleagues, sensitivity to their
needs, and tolerance for their ideas and views.
Please cooperate with college officials by
observing the rules and regulations of the college, and by exercising respect for college values and property.
ACADEMIC INTEGRITY STANDARDS
College Policy
Because intellectual integrity is the hallmark of educational institutions, academic
dishonesty is one of the most serious offenses
that a student can commit. Students are
required to abide by the highest standards of
academic honesty in study and preparation
for, and presentation, of examinations, term
papers and research reports.
Plagiarism
To commit plagiarism means to present as
one’s own the ideas, writings, computer-generated material, etc., of others without proper
acknowledgement of those sources by means
of quotation marks and/or specific references
(footnotes) to the original source from which
the material was taken. Plagiarism also
includes the submission of the work of a commercial writing service or of a “ghost write”
as one’s own work. Section 213-6 of the New
162
York State Education Law prohibits the sale of
term papers, essays, and research reports to
students enrolled in a college.
Cheating and Other Irregularities
A. No student shall give or receive assistance in the preparation of any assignment or
examination without the authorization of the
instructor of the course. Common examples of
cheating include: copying from another student’s paper; using books, notes, calculator,
when these are not authorized; obtaining tests
before the scheduled date of the examination;
copying laboratory work; and sending in a
substitute to take an examination.
B. Stealing, falsifying, or otherwise altering documents or records containing grades,
examination materials, or anecdotal information is forbidden.
Sanctions for Academic Integrity
Violations
Students who violate Touro College’s Standards of Academic Integrity are subject to disciplinary sanctions. An official report of the
incident is submitted to the Dean of Faculties.
The following disciplinary sanctions may be
imposed:
• The grade of “F” for a test, term paper or
assignment;
• The grade of “F” in the course;
• Other sanctions deemed appropriate by
the Dean of Faculties, including suspension or dismissal from the College.
The Dean of Faculties may choose to send
the matter to a three-person faculty committee
for recommendations for action and final disposition.
Appeals of Sanctions for Academic
Integrity Violations
Students may appeal to the Student Affairs
Committee for a review of sanctions imposed
for violation of Touro College’s Standards of
Academic Integrity. The Committee may take
the following actions:
• Dismiss the charges and void the sanctions imposed;
• Uphold the sanctions of the instructor
and/or the Dean of Faculties;
• Dismiss the student from the College.
COLLEGE CODE OF CONDUCT
The Touro College Code of Conduct
The Touro College Code of Conduct
applies to the entire Touro College community, including students, faculty, Touro College
organizations and clubs and all Touro College
employees. Members of the Touro College
community are expected to behave in a manner that is harmonious with and supportive of
the activities and functions of an educational
institution. The following types of behavior
are considered violations of the Touro College
Code of Conduct and will result in disciplinary action.
1. Theft of, or damage to, college records
and property, caused by intentional,
negligent or irresponsible conduct;
2. Unauthorized use of any college
property, including, but not limited to, its
name, property, offices, premises, and
equipment (such as computer equipment,
telephones, fax machines, copying
equipment and laboratories);
3. Conduct which interferes with or
obstructs any college functions or which
physically obstructs or threatens to
obstruct or restrain members of the
college community;
4. The physical or sexual abuse or
harassment of any member of the college
community, including faculty, students,
and staff;
5. Threatening bodily injury including
sexual harassment or assault, or
emotional trauma against students or
employees of the college;
6. Disorderly, disruptive or abusive conduct
in the classroom or on college premises;
7. Refusal to follow the directives of college
officials acting in performance of their
duties;
8. Impersonating college faculty, college
officials, or college staff;
9. Forging signatures or other information
on registration forms, financial aid forms
or any other college documents;
10. Computer abuse, including possession
of unauthorized passwords, plagiarism
of programs, unauthorized destruction
of files, misuse of computer accounts
and disruptive or annoying behavior on
the college’s computer system;
11. Unauthorized sale, distribution or
consumption of alcoholic beverages on
college premises;
12. Distribution, purchase or possession of
barbiturates, amphetamines, marijuana,
hallucinogens, opiates, or any other
addictive or illegal drugs or
paraphernalia on College premises;
13. Gambling in any form on College
premises;
14. Possession, distribution or sale of
weapons, incendiary devices, or
explosives on College premises;
15. Tampering with or misusing firefighting equipment and/or safety
equipment (such as alarm-boxes and
extinguishers);
16. Participation in, furtherance of, or intent
to engage in any illegal activity on
Touro’s premises;
17. Conviction of a felony crime while
enrolled at the college;
18. Intentionally filing a false complaint
under this college code of conduct.
19. Libelous or slanderous statements,
intended to inflict harm, regarding any
member of the college community,
including racist, anti-Semitic, or sexist
remarks or references regarding any
member or group of the college
community;
20. Refusal to identify oneself to an official
or security officer of the college or to
present proper identification upon
entering the college premises.
21. Actions that are not harmonious with
and supportive of the activities and
functions of an educational institution;
actions that harm the reputation of the
college;
22. Aiding or abetting any conduct
prohibited by this college code.
Individuals who violate any of the above
regulations are subject to disciplinary action at
the discretion of Touro College. Student
organizations violating the above regulations
may be penalized by having their charter
revoked. Furthermore, disciplinary sanctions
may also be imposed against the officers and
members of Student Organizations at the discretion of Touro College.
163
Adjudication of College Code of
Conduct Violations
Any member of the College Community
may notify the Dean of Students or his/her
designated representatives of a Code of Conduct infraction by submitting a written statement describing the alleged infraction to the
Office of the Dean of Students within ten (10)
school days of the alleged violation or within
ten (10) school days from the time the charging individual learned of the alleged code violation, but no later than within three (3)
months of the violation.
The Dean of Students, or one of his/her
designated representatives, shall inform the
individual charged with the infraction, in writing, of the nature of the charges against
him/her and designate a time and place for a
meeting in the Office of the Dean of Students.
After meeting with the individual charged
with the infraction, the Dean of Students or
his/her designated representatives (individuals
or committee) will conduct a preliminary
investigation of the charges and determine
what course of disciplinary action is appropriate. The Dean of Students and/or his/her designated representatives (individuals or committee) can:
• bring the parties together for informal
mediation;
• impose any of the disciplinary sanctions
listed in the section entitled “Sanctions,”
except that the Dean of Students (and/or
his/her representatives) cannot require
payment of restitution or order expulsion;
• refer the charges to the Student Affairs
Committee for a disciplinary hearing;
• dismiss the charges.
Disciplinary Hearings
The Dean of Students may institute disciplinary proceedings by referring a matter to
the Student Affairs Committee within fourteen (14) school days of notification of the
alleged infraction. Once referred to the Student Affairs Committee a hearing must be
commenced within twenty-one (21) school
days unless a disciplinary hearing date is
adjourned for good cause. Once a disciplinary
hearing is commenced it must be completed
within ten (10) school days.
164
Sanctions
After a hearing, the Student Affairs Committee may take one or more of the following
actions:
1. Dismiss the Charges: After reviewing
all relevant information, evidence and
record materials, the Student Affairs
Committee may decide to dismiss the
charges against the student.
2. Impose disciplinary sanctions, which
include but are not limited to the following:
(a) Warning – A written reprimand putting
the student on notice that he/she has violated
the Code of Conduct and indicating that further misconduct may result in a more severe
disciplinary action. A copy of this warning
will be placed in the student’s file.
(b) Disciplinary Probation - A student
may be placed on disciplinary probation for a
definite period of time. While on probation,
students may not hold office in Student Government Organizations, Clubs or Societies or
represent the college in any capacity. Further
violations while on probationary status will
result in suspension or expulsion from the college. A copy of the probation notice becomes
a part of the student’s file.
(c) Counseling and Treatment – A student’s continued enrollment at Touro College
may be conditioned on his/her participation in
counseling or treatment at outside counseling
and treatment agencies. A student’s failure to
participate in such a program after being
advised that his/her enrollment is conditioned
on participation may result in other disciplinary sanctions.
(d) Restitution - A student may be
required to pay restitution to the college or to
fellow students for damages and losses resulting from his/her action.
(e) Suspension – A student may be suspended and may be barred from attending
classes for a definite period, not to exceed two
years. Notification of the suspension will
appear on the student’s academic transcript and
will remain until the end of the suspension
period. A notification of the suspension will
remain in the student’s file. A student may not
be automatically re-enrolled at the end of
his/her suspension and he/she must apply to the
Student Affairs Committee for reenrollment.
(f) Expulsion – This is termination of the
student’s enrolled status at the college. A student who has been expelled from the college
is not permitted to complete his/her courses
and may not re-register for a future semester.
Notification of the expulsion will appear on
the student’s academic transcript.
3. Impose Additional Sanctions – The
Student Affairs Committee may impose
the following sanctions in addition to
those listed above:
(a) A fine of to be paid to the college, in
addition to restitution.
(b) Service to the College Community for
a designated number of hours. The required
service cannot interfere with the individual’s
course schedule.
4. Legal Action – In addition to imposing
the disciplinary sanctions outlined
above, the Student Affairs Committee
may recommend that students be turned
over to law enforcement authorities for
legal action. The final decision on referring student cases to the authorities is
made by the Office of the President.
5. Other Sanctions – The Student Affairs
Committee may impose other sanctions
that it deems appropriate and fair.
Appeals of Disciplinary Sanctions
Imposed for Code of Conduct
Violations
Any disciplinary action taken by the Dean
of Students or his/her representatives for a
violation of the Code of Conduct may be
appealed by filing a written appeal with the
Student Affairs Committee within ten (10)
school days. The Student Affairs Committee
will set a date for a hearing within fourteen
(14) school days of receipt of the student’s
written appeal. The Student Affairs Committee may overturn the decision of the Dean of
Students only if it was clearly erroneous, arbitrary or capricious. The burden of proof is on
the student to demonstrate that the decision of
the Dean of Students was clearly erroneous,
arbitrary or capricious.
The Student Affairs Committee will
respond to the appealing individual, in writing, within thirty (30) school days of receipt
of the written appeal.
In cases in which the disciplinary sanction
was initially imposed by the Student Affairs
Committee, the student may file a written
appeal with the Dean of Students within ten
(10) school days of the committee’s decision.
The Dean of Students shall appoint a Special
Appeals Panel consisting of the Dean of Faculties (or his/her representative), three fulltime faculty members, and a Student Affairs
staffer, to hear the student’s appeal. This hearing must be scheduled within fourteen (14)
school days of the receipt of the student’s written appeal. The Special Appeals Panel may
overturn the decision of the Student Affairs
Committee only if it determines that the committee’s action was clearly erroneous, arbitrary or capricious.
Protocols for Disciplinary Hearings
Hearings conducted by committees designated as representatives of the Dean of Students, the Student Affairs Committee, and the
Special Appeals Panel will be governed by the
following protocols:
(a) All hearings are closed to the public.
(b) A quorum of the committee membership, defined as 51% of the total membership, must be present.
(c) Attorneys are not allowed to be present
at any hearings.
(d) Students have the right to bring witnesses on their behalf, to present any
evidence they deem relevant, to make
opening and closing statements and to
ask questions during the proceedings.
(e) The preponderance-of-evidence rule
will govern the decision-making
process.
(f) Decision will be made by a majority of
participating members.
(g) The committee deliberations will be in
camera.
OTHER COLLEGE POLICIES
To ensure a clean and healthy environment
for all students at the college, no eating drinking or smoking is permitted in any classroom,
laboratory, or auditorium.
Students are strictly forbidden to bring pets
or other animals into any facilities of the college, unless they have obtained specific
authorization in advance from the dean of
their division/school.
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STUDENT GRIEVANCES AND
RIGHTS
Touro College is committed to safeguarding the rights of all students. Students are entitled to be treated with equity, fairness and
respect. The college does not condone unfair
treatment of students by administration, faculty and staff, or violation of policies regarding
student programs based on race, creed, color,
national origin, religion, age, gender, sexual
preference or disability.
Students who believe they have been
aggrieved by the college may seek redress
through the grievance procedure outlined
below. No adverse action will be taken against
any person who files a complaint because of
the filing of such complaint.
Academic Issues
If the complaint is about actions taken concerning a student’s grade, course withdrawals,
leaves of absence from school, or if it involves
the curricular material or the conduct of a faculty member, the student should first inform
the chairperson of the appropriate academic
department/division, either orally or in writing,
that he/she wishes to appeal the action taken.
If the chairperson of the appropriate academic department/division determines that the
action will not be reversed, the student may
appeal the Chair’s decision to the Dean of Faculties or his/her designee, either orally or in
writing.
If the Dean of Faculties determines that the
action will not be reversed the student may file
a formal grievance to appeal academic action
taken against him/her by appealing to the Committee on Academic Standing, following procedures described elsewhere in this Student
Handbook.
Issues of Student Behavior
If the complaint concerns student behavior
and constitutes a potential violation of the Student Code of Conduct, the complaint should
follow the procedures regarding the Student
Code of Conduct, as described in this Student
Handbook and the Touro College Bulletin.
All Other Grievances
When a grievance concerns an administrative function of the college, including but not
limited to tuition refund and student financial
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assistance, a student may request that the College-Wide director or supervisor of the administrative unit in question, or his/her designee
mediate the grievance and attempt to resolve
the matter informally.
If a student wishes to file a formal grievance and appeal the determination of the Dean
of Students for the particular division in which
the action complained about was taken, he or
she may request a formal hearing to review
and adjudicate the complaint. The request for
a hearing must be in writing to the Office of
the Dean of Students of Touro College, not
more than 90 days after the Dean of Students
for the particular academic division has made
a final determination. A date for a hearing will
be set no later than thirty days following the
receipt of the request.
Hearings will be heard by a five-person
grievance panel, composed of:
• The Dean of Students or his/her designated representative, who will serve as
chair;
• The Dean of Faculties or his/her designated representative;
• Two College faculty or staff members,
designated by the President of Touro College; and
• A student representative designated by
the Dean of Students in consultation with
the representative student groups.
The Office of the Dean of Students will
serve as staff to the Grievance Panel.
Protocols for conducting hearings are as
follows:
• Each party may make an opening and
closing statement.
• Each party has the right to bring witnesses and present evidence.
• Each party has the right to bring one person as an advisor, to assist in presentation; the advisor may be a professor,
classmate, friend or colleague. Since the
hearings are not conducted as formal
judicial proceedings, a lawyer may not be
present as an advocate or advisor for
either side. No other persons, including
representatives of the press, may be present at the hearing.
• The complainant will make the first presentation.
• Each party may question all witnesses.
• The burden of proof shall rest on the
individual filing the complaint.
• The Grievance Panel shall base its finding(s) on the preponderance of the evidence presented.
• The Grievance Panel will conduct its
deliberations in camera following the
conclusion of the hearing.
• The Office of the Dean of Students will
send to both parties a written notification, within ten working days of the hearing, setting forth the panel’s findings and
recommendations.
• The Grievance Panel’s findings are final
within the College.
Conflicts of Interest
Touro College ensures that final determination of each formal complaint will be made
by a person or persons not directly involved in
the alleged problem. If at any point in the formal complaint process a student, or any other
individual, learns that a member of a Grievance Panel formed for a particular grievance
is directly involved with the grievance at
issue, he or she should inform the Grievance
Panel of the potential conflict immediately. If
a member of the Grievance panel hearing a
complaint is found to be directly involved in
the alleged problem, the College will immediately remove that individual from the Grievance Panel.
TOURO COLLEGE DRUG AND
ALCOHOL ABUSE POLICY
The United States Department of Education has issued regulations implementing
the provisions of THE DRUG-FREE
SCHOOLS AND COMMUNITIES ACT
AMENDMENTS OF 1989 (PUBLIC LAW
101-226). In accordance with these regulations, Touro College is publicizing the following policy statements, rules and regulations
pertaining to substance abuse and alcohol
consumption.
Touro College seeks to safeguard the
health and well-being of all members of the
college community — students, faculty, and
staff employees. All members of the college
community are accountable to the law and to
the regulations of the college. Students, faculty, and employees who distribute or use illegal
drugs or illicitly use legal drugs, including
alcohol, on the campus locations and facilities
of Touro College are violating Federal Laws,
New York State Law, and the regulations of
Touro College.
Touro College is committed to educating
and informing students and staff about the
dangers and effects of drug use. Touro College
recognizes that drug addiction and alcoholism
are illnesses that are not easily resolved and
may require professional assistance and treatment. The college will provide confidential
counseling and referral services to faculty,
staff and students with drug and/or alcohol
problems. These services are available through
the Office of the Dean of Students. All
inquiries and requests for assistance will be
handled with strict confidentiality.
Touro College Disciplinary
Standards for Students
Possessing, Using, Distributing
and/or Selling Drugs and
Controlled Substances
It is the policy of Touro College that
unlawful use, possession, distribution, or manufacture of drugs and controlled substances on
college property is strictly prohibited. Individuals who possess, use, distribute or manufacture drugs or controlled substances are subject
to College disciplinary action, as well as possible criminal prosecution.
Students found in violation of these policies will be subject to disciplinary proceedings in accordance with the procedures outlined in the respective Student Handbooks of
the College of Liberal Arts and Sciences, the
School of General Studies and The Touro Law
School. Students enrolled in the School of
Health Sciences, the Graduate School of Jewish Studies and other divisions of the college
will have their cases adjudicated in accordance with the guidelines of the College of
Liberal Arts and Sciences.
Student violators may be subject to the following sanctions and remedial measures:
• Expulsion
• Suspension
• Probation
• Censure
• Counseling and Treatment
• Legal Action
• Other Sanctions
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Public Education Statement on
Illicit Drug and Alcohol Use
The mind-altering substances to be discussed here are: marijuana, cocaine, heroin
and their derivatives, amphetamines (uppers),
barbiturates (downers), hallucinogens, and
alcohol.
Many individuals take such drugs to
escape from their problems; but doing so only
creates more problems.
The following is a brief listing of health
problems resulting from substance abuse.
• The most obvious ones are death or severe
organ damage (such as heart attack, respiratory arrest, damage to the liver and lungs,
and stroke).
• The less obvious, though much more prevalent problems, of the mind and body are as
follows:
a. Marijuana: Crowded thought processes, impaired short term memory, slowed
reflexes, chronic bronchitis, changes in
menstrual cycle, possible birth defects.
b. Crack and Cocaine: Palpitations (racing heart), sleep disturbances, loss of
appetite, paranoia, elevated blood pressure, decreased sexual performance,
addiction.
c. Heroin: High risk of contracting AIDS
and hepatitis from dirty needles,
phlebitis (infection in the veins),
embolism (blood clots or air in the
veins that can cause sudden death), paranoia, depression, sleep disturbance, muscle and joint aches, clouded thought
process, decreased sexual performance,
addiction.
d. Amphetamines (Ice, speed, crack, crystal): Delusions (i.e. seeing bugs crawl
under the skin), paranoia, palpitations
(racing heart), sleep disturbances, psychosis, depression, decreased sexual
performance, violent behavior and
addiction.
e. Barbiturates: Sedation (sleepiness),
dulled thought processes, slurred
speech, slowed reflexes, decreased
motor abilities, impaired coordination,
decreased sexual performance and
addiction.
f. Hallucinogens: Memory loss, speech
difficulty, episodes of violence, convul168
sions, tremors, elevated body temperature, ruptured blood vessels, addiction.
g. Alcohol: Sedation (sleepiness), dulled
thought processes, slurred speech, double vision, mood changes, slowed reflexes, impairment of coordination, loss of
interest in sex, addiction.
NOTE: Mothers who drink alcohol during
pregnancy may give birth to infants with irreversible physical abnormalities and mental
retardation. Research shows that children of
alcoholic parents are at greater risk than other
young people of becoming alcoholics.
• AIDS: Users of needles who take any
drugs run a high risk of contracting AIDS
and hepatitis.
• Addiction: This is the common denominator for all mind-altering substances.
With its insidious onset, addiction often
goes undetected until the user’s life is in
chaos. Addiction pervades one’s life,
overpowering one’s ability to reason and
to relate to others. Addiction ruins the
user’s life and the lives of those around
him/her.
Touro College Regulations Relating
to Alcohol Use
• The consumption of alcoholic beverages
by individuals under the age of 21 is illegal in New York State.
• Persons under the age of 21 are prohibited
from consuming alcoholic beverages on
the premises of Touro College.
• Any student who falsely represents himself/herself as being of age to consume
alcohol is subject to disciplinary action as
outlined in the Code of Conduct.
• Any employee of the college who provides alcohol to a minor on College premises shall be subject to full penalty under
the laws of New York State.
• Alcohol abuse does not excuse employees
of the college from neglect of their
responsibilities to the college. Individuals
whose work performance is impaired as a
result of the use/abuse of alcohol may be
required to participate in an appropriate
evaluation and treatment program.
• Touro College observes the culpability
laws for serving drinks to the mentally
impaired and to individuals who are
already inebriated.
For Further Information
Students should consult the Touro College
Campus Security And Drug Alcohol Abuse
Policies Information Brochure for a detailed
description of the health risks and dangers
resulting from consuming controlled substances. This brochure has a listing of treatment centers in the New York area. The
brochure also outlines legal sanctions imposed
under Federal Law and New York State Law.
TOURO COLLEGE CAMPUS
SECURITY POLICIES
Safety and security are concerns commonly shared by the students, faculty and staff
employees of Touro College. The College is
committed to keeping its campus locations,
centers and sites secure.
Access to the Campus
Students must show a valid identification
card to enter Touro College Facilities. Visitors
must receive a temporary pass from guards on
duty to enter Touro facilities.
Security Force
Touro College has contracted with Security
Guard Services for private guards to maintain
and monitor security at its campuses and sites.
Electronic means, such as closed circuit television, are used to monitor activities at several college centers.
Although the guards have no power to
make arrests, they may detain individuals who
engage in illegal and criminal actions until
New York City Police personnel arrive. The
Touro guards are empowered to routinely turn
over lawbreakers to the police.
Reporting Crimes
If you wish to report a crime contact any of
the following personnel:
• Touro security guards at your location
• Dean, Director or Site Coordinator at
your Center Site/Campus location
• Vice President of Administration and
Operations— Akiva Kobre,
(212) 463-0400, ext. 700
(West 23rd Street Campus)
• Office of the Dean of Students—
Dean Robert Goldschmidt
West 23rd Street Campus
212-463-0400 ext. 419 / 420;
Flatbush Campus
718-252-7800 ext. 234
If there is no guard present at your location, you are to report crime incidents immediately to the central guard post at the Manhattan Main Campus, 212-463-0400 ext.
782. The guard will notify the police and the
Vice President of Administration and Operations. For your protection, this security post is
covered 24 hours a day.
Annual statistics on the incidence of crime
at Touro College campuses and sites is published in the Touro College Campus Security
and Drug and Alcohol Policies Information
Brochure.
BIAS-RELATED CRIMES
Touro College is committed to safeguarding
the rights of its students and to provide an environment free of bias and prejudice. Criminal
activity motivated by bias and hatred toward
another person or group based upon a belief or
perception concerning race, color, national origin, ancestry, gender, religion, religious practice, age, disability, or, sexual orientation is illegal and punishable not only for the underlying
crime, but, additionally, as a hate crime pursuant
to the New York Penal Law §§ 485, et. seq.
Specifically, Penal Law § 485.05 provides that:
“A person commits a hate crime when he
or she commits a specified offense and either:
a) intentionally selects the person against
whom the offense is committed or
intended to be committed in whole or in
substantial part because of a belief or
perception regarding the race, color,
national origin, ancestry, gender, religion, religious practice, age, disability
or sexual orientation of a person, regardless of whether the belief or perception
is correct, or
b) intentionally commits the act or acts
constituting the offense in whole or in
substantial part because of a belief or
perception regarding the race, color,
national origin, ancestry, gender, religion, religious practice, age, disability
or sexual orientation of a person, regardless of whether the belief or perception
is correct.”
169
The specified offenses that are the predicates for a hate crime are:
• Assault (First, Second and Third
Degree);
• Aggravated Assault on a person less than
eleven years old;
• Menacing (First, Second and Third
Degree)
• Reckless Endangerment (First and
Second Degree)
• Manslaughter (Second Degree)
• Stalking (First, Second, Third and Fourth
Degree)
• Criminal Sexual Acts (First Degree)
• Sexual Abuse (First Degree)
• Aggravated Sexual Abuse (First and
Second Degree)
• Unlawful Imprisonment (First and
Second Degree)
• Kidnapping (First and Second Degree)
• Coercion (First and Second Degree)
• Burglary (First, Second and Third
Degree)
• Criminal Mischief (First, Second, Third
and Fourth Degree)
• Arson (First, Second, Third and Fourth
Degree)
• Petit Larceny
• Grand Larceny (First, Second, Third and
Fourth Degree)
• Robbery (First, Second and Third
Degree)
• Harassment (First Degree)
• Aggravated Harassment
In addition, any attempt or conspiracy to
commit any of these crimes is also punishable
as a hate crime. A person convicted of a hate
crime will be subject to certain sentencing
guidelines for felonies that impose a more
severe penalty than similar but non-hate crime
offences. Penal Law § 485.10. A hate crime
conviction may also subject the offender to
monetary penalties pursuant to the New York
Civil Rights Law § 40-d.
Any incident or attempt to commit a hate
crime should be reported in writing to: Akiva
Kobre, Senior Vice President and Chief
Administrative Officer of the College. The
office address is 27-33 West 23rd Street New
York, NY 10010-4202; fax # (212) 627-9047;
the office may be reached by phone at (212)
463-0400 ext. 700.
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Reported incidence of hate crime and
attempts to commit hate crimes will be
referred to the New York City Police Department for further investigation and legal action.
Touro College treats all hate crimes as serious
offenses which need to be prosecuted with the
full force of the legal system.
SEXUAL HARASSMENT AND
SEXUAL OFFENSE PREVENTION
POLICIES
Policy Against Sexual Harassment
Sexual harassment is legally a prohibited
form of sex discrimination. It is a violation of
the Touro College Code of Conduct.
Touro College will not condone or tolerate
any forms of sexual harassment involving students, faculty or staff of the college. The college deems such coercive behavior as a violation of the civil rights of its students and
employees. Any member of the Touro College
Community who violates this policy will be
subject to disciplinary action, as outlined in
the College Code of Conduct, which may
include suspension, expulsion or dismissal.
Sexual harassment is defined as any
unwelcome sexual advances, request for sexual favors or other verbal, nonverbal, or physical conduct of a sexual nature when:
• submission to such conduct is made either
explicitly or implicitly a term or condition
of an individual’s status as a student or
employee;
• is used as a basis for educational or
employment decisions affecting an individual;
• interferes with an individual’s learning or
work;
• creates a hostile or offensive learning or
work environment.
Any student who believes that he/she is
being sexually harassed by another student,
teacher, supervisor or other staff member should
contact the Office of Dean of Students or a
member of the Sexual Harassment Panel. The
Office of the Dean of Students has the responsibility of reviewing and investigating complaints
in an expedient and confidential manner. During the investigation, the persons involved will
be given an opportunity to present evidence and
witnesses to support their version of the facts.
The parties involved will be given notice of the
outcome of the investigation, to the extent permitted by law. If allegations of sexual harassment are substantiated, the matter will be
referred to the Student Affairs Committee, the
Dean of Faculties or the Office of Human
Resources for appropriate disciplinary action.
Sexual Harassment Panel
The College’s Sexual Harassment Panel
can help you if you feel that you have been a
victim of sexual harassment or if you want
more information about how to deal with it.
The panel treats all consultations and complaints with seriousness and in a confidential
manner.
Feel free to contact any member of the
panel to talk about a problem. You do not have
to make a formal complaint.
The members of the Sexual Harassment
Panel are:
• Dr. Carmen Becker (Taino)
212-722-1575, ext. 227
• Dr. Carol Beckford (Taino)
212-722-1575, ext. 223
• Mrs. Renee Blinder (Flatbush)
718-252-7800, ext. 253
• Prof. Delia Cameo (Sunset Park)
718-748-2776
• Mr. Michael Cherner (Kings Highway)
718-520-9505
• Ms. Rosalind Frank (Bensonhurst)
718-265-6534
• Prof. Arnold Goldberg (Brighton Beach)
718-449-6160
• Dean Robert Goldschmidt (ex-officio)
212-463-0400, ext. 419
• Dean Avery Horowitz (Flatbush)
718-252-7800, ext. 253
• Prof. Joyce Sheinkein (160 Lexington)
212-213-2230
• Dean Eva Spinelli (Main Campus)
212-463-0400 ext. 423
• Prof. Calvin Walton (Taino)
212-722-1575, ext. 201
False Statements
Complaints of harassment cannot always
be substantiated. Lack of corroborating evidence should not discourage individuals from
complaining. However, charges found to have
been intentionally dishonest will subject complainants to disciplinary action in accordance
with the Touro College Code of Conduct.
Touro College Sexual Assault
Prevention Policies (Prepared in
Compliance with New York State
Law)
The administration of Touro College is
concerned with the physical safety and security of the students of the college.
Sexual offenses of all types directed
against students by their peers, professors
and/or employees of the college on the premises of Touro College constitute criminal acts
and violate Touro College’s Code of Conduct.
Under New York law, sexual offenses include:
Sexual Abuse; Rape; Sodomy; Sexual Misconduct; Public Lewdness; Stalking. All of
these acts are punishable by imprisonment in
New York State.
The college also will hold perpetrators
accountable for their behavior. A student
found to have committed a sexual offense will
be subject to disciplinary sanctions, up to and
including expulsion.
Reporting Sexual Offenses to the
College and Police
To report sexual offense crimes call immediately the Touro College Command Security Post at the Manhattan Main Campus, which
is staffed 24 hours a day, at 212-463-0400 ext.
782. To report the crime to the police, dial
911. For rape assault and sexual violence you
may call the Sex Crime Hotline at 212-2677273.
Victims of sexual assault seeking counseling may wish to contact The Crime Victim
Center, 50 Court Street, 8th Floor, Brooklyn, NY 11201; telephone: (347) 328-8110.
Filing Charges for Incidents of
Sexual Assault
To officially file charges for an act of sexual assault or rape, please contact The Office
of The Dean of Students. If the alleged perpetrator is a student, you can initiate disciplinary
action against this individual. All incidents
must be reported within six (6) months of
their occurrence.
If the alleged perpetrator is a faculty member of the college, the Office of the Dean of
Students will refer the charges to the Dean of
Faculties. Allegations against non-teaching
employees of the College will be referred to
the Director of Personnel. In all such instances
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Please consult our brochure, entitled Sexual Harassment: Information for College Students. This brochure is available from advisors/counselors at your location and from the
Office of the Dean of Students.
gender, national origin, religion and age to all
rights, privileges, programs and activities generally accorded its students. In conformance
with Title IX of the 1972 amendments to the
Higher Education Act, it does not discriminate
on the basis of sex, race, color, disability,
national or ethnic origin or age in the administration of its educational policies, scholarship
and loan programs, and other institutionallyadministered programs.
MISCELLANEOUS COLLEGE
POLICIES
New York State Proof of
Immunization Requirement
student victims will be guided and assisted by
a staff member of the Office of the Dean of
Students.
For Further Information
Non-Discrimination
Touro College is an equal opportunity
employer. It admits students of any race, color,
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In accordance with New York State law,
students born on or after January 1, 1957 must
demonstrate proof of immunization to
measles, mumps, and rubella.
Students must submit acceptable medical
proof of immunization. Forms are available
with registration materials or from the Registrar’s Office. Students who fail to provide the
required proof of immunization will not be
permitted to register or to attend classes until a
properly completed form has been submitted
to the Office of the Registrar. Immunization
forms can be obtained in the Office of the
Registrar in various campus locations.
Internet and E-Mail Policy
The college observes local ordinances
regarding cigarette smoking. State law bans
smoking in schools and other public places
except in designated areas.
The college’s Internet and e-mail connections are intended solely for use in conducting
the college’s business and promoting its educational goals. User’s conduct on the Internet
and e-mail must conform to the college’s code
of conduct and must be in furtherance of legitimate college business.
Users must not send, retrieve or download
messages or information that may be considered offensive, including messages, images or
information that are sexually oriented or that
disparage others based on their race, gender,
sexual orientation, national origin, age, disability or religious beliefs. Users must not
originate or distribute chain letters via e-mail.
Users must not use the college’s Internet and
e-mail connections for personal gain or profit.
Users’ accessing of sites and “chat rooms”
that feature pornography, off color jokes, hate
speech and the like is strictly prohibited.
Violation of this policy may result in termination of Internet and e-mail access, and
disciplinary action under the college’s disciplinary policy.
Computer Use Policy
Confidentiality of Student Records
Touro College provides students with a
computer user account that allows access to
the university’s computer system. It is expected that students will use this opportunity
responsibly and for legitimate purposes, such
as: obtaining one’s class schedule or grade
report, logging onto a personal e-mail
account, reviewing course syllabi, and accessing the on-line computerized catalog of the
Irwin Library.
Students are not permitted to use another
person’s User ID or password, circumvent or
subvert security measures, use university systems for partisan political purposes, make illegal copies of copyrighted material, or use the
e-mail to harass, intimidate and threaten any
member of the College Community.
The administration reserves the right to
limit, restrict or remove computing privileges
from any student who violates the College’s
Computer Policy, local state, or federal laws,
as well as the applicable articles of the College’s Code of Conduct contained in this Student Handbook.
The Familly Educational Rights and Privacy Act of 1974, as amended, grants all eligible
student the right of access to their own educational records, as defined in the law. The law
prohibits access to or release of personally
identifiable information, other than directory
information, without written consent. Touro
College policy does not permit access to or
release of student records to any third party
except as authorized by this law. It should be
noted, however, that this legislation concerning privacy is affected by Section 510 of the
Veterans Education and Employment Act of
1976, which provides that, P.L. 93-568
notwithstanding, records and accounts pertaining to veterans, as well as those of other
students, shall be available for examination by
government representatives. It is also affected
by Sections 507 and 508 of the Patriot Act of
2001, which provides that officials designated
by the U.S. Attorney General may petition the
court to examine records deemed relevant to
certain authorized investigations or prosecutions. If a student wishes to inspect or review
his or her records, he or she may contact the
office concerned. Complete information con-
Anti-Hazing Regulations
No student or group of students shall
encourage or participate in any form of hazing. Hazing is defined as action taken or situations created to produce excessive mental or
physical discomfort, embarrassment, harassment or ridicule. This covers coercive activities and mentally degrading games.
No-Smoking Policy
173
cerning this policy is available in the Office of
the Registrar.
The Family Educational Rights And
Privacy Act Of 1974 (F.E.R.P.A)
The Family Educational Rights and Privacy Act of 1974 (F.E.R.P.A), as amended, was
designated to protect the privacy of education
records. The Act affords students certain
rights with respect to their education records.
These rights include:
1. The right to inspect and review the student’s education records within 45 days
of the day the College receives a request
for access. Students should submit to the
registrar, dean, head of the academic
department, or other appropriate official, written requests that identify the
record(s) they wish to inspect. The College official will make arrangements for
access and notify the student of the time
and place the records may be inspected.
If the records are not maintained by the
College official to whom the request
was submitted, that official shall advise
the student of the correct official to
whom the request should be addressed.
2. The right to request the amendment of
the student’s education records that the
student believes are inaccurate. Students
may ask the College to amend a record
that they believe is inaccurate. They
should write the College official responsible for the record, clearly identify the
part of the record they want changed,
and specify why it is inaccurate. If the
College decides not to amend the record
as requested by the student, the College
will notify the student of the decision
and advise the student of his or her right
to a hearing regarding the request for
amendment. Additional information
regarding the hearing procedures will be
provided to the student when notified to
the right to a hearing.
3. The right to consent to disclosures of
personally-indentifiable information
contained in the student’s education
records, except to the extent that FERPA
authorizes disclosure without consent.
One exception that permits disclosure
without consent is disclosure to school
174
officials with legitimate educational
interests. A school official is a person
employed by the College in an administrative, supervisory, academic or
research, or support staff position
(including law enforcement unit personnel and health staff); a person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the
Board of Trustees; or a student serving
on an official committee, such as a disciplinary or grievance committee, or
assisting another school official in performing his or her tasks. A school official has a legitimate educational interest
if the official needs to review an education record in order to fulfill his or her
professional responsibility.
The following is considered “Directory
Information” at Touro College and will
be made available to the general public
unless the student notifies the Office of
the Registrar in writing before the last
day to add classes in a semester:
• Name
• E-mail address
• Place of birth
• College
• Major
• Honors
• Awards
• Photo
• Classification
• Dates of enrollment
• Status
• Degrees conferred
• Dates of conferral
• Graduation distinctions
4. The right to file a complaint with the U.S
Department of Education concerning
alleged failures by Touro College to comply with the requirements of FERPA. The
name and address of the Office that
administers FERPA is: Family Policy
Compliance Office, U.S Department of
Education, 400 Maryland Avenue SW,
Washington, DC 20202-4605.
GRADUATE PROGRAMS
GRADUATE SCHOOL OF
JEWISH STUDIES
Dr. Michael Shmidman, Dean
OVERVIEW
The Graduate School of Jewish Studies,
established in 1981, offers courses leading to
the degree of Master of Arts in Jewish Studies. The Graduate School has earned a reputation for close student-faculty interaction,
superior instruction and a rigorous, well-structured curriculum.
The aim of the M.A. program is to provide
graduate students with a deeper knowledge
and understanding of the history, literature,
and thought of the Jewish people over the past
millennium. Successful completion of the
master’s program serves as a thorough foundation for further study of Judaica on the doctoral level, or for careers in Jewish education.
A branch of the Graduate School, offering
an M.A. degree in Jewish Studies, was founded in Jerusalem, Israel in 1986. In July 2004,
the Jerusalem branch campus was accredited
by Israel’s Council on Higher Education as an
independent Israeli academic institution,
known as Machon Lander. Graduate students
matriculated at the Jerusalem campus as of
Spring semester 2004 may continue to take
Touro graduate courses offered at Machon
Lander toward their M.A. degree, to be completed by Fall 2006. Touro-New York graduate
students may apply to enroll in approved
Machon Lander courses in Israel, and pursue
thesis research with Machon Lander faculty.
FACULTY
NEW YORK
Natalia Aleksiun, Ph.D., University of
Warsaw; Modern Jewish History
Judith Bleich, Ph.D., New York University;
Modern Jewish History
Miriam Bodian, Ph.D., Hebrew University;
Medieval Jewish History
Leon Feldman, Ph.D., Columbia University;
Medieval Jewish History
Samuel Hoenig, Ph.D., Yeshiva University;
Geonica and Biblical Exegesis
Zvi Kaplan, Ph.D., Columbia University;
Modern Jewish History
Maya Katz, Ph.D., Bryn Mawr College;
History of Jewish Art
Monty Penkower, Ph.D., Columbia
University; Modern Jewish History
(assigned to Machon Lander, 2005-2006)
Moshe Sherman (Associate Dean), Ph.D.,
Yeshiva University; Modern Jewish
History
Michael Shmidman, Ph.D., Harvard
University; Victor J. Selmanowitz Chair in
Jewish History; Medieval Jewish History
Moshe Sokol, Ph.D., University of
Pennsylvania; Jewish Philosophy
VISITING ADJUNCT FACULTY
David Malkiel, Ph.D., Harvard University;
Medieval Jewish History
Jacob Ross, Ph.D., Cambridge University;
Jewish Philosophy
Jeffrey Woolf, Ph.D., Harvard University;
Medieval Jewish History
DEGREE REQUIREMENTS
Thesis Track
A minimum of 30 credits of approved
graduate course work beyond the bachelor’s
degree, including a total of 24 credits in the
area of specialization.
Submission and approval of a master’s thesis.
The thesis track is recommended for students seeking to continue their studies toward
a Ph.D. degree.
Non-Thesis Track
A minimum of 36 semester credits of
approved graduate course work beyond the
bachelor’s degree, including a total of 24 credits in an area of specialization.
Successful completion of a written comprehensive examination in the area of specialization.
AREAS OF SPECIALIZATION
Jewish History
Jewish history during the last millennium
comprises the main area of focus, with partic175
ular attention to intellectual history. Students
must take four core courses of 3 credits each:
• a methodological seminar on the use of
historical sources of the medieval and
modern periods.
• a two course sequence examining Jewish
literature, culture, and history of the
medieval and modern periods.
• an advanced research seminar leading
toward the thesis (for thesis-track students).
A variety of electives is available in the area
of specialization and cognate disciplines.
Emphasis is placed on the student’s ability to
analyze texts and source materials of the period.
LIBRARY
APPLICATION AND ADMISSIONS
AWARDS
Men and women with a baccalaureate
degree or its equivalent from an accredited
institution, a background in Jewish studies, and
a working knowledge of Hebrew who show
promise of meeting the standards set for the
program, may be considered for admission.
The Dr. Hyman Zahtz Memorial Award is
granted annually at Commencement. Recipients are selected in recognition of excellence
in scholarly research.
Application Procedure
An application is considered complete, and
the candidate considered for admission, as
soon as all of the following have been
received:
• application for admission and a nonrefundable application fee.
• transcripts of all undergraduate and graduate work. Transcripts must be sent to the
Office of Admissions directly by the
school. Transcripts submitted by an applicant cannot be considered official documents.
• two letters of recommendation.
Supplementary materials may be requested
if deemed necessary by the Committee on
Admissions. Testing data or samples of written work are some of the items which may be
required.
Upon receipt of the above documents, the
applicant is invited for a personal interview.
Undergraduate Students
Qualified undergraduates of Touro College
are permitted to register for certain master’s
level courses for undergraduate credit, up to a
maximum of nine credits.
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The library currently houses over 40,000
volumes of Hebraica and Judaica, including
6,000 volumes of rare and classic Hebrew
books on microfiche, and hundreds of reference works on CD-ROM. In addition, the
library maintains a significant collection of
electronic books and journals in Jewish Studies.
ISRAEL OPTION
Graduate students are afforded the option
of completing part of their course work in
Israel by taking M.A. courses in cooperation
with Machon Lander.
COURSE DESCRIPTIONS
JEWISH HISTORY
HJS 600 History of the Jews in the Middle
Ages (Annual)
Social, economic, political. and intellectual
history of medieval Jews, particularly in the
major European centers. Emphasis is placed
on developments in law, philosophy, poetry
and mysticism. Topics include: the status of
Jews under Christianity and Islam; communal
organization and economic activity; Jews in
European culture; Jewish-Christian polemics;
controversy regarding the study of philosophy;
crusades and martyrdom; expulsion, Marranism; Sabbatianism; and transition to the
modern period. 3 credits.
HJS 601 History of the Jews in Modern
Times (Annual)
A survey of modern Jewish history from the
French Revolution to World War 1. Major
developments are analyzed in light of political, social and ideological currents and trends.
Emphasis is placed upon the emergence of
diverse expressions of Jewish religious and
secular identity. Topics include: the Enlightenment and emancipation; Wissenschaft des
Judentums; rise of Reform Judaism; the Positive-Historical School: Neo-Orthodoxy; eastern Haskalah; Volozhin and the Yeshiva movement; Mussar movement; Jewish socialism;
political and racial anti-Semitism; migrations;
Hibbat Zion and Zionism. 3 credits.
HJS 602 History of the Geonim and Their
Yeshivot (Upon Request)
The Babylonian Jewish community and its
institutions from the beginning of the Geonic
era until the passing of Rav Hai ( 1038). The
Geonim as successors of the Amoraim, as arch
champions of the Babylonian Talmud and as
predecessors of the Rishonim in Europe.
3 credits.
HJS 607 Development of Post-Talmudic
Literature (Annual)
An examination of Jewish legal literature from
the close of the Talmud until Nahmanides.
The course will analyze the authorship, content and methodology of specific works, and
assess the purpose of these works. Readings
will include: R. Hai Gaon, R. Yitzchak Alfasi,
R. Yonatan m’Lunel, Rashi, Ri Migash, Maimonides, Rashba and Ritvah. 3 credits.
HJS 609 History of the Rabbinate in the
Middle Ages (Upon Request)
A study of the emergence of an ordained, professional rabbinate in the Middle Ages.
Topics include: sources related to the institution of rabbinic ordination; the 16th century
semikha controversy; rabbis as educators; the
rabbinate in Sephardic and Ashkenazic communities. 3 credits.
HJS 610 Ashkenazic Jewry in the Middle
Ages (Biennial)
A study of the political status, economic foundations, communal organization. family structure, educational ideals and reality as well as
the intellectual activities of Ashkenazic Jewry
in the Middle Ages. Emphasis placed on the
primary sources of the period. 3 credits.
HJS 611 History of the Jews in Central
Europe in the Late Middle Ages
(Upon Request)
Topics include: the political, social and cultural
implications of Jewish serfdom; the Black
Plague and its impact on Jewish life; Rabbinic
controversies; minhagim in the fifteenth century; and the Protestant Reformation and its
impact on Jews. Emphasis is placed on primary
Jewish and non-Jewish sources. 3 credits.
HJS 612 Italy: Conduit of Medieval Jewish
Culture (Biennial)
A study of the sources of Italian Jewish history highlighting Italian Jewry’s role as a transmitter of Jewish culture and its characteristic
blend of materials and forms. Topics include:
the beginning of Italian Jewish civilization
and the varieties of Italian Jewish literary creativity during the early and late Renaissance,
with attention paid to such figures as Anatoli,
Recanati, Shibbolei Haleket and Azariah de
Rossi. 3 credits.
HJS 615 The Church and the Jews
(Annual)
This course will examine the range of Christian attitudes to Jews and Judaism over the cen177
turies, from the first century to our own time.
It will focus on major events and themes.
These include the foundational teachings of
Paul and the Church Fathers; the growth of the
Western Church; the First Crusades; forced
disputations; late medieval demonization of
the Jews; the impact of the Protestant and
Catholic Reformations; the emergence of the
ideas of tolerance; and the issuing of “Nostra
Aetate” (Vatican II).
HJS 618 The Controversy Over the Study
of Philosophy in the Thirteenth and Fourteenth Centuries (Upon Request)
An examination of the controversy in Spain
and Provence exploring the issue of allegorical exegesis, the varied positions of proponents and opponents of Maimonides’ writings,
and the roles of Rashbah and Hameiri.
3 credits.
HJS 619 The Jews of Early Modern Europe
(Annual)
This course will deal with a period of major
transformation in European Jewish life, from
1492 to 1750. It will focus on changes in Jewish-Christian relations, the impact of modern
state-building on Jewish existence, and currents in Jewish thought and social life.
Throughout, it will entail an examination of
different patterns of development within
Sephardi, Ashkenazi, and Italianate Jewish
communities, as well as the interaction
between members of these sub-groups.
processes that led to its rise and decline. The
influence of its major figures on halakhah,
kabbalah and other areas of Jewish creativity
will be discussed. 3 credits.
HJS 629 The Early Haskalah Movement
(Upon Request)
The Haskalah movement of the late 18th century and its ideology analyzed within the context of its social setting. Attention will be paid
to the process of modernization that transformed Jewish society in Western Europe.
Close reading of primary sources of the period. 3 credits.
HJS 630 Messianic Ideas and Movements
(Biennial)
Survey of messianic ideas and movements in
Jewish history, with emphasis on medieval
developments and their significance. Topics
include: messianic movements under Islam;
messianism in medieval Jewish philosophy,
especially the writings of Maimonides; the
impact of the Spanish expulsion; David
Reubeni and Solomon Molkho; Lurianic Kabbalah; Sabbatianism and Hasidism. 3 credits.
HJS 631 The Ideology of the Lithuanian
Yeshivot (Upon Request)
An examination of the historic factors which
led to the formulation of an articulate ideology of Mitnaggedism and its impact on the
development of various streams in present day
Orthodoxy. 3 credits.
HJS 620 History of the Conversos in Spain
and Portugal (Annual)
This course focuses on the key dynamics of
change within the population of Conversos
from Spain and Portugal over the course of
three hundred years, from 1391 to the end of
the seventeenth century. The course will consider major controversies among scholars
regarding who the Conversos ‘really’ were,
and examine the creation of a diaspora of exconversos who rejoined, or established Jewish
communities outside Iberian lands. 3 credits.
HJS 632 Readings in Jewish Historiography (Biennial)
A study of Jewish historical writing from
post-Talmudic times, with emphasis on works
from the medieval period (e.g. Josippon, Crusade Chronicles, Sefer ha-Kabbalah, and the
works of sixteenth century authors such as
Solomon ibn Verga, Joseph ha-Kohen, Samuel
Usque and Azariah de Rossi). Attention is
paid to the question of medieval Jewish attitudes toward the study and meaning of history.
3 credits.
HJS 621 Safed Jewry in the Sixteenth
Century (Upon Request)
A study of the Jewish community of Safed in
the sixteenth century, its communal organization, and the historical, economic and social
HJS 634 History of the Jews in Eastern
Europe, 1772-1917 (Biennial)
A survey of the social, political, religious, and
intellectual history of the Jews in Russia and
Poland from the partitions of Poland to the
178
Russian Revolution. Topics include: the legacy of the Polish commonwealth; Hasidism and
traditional Jewish society; Jews in Russia,
Galicia, Congress Poland and Posen; Alexander II, the great reforms and the flourishing of
Haskalah; emancipation in Poland, Austria
and Prussia; social and economic transformations; the rise of Jewish nationalism; socialist,
autonomist, and revolutionary ideologies;
beginnings of migration; Hebrew and Yiddish
literature; traditional Jewish life and the emergence of an orthodoxy; constitution, war, and
revolution. 3 credits.
HJS 635 History of Early Hasidism
(Biennial)
An examination of the social, economic and
religious context which gave rise to Hasidism.
The course will include: an analysis of the
tales related to the Baal Shem Tov and disciples of the Besht; a study of the formation of a
Hasidic movement; Mitnagid opposition to
Hasidism; Hasidic customs and fundamental
ideas of Hasidism, including the Zaddik and
Devekut. 3 credits.
HJS 636 Reform and Counter-Reform
(Annual)
A detailed examination based on original
sources of the theological, halakhic, and social
issues which shaped the early reform movement in Germany, Hungary, England and the
United States; Orthodox reaction and response
as mirrored in periodical and responsa literature; internal development and transformation
of attitudes within the reform movement; contemporary trends. 3 credits.
HJS 637 Jewish Historical Scholarship in
Poland: 1918-1939 (Biennial)
An examination of the various ways in which
a sense of national mission shaped the intellectual contours of Jewish historical scholarship in interwar Poland. The course focuses
upon the writings of Schipper, Schorr, Balaban, Mahler, Friedman and Ringelblum. 3
credits.
HJS 638 The Holocaust (Biennial)
A seminar on the destruction of European
Jewry during the years 1939-1945. Topics
include: antisemitic and racist antecedents; the
rise of the Nazi dictatorship; implementation
of the “Final Solution;” Jewish responses to
the catastrophe; reactions to Nazism in the
free world, and post-World War II legacies
3 credits.
HJS 639 History of Anti-Semitism
(Biennial)
An examination and analysis of the historical
and cultural roots of antisemitism from
ancient times until the twentieth century, concentrating on religious. sociological, economic and philosophical expressions. 3 credits.
HJS 640 The Rise of Modern Israel
(Annual)
The emergence of Zionism during the years
1880-1948 is examined with an emphasis on
the major ideologues of the movement and
factors which ultimately led to the creation of
the State of Israel. 3 credits.
HJS 648 Monographic Literature of
Modern Jewish History (Biennial)
Students will read substantial portions of
major works on various themes of the modern
Jewish experience and analyze the historical
methodology of the authors. Topics will
include: Emancipation; the Anglo-Jewish
experience; Jewish life in France; GermanJewish life; Jews in Czarist Russia; the Mussar movement; the emergence of a Jewish
middle class; Zionism; and the American Jewish experience. 3 credits.
HJS 652 American Jewry in the Twentieth
Century (Upon Request)
Seminar on the American Jewish experience
from the East European migration to the present. Topics include: acculturation; novel forms
of communal life; assimilation; the growth of
American Zionism; non-Jewish perspectives,
and contemporary issues of concern. 3 credits.
HJS 653 American Jewry, 1933-1948
(Biennial)
Seminar on the development of American
Jewry during the crucial years, 1933-1948,
examining the community’s responses to
domestic and international affairs. Topics
include: the impact of the Great Depression;
antisemitism; Federal immigration policy; the
trauma of the Holocaust and the appeal of
Zionism. 3 credits.
179
HJS 654 Religious Issues in American
Jewry (Biennial)
An examination of religious matters in American Jewish life from colonial times to the
present, reflected in responsa, periodical literature and other primary sources. Issues will
include: religious Reform and Orthodox
responses to Reform; attitudes to the Zionist
movement; Conservative / Reconstructionist
Judaism; Modern Orthodoxy; Hasidism and
the “Yeshiva world” in post-war America.
3 credits.
HJS 660 Topics in Jewish Intellectual
History (Annual)
An analysis of intellectual currents in
medieval and modern Jewish history through
readings of selected texts. Sample topics:
Poetry and Society in the Golden Age of
Spain; The Art of the Other: Jews in Medieval
and Modern European Art; Jews in the
Ottoman Empire; The Rabbinate in the Middle Ages; The Impact of the Printing Press on
Jewish Culture; Readings in Maharal of
Prague; Trends in the History of Hasidic
Thought; French Jewry, 1806-1905; Jews in
Post-Holocaust Eastern Europe; Jewish Writings and Thought during the Holocaust;
Women in the Holocaust; Judaism and Christianity: Confrontations. 3 credits.
HJS 661 Aggadah and its Medieval
Commentators (Upon Request)
The attitude of Rishonim toward aggadot
Hazal, how the commentators distinguished
among various types of aggadot, and how they
put their theory into practice in the form of
commentary on the aggadot. Among the Rishonim whose views and approaches will be
studied are R. Abraham ibn Ezra, Rambam,
Ramban, Rashba, and R. Menahem Hame’iri.
Special emphasis on the place that aggadah
and its interpretation occupied in the world
outlook of halakhists, philosophers, and kabbalists in the Middle Ages. 3 credits.
HJS 662 Abot Commentaries As a Source
of Jewish History (Upon Request)
Studies in the history of interpretation of passages in Tractate Abot, as barometers of trends
and developments in Jewish intellectual and
social history. 3 credits
180
HJS 663 Topics in the History of Halakhah
(Annual)
Text-based analysis of topics related to the
development and literature of halakhah, with
emphasis upon the medieval and modern periods. Sample topics include: History of Prayer;
History of Ritual Benedictions; Typology of
Minhagim; Halakhic Literature of the Sixteenth Century; Pluralism and its Limits in
Jewish Legal Theory. 3 credits.
HJS 664 Homily and History: The
Medieval Derashah in its Historical Setting
(Upon Request)
An exploration of the medieval Hebrew sermon as a tool for understanding the intellectual, social, and religious history of the Jews.
Topics include: the place of the derashah within the synagogue service; its impact on Jewish
society; the derashah as a vehicle for intellectual, social, and religious change; the inner
structure of the derashah; aggadah and
halakhah, philosophy and kabbalah within the
medieval sermon; method and style in
derashah literature. Texts include the sermons
of Jacob Anatoli, Ramban, Bahya ben Asher,
Joshua ibn Shu’eib, and Ran. 3 credits.
HJS 665 From Synopsis to Code: A History of Halakhic Literature (Biennial)
A history of the medieval halakhic literature
from Geonic times: methods and styles of
codification and Talmudic exegesis, literary
style and influences, genres and their spread.
3 credits.
HJS 666 History of Jewish Ethical
Literature (Upon Request)
A survey of Jewish ethical writings from postTalmudic to modern times. Authors studied
include Maimonides, R. Bahya ibn Pakuda, R.
Judah the Pious, R. Jonah Gerondi, R. Moses
Luzzatto, and R. Israel Salanter. Emphasis is
placed on the role of ethical literature in Jewish intellectual history. 3 credits.
HJS 667 History of Minhagim (Upon
Request)
The course examines the sources and authority of Minhag as opposed to Halakhah, and discusses cases where Halakhah and Minhag
come into conflict with one another. The his-
tory and evolution of select Minhagim is
delineated, illustrating various aspects of the
phenomenology of Minhag. The case studies
provide a glimpse into the life of medieval
Jewry. 3 credits.
PJS 610 Maimonides and the History of
Jewish Ideas (Upon Request)
The Guide of the Perplexed will be studied as
the focus for consideration of central ideas of
Jewish thought. 3 credits.
HJS 668 Individual Reading and Research
(Upon Request)
Credits by arrangement.
PJS 615 Reasons for the Commandments
in Medieval Jewish Thought
(Upon Request)
This course will survey the variety of
approaches to ta’amei ha-mitzvot by Jewish
thinkers from the 9th through the 16th centuries. Among the rabbinic positions discussed
will be those of: R. Saadya Gaon, R. Bahya
ibn Pakuda, Maimonides, R. Judah Halevi, R.
Hasdai Crescas, Nahmanides, and the Maharal of Prague. 3 credits.
HJS 670 Methods Seminar:
The Use of Historical Sources (Annual)
Close analysis of texts, with emphasis on
proper utilization of primary source material,
general and specific methodological problems
in the study of Jewish history, currents in
recent scholarship, and practical use of bibliographical and research aids. 3 credits.
HJS 672 Research Seminar (Annual)
Students pursue guided research into the
sources of Jewish history and formally present
the results of their investigations in class for
discussion and critical evaluation. 3 credits.
JEWISH PHILOSOPHY AND
BIBLICAL EXEGESIS
PJS 600 Religion and Philosophy in
Medieval Judaism (Biennial)
Study of the framework and basic concerns of
medieval Jewish thought as expressed in the
works of R. Saadiah Gaon, R. Bahya ibn
Pakuda, R. Judah Halevi, Maimonides, and R.
Joseph Albo. Themes include: faith and reason, prophecy, miracles, free will, dogma, reasons for the commandments, ethics, and
prayer. Differing attitudes toward the value of
philosophy will be analyzed, and attention
paid to relevant writings of Islamic and Christian thinkers. 3 credits.
PJS 602 Modern Jewish Philosophy
(Upon Request)
Study of the framework and basic concerns of
modern Jewish philosophy as developed in the
works of such thinkers as Franz Rosenzweig,
Emil Fackenheim, A.J. Heschel and Rabbi
Joseph B. Soloveitchik. Themes include: the
human-divine relationship, philosophy of
halakhah and mitzvot, covenant, faith, postholocaust theology and Jewish peoplehood. 3
credits.
PJS 617 The Philosophy of the Maharal
(Upon Request)
Text-based study of the thought of Maharal of
Prague and the influence of his work.
3 credits.
PJS 625 Philosophy of History in the Writings of Rabbi Abraham Kook
(Upon Request)
This course deals with Rabbi Abraham Isaac
Hakohen Kook’s evolutionary philosophy of
history, his mystical philosophy as related to
history, and his view of Zionism as part of
world history. Special attention paid to Rabbi
Kook’s responses to nineteenth century historical conceptions. 3 credits.
PJS 630 Jewish Ethics (Upon Request)
A survey of major themes in the treatment of
ethical issues as found in Jewish sources. Topics include the autonomy of ethics, the relationship of halakhah to ethics, supererogatory
behavior, imitatio Dei, Jewish models of
moral perfection, and applied moral problems
such as lifeboat ethics, capital punishment and
war. Emphasis is placed on the methodology
of Jewish ethics as a discipline, and on close
reading of sources, which include selections
from biblical, talmudic, midrashic, halakhic,
philosophic and ethical works. 3 credits.
181
PJS 660 Topics in Jewish Philosophy
(Annual)
Analysis of a selected topic in medieval or
modern Jewish philosophy through readings
of primary sources. Sample topics include:
Nature and Miracle in Medieval Jewish Philosophy; Philosophy and Exegesis: Jewish
Philosophical Commentaries on the Bible;
Simple Faith and Sophisticated Faith: Rabbi
Saadiah Gaon and Rabbi Moses Taku; Morality and the Divine Command; The Double
Truth Theory and Eternal Creation; The Philosophy of Halakhah; Taamei ha-Mizvot in
Medieval Thought; Jewish Philosophy in the
Renaissance; Jewish Philosophy in Western
Europe in the 17th-18th Centuries; The Philosophy of R. Moses Hayyim Luzzatto; Philosophical Implications of Rabbi Hirsch’s Bible
Commentary; The Writings of Rabbi Joseph
Soloveitchik. 3 credits.
LJB 602 Medieval Biblical Exegesis
(Annual)
A systematic and comparative study of the
exegetical methods of medieval Jewish Bible
commentators, including Rashi, Rashbam, Ibn
Ezra, Radak, Nahmanides, and Gersonides.
Attention is paid to exegesis as a mirror of
intellectual history. 3 credits.
182
LJB 603 Studies in Sixteenth-Eighteenth
Century Biblical Commentaries (Biennial)
A systematic, comparative study of the
exegetical methods of Abarbanel, Sforno,
Rabbi Hayyim ibn Attar and Rabbi Elijah
Gaon of Vilna. 3 credits.
LJB 604 Studies in Nineteenth-Twentieth
Century Biblical Commentaries (Biennial)
A systematic, comparative study of the
exegetical methods of R. Kalonymus Kalman
Epstein, Malbim, R. Jacob Zevi Meklenburg,
Neziv, R. David Zevi Hoffman and R. Meir
Simcha ha-Kohen. 3 credits.
LJB 610 Chronology and Context in
Medieval Biblical Exegesis (Upon Request)
An examination of issues concerning the
chronological order of Biblical events and the
juxtaposition of sections in the Torah, as analyzed by medieval Biblical exegetes. Attention
to differences in emphasis and approach
between midrashic literature and medieval
commentaries. 3 credits.
GRADUATE SCHOOL
OF BUSINESS
Dr. Charles Snow, Dean
The global business environment has
become an increasingly powerful force in the
strategic decision-making of business executives. Rapid changes in the global business
environment have created intense competition
in the marketplace.
Touro College offers the opportunity to
learn about global business in a comprehensive fashion while developing expertise in the
international areas of finance, management,
marketing, accounting and business strategy,
as well as multicultural influences in international enterprises and ethics in the global
economy.
Currently, Touro offers three graduate programs to help you prepare for the business
workplace: a Master of Science in Accounting, a Master of Science in International
Business Finance, and a Master of Business
Administration.
These select graduate programs blend theoretical education and practical training. The
faculty, through the curriculum, emphasizes
the professional’s social and moral responsibilities to people of all races and creeds. The
programs’ philosophy is that the business professional serves as a true leader when his or
her decisions improve not only the enterprise’s
financial performance but also the well-being
of its employees and stakeholder groups.
ADMISSIONS
Admission to Touro College Graduate
Business Programs is open to all students having the requisite academic preparation necessary to succeed in the program for which they
are admitted. At a minimum, students must
have, prior to the time they register as students
in the program, been awarded a baccalaureate
degree from a regionally-accredited institution
of higher learning in the United States or its
foreign equivalent. Students may be offered
admission prior to receiving their undergraduate degree, but such offer is contingent on
receipt of the degree. Students who have completed course work sufficient for an award of a
baccalaureate degree, but who have not yet
been awarded the degree by their institution,
may, in at the discretion of the Dean and the
Committee on Admission, be permitted to register as non-matriculated students and, upon
receipt of the degree, be admitted as full
matriculants.
Students who demonstrate academic promise, but do not have all of the prerequisite
courses required for a program may, at the discretion of the Committee on Admissions, be
offered admission to the program contingent
upon completing the required undergraduate
coursework within a time frame set forth in
the offer of admission—-generally, by the end
of the first year of the program. Until such
conditions are satisfied, such students are on
probation and may not register for more than
six (6) graduate credits.
Admission to Touro College is made without regard to race, sex, creed, national origin,
age, color or citizenship, provided the non-citizen student has an immigration status or
changes to an immigration status that permits
the student to engage in study at Touro. In
accordance with Title IX, 1972 Education
Amendments, it does not discriminate on the
basis of sex, race, creed, color, handicap,
national or ethnic origin or age in the administration of its educational policies, scholarships
and loan programs, and other institutionally
administered programs.
Application for Admission
Application forms may be filed at any time
after September 1 of the year prior to expected
enrollment. Applications are processed on a
rolling basis; therefore, early application is
strongly encouraged. Applicants are responsible for ensuring that all required documents
reach the Admissions Office on time. The
Admissions Committee may refuse to consider any file until it is complete. Applicants are
urged to inform the Director or his designee of
any delay in obtaining required documentation.
Students may also apply on-line by going
to the Touro College Graduate Business Programs website, clicking on the “Admissions”
link and completing and submitting the online application. Applicants are strongly
encouraged to include their e-mail addresses
on their application forms and to keep copies
183
of their applications. Applications will be
acknowledged by e-mail where possible or by
letter where e-mail is not available.
Prospective students should take great care
in completing the application for admission.
Applicants should type information, or print
legibly, and answer all questions accurately.
Completed applications are reviewed by the
Admissions Committee on a rolling basis, and
prospective students are notified as soon as
review of their applications is complete.
In addition to the application and fee,
prospective students are required to submit
official transcripts from all colleges previously attended, TOEFL results for non-native
English speakers (Touro’s score report number
is 2902;) and two letters of recommendation.
All documents are to be sent directly to:
Charles J. Snow, Ph.D.
Dean, Graduate School of Business
Touro College
43 West 23rd Street
New York, NY 10010
TOEFL Examination
Non-native English speakers are required
to take the Test of English as a Foreign Language (TOEFL). Students should arrange for
a TOEFL score report to be sent to Touro College as soon as scores are available. Touro
College’s score report number is 2902.
Letters of Recommendation
Two letters of recommendation are
required as part of the application package.
The Admissions Committee reviews these letters carefully. Applicants should speak with
individuals offering to write the letters and
explain their importance. Each letter should
address the candidate’s academic abilities as
well as his or her potential to succeed in a
graduate program and develop a professional
career in international business.
Interviews
Interviews are not required. However, the
Dean looks forward to meeting with interested
applicants to answer their questions and discuss the application process. Arrangements to
meet the Dean can be made by calling (212)
463-0400 ext. 689.
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Admission Decisions
Applicants are notified in writing of the
decision on their application. If an offer of
admission is made, applicants will have to the
later of 30 days from the date of the decision
or August 1 (for the fall semester), or December 31 (for the Spring semester) to accept the
offer of admission. Applicants who fail to
accept the offer of admission within that time
frame may, in the discretion of the Director, be
deemed to have abandoned their application.
Students who fail to submit all of the required
documentation may not have their applications acted upon until such documentation is
received.
Prerequisite Study
Students seeking admission to Touro College Graduate Business Programs must have
adequate undergraduate preparation in order
to succeed in the particular program that they
choose. As such, Touro College requires that
graduate students who have not completed
required prerequisite courses complete them
in accordance with a schedule established by
the Committee on Admissions at the time an
offer of admission is made. Prerequisite
requirements vary depending on the program
to which the student is seeking admission.
Requirements for each program are indicated
in the individual program descriptions below.
Prerequisite and Corequisite
Courses
Many required courses in Touro College’s
Graduate Business Programs are prerequisites
or corequisites for other courses in the program. A prerequisite is a course that must be
completed successfully before the student can
take the following more advanced course. Prerequisite courses are required because they are
considered as necessary academic preparation
for more advanced courses. Corequisite courses must be completed during the same semester. Corequisite courses are required because
they are considered necessary academic complements for student learning.
MASTER OF SCIENCE IN
ACCOUNTING
Required Prerequisites
The program leading to the Master of Science degree in Accounting requires students to
have completed the following preparatory
courses or their equivalents at a regionallyaccredited institution (numbers shown in
parentheses are for undergraduate courses
offered in Touro’s Lander Colleges of Arts
and Sciences—descriptions may be found in
the undergraduate section of this catalog):
• Principles of Accounting I and II (EBA
101 and 102 or equivalent)
• Intermediate Accounting I and II (EBA
201 and 202 or equivalent)
• Advanced Accounting (EBA 301 or
equivalent)
• Cost Accounting (EBA 213 or
equivalent)
• Federal Income Taxation (EBA 314 or
equivalent)
• Business Law I and II (EBM 213 and
214 or equivalent)
• Investment Principles (EBM 210 or
equivalent)
• Corporate Finance (EBF 220 or
equivalent)
• Statistics for Social Science Majors
(MAT 140 or equivalent)
PROGRAM REQUIREMENTS
The M.S. in Accounting requires the completion of 30 credits of coursework, as indicated below. These include 12 core credits, 15
accounting specialization credits, and 3 capstone credits.
NOTE: DESCRIPTIONS FOR THE COURSES LISTED BELOW CAN BE FOUND IN THE BULLETIN, AND
ON THE WEBSITE, OF THE GRADUATE SCHOOL OF
BUSINESS (www.touro.edu/gbp).
Core Courses (12 credits)
GBP 610
GBP 620
GBP 630
GBP 640
Quantitative Methods
3
Economic Theory
3
Management Theory & Organizational
Behavior
3
Marketing Concepts
3
Accounting Specialization Courses
(15 credits)
MSA 640
MSA 650
MSA 660
MSA 670
MSA 680
Advanced Auditing
Advanced Topics in Taxation
Financial Markets
Financial Statement Analysis
Ethics in the Accounting Profession
3
3
3
3
3
Elective Option
The following course, with the permission
of the Director of Graduate Business Programs, may substitute for one of the five
accounting specialization courses.
MSA 630
Internship in Accounting
3
Capstone Course (3 credits)
MSA 690
Accounting Theory
3
MASTER OF SCIENCE IN
INTERNATIONAL BUSINESS
FINANCE
Required Prerequisites
The program leading to the Master of Science degree in International Business Finance
requires students to have completed the following preparatory courses or their equivalents at a regionally-accredited institution
(numbers shown in parentheses are for
undergraduate courses offered in Touro’s
Lander Colleges of Arts and Sciences—
descriptions may be found in the undergraduate section of this catalog):
• Principles of Accounting I (EBA 101 or
equivalent)
• Principles of Finance (EBF 101 or
equivalent)
• Principles of Marketing (EBK 101 or
equivalent)
• Principles of Management (EBM 101 or
equivalent)
• Statistics for Social Science Majors
(MAT 140 or equivalent)
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PROGRAM REQUIREMENTS
The M.S. in International Business
Finance requires the completion of 33 credits
of coursework, as indicated below. These
include 9 core credits, 15 specialization credits, 3 capstone credits, and 6 advanced elective
credits.
NOTE: DESCRIPTIONS FOR THE COURSES LISTED BELOW CAN BE FOUND IN THE BULLETIN, AND
ON THE WEBSITE, OF THE GRADUATE SCHOOL OF
BUSINESS (www.touro.edu/gbp).
Core Courses (9 Credits)
IB 605
IB 610
IB 615
3
International Law and Regulation
3
Introduction to International Business3
Comparative International Management
Specialization Courses (15 credits)
IB 620
IB 625
IB 635
IB 640
IB 650
International Accounting
International Finance
International Financial Planning and
Forecasting
International Marketing
Ethics in the Global Economy
3
3
3
3
3
Capstone Course (3 credits)
IB 680
International Business Strategy
3
Electives (6 Credits)
IB 630
IB 685
IB 690
MBA 650
MBA 660
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International Financial Markets
International Internship
Doing Business Abroad
Leadership
Negotiation and Conflict Resolution
3
3
3
3
3
MASTER OF BUSINESS
ADMINISTRATION
Required Prerequisites
The program leading to the degree of Master of Business Administration requires students to have completed the following
preparatory courses or their equivalents at a
regionally-accredited institution (numbers
shown in parentheses are for undergraduate courses offered in Touro’s Lander Colleges of Arts and Sciences—-descriptions
may be found in the undergraduate section
of this catalog):
Computer Concepts with Microcomputer
Applications (MCO 140 or equivalent)
• Principles of Accounting I and II (EBA
101 and 102 or equivalent)
• Principles of Finance (EBF 101 or equivalent)
• Principles of Macro Economics (EBE
101 or equivalent)
• Principles of Marketing (EBK 101 or
equivalent)
• Principles of Management (EBM 101 or
equivalent)
• Principles of Micro Economics (EBE 102
or equivalent)
• Statistics for Social Science Majors
(MAT 140 or equivalent)
PROGRAM REQUIREMENTS
The Master of Business Administration
requires the completion of 36 credits of
coursework, as indicated below. These include
18 core credits, 9 required advanced credits, 6
elective credits and 3 capstone credits.
NOTE: DESCRIPTIONS FOR THE COURSES LISTED BELOW CAN BE FOUND IN THE BULLETIN, AND
ON THE WEBSITE, OF THE GRADUATE SCHOOL OF
BUSINESS (www.touro.edu/gbp).
Core Courses (18 credits)
MBA 601
MBA 602
MBA 603
MBA 604
MBA 605
MBA 606
Accounting for Strategic Management
and Decision Making
3
Information Technology for Effective
Management
3
Marketing Goals, Strategies and
Objectives – The Effective Management
of Marketing Goods and Services
3
Challenges of Business Management
in a Global Environment
3
Ethics of the Marketplace
3
Quantitative Analysis
3
Required Advanced Courses (9 Credits)
MBA 610
MBA 625
MBA 640
Objective-Based Financial
Management
Introduction to Production and
Operations Management
Organizational Transformation:
Managing for Change
3
3
3
Electives (6 Credits)
MBA 620
MBA 630
MBA 635
MBA 645
MBA 650
MBA 660
MBA 665
IB 605
IB 620
IB 625
IB 640
Human Resources Problems,
Challenges and Management
Advanced Entrepreneurship
Legal Environment of Business
Decision Science and Modeling
Leadership
Negotiation and Conflict Resolution
Managerial Economics
Law and Regulation of International
Business Transactions
International Accounting
International Finance and Financial
Planning and Forecasting
International Marketing
3
3
3
3
3
3
3
3
3
3
3
Capstone Course (3 credits)
MBA 690
Strategic Management
3
RULES AND REGULATIONS –
GRADUATE PROGRAMS
PLEASE NOTE: Individual graduate
programs may have specific policies or procedures beyond those that appear below.
Program bulletins and student handbooks
should be consulted where available.
Registration
Students complete a registration form to
register for courses during designated registration periods in the fall and spring. Students
who fail to register by the second week of the
semester may not be permitted to attend classes until registration is completed. Individual
graduate programs should be consulted about
their policies regarding the absences which
result. Students who attend classes without
having completed and turned in the appropriate registration forms cannot receive credit for
their academic work.
Registration schedules and the lists of
course offering are available from individual
program offices before the registration period.
Students should carefully review course offerings and consult with their academic advisors,
deans, or program directors prior to planning
their course load for the coming semester.
Not every course is offered every semester.
Certain courses are established as prerequisite
courses and must be taken in a specified
sequence. Missing a particular course in
sequence will prevent a student from taking
more advanced courses during the following
semester(s).
Credit Load and Full-Time Student
Status
Individual programs determine, within certain limits, the minimum number of credits
required for a graduate student to be considered full-time in a given semester for academic purposes. Students should consult
their programs for this number, which is never
less than 6 or more than 12. Students should
keep in mind, however, that many financial
aid programs require them to be enrolled
for not less than 12 credits per semester to
be considered full-time. Questions about
those programs may be directed to a financial
aid officer. Dropping a class during a semester
may affect a student’s full-time status.
187
Some programs also place restrictions on
the maximum number of credits for which a
student can register in a given semester. Students who have been admitted on probation,
as well as students who have been placed on
probation because their grade point average
has dropped below 3.0, are normally restricted
to fewer credits per semester. Again, individual programs should be consulted for their
regulations.
New York State Immunization
Requirement
All students born on or after January 1,
1957 are required by New York State law to
show proof that they have been immunized
against measles, mumps and rubella. The College must have on file a completed immunization form for every student registered for at
least 6 credits during any semester of study.
This form is mailed to new students with their
letters of acceptance and can also be obtained
from the Office of the Registrar, the Office of
the Dean of Students, individual program
offices, and on-line at www.touro.edu. Students will not be permitted to complete their
registrations without proof of immunization.
Transfer Credits
As part of the admissions process, students
arrange for official transcripts of all previous
academic work (undergraduate and graduate)
to be submitted directly to their programs by
the institutions involved. Students seeking
credits for previous graduate-level academic
work should request that applicable transcripts
be evaluated. If necessary, an appointment
should be made with a program dean, director,
or advisor to discuss potential credit. Students
are responsible for providing any course
descriptions and/or syllabi needed for accurate
evaluations to be made.
Graduate programs normally transfer a
maximum of six credits toward a Master’slevel degree. The decision by a program to
allow transfer credits is not subject to appeal.
Dates and Deadlines
Students should make certain they are
aware of important academic dates which
affect them. Deadline dates apply to adding
courses, dropping courses, making up missing
work for classes in which the grade of “INC”
188
was earned during the previous semester, and
filing for graduation. Important deadlines are
listed in each program’s academic calendar.
Programs generally distribute academic calendars before registration.
Dropping and Adding Courses
A student who wishes to change his/her
program must fill out a Drop - Add form,
available from the Office of the Registrar.
These forms must be signed by the student’s
academic advisor and must be filed with the
Office of the Registrar. Students may add
courses to their program within either the first
two weeks of the fall or spring semester or the
first week of the summer semester. The policy
for dropping classes is as follows:
• classes dropped through the second week
of classes during the fall and spring
semesters or first week during summer
sessions will not appear on the student’s
official transcript;
• courses dropped from the third week
through the eighth week of classes during
the Fall and Spring semesters or the second week of the summer session are listed on the transcript with the grade of
“W” (withdrawal, not counted in the
GPA);
• after the eighth week, students may withdraw from a course only for the most
urgent reasons and only with the written
permission of the appropriate program
director or dean.
The effective date of the program change is
the day it is signed by the program official,
providing it is filed with the Office of the
Registrar promptly. Students who withdraw
from a class after the start of the semester will
have a partial or full tuition obligation for that
course. Withdrawal from a course may also
affect the individual’s standing as a full-time
student and eligibility for financial aid. Therefore, students should consult with the Office
of Financial Aid prior to withdrawing from a
course. Students who leave a class during the
semester without filing a Drop - Add form
will receive a failing grade in the class.
Attendance
The classroom experience is an essential
part of the educational experience at Touro College. Students are expected to attend each class
on a regular and punctual basis and to complete
assignments in a timely fashion. Student attendance may be taken into consideration when
assigning grades. Excessive absences may
result in a student receiving the grade of “WU
(“Unauthorized Withdrawal,” computed as a
failing grade)”, grade reduction, or other academic sanctions or disciplinary measures.
Absence from class never excuses a student
from required assignments and course examinations; missed work must be made up.
Independent Study
A student of high academic standing may
take an independent study course. Students
must present a specific plan and obtain written approval from the instructor and the program dean or director. An independent study
course requires an appropriate number of
meetings with a faculty advisor, readings, a
report or term paper, and a final examination.
Interested students should contact their program office or the Office of the Regiatrar to
obtain an Independent Study course package.
Off-Campus Credits – Academic
Credit Earned at Another
Educational Institution
Students wishing to take courses at another
educational institution while attending Touro
College must obtain official permission in
advance. The “Permit to Attend Another College” form is available from the Office of the
Registrar.
Failure to obtain official permission to take
courses at another educational institution may
result in either a delay in or disapproval of the
granting of transfer credit for those courses.
Courses with passing transferable grades may
not be repeated for credit at Touro College.
Grade System
The following letter grades are assigned to graduate courses. Letter grades convert to numerical values when calculating a student’s grade point average (GPA).
Excellent
Good
Below Average
Poor but Passing
Failing
A+ = 4.000
B+ = 3.333
C+ = 2.333
D+ = 1.333
F, WU = 0
A = 4.000
B = 3.000
C = 2.000
D = 1.000
A- = 3.667
B- = 2.667
C- = 1.667
D- = 0.667
Note: Some graduate programs do not assign passing grades lower than “C.”
Other Grade Definitions
P: Passing (assigned to non-credit-bearing courses where required)
W: Student has officially withdrawn from a course (only appears on the transcript after the
second week of classes ); “W” grades are not calculated in the student’s GPA..
INC: Student did not complete all course assignments and received the instructor’s permission to complete the course requirements. Students should consult their individual programs for time-limits on completing requirements (period after which “INC” becomes
“F” if “Change-of-Grade” form is not submitted by instructor)
N: Instructor has failed to submit the student’s grade to the Office of the Registrar.
WNA: Student never attended class; not calculated in the student’s GPA
WU: Student did not withdraw officially and stopped attending class before end of eighth week
of semester (mid-point of summer session) Counts as “F” in the calculation of GPA.
Grade Point Average (GPA)
The GPA is obtained by dividing the total number of grade points earned at Touro College by
the total number of course credits completed, except for those with the grade of “P”. Example:
A student receives the following credits and grades:
189
GRADE
CREDITS
GRADE VALUE
A
B+
A
TOTAL
3
3
3
9
4.000
3.333
3.000
QUALITY POINTS
(GRADE VALUE X # OF CREDITS)
12.000
9.999
9.000
30.999
GPA= 30.999 quality points ÷ 9 credits = 3.444
Incompletes
Probationary Status
Students who must miss a final examination or who need an extension of time to complete a paper may receive the grade of “INC”
for a course, providing they have filed a written request for an exam rescheduling or extension with their program. A student who has
missed a final exam without prior notification
should contact the instructor immediately for
permission to take a make-up exam. The
course instructor or program dean or director
will determine the nature of the make-up
examination and the date when it is to be
taken, or the date by which the paper must be
completed.
Students are placed on probation for failure to maintain a 3.0 grade point average. Students who are permitted to continue their
studies on probation may be removed from
probation upon completing 9 credits with a
grade point average of at least 3.0. Probationary students who fail to achieve the 3.0 grade
point average within the designated time may
be dismissed from the College.
Repeating a Failed Course
A student may repeat a course in which he
or she received a grade of “F” or “WU” without obtaining special permission; however,
both grades will be averaged in computing the
GPA.
Repeating a Passed Course
Generally, a course in which a student
received the grade of “C+” or less may be
repeated for credit, if the student also had an
average of “B” or better in the remaining
courses taken in that semester. However, individual graduate programs should be consulted
for their policies regarding cutoff grades and
the total number of courses that may be
repeated in a program. Grades for both courses will appear on the student’s permanent academic record. The first course will have its
credit value (e.g., 3.0) changed to 0.0 (no
credit) and its grade will not be considered in
computing the GPA. The grade will remain on
the permanent academic record.
Note: Repeated passed courses will not
count toward a student’s full-time credit load
for financial aid purposes.
190
Grade Appeals
A student who wishes to appeal a grade
must submit a formal request for review in
writing to the instructor for a change of grade
within 30 days of the receipt of the grade. The
instructor should, in turn, respond to the
request within 14 days of receiving it. If the
appeal is denied or goes unanswered, it may
be brought to the program dean or director,
who may either assign an independent reviewer to recommend action or make a final decision (in cases where a program chairperson
makes the decision, that decision must be submitted to the dean or director for final
approval. If the student is dissatisfied with this
ruling, s/he may appeal further if the program
maintains its own Committee on Academic
Standing.
Touro Records Website
Students can access their grades and other
information in their Touro record on-line at
any time by logging onto the Touro website at
tcweb.touro.edu from any computer capable of
connecting to the Internet. The website is
updated in real time, so data is always current.
General information can be viewed simply by
logging on as a “guest.”
To access personal records, a student must
use his/her Touro ID number (shown on the
student’s computerized schedule printout or
Chart for Financial Aid Eligibility
Calendar: Semester
Program: Graduate Divisions other than the Law Center
Before being certified for this payment,
1st
2nd
3rd
4th
5th*
a student must have accrued at least this many credits
0
6
12
21
30
with at least this grade point average.
0
2.25
2.25
2.75
3.00
*Students failing to meet these standards may be subject to loss of student status and/or financial aid.
obtainable from the Registrar’s office), along
with a password consisting of the last four digits of the Social Security number. NOTE: It is
strongly recommended that, to protect their privacy, students follow instructions for creating a
new, personalized password the first time they
log onto the website. Students who forget their
password should call the Reto have it reset to
the last four digits of their SS number. A
brochure illustrating some of the website’s most
useful features is available from the Registrar’s
office or the Office of Advisement and Counseling at each Touro location. There are also
kiosks at several Touro locations where students can log onto the website.
Satisfactory Progress
A student must demonstrate satisfactory
progress toward completing the degree to
maintain good academic standing. For purposes of financial aid eligibility, the chart below
indicates the number of credits the student
must complete and the minimum GPA that
must be achieved to maintain satisfactory
progress. To determine the number of credits a
student must complete and the minimum
grade point average that must be achieved to
remain in good academic standing, locate the
student’s semester of study in the first row and
read down the column.
A transfer student, after an official evaluation of his/her transcript, is placed on the Academic Standard Chart in accordance with the
number of transfer credits he or she receives,
and is expected to progress along the chart
from that point. Transfer students and parttime students should consult the Office of the
Registrar to determine their position on the
Academic Standard Chart.
Note: The above standards apply only to
eligibility for financial aid. Students are
reminded that Touro graduate programs
generally require students to maintain a
minimum GPA of 3.00 from the point of
admission in order to remain in good academic standing.
Change of Name or Address
Students who move or change their telephone numbers should fill out a “Change of
Address” form in the Office of the Registrar.
In order to change your name in your Touro
record, you must complete a “Change of
Name” form and submit appropriate documentation, e.g., for women who want their
married name to be the name of record, a copy
of the marriage certificate. Contact the Registrar’s office for information about other types
of name changes. Students must also advise
their program dean or director of all such
changes.
Leave of Absence or Withdrawal
A student in good academic standing who,
for personal reasons, must interrupt his/her
graduate studies, may request permission to
take a leave of absence for a period not to
exceed one academic year (some programs
may allow longer leaves). The student should
complete a Leave of Absence form and file it
with the Office of the Registrar. The program
dean or director, a financial aid officer, and
the Bursar must sign the form. Students
should consult their individual programs
about any limitations placed on academic
study while they are on leave, and about procedures to follow when they are ready to
return to the College.
191
A student withdrawing from Touro College
should complete a Permanent Withdrawal
form. Students who withdraw from Touro College at the beginning of a semester may be
entitled to a partial refund of the total semester’s tuition. A schedule of tuition refunds is
printed elsewhere in this bulletin.
Students should not assume that filing a
Leave of Absence or Permanent Withdrawal
form implies that the requests have been granted. They must receive official notification of
approval from the Office of the Registrar.
Maintenance of Status
Master of Arts candidates studying on a
thesis track who have completed all course
work, but have not yet submitted the thesis,
must submit a Maintenance of Status form
and pay the required fee. Failure to do so may
jeopardize the student’s eligibility to receive
his/her degree. Students who must comply
with this regulation should consult their individual program offices for further information.
Graduation Application Form
This form should be submitted to the
Office of the Registrar when students register
192
for their last semester at Touro College. The
graduation fee, paid when the form is submitted, covers all expenses related to graduation,
including cap and gown and diploma.
Graduation Audit Conference
Students should consult their program
offices to determine when they should plan to
schedule a graduation audit conference. The
purpose of this conference is to review a student’s readiness for graduation and to determine whether all degree requirements are likely to be met by the expected date of graduation. Generally, this conference takes place the
semester prior to the semester in which the
student expects to complete all academic
requirements for the degree, but this may vary.
Graduation Ceremonies
Commencement exercises in which graduate students participate are held once a year,
either at the end of May or in June. Students
who complete their degree requirements in
January or June, as well as those who have
completed all but three credits toward the
degree by the end of the Spring semester, may
participate in these ceremonies.
Note: Participation in these ceremonies
does not necessarily mean that a student has
graduated. Graduation is certified officially
by the Office of the Registrar only after
auditing the student’s record for completion
of all certificate or degree requirements.
Maximum Time Frame
Students must complete their programs
within 5-6 years from the point in time when
they first began their studies, depending on
the program’s length and its definition of fulltime status.
Transcripts
Unofficial Transcripts or
Grade Reports
Students who want only unofficial or “student” copies of their transcripts should use the
quicker and easier alternative to submitting a
transcript request: downloading an unofficial
grade report from the Touro web-site. To
access instructions for doing this on-line, simply click on the link under “Unofficial Transcripts” on the “Transcript Requests” web
page (see step no. 2 above), or pick up a copy
of the instruction sheet in the Registrar’s
office. This method is available to students
24 hours a day, 7 days a week.
Students who wish to order official copies
of their transcripts complete a form which can
be obtained by visiting the Registrar’s office
or by downloading it from the Touro website
as follows:
1. log onto www.touro.edu and click on
“Student Services” at the top of the
main page
2. choose “Transcript Requests” from the
drop-down menu
3. read carefully the information and
instructions that appear
4. scroll down to the link that reads “Click
here to access a Transcript Request
Form (PDF format) to fill out” and print
the form
The completed form should then be submitted either in person, by mail, or by FAX,
according to the instructions. The fee for transcripts is $10 per copy for the first five official copies in an order and $5 per copy for any
additional, payable by check, money order, or
credit card (Visa or Mastercard). Students are
also entitled to one unofficial copy per official
copy ordered. Those who submit their requests
in person must first pay the fee to the Bursar
and receive a clearance. (Note: If a request is
denied by the Bursar because of an outstanding balance, the Registrar will inform the student in writing.) The standard processing time
is 7 to 10 business days from receipt in the
Registrar’s office, longer during peak periods.
Students who would like Federal Express
overnight delivery once their order is
processed may pay the $15 fee. Touro College
currently has no mechanism in place to provide rush processing or other special service.
193
LANDER INSTITUTE –
MOSCOW
In 1991, Touro College became the first
American higher education institution to
establish a program of Jewish Studies in
Moscow. The Touro College School of Jewish
Studies, renamed the Lander InstituteMoscow in 2005, was originally established to
afford members of the Jewish community a
greater awareness of their Jewish heritage,
offer them a well-rounded general education,
and to provide Jewish secondary schools and
organizations with qualified personnel. The
Lander Institute is located in central Moscow
at Micherinsky 64. The building is equipped
with ample classrooms, staff and student facilities, and a modern computer laboratory to
support academic work, as well as a kosher
dining room. Students may earn the Bachelor
of Arts degree (B.A.) with a major in Jewish
Studies and numerous elective courses available to them. As of September 2005, the Institute has official permission to offer the Bachelor of Science (B.S.) degree with a major in
Computer Science or in Desktop and Web
Publishing. Instead of the baccalaureate
degree, students can pursue an associate’s
degree with a major in Computer Science or
in Interdisciplinary Liberal Arts and Sciences.
For details concerning associate’s degrees,
students should consult the Office of the Registrar and the bulletin of Touro’s New York
School of Career and Applied Studies.
JEWISH STUDIES CURRICULUM
Students at the Department of Jewish Studies take a wide range of Jewish subjects,
including courses in Jewish sources, law, philosophy and history, as well as courses in
humanities (philosophy, pedagogics, history,
psychology and others). In addition, the
Department offers extensive courses in English and Hebrew. The major also offers students the opportunity to train not just in the
subject material, but also in the teaching of
that material to others. On the Dean’s recommendation, some courses may be substituted
for others.
Students who wish to major in Jewish
Studies should complete 60 credits as follows:
194
• at least 12 credits in Jewish Heritage and
History
• 12 credits in Hebrew Language and
literature
• 18 credits in Biblical texts and/or Jewish
Philosophy
• 18 credits in Jewish law
• advanced topics in Jewish Heritage.
General Education Requirements
(30 credits)
• English
12 credits
• Ancient History
3 credits
• American Studies
3 credits
• Literature
6 credits
• Math or Science
6 credits
Courses are chosen from among the
following:
BIBLICAL STUDIES
GJS 101-103 Introduction to Bible I, II, III
JSB 161-162 The Early Prophets
JSB 357-358 Medieval and Modern Biblical Exegesis
JEWISH LAW
JML 222
Introduction to the Talmud
JML 421-422Machon Talmud
JML 131-132Introduction to Ritual Law
JML 201-202Jewish Law and Customs –
Sabbath and Festivals
JML 301
Topics in Jewish Law – Kashrut
JML 401
Topics in Jewish Law – The Family
JML 402
Topics in Jewish Law –
Contemporary Problems
JML 121
Development of Jewish Law
JEWISH HERITAGE AND HISTORY
HIS 155-156
GJS 124
HIS 262
HIS 271
History of the Jewish People I, II
Modern Jewish History
The Holocaust
American Jewish History
HEBREW LANGUAGE AND
LITERATURE
LLH 101-102 Elementary Hebrew I, II
LLH 201-202 Intermediate Hebrew I, II
LLH 493
Advanced Topics in Hebrew
HISTORY
HIS 141-142 Emergence of the US I, II
HMH 101
Greek and Roman History
ARTS AND COMMUNICATION
COA 101-102Art of Western Civilization I, II
COA 301
Aesthetics of Modern Art
COA 302
Jewish Art
COM 122
Mass Media in America
GCA 166
Introduction to the Visual Arts
ENGLISH LANGUAGE AND
LITERATURE
GLL 007
Developmental English*
GLL 111
Introduction to College Writing
GLL 121-122 College Writing I, II
GLL 205
Emergence of World Literature
*by placement examination only
The details of the major in computer science, the minor in computer science and the
minor in economics are described elsewhere
in this bulletin (see pp. 69-70, 83-85).
Course descriptions may be found in the
relevant departmental sections of this Bulletin
and the NY SCAS bulletin.
STUDENT SERVICES
Library Resources
The Institute building includes a library
that contains a comprehensive Jewish Studies
collection in Russian and Hebrew. A limited
number of volumes in English related to business courses are also available. In addition,
students are permitted to use the scientific
library of Moscow State University, which
contains approximately 400,000 volumes, and
the Jewish Studies libraries of the Jewish
Agency in Moscow and Migdal Ohr Yeshiva.
Online access to the databases and electronic
collection of the Touro College library in New
York is also available.
Board
Students are entitled to two kosher meals a
day at the Institute canteen at the Migdal Ohr
campus. .
Student Activities
Opportunities for extra-curricular activities
are numerous and varied at the Institute. There
are regular guest lectures delivered by leading
business personalities and representatives of
the public, as well as by prominent Jewish
leaders.
Assistance in Obtaining
Employment
Thanks to its broad connections with business circles in the U.S. and Russia, the University helps its graduates to find employment. The companies and organizations interested in the graduates are banks, insurance
companies and different industrial enterprises
as well as prominent Jewish leaders.
195
REGISTERED PROGRAMS
The following table provides a complete list of all Touro College programs registered with
the New York State Education Department at this time. Enrollment in programs other than those
listed below may jeopardize a student’s eligibility for certain student aid awards. Not all programs are available at all locations.
Program Title
Judaic Studies
Jewish Studies
Biology
Accounting
Accounting
Finance
International Business Finance
Business Management and Administration
Business Administration
Management
Management: Marketing
Desktop & Web Publishing
Computer Science
Management Info Sys: Data Communication
Management Info Systems: Programming
Education
Education
Childhood Education
Elementary N-6
Teaching Middle Childhood/ Teaching Students with
Disabilities Middle Childhood
Special Education
Special Education
Special Education
Teaching Early Childhood Education/
Teaching Students with Disabilities B-GR2
Alternative Certification (Trans B)
Special Education
Special Education: Childhood Education
Special Education: Early Childhood Education
Childhood Education/Teaching Students with
Disabilities
Gifted and Talented Education
Teacher of Speech and Hearing Hand
Early Childhood Education
School Psychology
School Psychology
School Administration & Supervision
School Administration & Supervision
School Building Leader
196
HEGIS
Code
0399
0399
0401
0502
0502
0504
0504
0506
0506
0506
0509
0602
0701
0702
0702
0801
0801
0802
0802
Degree
Awarded
BA
MA
BS
BS
MS
BS
MS
BS
MBA
BS
BS
BS
BS
BS
BS
MS
MA
BA
BA
Campus
F, K, M
M
F, K, M
F, K, M
M
F, K, M
M
F, M
M
F, K, M
K
F, M
F, K, M
K
K
M
M
M
M
0804
0808
0808
0808
MS
BS
MA
MS
F, M
M
M
M
0808
0808
0808/0808
0808
0808
MS
MS
BS/MS
BS
BS
F, M
M
M
F, M
F, M
0808
0811
0815
0823
0826.02
0826.02
0828
0828
0828
MS
Adv. Cert.
MS
BA
MA
MS
Adv. Cert.
MS
MS
F, M
M
F
M
F
M
M
M
M
School District Leadership
Teaching Literacy
Bilingual/Bicultural Education
Bilingual Certification/TCHRS Special Ed & Spec/
Hearing Hand
Bilingual Education: Speech & Hearing Handicapped
Instructional Technology
Alternative Certification: Early Childhood/
Teaching Students With Disabilities B-2 (Trans B)
Clinical Engineering and Biomedical Technology
Clinical Engineering and Biomedical Technology
Retraining
Hebrew Language and Literature
Gerontology
Gerontology
Health Science/Occupational Therapy Dual
Health Science/Physical Therapy Dual
Health Science/Physical Therapy Dual
Health Science/Physical Therapy Dual
Health Care Administration
Trans-Disciplinary Early Intervention Pr
Physical Therapy
Orthopaedic Physical Therapy
Public Health
Health Information Administration
Speech and Communication
Speech-Language-Path
Health Sciences/Acupuncture
Health Sciences/Oriental Medicine
Physician Assistant
Physician Assistant
Law
American Law for Foreign Lawyers
Legal Studies for Non-Law Professionals
Master of Laws-General Studies
Literature “English”
English to Speakers of Other Languages
Philosophy
Mathematics
Chemistry
Forensic Sciences
Forensic Examination
Psychology
Clinical Voc Rehabilitation Neuropsychology
Human Services
Mental Health Counseling
Social Work
Social Science
0828
0830
0899
MS
MS
Adv. Cert.
M
F, M
M
0899
0899
0899.02
Adv. Cert.
Adv. Cert.
MS
M
M
F, M
0899.50
0925
MS
MS
M
B
0925
1111
1201
1201
1201/1208
1201/1212
1201/1212
1201/1220
1202
1208
1212
1212
1214
1215
1220
1220
1299/1299
1299/1299
1299
1299.10
1401
1499
1499
1499
1502
1508
1509
1701
1905
1999.20
1999.20
2001
2099
2101
2104.10
2104.10
2201
Adv. Cert.
BA
MS
Adv. Cert.
BS/MS
BS/DPT
BS/MS
BS/DPT
BS
MS
DPT
MS
MS
BS
BS
MS
BPS/MS
BPS/MS
BS
BS
JD
LLM
MPS
LLM
BA
MS
BA
BS
BS
BS
MS
BA
MS
BS
MS
MSW
BA
B
M
B
B
B, M
M
B, M
B
B
B
B
B
B
M
F, M
F, M
M
M
B
M
H
H
H
H
M
F, M
M
F
F, M
B
B
F, K, M
B
F, M
M
M
F, K, M
197
Economics
History
Political Science
Sociology
Interdisciplinary Liberal Arts and Sciences
Interdisciplinary Liberal Arts and Sciences
Liberal Arts and Sciences
Interdisciplinary Studies in Biological and Physical
Sciences
Humanities
Accounting
Accounting
Accounting
Business Management and Administration/Accounting
Finance
Finance
Finance
Business Management and Administration/
Office Management
Management
Management
Desktop Publishing
Business Management and Administration
Business Management
Management
Marketing
Marketing
Office Technology
Office Technology
Medical Office Coding and Billing
Electronic Document Processing
Desktop Publishing
Desktop Publishing
Court Management
Business Management and Administration/
Data Processing
Micro Software: Support Technician
Networking
Programming
Information Systems-Data Communication
Information Technology-Data Communication
Nursing
Occupational Therapy Assistant
Health Information Management
Physical Therapist Assistant
Biomedical Equipment Technician
Digital Media Arts
Human Services
198
2204
2205
2207
2208
4901
4901
4901
BA
BA
BA
BA
BS
BA
BA
F, K, M
M
K, M
M
F, K, M
F, K, M
M
4902
4903
5002
5002
5002
5002
5003
5003
5003
MS
BA
Cert.
AAS
AOS
Cert.
AOS
AS
AAS
B
F, M
F, M
M
F
F, M
F
F, M
M
5004
5004
5004
5004
5004
5004
5004
5004
5004
5004
5004
5005
5005
5008
5012
5099
Cert.
AS
AOS
AS
AS
Cert.
AAS
AAS
AOS
AAS
AOS
Cert.
Cert.
AOS
Cert.
Cert.
F, M
F, M
F
F
F, M
F, M
M
M
F
M
F
F
F, M
F
F
H
5101
5101
5101
5103
5104
5104
5208.10
5210
5213
5219
5299
5310
5506
Cert.
Cert.
Cert.
Cert.
AAS
AOS
AAS
AAS
Cert.
AAS
Cert.
Cert.
AS
F, M
F
F
F
M
F
M
B, M
M
M
B, M
M
F, M
Human Services
Human Services
Jewish Law
Liberal Arts and Sciences
5508
5508
5603
5649
AAS
AOS
Cert.
AA
M
F
M
F, M
B= Registered at Bayshore Branch Campus, Long Island
F= Registered at Flatbush Branch Campus, Brooklyn
H= Registered at Huntington Branch Campus, Long Island
K= Registered at Kew Gardens Branch Campus, Queens
M= Registered at Manhattan Main Campus
Retention Statistics
Touro College is pleased to provide the following information regarding our institution’s
graduation/completion rates. The information is provided in compliance with the Higher Education Act of 1965, as amended. The rates reflect the graduation/completion status of ALL firsttime, full-time undergraduate students who enrolled during the 1998-99 school year and for
whom 150% of the normal time-to-completion has elapsed.
During the Fall semester of 1998, 1,651 first-time, full-time, certificate- or degree-seeking
undergraduate students entered Touro College. After six (6) years (as of June 30, 2004), 435
(26.3%) of these students had graduated from our institution or completed their programs.
Five hundred thirty-eight (538) of the 1,651 first-time, full-time students enrolled for the
bachelor’s degree. After six (6) years (as of June 30, 2004), 252 (46.8%) of these students had
graduated.
Questions related to this should be directed to:
Ira Tyszler, Dean of Enrollment Management and Institutional Research,
(212) 463-0400, ext. 491.
199
Dr. Bernard Lander, President and Dr. Mark Hasten, Chairman
BOARD OF TRUSTEES
Mark Hasten, L.H.D., Chairman
Abraham Biderman
Menachem Genack, L.L.D.
Solomon Goldfinger
Howard Jonas, L.H.D. (on leave)
Bernard Lander, Ph.D.
Doniel Lander
Martin Oliner, Esq.
Larry Platt, M.D.
Zvi Ryzman
Jack Weinreb
BOARD OF OVERSEERS
Mark Hasten, Chairman
Charles Bedzow
Abraham Biderman
Stephen R. Brown
Daniel Cantor
Ben Chouake, M.D.
Charles Ganz
Menachem Genack
Gilbert J. Ginsburg, Esq.
Solomon Goldfinger
Barry Golomb, Esq.
Ira Greenstein
Sam Halpern
200
Hart Hasten*
Michael Hasten
Shalom Hirschman, M.D.
Murray Huberfeld
Howard Jonas (on leave)
Michael Karfunkel
Sisel Klurman
George Kuhl
Charles Kushner
Bernard Lander, Ph.D.
Doniel Lander
Larry Platt, M.D.
Martin Oliner, Esq.
Emanuel Quint, Esq.*
Leon Reich, M.D.
Daniel Retter, Esq.
Albert Reichmann
Stephen Rosenberg
Martin Rosenman
Zvi Ryzman
William Schwartz, Esq.
Yitzchak Shavit
Israel Singer
Edward L. Steinberg, O.D.
Gary Torgow, Esq.
Jack Weinreb
*Emeritus
OFFICE OF THE PRESIDENT
Mira Felder, M.A., Associate Dean for
Language and Communications (New
York SCAS)
Bernard Lander, Ph.D., L.H.D., President
Issac Herskowitz, Ed.D., Director of
Academic Computing
Shalom Z. Hirschman, M.D., Senior Vice
President for Academic Affairs
Charlotte Holzer, Ph.D., Assistant Dean,
School for Lifelong Education
Akiva Kobre, M.A., Senior Vice President
and Chief Administrative Officer
Leon Perkal, Ph.D., Associate Dean of
Faculties (New York- SCAS)
Melvin Ness, B.A., C.P.A., Senior Vice
President and Chief Financial Officer
Michael Shmidman, Ph.D., Dean, Graduate
School of Jewish Studies
Stanley L. Boylan, Ph.D., Vice President of
Undergraduate Education and Dean of
Faculties
Charles Snow, Ph.D., Dean of Business
Programs
COLLEGE ADMINISTRATION
Robert Goldschmidt, M.A., Vice President
of Planning and Assessment and Dean of
Students
Nathan Lander, Ph.D., Vice President of
Special Projects
Jay Sexter, Ph.D., Vice President for
National Affairs
David Moss, J.D., Vice President for
Institutional Advancement
Sheldon Sirota, D.O., Vice President for
Osteopathic Medical Affairs
Eva Spinelli-Sexter, M.S., Executive
Administrative Dean of NYSCAS and
Vice President of Community Education
Elihu Marcus, Ph.D., Executive Assistant to
the President
Simcha Fishbane, Ph.D., Executive
Assistant to the President
Jerome Miller, M.S., Dean of
Communications and College Affairs
Ruth Schneider, Executive Secretary to the
President
Moshe Z. Sokol, Ph.D., Dean, Lander
College for Men
Irina Shrager, B.S., Assistant to the Vice
President of Undergraduate Education and
Dean of Faculties
Chaya Wiesel, B.A., Assistant to the Vice
President of Undergraduate Education and
Dean of Faculties
Léah Silberman, B.A., Secretary to the Vice
President of Undergraduate Education and
Dean of Faculties
Pearl Newman, B.S., Assistant to the Dean
of Undergraduate Business Programs
OFFICE OF PLANNING AND
ASSESSMENT AND STUDENT
AFFAIRS
Robert Goldschmidt, M.A., Vice President
for Planning and Assessment and Dean of
Students
Avery Horowitz, Ph.D., Associate Dean of
Students for Advisement and Counseling
Liliane Lampert, Administrative Assistant
Eric Linden, Ph.D., Director of Assessment
and Evaluation
OFFICE OF ACADEMIC AFFAIRS
S. Ronald Ansel, M.B.A., Director of Career
Services
Stanley L. Boylan, Ph.D., Vice President of
Undergraduate Education and Dean of
Faculties
Timothy Taylor, M.F.A., Associate Dean of
Students and Director of Learning
Resource Centers
Barry Bressler, Ph.D., Dean, Undergraduate
Business Programs
Steven Toplan, M.S., Director of
Admissions, The Lander Colleges of Arts
and Sciences
Marian Stoltz-Loike, Ph.D., Dean, Lander
College for Women
201
Barry Nathan, B.A., Director of
Recruitment, Lander College for Men
Tuvia Mozorosky, M.L.S., Advisor, Lander
College for Men
Chana Sosevsky, Ph.D., Resident Director,
Touro College Israel Option and Director,
Touro College Israel
Sandra Parnes, M.S., Advisor, School for
Lifelong Education
Maurice Kofman, B.A., Placement
Counselor
Esty Lebovits, Executive Assistant to the
Vice President of Planning and
Assessment and Dean of Students
Ruth Apfelbaum, Assistant to the Vice
President of Planning and Assessment and
Dean of Students
Susan Waldman, B.A., Secretary, Office of
the Vice President for Planning and
Assessment and Dean of Students
Lisa Sheinhouse, M.S., Advisor, The Lander
College of Arts and Sciences – Flatbush
Campus
ADMINISTRATIVE SERVICES
Akiva Kobre, M.A., Senior Vice President
and Chief Administrative Officer
Guissepe Caradonna, Director of Facilities
Rafael Marrero, Facilities Manager,
Manhattan and Queens
Joseph Livreri, Facilities Manager, Brooklyn
Malkie Katz, B.A., Dormitory Director,
Lander College for Women
Rosie Kahan, B.A., Director of Human
Resources
Renee Blinder, L.C.S.W., C.A.S.A.C.,
Advisor/Counselor, The Lander College
of Arts and Sciences – Flatbush Campus
Esther Greenfield, B.A., Purchasing
Supervisor
Joshua Cheifetz, M.S.W., Advisor, Institute
for Professional Studies/Machon
L’Parnasa
Joel Dickstein Ed.D., Counselor for
Students with Special Needs
Hester Levy, B.A., Assistant to the Director
of Human Resources
Shoshana Sandiford, B.A., Assistant to the
Senior Vice President and Chief
Administrative Officer
Barbara Fisher, M.A., Career Counselor,
Lander College for Women
Arielle Mandelbaum, B.A., Administrative
Assistant to the Senior Vice President and
Chief Administrative Officer
Daniel Glanz, B.A., Dormitory Supervisor,
Lander College for Men
Wanda Hernandez, B.S., Director of
Purchasing
Beth Halberstam, M.S., Advisor, Institute
for Professional Studies/Machon
L’Parnasa
Mark Shor, Director of the Office of
Information Technology
Martin Herskowitz, M.S.W., Coordinator of
Career Counseling
Naomi Klapper, M.A., Counselor, Lander
College for Women
Robert Kariyev, M.S., Manager of Data
Communications
Mendy Kupfer, B.S., Manager of Voice
Communications
Yehuda Levilev, B. R. S., Server Manager
Peter Mandelbaum, M.A., Career
Counselor, The Lander College of Arts
and Sciences – Flatbush Campus
Don Nguyen, B.S., Applications
Development Manager
Jay Miller, M.S.W., Counselor, Lander
College for Men
OFFICE OF FISCAL AFFAIRS
Joshua Zilberberg, M.S.W., Advisor, The
Lander College of Arts and Sciences –
Flatbush Campus
Melvin M. Ness, B.S., C.P.A., Senior Vice
President and Chief Financial Officer
202
Zvi Kurlander, B.A., Help Desk Manager
Phillip Friedman, B.B.A., C.P.A., Budget
Director
Ahuva Katz, B.S., Budget Analyst
Patricia Elek, Administrative Assistant
Yvonne J. Eston Ballard, Administrative
Assistant
OFFICE OF RESOURCE
DEVELOPMENT
David Moss, J.D., Vice President for
Institutional Advancement
Esther Ingber, B.S., Director of Alumni
Relations
Robert Babsky, A.O.S., Administrative
Assistant to the Vice President for
Institutional Advancement
ACCOUNTING SERVICES
Stuart Lippman, B.S., C.P.A., Controller
Regina Tekmyster, B.S., Senior Associate
Registrar
Aida Figueroa, Associate Registrar
Luisa Fusco, B.A., Associate Registrar
Marina Kondrashova, B.S., Assistant
Registrar
Avraham Rothman, B.S., Assistant
Registrar
Andre Baron, B.S., Director of Admissions,
New York School of Career and Applied
Studies, School of Health Sciences,
Graduate Division of the School of
Education And Psychology
Werner Mena, B.S., Assistant Director of
Admissions
Ellen S. Schabes, Assistant to the Director of
Admissions
Office of Financial Aid
Elissa Jacobs, B.A., Assistant Controller
Carol Rosenbaum, B.S., Executive Director
of Compliance and Financial Aid
Myriam Elefant, M.A., Director of Student
Finances and Bursar
Cheryl Bernath, A.S., Associate Director of
Financial Aid Administration
Orley Parientee, B.S., Associate Bursar
Arlinda McDowell, B.S., Director of
Compliance
Tamara Teshler, B.S., Associate Bursar
STUDENT ADMINISTRATIVE
SERVICES
Judy Shor, Financial Aid Counselor, The
Lander College of Arts and Sciences –
Flatbush Campus, Women’s Division, and
Lander College for Women
Office Of Enrollment Management
LIBRARY
Ira Tyszler, M.A., Dean of Enrollment
Management and Institutional Research
and Review
Richard S. Cohen, M.A., Project Director,
Office of Enrollment Management
GinYee Chu, B.A., Associate for
Institutional Research and Review
Michael J. Lee, B.A., Data Manager for
Institutional Research and Review
Hannah Lander, M.B.A., Assistant to the
Dean of Enrollment Management
Edward E. Schabes, M.S., Registrar for
Data Management
Vladimir Rozin, B.S., Deputy Registrar
Margaret Rodgers, M.A., Senior Associate
Registrar
Jacqueline A. Maxin, Ph.D., Director of
Library Services
Enrika Kohavi, B.S., Collections Manager
Bashe Simon, M.L.S., M.A., Coordinator of
Public Services, Flatbush Campus
Marina Zilberman, M.L.S., Chief
Librarian, Midtown Main Campus
Blanche Cohn, M.L.S., Chief Medical
Librarian, School of Health Sciences –
Bay Shore Campus
Michoel Ronn, M.S.I.L.S., Coordinator of
Technical and Electronic Services
Mark Balto, Ph.D., Librarian, Information
Literacy
Chaya Drillman, M.L.S., Librarian,
Flatbush Campus
203
Roberta Standish, M.L.S., Librarian,
Flatbush Campus
Jerome Goldstein, M.L.S., Librarian,
Lander College for Men
Thomas Cohn, M.L.I.S., Librarian,
Technical and Electronic Services
Liping Wang, M.L.S., Librarian, Technical
and Electronic Services
Carol Schapiro, M.L.S., M.S., J.D.,
Librarian, Midtown Main Campus
Salvatore Anthony Russo, M.L.S.,
Librarian, New York School of Career and
Applied Sciences – Harlem Campus
Myra R. Reisman, M.L.S., Medical
Librarian, School of Health Sciences –
Bay Shore Campus
LANDER COLLEGE FOR WOMEN
Marian Stoltz-Loike, Ph.D., Dean
Dvora Hersh, B.A., Assistant to the Dean
David Luchins, Ph.D., Founding Dean
Sasha Lantsman, B.A., Student Activities
Coordinator
Tamar Golan, B.S., Admissions Associate
LANDER COLLEGE FOR MEN
Moshe Sokol, Ph.D., Dean
Barry Nathan, B.A., Director of
Recruitment
Phyllis Lander, M.P.A., Coordinator of
Student Services
Susan Moskowitz, B.A., Assistant to the
Dean
GRADUATE SCHOOL OF JEWISH
STUDIES
Michael Shmidman, Ph.D., Dean
Moshe Sherman, Ph.D., Associate Dean
Suzannah Gordon, Assistant to the Dean
LAW CENTER
Lawrence Raful, J.D., Dean and Professor
of Law
Gary Shaw, J.D., LL.M., Vice Dean and
Professor of Law
204
Leon D. Lazer, LL.B., Associate Dean for
Continuing Legal Education and Professor
of Law
Nicola Lee, LL.B., M.Phil., Associate Dean
for Research and Planning and Professor
of Legal Methods
Kenneth A. Rosenblum, LL.B., LL.M.,
Associate Dean for Student Services
April Schwartz, J.D., M.L.S., Law Library
Director and Associate Professor of Law
Linda M. Baurle, Assistant Dean for
Administration
Barbara Mehrman, A.C.D., Assistant Dean
for Career Services
Linda Howard Weissman, R.N., B.A.,
Assistant Dean for Institutional
Advancement
GRADUATE SCHOOL OF BUSINESS
Charles J. Snow, Ph.D., Dean
James S. Musumeci, Ph.D., Director of
Graduate Programs
Hadassah Feinberg, M.S., Director of
Special Projects
THE GRADUATE DIVISION OF THE
SCHOOL OF EDUCATION AND
PSYCHOLOGY
Anthony Polemeni, Ph.D., Dean
Yuriy V. Karpov, Ph.D., Associate Dean for
Graduate Study
Melvin Imas, Ph.D., Chair of School
Psychology Program
Ronald Lehrer, Ph.D., Chair of Graduate
Studies in Education and Special
Education
Nilda Soto-Ruiz, Ph.D., Chair of School
Administration and Supervision Programs
Myrna Colon, Administrative Assistant to
the Dean
Jacqueline Olivo, B.S., Office Manager
SCHOOL OF HEALTH SCIENCES
Joseph Weisberg, P.T., Ph.D., Dean, School
of Health Sciences
Gerald Barry, Ph.D., Associate Dean,
Director, Biomedical Program
Kevin Wong, M.A.P.T., P.C.S., Director,
Physical Therapy Program
Frances Corio, M.A.P.T., P.C.S., Director,
Advanced Masters in Orthopedics
Physical Therapy
Nadja Graff, Ph.D., Director, Physician
Assistant Program – Midtown Main
Campus in Manhattan
Joseph Tomassino, P.A., Director, Physician
Assistant Program – Bay Shore Campus
Vera Jean Clark, M.S., OTR/L, Director,
Occupational Therapy Program
Rivka Molinsky, B.S., M.A., OTR/L,
Chairperson, Occupational Therapy
Program
Elliot Hymes, M.A., Director, PreProfessional Phase
Kevin V. Ergil, M.A., M.S., L.Ac., Director,
Graduate Program of Acupuncture and
Oriental Medicine (GPOM)
Hindy Lubinsky, M.S., Chair, Speech and
Language Pathology Program
Alona Harris, Ed.D., Chair, Nursing
Program
NEW YORK SCHOOL OF CAREER
AND APPLIED STUDIES
Eva Spinelli-Sexter, M.S., Executive
Administrative Dean of NYSCAS and
Vice President of Community Education
Mira Felder, M.A., Associate Dean for
Language and Communications (New
York SCAS)
Leon Perkal, Ph.D., Associate Dean of
Faculties
Timothy Taylor, M.F.A., Associate Dean of
Students and Director of Learning
Resource and Testing Centers
Ella Tsirulnik, M.B.A., Associate Dean of
Administration
Michael Cherner, M.S., Director, Touro
Computer Center
Rosalind Frank, M.A., Director of Learning
Resource and Learning Testing Centers
Jacob Lieberman, Ph.D., Director of
Academic Services
Kara Solomon, B.A., Director of Editorial
Services
Russell Hirsch, M.A., Testing Coordinator
Lenin Ortega, B.A., Assistant to the Dean
Shirley Rabinowitz, B.B.A., B.H.L.,
Administrative Assistant to the Dean
SCHOOL FOR LIFELONG EDUCATION
Jerome Miller, M.S., Founding Dean
Emeritus
Shoshana Grun, M.S., Program Director
Charlotte Holzer, Ph.D., Assistant Dean
Esther G. Roseman, Site Coordinator
Batsheva Elshevich, Secretary
INSTITUTE FOR PROFESSIONAL
STUDIES/MACHON L’PARNASA
Esther Braun, B.A., Director
Yaffa Kohen, B.A., Recruitment Supervisor
Baily Fettman, Secretary
TOURO UNIVERSITY COLLEGE OF
OSTEOPATHIC MEDICINE
Harvey Kaye, Ed.D., Provost and Chief
Executive Officer,Touro University and
Dean of the College of Education, Touro
University - California
Nathan Church, Ph.D., Vice President of
Student Affairs and Dean of Students,
Touro University - California
Richard A. Hassel, B.S., Vice President of
Administration
INTERNATIONAL PROGRAMS
Herwig E. Hasse, Ph.D., Dean, Touro
College Berlin
Sara Nachama, B.A., Administrative
Director, Touro College Berlin
Maya Polishchuk, Ph.D., Dean, Lander
Institute - Moscow
Jenny Nuvakhova, M.S., Registrar, Lander
Institute - Moscow
TOURO UNIVERSITY INTERNATIONAL
Yoram Neumann, Ph.D., Provost
Paul Watkins, Ph.D., Dean, Colleges of
Business Administration and Computer
Information Systems
Edith Neumann, Ph.D., Dean, College of
Health Sciences
205
FULL-TIME FACULTY
RHONDA ABRAMOWITZ
Assistant Professor of Languages and
Literatures
B.A., State University of New York at
Cortland
M.A., Brooklyn College, CUNY*
Ph.D., Graduate Center, CUNY
NICHOLAS AIELLO
Associate Professor of Education
B.A., St. John’s University
M.A., New York University
Ph.D., Fordham University
LEA ALTUSKY
Instructor of Languages and Literatures
B.A., M.A., Hunter College, CUNY
CATHERINE BARKSDALE
Assistant Professor of Education
B.S., Fordham University
M.A., Washington State University
Ed.D, Fordham University
GERALD BARRY
Professor of Biomedical Sciences
B.S., Siena College
Ph.D., Albany Medical College
CARMEN BECKER
Instructor of Human Services
B.A., M.S.W., Fordham University
CAROLE BECKFORD
Assistant Professor of Psychology
B.A., M.A., Hunter College, CUNY
Ph.D., Graduate Center, CUNY
MARGARET ALVAREZ
Associate Professor of Graduate
Education & Special Education
Psy.D., Nova Southeastern University)
THOMAS BENNETTE
Instructor of Human Services
B.P.S., College of Human Services
M.S., Fordham University
M.A., Columbia University
HELAINE ATLAS-CUTLER
Instructor of Education
B.A., M.S.E., Long Island University
M.S., Ph.D., Pace University
MORRIS AARON BENJAMINSON
Associate Professor of Biology
B.S., Long Island University
M.S., Ph.D., New York University
GEORGE BACKINOFF
Instructor of Communications
B.A., Oberlin College
M.S., University of Southwestern
Louisiana
IRINA BERMAN
Instructor of Computer Science
B.S., M.S., Touro College
IRV BADER
Assistant Professor of Physical Education
B.A., M.S., Yeshiva University, NY
MAYA BALAKIRSKY-KATZ
Assistant Professor of Humanities
B.A., Touro College
M.A., Ph.D., Bryn Mawr College
MARK BALTO
Assistant Professor of Philosophy
B.A., University of Minnesota (Twin
Cities)
M.L.S., Rutgers University
M.A., Ph.D., New School for Social
Research
MOSHE BAMBERGER
Instructor of Jewish Studies
B.A., Touro College
Rabbinical Ordination, Mesivta Rabbi
Chaim Berlin
206
YEFIM BERNADSKIY
Instructor of Computer Science
B.S., M.S., Kazan State University
NORMAN BERTRAM
Instructor of Political Science
B.A., Yeshiva College
M.A., New School University
SHAMAI BIENENSTOCK
Instructor of Business
B.S., Brooklyn College, CUNY
M.B.A., New York University
KENNETH BIGEL
Associate Professor of Finance
B.A., Brooklyn College, CUNY
M.B.A., Ph.D., New York University
ALBERT BINA
Lecturer of Computer Science
B.S., Touro College
*CUNY – City University of New York
DEBORAH BLAU
Instructor of Speech Pathology
B.A., SUNY* at Buffalo
M.A., Queens College, CUNY
JUDITH BLEICH
Professor of Jewish Studies
B.A., B.R.E., Stern College
M.A., Yeshiva University
Ph.D., New York University
MARION BODIAN
Professor of Jewish History
B.A., Harvard University
M.A., Ph.D., Hebrew University
CHARLES BORKHUIS
Instructor of Languages and Literatures
B.A., Texas Christian University
M.A., San Francisco State College
CLAUDINE BOROS
Assistant Professor of Languages and
Literatures
B.A., M.A., Ph.D., St. John’s University
SERGEY BOYKO
Instructor of Computer Science
B.S., Institute of Railroad Transportation
Engineering (Riga)
ESTHER BOYLAN
Instructor of Jewish Studies
B.A., City College, CUNY
M.A., New York University
STANLEY L. BOYLAN
Professor of Mathematics
B.A., Yeshiva University
M.A., Ph.D., New York University
BARRY BRESSLER
Professor of Economics
B.S., Brooklyn College, CUNY
M.S., Ph.D., New York University
ARTHUR BREZAK
Associate Professor of Education
B.A., M.S., Brooklyn College, CUNY
Ph.D., New York University
ABBA BRONSPIGEL
Professor of Jewish Studies
B.A., M.A., Yeshiva University
Rabbinical Ordination, Yeshiva University
RONALD BROWN
Assistant Professor of History
B.A., Gannin University
M.A., Harvard University
Ph.D., University of Geneva
HEDY BUCHMAN
Lecturer of Languages and Literature
B.A., Brooklyn College, CUNY
M.A., Hunter College, CUNY
ARTHUR BUDICK
Assistant Professor of Languages and
Literatures
B.A., Cornell University
M.A., Johns Hopkins University
HOWARD BULLARD
Instructor of Mathematics
B.A., San Diego State University
Ed.M., M.A., Columbia University
M.S., Carnegie Mellon University
DELIA CAMEO
Instructor of Hispanic Studies
B.A., M.A., Universidad Autonoma Metro
(Mexico City)
CARLOS CANALES
Instructor of Computer Science
B.A., M.S., University of Albany
JOYCE CARBINE
Lecturer of English as a Second Language
B.A., SUNY at New Paltz
M.A., Teachers College, Columbia
University
PHILIP CHARACH
Instructor of Computer Science
B.A., Gur Aryeh Institute
M.B.A., New York Institute of Technology
JOSHUA CHEIFETZ
Lecturer of Human Services
B.A., Yeshiva College
M.S.W., Yeshiva University
Rabbinical Ordination, Yeshiva University
MICHAEL CHERNER
Instructor of Mathematics
B.S., Ethnological Institute of Minsk
M.A., Economical Institute, Moscow
(USSR)
EUGENE L. CHERUBIN
Instructor of Psychology
B.A., B.S, M.S. Brooklyn College, CUNY
*SUNY – State University of New York
207
MAJEEDUL H. CHOWDHURY
Assistant Professor of Biology
B.S., M.S., University of Dhaka,
Bangladesh
Ph.D., University of Newcastle-upon Tyne
(UK)
GEORGE COHEN
Professor of Philosophy
B.A., Yeshiva University
M.A., Ph.D., Columbia University
GORDON M. COHN
Associate Professor of Accounting
B.S., M.S., Case Western Reserve
University
M.A., University of Michigan
Ph.D., Graduate Center, CUNY
ELSIE COLON
Instructor of Languages and Literature
B.A., Hunter College, CUNY
M.A., Queens College, CUNY
MILLIE C. COLON
Instructor of Education
B.S., Touro College
M.S., Long Island University
BRENDA COULTAS
Instructor of Languages and Literature
B.A., University of Southern Indiana
M.A., M.F.A., Naropa University
KENNETH DANISHEFSKY
Associate Professor of Biology
B.A., Yeshiva University
Ph.D., SUNY Downstate Medical Center
JAMES DARDOUNI
Instructor of Languages and Literatures
B.A., M.A., Long Island University
GERALD DAVID
Associate Professor of Human Services
B.A., Yeshiva College
M.S., City College, CUNY
D.H.L, Ph.D., Yeshiva University
SUSAN DE CASTRO
Instructor of Computer Science
B.F.A., Temple University
M.A., New York University
CHRISTOPHER DENEEN
Assistant Professor of Education
B.A., Trinity University, San Antonio
M.A.T., Indian University
Ed.D., Teachers College, Columbia
University
JUDITH DEUTSCH
Lecturer of Languages and Literature
B.A., Touro College
M.A., Fordham University
JEFFREY DICKER
Assistant Professor of Graduate Education
& Special Education
M. A., Hofstra University
JOEL DICKSTEIN
Associate Professor of Special Education
B.A., Case Western Reserve University
Ed.M., Ed.D, Columbia University
LORLI DIMA-ALA
Assistant Professor of Education
B.A., Baguio College
M.A., Northern Illinois University
M. JOSEPH DOUGHERTY
Professor of Education
Ph.D., New York University
KENNETH S. DREIFUS
Instructor of Finance and Economics
B.A., Brooklyn College, CUNY
M.B.A., SUNY at Buffalo
MARGERY DRUSS
Instructor of English as a Second
Language
B.A., Smith College
M.A., Graduate Center, CUNY
EDNA DAVIS
Instructor of English as a Second
Language
B.A., Brooklyn College, CUNY
M.A., Hunter College, CUNY
LESTER ECKMAN
Professor of History
B.A., M.A., Boston University
M.H.L., Jewish Theological Seminary
M.L.S., Columbia University
M.B.A., New York Institute of Technology
Ph.D., New York University
ANGELO DE CANDIA
Lecturer of Business Management
B.A., Baruch College, CUNY
M.B.A., New York University
DEVORAH EHRLICH
Associate Professor of Accounting
B.A., Queens College, CUNY
J.D., New York University
208
LISA EHRLICH
Lecturer of Accounting
B.S., Brooklyn College, CUNY
ALFRED EIDLISZ
Instructor of Computer Science
B.S., Brooklyn College, CUNY
M.S., Pratt Institute
BETTY ENGELBERG
Assistant Professor of Languages and
Literatures
B.A., Stern College
M.A., Ph.D., Graduate Center, CUNY
BARBARA EPSTEIN
Instructor of Education
B.A., Stern College
M.S., Hunter College, CUNY
JANEY EPSTEIN
Instructor of Languages and Literatures
B.S., University of Kansas
M.A., University of Houston
HOWARD R. FELDMAN
Professor of Biology
B.A., Rutgers University
M.A., New York University
M.A., Hunter College, CUNY
Ph.D., Rutgers University
JESSE FINK
Instructor of Computer Science
M.A., Fairfield University
Rabbinical Ordination, Torah Ore
Seminary
SHMUEL FINK
Instructor of Computer Science
B.S., Touro College
M.S., Rochester Institute of Technology
MORDECHAI FINKELMAN
Assistant Professor of Jewish Studies
Rabbinical Ordination, Mesivta Torah
V’Daas
PAULA EPSTEIN
Instructor of Speech and Communication
B.A., City College, CUNY
M.A., Rutgers University
WILLIAM L. FISCHBEIN
Assistant Professor of Business &
Accounting
B.S., Columbia University;
M.S., Ph.D., University of Wisconsin
MARIA ESTRADA
Instructor of Freshman Foundations
B.S., Touro College
M.S., Fordham University
SIMCHA FISHBANE
Associate Professor of Jewish Studies
B.A., M.A., Yeshiva University
Ph.D., Concordia University (Montreal)
PEDRO ESTRADA
Lecturer of Computer Science
B.E.E., SUNY at Stony Brook
ISADORE FISHER
Instructor of Business & Accounting
B.A., M.A., Brooklyn College, CUNY
MARVIN FARBSTEIN
Professor Emeritus of Education
B.S., M.S., Temple University
Ed.D., Rutgers University
FRANCINE FLEISCHMANN
Lecturer of English as a Second Language
B.A., Yeshiva University
M.A., New York University
MIRA B. FELDER
Assistant Professor of Languages and
Literatures
B.A., Brooklyn College, CUNY
M.A., Temple University
EUSTACE FORDE
Instructor of Mathematics
B.A., Hunter College, CUNY
M.S., Pace University
LEON FELDMAN
Visiting Professor of Jewish History
B.Litt., M.Litt., Oxford University (UK)
Ph.D., Columbia University
JOSEPH FOUDY
Assistant Professor of Political Science
B.A., American University
M.A., Cornell University
MARTINE BELL FOX
Instructor of Languages and Literatures
B.A., Brooklyn College, CUNY
M.A., New York University
209
ROSALIND FRANK
Instructor of English as a Second
Language (ESL)
B.A., Boston University
M.A., Adelphi University
SARA E. FREIFELD
Professor Emeritus of Languages and
Literature
B.A., M.A., Columbia University
M.A., Ph.D., SUNY at Buffalo
SAMUEL FUHRER
Associate Professor of Mathematics
B.A., M.S., Yeshiva University
Ph.D., New York University
MARTIN GALLATIN
Assistant Professor of Human Services
B.A., Long Island University
M.A., Ph.D., New York University
EZRA S. GAMPEL
Assistant Professor of Psychology
B.S., City College, CUNY
M.A., Ph.D., Graduate Center, CUNY
MARIANO GARCÍA
Professor Emeritus of Mathematics
B.S., M.S., Washington and Jefferson
College
Ph.D., University of Virginia
RAUL GARCÍA
Assistant Professor of History
B.A., University of New Mexico
M.A., Ph.D., Stanford University
A. ALLAN GELIEBTER
Professor of Psychology
B.S., City College, CUNY
M.A., M.Phil., Ph.D., Columbia
University
JAMES A. GILCHRIEST
Assistant Professor of Biology
B.S., New York Institute of Technology
M.S., Touro College
LEON GLEIBERMAN
Associate Professor of Mathematics
B.S., Brooklyn College, CUNY
M.S., Ph.D., University of Pittsburgh
210
IRA GOLD
Assistant Professor of Languages and
Literatures
B.S., Touro College
M.A., University of Chicago
Ph.D., Graduate Center, CUNY
ARNOLD GOLDBERG
Lecturer of Human Services
Rabbinical Ordination, Marbeatze Torah
Rabbinical Seminary
M.A., M.S., Long Island University
ROBERT GOLDSCHMIDT
Professor of Political Science
B.A., Brooklyn College, CUNY
M.A., New York University
INNA GOLDSHTEYN
Lecturer of English as a Second Language
B.A., Kuban State University (USSR)
M.A., New York University
NADJA GRAFF
Associate Professor of Biochemistry
B.S., City College, CUNY
M.A., M. Phil., Ph.D., Columbia
University
JOHN RICHARD GREEN
Instructor of Communications
B.A., M.A., Michigan State University
BERNARD GREENBERG
Lecturer in Sociology
B.A., M.A., University of Detroit
DON GREENBERG
Assistant Professor of Education
Ph.D., Fairleigh Dickinson University
JEFFREY GREENBERG
Lecturer of Jewish Studies
B.A., Queens College, CUNY
Master of Talmudic Law, Rabbinical
Ordination, Ner Israel Rabbinical College
ATARA GRENADIR
Instructor in Art
B.F.A., M.F.A., University of Oklahoma
MIRIAM GROSSMAN
Assistant Professor of Languages and
Literatures
B.A., Brooklyn College, CUNY
M.A., Ph.D., Columbia University
GARY GRUBER
Lecturer of Languages & Literature
B.A., Queens College, CUNY;
M.F.A., Columbia University
SHOSHANA GRUN
Instructor of Education
B.A., Brooklyn College, CUNY
M.S., College of Staten Island, CUNY
JOSEPH GRUNBLATT
Assistant Professor of Jewish Studies
B.A., City College, CUNY
Rabbinical Ordination, Yeshiva Torah
Vadaath
ABRAHAM GRUND
Assistant Professor of Computer Science
B.E.E., City College, CUNY
M.B.A, New York University
DEMET GUREL
Associate Professor of Chemistry
B.S., Robert College (Istanbul)
M.A., Smith College
Ph.D., New York University
ARNOLD GUSSIN
Professor of Biology
B.A., M.S., Tulane University
Ph.D., Brown University
MIRIAM GUTHERC
Instructor of Computer Science
B.S., Touro College
M.A., Brooklyn College, CUNY
WALTON GUTIERREZ
Assistant Professor of Physics
Licence, University of Chile
M.E., City College, CUNY
M. Phil, Ph.D., Graduate Center, CUNY
EMILYA GUTMAN
Lecturer of English as a Second Language
B.A., Far East State University,
Vladivostok (USSR)
M.A., New York University
ROSALYN A. HABER
Associate Professor of Education
B.S., New York University
M.A., Ed.M., Ed.D., Columbia University
ALONA HARRIS
Associate Professor of Nursing
B.A., Simmons College
B.S., M.A., M.Ed., Ed.D., Columbia
University
JOEL HARAVAY
Assistant Professor of Education
B.A., Ohio University
M.S., Adelphi University
M.S., Teachers College, Columbia
University
FRADA HAREL
Lecturer of English as a Second
Language
B.A., SUNY at Albany
M.S., Hunter College, CUNY
JOSEPH HERBST
Assistant Professor of
Computer Science
B.S.E.E., M.S.E.E., Polytechnic Institute
of New York
ISSAC HERSKOWITZ
Associate Professor of Computer
Science
B.A., M.S., Brooklyn College, CUNY
Ed.M., Ed.D., Teacher’s College,
Columbia University
JULES HEYMAN
Assistant Professor of Psychology
B.S., Queens College, CUNY
M.S., Yeshiva University
M.S., City College, CUNY
Ph.D., New York University
ALVIN HIPPOLYTE
Lecturer of Communications
B.F.A., M.A., Howard University
RUSSEL HIRSCH
Instructor of Languages and Literatures
B.A., M.A., New York University
GILDA HOCHBAUM
Lecturer of English as a Second
Language
B.A., Stern College
M.A., Adelphi University
SAMUEL N. HOENIG
Associate Professor of Jewish Studies
B.A., M.A., Ph.D., Rabbinical Ordination,
Yeshiva University
SHARON HOLD
Lecturer of English as a Second
Language
B.A., M.A., New York University
211
CHARLOTTE HOLZER
Assistant Professor of Languages and
Literatures
B.A., Brooklyn College, CUNY
M.A., Northwestern University
Ph.D. Columbia University
AVERY HOROWITZ
Associate Professor of Economics
B.A., M.A., Brooklyn College, CUNY
M. Phil., Ph.D., Graduate Center, CUNY
SHARON KAHN
Assistant Professor of Psychology
B.A., SUNY at Binghamton
Ph.D., Graduate Center, CUNY
AVRAHAM KAPLAN
Instructor of Jewish Studies
Talmudic Studies, Ponovisz Yeshiva (Bnei
Brak, Israel)
Advanced Talmudic Studies, Yeshivas
Brisk (Jerusalem)
JEFFREY HUMPHREY
Instructor of Digital Media Arts
Certificate, Institute of Audio Research
Certificate, Chubb Institute
B.A. New Jersey City University
ZVI KAPLAN
Assistant Professor of History
B.A., Yeshiva University
M.A, J.D., University of Toronto
M.A., M.Phil., Ph.D., Columbia
University
Rabbinic Ordination, Rabbi Ephraim
Greenblatt
ESTHER HURLEY
Instructor in Speech Pathology
B.A., Queens College, CUNY
M.A., Lehman College, CUNY
ROBERT KARIYEV
Instructor of Computer Science
B.S., M.S., Tashkent Institute of
Telecommunications (USSR)
ELLIOT HYMES
Instructor of History
B.A., M.A., Brooklyn College, CUNY
YURIY V. KARPOV
Professor of Psychology and Education
M.S., Ph.D., Moscow State University
(USSR)
XUAN WEN HUANG
Instructor of Mathematics
B.S., Touro College
MELVIN IMAS
Associate Professor of Education
B.S., Hunter College, CUNY
M.S., City College, CUNY
Ph.D., University of Sarasota
ARKADIY INOYATOV
Instructor of Computer Science
M.S., Institute of Technology, Uzbekistan
ARCHER IRBY
Lecturer of Languages and Literatures
B.A., University of Richmond
M.A., Columbia University
ALEKSEY IVANOV
Instructor of Computer Science
M.S., Riga Technical University, Latvia
UMA JINNA
Instructor of Computer Science
B.S., RBVR Reddy College (India)
M.S., Jackson State University
BRIGITTA JOACHIM
Instructor of Communications (on leave)
B.A., M.A., Hofstra University
212
JOAN KATZMAN
Lecturer of English as a Second Language
B.A., Brooklyn College, CUNY
M.A., Adelphi University
MICHAEL KAUFER
Assistant Professor of Speech Pathology
Au.D., Arizona School of Health
Sciences, Phoenix, AZ
B.A., University of Maryland
M.A., Hofstra University
M.P.A., Long Island University
JANET KILIAN
Associate Professor of Psychology
Psy.D., Yeshiva University
NAOMI KLAPPER
Instructor of Psychology
B.A., Queens College, CUNY
M.A., Columbia University
JANET KLEINER
Lecturer of Languages and Literatures
B.A., City College, CUNY
M.A., Adelphi University
ISAAC KLEPFISH
Instructor of Economics and Business
B.A., City College, CUNY
J.D., New York Law School
STEPHEN KUDLESS
Instructor of Languages and Literatures
B.S., Seton Hall University
M.S., Wagner College
ALFRED KOHLER
Instructor of Mathematics
B.A., Queens College, CUNY
M.S., Pratt Institute
M.S., New York University
WARREN KUNZ
Assistant Professor of Mathematics
B.A., Queens College, CUNY
M.B.A., St. John’s University
SAMUEL KOHN
Assistant Professor of Mathematics
B.A., M.A., M.S., Ph.D., Yeshiva
University
ROBERT A. KOLSBY
Instructor of Communications
B.A., University of Pennsylvania
M.A., Brandeis University
EMIL KON
Professor of Chemistry
M.S., University of Zurich
M.S., Ph.D., New York University
MICHAEL KOSSOVE
Assistant Professor of Biology
B.S., New York Institute of Technology
M.S., Long Island University
GUENNADI G. KOULECHOV
Associate Professor of Computer Science
M.S., Ph.D., Moscow Institute for Power
& Engineering
LYDIA KRAUS
Instructor of Languages and Literature
B.A., Queens College, CUNY
M.A., College of Staten Island, CUNY
MORDECHAI KRAUSS
Assistant Professor of Jewish Studies
Rabbinic Ordination, Kol Torah
Advanced Rabbinic Ordination (YadinYadin), Rabbi Chaim Berlin Rabbinical
Seminary
ANNA KRAUTHAMMER
Assistant Professor of Languages and
Literatures
B.A., M.A., New York University
M.A., Hunter College, CUNY
M.A., St. John’s University
Ph.D., Graduate Center, CUNY
BERNARD LANDER
Professor of Sociology
B.A., Yeshiva University
M.A., Ph.D., Columbia University
L.H.D., Yeshiva University
DANIEL LANDER
Associate Professor of Jewish Studies
B.A., Touro College
M.B.A., New York University
Rabbinical Ordination, Yeshiva University
NATHAN LANDER
Professor of Sociology
B.A., City College, CUNY
M.A., Columbia University
Ph.D., Yeshiva University
JUDITH LANDSBERG
Lecturer of English as a Second Language
B.A., Brooklyn College, CUNY
M.A., Adelphi University
BENJAMIN LANGER
Instructor of Business and Accounting
B.A., B.S., University of Toronto (Canada)
C.P.A.
YECHEZKEL LANGER
Instructor of Jewish Studies
B.A., Queens College, CUNY
Rabbinical Ordination, Rabbi Yitzchok I.
Liebes
ROBERT F. LAUB
Assistant Professor of Education
B.A., Bucknell University
M.A., Columbia University
SANDRINE LAVALLEE
Associate Professor of Education
Ed.D., Nova Southeastern University
THEODORE LAUER
Instructor of History
B.A., Brooklyn College, CUNY
M.Phil., Graduate Center, CUNY
213
JEFFREY LEFKOWITZ
Assistant Professor of Education
M.B.A., Baruch College, CUNY
RHONDA LEHRER
Assistant Professor of Education
M.S.W., Wurzweiler School of Social
Work, Yeshiva University
RONALD LEHRER
Professor of Psychology and Education
B.S., M.S.W., Hunter College, CUNY
M.S., Brooklyn College, CUNY
Ph.D., New York University
EILEEN LEIBOWITZ
Assistant Professor of Education
M.S., Brooklyn College, CUNY
YAEL LEVI
Instructor of History
B.A., Brooklyn College, CUNY
M. Phil., Columbia University
NOURI LEVY
Visiting Professor in Mathematics
B.S., Technion, Israel
M.S., Ph.D., Brown University
WILLIAM LEWIS
Instructor of Languages and Literatures
B.A., M.S., Columbia University
JASON LIBFELD
Instructor of Languages and Literatures
B.A., SUNY at Albany
M.F.A., Columbia University
JACOB LIEBERMAN
Assistant Professor of History
B.A., Brooklyn College, CUNY
M.A., Ph.D., Columbia University
JOYCE LIEBERMAN
Lecturer of Languages and Literatures
B.A., M.A., Brooklyn College, CUNY
MICHAEL A. LLORENZ
Assistant Professor of Communications
and Arts
B.A., Touro College
L.L.B, University of Wolverhampton Law
School (UK)
HINDY LUBINSKY
Associate Professor of Speech Pathology
B.S., M.S., Brooklyn College, CUNY
214
DAVID LUCHINS
Professor of Political Science
B.A., Yeshiva University
Ph.D., Graduate Center, CUNY
STEVEN A. LUEL
Associate Professor of Education
B.A., New York University
M.S., Long Island University
Ed.D., Fairleigh Dickenson University
ARJUN MAHAT
Instructor of Computer Science
B.S., Touro College
M.S., Kalimpong College (India)
LENA MALTSER
Lecturer of English as a Second Language
M.A., Odessa State University (USSR)
M.A., Adelphi University
YAIR MAMAN
Associate Professor of Psychology
B.S., Touro College
M.S., Ph.D., University of Hull (UK)
MICHAEL MARCUCCI
Instructor of Digital Media Arts
Certificate, Institute of Audio Research
ELIHU MARCUS
Assistant Professor of Jewish Studies
B.A., M.A., Yeshiva University
Rabbinical Ordination, Yeshiva University
CHARLES MASON
Instructor of Business and Accounting
B.S., Boston State University
M.B.A., Suffolk University
JACQUELINE MAXIN
Director of Library Services
B.A., SUNY at Potsdam
M.L.S., SUNY at Albany
Ph.D., University of Pittsburgh
CONSTANCE MCKENZIE
Lecturer of Human Services
B.A., Mary Baldwin College
Ed.M., University of Virginia
REBECCA MEEK-HORTON
Instructor of Languages and Literature
B.S., M.S., Touro College
DEAN MENDELL
Assistant Professor of Languages and
Literatures
B.A., Queens College, CUNY
M.A., Columbia University
Ph.D., Washington University
MARINA MESHMAN
Lecturer of English as a Second Language
M.S., State Pedagogical University,
Moscow (USSR)
RICHARD MESSINGER
Assistant Professor of Education
M.A., Teachers’ College, Columbia
University
JEROME MILLER
Professor of English Education and
Communication
B.A., Fairleigh Dickinson University
M.S., Yeshiva University
SIMON MUSHEYEV
Instructor of Computer Science
B.S., Tashkent Pedagogical Institute
JAMES S. MUSUMECI
Assistant Professor of Business
Administration
M. Div., Seminary of the Immaculate
Conception
M.A., Ph.D., New York University
SAVITRI NARAYANA
Assistant Professor of Biology
B.S., Ed.M., Annamalai University (India)
B.S., M.S., Osmania University (India)
Ph.D., Lucknow University (India)
ELAINE NIKOLAKAKOS
Assistant Professor of Education
B.A., M.S., Hunter College, CUNY
LAMAR MILLER
Professor of Education
Ph.D., University of Michigan
JOHN NJOKU
Professor Emeritus of Sociology and
Anthropology
B.S., Michigan State University
M.A., Ph.D., New School University
DAVID MIRSKY
Instructor of Jewish Studies
B.S., Touro College
Rabbinic Ordination, Yeshivas Ohr
Hachaim
DENISE O’BRIEN
Associate Professor of Speech Pathology
B.S., St. John’s University
M.Ed., University of Virginia
Ph.D., New York University
HELEN MITSIOS
Instructor of Languages and Literature
B.A., M.A., Arizona State University
M.F.A., Columbia University
ANTHONY O’HARA
Instructor of Computer Science
B.F.A., Kansas University
M.F.A., SUNY at Purchase
RIVKA MOLINSKY
Assistant Professor of Occupational
Therapy
B.S., M.A., New York University
PHILIP DEAN PARKER
Instructor of Sociology
B.A., B.Mus., M.A, Texas Christian
University
DEBRA MORGULIS
Instructor of Computer Science
B.S., M.S., Brooklyn College, CUNY
JULIUS PARNES
Professor of Talmud
B.S., Yeshiva College
M.A., Columbia University
Rabbinical Ordination, Yeshiva University
ALICE MOSES
Lecturer of English as a Second Language
B.A., Brooklyn College, CUNY
M.A., Adelphi University
LYNN E. MUDRYK
Lecturer of Psychology
B.A., M.S., St. John’s University
MEYER PEIKES
Assistant Professor of Finance
B.S., Brooklyn College, CUNY
M.A., City College, CUNY
Ph.D., Columbia University
MONTY PENKOWER
Professor of History (in Israel)
B.A., Yeshiva College
M.A., Ph.D., Columbia University
215
ROBERT PEREZ
Assistant Professor of Graduate Education
& Special Education
Ed.D., Fordham University
LEON PERKAL
Associate Professor of History
B.A., M.A., Brooklyn College, CUNY
Ph.D., Graduate Center, CUNY
BENITO M. PERRI
Professor of Education
B.A Cathedral College
S.T.B. Catholic University
M.S.W. Hunter College, CUNY
Ph.D., The Union Institute and University
FRANCES PFEIFFER
Instructor of Accounting and Business
B.A., M.S., Queens College, CUNY
M.A., Brooklyn College, CUNY
C.P.A.
STEPHEN PHILLIPS
Assistant Professor of Education
M.A., Yeshiva University
SARANTO PIKOULOS
Assistant Professor of Business and
Accounting
B.A., Fordham University
J.D., Brooklyn Law School
YURIY PINKHASOV
Instructor of Computer Science
B.S., Institute of National Economy,
Uzbekistan
M.S., Touro College
MIRIAM PLONCZAK
Instructor of Computer Science
B.S., M.S., Brooklyn College, CUNY
ANTHONY J. POLEMENI
Professor of Education
B.A., St. Francis College
M.A., Columbia University
Ph.D., St. John’s University
MICHAEL POPKIN
Associate Professor of Languages and
Literatures
B.A., University of Minnesota
M.A., Ph.D., Columbia University
MARK PRESS
Associate Professor of Psychology
B.A., Yeshiva University
Ph.D., New York University
216
MARLYN PRESS
Assistant Professor of Education
B.A., Syracuse University
M.A., Teachers College, Columbia
University
Ed.D., University of Houston
ALEXANDER PRIVO
Assistant Professor of Economics and
Business
B.S., Touro College
M.P.S., New School for Social Research
Ms.Ed., Lehman College, CUNY
Ph.D., Walden University
BASIL RABINOWITZ
Assistant Professor of Mathematics
M.S., Ph.D., Polytechnic University of
New York
M.Sc., University of Witwatersrand
(South Africa)
HARRIET RABINOWITZ
Associate Professor Emeritus of
Education
A.B., Goucher College
M.A., Ed.M., Ed.D., Teacher’s College,
Columbia University
ANNA RAYNES
Instructor of Computer Science
B.S., Latrim State University
B.S., Touro College
M.S., Latvian State University, Riga
MUDDASANI REDDY
Instructor of Computer Science
B.S., Punjubrao Krishi University, Akola
(India)
M.S., Jackson State University
ROSE REICHMAN
Lecturer in Languages and Literature
B.A., Hunter College, CUNY
M.A., Brooklyn College, CUNY
SHERRY REITER
Assistant Professor of Human Services
B.A., Emerson College
M.A., New York University
M.S.W., Yeshiva University
Ph.D., Union Institute, OH
JUDITH RIESER
Instructor of Speech and Communications
B.A., M.A., New York University
JONATHAN ROBINSON
Assistant Professor of Computer Science
B.A., M.A., Queens College, CUNY
Ph.D., Graduate Center, CUNY
DAVID ROCKOVE
Instructor of Finance
M.B.A., Loyola University of Chicago
LYNN ROSENBERG
Assistant Professor of Speech Pathology
B.A. M.S., SUNY at Buffalo
MENAHEM ROSENBERG
Assistant Professor of Finance
B.A., Hebrew University
Ph.D., Graduate Center, CUNY
EDYTHE ROSENBLATT
Instructor of English as a Second
Language
B.A., Brooklyn College, CUNY
M.S., Adelphi University
SMADAR Z. ROSENZWEIG
Instructor of Jewish Studies
A.B., Barnard College
M.A., M.Phil., Columbia University
JEFFREY ROSNER
Instructor of Accounting
B.A., Queens College, CUNY
M.B.A., Long Island University
EZRIEL ROVT
Instructor of Business and Accounting
B.S., Touro College
M.P.A., Long Island University
BARBARA RUMAIN
Assistant Professor of Psychology
B.A., Barnard College
M.A., Graduate Center, CUNY
Ph.D., New York University
MICHAEL SAHL
Lecturer of Music
B.A., Amherst College
M.A., Princeton University
SIMON SALTZ
Instructor of Accounting
B.S., Brooklyn College, CUNY
C.P.A.
DONALD SANGSTER
Assistant Professor of Economics
B.S., University of the West Indies
M.A., Long Island University
Ph.D., Graduate Center, CUNY
ZENA SCHECHTER
Lecturer of Human Services
B.A., New York University
Ed.M., Columbia University
JOYCE SCHENKEIN
Assistant Professor of Psychology
B.A., M.A., Queens College, CUNY
Ph.D., Graduate Center, CUNY
MELVIN SCHIFF
Lecturer of Political Science
B.A., Brooklyn College, CUNY
M.S., Yeshiva University
BINYOMIN SCHILLER
Lecturer of Jewish Studies
Rabbinical Ordination, Mesivta Rabbi
Chaim Berlin
WILLIAM SCHNECK
Assistant Professor of Accounting
B.A., Brooklyn College, CUNY
M.A., Pace University
C.P.A.
LESLIE SCHONBRUN
Assistant Professor of Mathematics
B.S., Polytechnic University
M.B.A., Adelphi University
B.S., M.S., Touro College
CARMEN SCHUSTER
Instructor of Languages and Literatures
B.A., M.A., University of Bucharest
(Romania)
PEARL SCHWARTZ
Instructor of Communications and Speech
B.S., M.A., New York University
ALAN SEBEL
Assistant Professor of Education
B.A., Brooklyn College, CUNY, NY;
M.A., Brooklyn College, CUNY, NY
Ed.D, Fordham University, NY;
JOEL SHAPIRO
Assistant Professor of Education
M.S., Richmond College
217
VLADIMIR SHAPIRO
Instructor of Computer Science
B.S., M.S., State University of
Management, Moscow (Russia)
Cisco Networking Certificate
SOL SHAVIRO
Professor Emeritus of Business and
Accounting
B.A., City College, CUNY
M.A., Columbia University
Ph.D., Fordham University
YEHUDA SHMULEWITZ
Instructor of Jewish Studies
B.A., Israel Torah Research Institute
M.S.Ed., Georgia State University
Rabbinical Ordination, Mirrer Yeshiva
(Israel)
SADACHAPAKAM SHYAM
Associate Professor of Biology
B.S., Madras University (India)
M.S., Rajasthan University (India)
Ph.D., Fordham University
LACY SHAW
Instructor of History
B.A., Brooklyn College, CUNY
M.A., Morgan State University
STEPHANIE SIEGEL-KOFSKY
Instructor of Mathematics
B.A., Herbert H. Lehman College, CUNY
M.S., New York University
GARY SHEINFELD
Instructor of Languages and Literatures
B.A., M.A., Columbia University
SHIMON SILMAN
Instructor of Mathematics
B.S., M.S., University of Minnesota
MICHAEL D. SHERMAN
Associate Professor of Jewish Studies
B.A., Queens College, CUNY
M.A., University of Toronto (Canada)
Ph.D., Yeshiva University
JEFFREY SILVER
Instructor of Mathematics
B.A., M.A., Yeshiva University
RANDI SHERMAN
Assistant Professor of Speech Pathology
B.A., M.A., Queens College, CUNY
Ph.D., Columbia University
ANN SHINNAR
Associate Professor of Chemistry and
Physics
B.A., Goucher College
M.A., Ph.D., Princeton University
MICHAEL A. SHMIDMAN
Victor J. Selmanowitz Chair of Jewish
History
Professor of Jewish Studies
B.A., Yeshiva College
M.A., Hebrew University (Israel)
Ph.D., Harvard University
ROCHELLE SHMULEWITZ
Instructor of English as a Second
Language
B.S., Brooklyn College, CUNY
M.A., Hebrew University (Israel)
218
ALBERT SKLAR
Associate Professor of Accounting
B.S., New York University
M.Ed., Hebrew Union College
Six-Year Certificate, New York University
ANITA SKOP
Lecturer of Education
B.A., Brooklyn College, CUNY
M.S., Adelphi University
NANCY SMALL
Instructor of Languages and Literatures
B.A., Bennington College
M.A., New York University
CHARLES SNOW
Professor of Accounting
B.A., Yeshiva College
M. Phil., Ph.D., New York University
MOSHE Z. SOKOL
Professor of Philosophy
B.A., Brooklyn College, CUNY
Ph.D., University of Pennsylvania
ELIYAHU SOLOVEICHIK
Professor of Talmud
B.A., Roosevelt University
Rabbinical Ordination, Hebrew
Theological College
CHANA SOSEVSKY
Assistant Professor of Jewish Studies (in
Israel)
B.A., City College, CUNY
M.A., Ph.D., New York University
MARIAN STOLTZ-LOIKE
Associate Professor of Psychology
B.A., Harvard University
Ph.D., New York University
NILDA SOTO-RUIZ
Professor of Education
B.A., City College, CUNY
Ph.D. New York University
ANTHONY SPANAKOS
Assistant Professor of Political Science
M.A., Ph.D., University of Massachusetts
(Amherst)
AHUVA SPIRA
Lecturer of Computer Science
B.S., M.S., Northeastern University
ALLA STASYUK
Instructor of Computer Science
B.S., Touro College
CAROL STEEN
Associate Professor of Art
B.A., Michigan State University`
M.F.A., Cranbrook Academy of Arts
DAVID TAJERSTEIN
Assistant Professor of Accounting
B.S. Brooklyn College, CUNY
J.D., Brooklyn Law School
TIMOTHY TAYLOR
Instructor of Languages and Literatures
B.A., M.F.A., Carnegie Mellon University
IRA TEICH
Assistant Professor of Marketing
B.S., Long Island University
M.B.A., Ph.D., New York University
MICHELLE TENDLER
Instructor of Economics and Business
B.A., Baruch College, CUNY
M.B.A., Pace University
ROBERT THOMPSON
Assistant Professor of Languages and
Literatures
B.A., M.F.A., Brooklyn College, CUNY
Ph.D., Graduate Center, CUNY
JULIA TSUKERMAN
Lecturer of English as a Second Language
B.A., M.A., Moscow Foreign University
(USSR)
EVE TWERSKY
Instructor of Languages and Literatures
B.A., M.A., Temple University
ROBERT STEINER
Lecturer of Computer Science
B.S., St. John’s University
M.A., SUNY at Stony Brook
IRA TYSZLER
Instructor of Languages and Literatures
B.A., City College, CUNY
M.A., New York University
DAVID STEINMAN
Assistant Professor of Psychology
B.A., University of Pennsylvania
M.A., Ph.D., Adelphi University
TATYANA ULUBABOVA
Assistant Professor of Education
B.A., M.A., Pedagogical Institute of
Foreign Languages (former USSR)
M.S., Queens College, CUNY
Ed.D., St. John’s University
NORMAN STRICKMAN
Associate Professor of Jewish Studies
B.A., M.H.L., Yeshiva University
Ph.D., Dropsie University
Rabbinical Ordination, Yeshiva University
ARTHUR P. SULLIVAN
Assistant Professor of Education
Ph.D., Fordham University
CHERYL TANENBAUM
Instructor of Human Services
B.S.W., M.S.W., New York University
ROSALIE UNTERMAN
Associate Professor of Speech Pathology
B.A., M.S., Brooklyn College, CUNY
Ph.D., New York University
FAYE F. WALKENFELD
Assistant Professor of Psychology
B.A., Brooklyn College, CUNY
M.A., Hunter College, CUNY
Ph.D., The Graduate Center, CUNY
219
CALVIN WALTON
Assistant Professor of Political Science
B.S., Tennessee State University
M.A., Ohio State University
M.P.A. Harvard University
EVGENIY YAKUBOV
Lecturer of Computer Science
B.A., Queens College, CUNY
ANDREW WARSHAW
Lecturer of Communication and Arts
B.A., Brooklyn College, CUNY
M.F.A., New York University
MORRIS YARMISH
Assistant Professor of Business
Management
B.S., City College, CUNY
M.L.S., Pratt Institute
M.A., Ph.D., Graduate Center, CUNY
RICHARD WAXMAN
Associate Professor of Psychology
B.A., Touro College
M.S., Ph.D., Yeshiva University
CARLISLE YEARWOOD
Instructor of Languages and Literatures
B.A., Pace University
M.A., City College, CUNY
JOSEPH WEISBERG
Professor of Physical Therapy
B.D., M.S., Ph.D., New York University
MARLENE ZACHAROWICZ
Assistant Professor of Psychology
B.A., M.A., Psy.D., Yeshiva University
HOWARD B. WEINER
Assistant Professor of Languages &
Literature
B.A., Queens College, CUNY
M.A., Ph.D., St. John’s University
DEBORAH ZELASKO
Assistant Professor of Special Education
B.A., Stern College
M.S., University of Nebraska
Ed.D., Yeshiva University
JUDAH WELLER
Assistant Professor of Communication
B.A., Queens College, CUNY
M.S., Adelphi University
Ed.D., Yeshiva University
ROBIN ZELLER
Associate Professor of Speech Pathology
B.A., M.A., Queens College, CUNY
M.Phil., Ph.D., Graduate Center, CUNY
Professional Diploma, Fordham
University
TOVA WERBLOWSKY
Assistant Professor of Chemistry &
Physics
B.A., Queens College, CUNY
M.A., Ph.D., Columbia University
HAL WICKE
Instructor of Communications and Arts
B.A., Denison University
M.F.A., Ohio University
M. Phil., Graduate Center, CUNY
DAVID WOHL
Lecturer of Mathematics
B.S., M.A., SUNY at Stony Brook
MAURICE WOHLGELENTER
Distinguished Professor of Languages and
Literatures
B.A., Yeshiva University
M.A., Ph.D., Columbia University
JANE WORTHMAN-LEVA
Lecturer of Biology
B.S., New York University
M.S., New York Institute of Technology
220
AMY ZHENG
Assistant Professor of Biology
B.S, M.S., Shanghai University (China)
M.A., M.S., Ed.D., Columbia University
ROSS ZUCKER
Professor of Political Science
B.A., Bennington College
M.Phil, Ph.D., Yale University
ADJUNCT FACULTY
NAJMUNISA ABBASI
Department of Chemistry & Physics
B.S., University of Sind Institute of
Chemistry (Pakistan)
M.S., Technical University of Leuna
(Germany)
M.S., University of Sind Institute of
Chemistry (Pakistan)
OSCAR ABRAHAM
Department of Business & Accounting
B.S., Brooklyn College, CUNY
C.P.A.
MARY ACEVEDO
Department of Computer Science
B.B.A., Baruch College, CUNY
M.S., St. John’s University
MORDECHAI ADELMAN
Department of Computer Science
B.T.L., Ner Israel College
RICHARD ALTABE
Department of Education
B.A., New York University
M.S., Brooklyn College, CUNY
GEORGE ANDREADIS
Department of Business & Accounting
B.S., York College, CUNY
M.B.A., Long Island University
CRAIG AZOFF
Department of Business & Accounting
B.A., SUNY at Albany
M.A., Long Island University
M.A., John Jay College of Criminal
Justice, CUNY
ELLEN BASCH
Department of Speech & Communication
B.A., M.A., Brooklyn College, CUNY
ALICE BASSIUR
Department of Sociology
B.A., Brooklyn College, CUNY
M.S., Yeshiva University
BILL BASSMAN
Department of Biology
B.S., Illinois Institute of Technology
MENDEL BEER
Department of Mathematics
B.S., Brooklyn College, CUNY
M.A., Columbia University
Ph.D.., SUNY at Stony Brook
BERNARD W. BERGER
Department of Business & Accounting
B.A., New York University
M.B.A., Bernard Baruch School of
Business, CUNY
GREGG BERGER
Department of Speech Pathology
B.A., SUNY at Albany
YAFFA BERGER
Department of History & Social Studies
B.A., Yeshiva University
M.P.A., New York University
HELENE BERGMAN
Department of Business
Management/Accounting
B.A., Harpur College, SUNY at
Binghamton
Ed.M., Teachers College of Columbia
University
M.B.A., Pace University
SENDER BERKOVITS
Department of Human Services
Certificate, Long Island University
Rabbinical Ordination, Mesivtha Tifereth
Jerusalem, NY
SHEILA BERNSTEIN
Department of Speech Pathology
B.A., Nassau Community College, SUNY
M.A., Long Island University
WALTER BERNSTEIN
Department of Business & Accounting
B.A., Pace University
M.A., Ph.D., New York University
EUGENIE BIETRY
Department of History & Social Studies
B.A., M.A., Columbia University
MIRIAM BIRNBAUM
Department of Education
B.A., Sarah Lawrence College
M.A., Sorbonne, Paris (France)
M.Phil./M.A., Columbia University
M.S., Adelphi University
221
RONALD BIRNBAUM
Department of Education
M.S., Long Island University
JOSEPH COHEN
Department of Computer Science
M.S., Ph.D., University of Chicago
RENEE BLINDER
Department of Psychology
B.A., Brooklyn College, CUNY
M.S.W., New York University
PAUL S. COHEN
Department of Chemistry & Physics
B.A., M.A., Brooklyn College, CUNY
SOL BLUMENSTOCK
Department of Business & Accounting
A.P.C., New York University
B.A., Lehman College, CUNY
M.S., Long Island University
PERRY BOHMSTEIN
Department of Business & Accounting
B.A., Brooklyn College, CUNY
J.D., Case Western Reserve University
School of Law
PATTI BOTTINO
Department of Speech Pathology
B.A., M.S., Brooklyn College, CUNY
IRIS BOXER
Department of Education
B.A., M.S., Brooklyn College, CUNY
CHAYA BREE
Department of Education
B.A., Brooklyn College, CUNY
ADELE BROGES
Department of Mathematics
B.A., Queens College, CUNY
M.S., Rutgers University
MORRIS BRONSTEIN
Department of Psychology
B.A., City College of New York, CUNY
M.A., Columbia University
M.Laws, New York University School
of Law
J.D., Rutgers University School of Law
BRIAN CARLIN
Department of Education
B.A., SUNY at Oneonta
M.A., Brooklyn College, CUNY
LEONARD CLAUSS
Department of Business & Accounting
B.A., City College of New York, CUNY
DAVID COHEN
Department of Speech Pathology
B.A., M.A., Brooklyn College, CUNY
222
MARTIN DAVIDOWITZ
Department of History & Social Studies
B.A., Brooklyn College, CUNY
M.A., New York University
JOSEPHINE DEPALO
Department of English as a Second
Language
B.A., SUNY at Binghamton
M.A., Brooklyn College, CUNY
JAMES DONNELLY
Department of Education
B.A., Brooklyn College, CUNY
J.D., Touro College - Law Center
M.S.Ed., Brooklyn College, CUNY
ALFRED DOYLE
Department of Computer Science
B.S., SUNY at New Paltz
M.A., New York University
ARLENE DUCAO
Department of Computer Science
B.M., B.S., University of Maryland
M.S., School of Visual Arts
MARTIN EBBIN
Department of Education
B.A., Brooklyn College, CUNY
M.S., City College of New York, CUNY
JACOB EDELSTEIN
Department of Business & Accounting
B.S., Brooklyn College, CUNY
C.P.A
BARUCH ENGLARD
Department of Business & Accounting
B.A., Brooklyn College, CUNY
M.B.A., Long Island University
C.P.A
SIMCHA FELDER
Department of Business & Accounting
B.S., Touro College
M.B.A., Baruch College, CUNY
HARVEY FERTIG
Department of Education
B.A., Brooklyn College, CUNY
M.A., New York University
ANDREW FINNEL
Department of Computer Science
B.A., Alfred University
M.A., Long Island University
LESLIE GINSPARG
Department of History & Social Sciences
B.A., Yeshiva University
M.A., New York University
PERRY FISH
Department of Business & Accounting
B.A., Ohio State University
J.D., St. John’s University Law School
L.L.M., New York University School of
Law
EVAN GLANZMAN
Department of Psychology
B.A., Brooklyn College, CUNY
M.A., Brooklyn College, CUNY
M.B.A., Rutgers University
SHLOMO FLEMINGER
Department of Education
B.A., M.S., Brooklyn College, CUNY
M.S., Yeshiva University
CHANA FRIEDMAN
Department of Speech & Communication
B.A., M.S., Brooklyn College, CUNY
RUTH FRIEDMAN
Department of Humanities
B.A., Brown University
M.A., Ph.D.., University of Chicago
TOBA FRIEDMAN
Department of History & Social Studies
B.A., Brooklyn College, CUNY
M.A., University of California at Los
Angeles
M.A., Oxford University (UK)
MYRON FROMMER
Department of Chemistry & Physics
B.S., New York University
Ph.D., Massachusetts Institute of
Technology
LOUIS GALINSKY
Department of Education
B.A., Brooklyn College, CUNY
M.S., City College of New York, CUNY
LISA GARDINER
Department of Computer Science
B.A., SUNY at New Paltz
BARRY GELLER
Department of Business & Accounting
B.A., M.A., Brooklyn College, CUNY
LUCIAN GHERGHI
Department of Mathematics
B.S., University “al. I. Cuza”, Jassi
(Romania)
M.A., Queens College, CUNY
ELAINE GLEIBERMAN
Department of Languages & Literature
B.A., City College of New York, CUNY
MILDRED GOLDCZER
Department of Languages & Literature
B.A., SUNY at Buffalo
M.A., Graduate Center, CUNY
SHOSHANA GOLIN
Department of Computer Science
B.A., Yeshiva University
M.F.A., NY Academy of Art
ERIC GOODMAN
Department of Speech & Communication
B.A., B.S., M.A., Brooklyn College,
CUNY
M.S., Pace Univeresity
MARILYN GREENBERGER
Department of Business & Accounting
B.A., Case Western Reserve University
M.B.A., Pace University
BARRY GREIPER
Department of Languages & Literature
B.A., SUNY at Albany
M.A., Brooklyn College, CUNY
ALAN GRENADIR
Department of Mathematics
B.A., Harvard University
M.A., Princeton University
JEFFREY GRUENGLAS
Department of English as a Second
Language
B.A., M.A., Brooklyn College, CUNY
NAOMI GRUNFELD
Department of Languages & Literature
B.A., University of Manchester (UK)
M.A., University of London (UK)
ROSALINDA GUCE
Department of Biology
B.S., M.D, University of the Philippines
223
FEIGI HALBERSTAM
Department of Speech Pathology
B.S., M.S., M.S., Brooklyn College,
CUNY
HOWARD HANS
Department of Business & Accounting
B.S., Brooklyn College, CUNY
J.D., L.L.M., New York University School
of Law
NILOUFAR HAQUE
Department of Biology
B.S., M.Phil., M.S., Ph.D.., Aligarh
Muslim University (India)
JEFFREY HEIER
Department of Psychology
B.A., SUNY at Binghamton
M.S.Ed, Brooklyn College, CUNY
Psy.D., Yeshiva University
ESTELLE HENENBERG
Department of Grad. Education & Special
Ed.
B.A., Brooklyn College, CUNY
Ed.M., College of Staten Island, CUNY
JUDITH HIRSCH
Department of Business & Accounting
B.S., Long Island University
M.S., Pace University
DANIEL HOFMAN
Department of Psychology
B.A., Yeshiva University
M.A., Hofstra University
SANDOR HOLZMAN
Department of Business & Accounting
B.S., Brooklyn College, CUNY
M.S., C.W. Post College
LAURENCE P. INCE
Department of Psychology
B.A., Hobart College
M.S., Long Island University
Ph.D., Florida State University
JACOB JANKELOVITS
Department of Mathematics
B.A., M.S., Yeshiva University
M.S., Stevens Institute of Technology
PAUL JENNER
Department of Business & Accounting
B.S., Syracuse University
M.B.A., Baruch College, CUNY
C.P.A.
224
MYRIAM KALCHSTEIN
Department of Human Services
B.A., Adelphi University
M.S.W., Wurzweiler School of Social
Work, Yeshiva University
ELYSA KAUFMAN
Department of Education
B.A., Touro College
Ed.M., College of Staten Island, CUNY
BEHROOZ KHORSANDI
Department of Computer Science
B.S., CCNA, CNE, I/T Specialist, IBM
Certified Professional, Polytechnic
University
M.S., M.C.S.E., Columbia University
DAVID KIRSCHNER
Department of Business & Accounting
B.S., Florida State University
J.D., Hofstra University School of Law
REBECCA KIVELEVITZ
Department of Psychology
B.A., M.S.Ed., Brooklyn College, CUNY
MIRIAM KLEIN
Department of Computer Science
B.S., Touro College
M.A., Brooklyn College, CUNY
SHERYL KOBRE
Department of Computer Science
B.A., Stern College
B.S., Queens College, CUNY
FAINA KOLCHINSKY
Department of Medical Office
Administration
M.S., Kiev Polytechnic Institute (Russia)
BALA KONKOTH
Department of Computer Science
B. ED., B.S., University of Keral (India)
M.A., Columbia University
ROMAN KUSHNIR
Department of Computer Science
B.S., Upsala College, NJ
M.A., Pennsylvania State University
TRACEY LANDER
Department of Languages & Literature
B.A., University of Connecticut
M.F.A., Brooklyn College, CUNY
JEFFREY LAX
Department of Business & Accounting
B.A., Brooklyn College, CUNY
J.D., Cardozo School of Law, Yeshiva
University
MALKA LEDERER
Department of Mathematics
B.S., Brooklyn College, CUNY
KENNETH J. LEEDS
Department of Art
B.A., Brooklyn College, CUNY
MIRIAM LEFKOWITZ
Department of Business & Accounting
B.S., Touro College
ZEV LEIFER
Department of Biology
B.A., Yeshiva University
M.A., Harvard University
Ph.D., New York University
STEVEN LEVINE
Department of Speech Pathology
B.A., SUNY at Stony Brook
M.D., The Autonomous University of
Guadalajara (Mexico)
M.P.A., New York University
ELLIOT LEVY
Department of Education
B.S., M.S., Brooklyn College, CUNY
LIBBY LIEBERMAN
Department of Biology
B.A., M.A., Brooklyn College, CUNY
RACHEL LIEFF
Department of Mathematics
B.A., University of Cincinnati
M.A., Columbia University
MICHAEL LOEWY
Department of Mathematics
B.S., Brooklyn College, CUNY
M.S., New York University
KHAIRUL LUKMAN WAHAB
Department of Speech & Communication
B.A., National University, Singapore
M.A., Columbia University
ALEXANDRA MACWADE
Department of Languages & Literature
B.A., The New School
M.F.A., Brooklyn College, CUNY
DAVID MALKIEL
Department of Jewish Studies
B.A., Bar-Ilan University
Ph.D., Harvard University
SARAH MANDELBAUM
Department of Languages & Literature
B.A., Queens College, CUNY
M.A., Brooklyn College, CUNY
M.A., Touro College
ALLEN MARASCO JR.
Department of Education
B.A., Brooklyn College, CUNY
Ed.M., Brooklyn College, CUNY
Ed.D., Nova University
SHARYN MARSH
Department of Education
M.S., Long Island University
DOREEN MARVIN
Department of Languages & Literature
B.A., Rutgers University
B.A., Empire State College, SUNY
M.A., Adelphi University
ROSEMARIE M. MAZOR
Department of Speech Pathology
B.A., Queens College, CUNY
M. Phil., Graduate Center, CUNY
HERNANDO MERCHAND
Department of Languages & Literature
B.A., American College
M.A., Montclair State University
WILLIAM M. MERDIAN
Department of Biology
B.A., M.S., C.W. Post College
MICHAEL MILLER
Department of Languages & Literature
B.A., Brooklyn College, CUNY
M.A., Ph.D., New School for Social
Research
SUZANNE MILLER
Department of Mathematics
B.A., Hunter College, CUNY
M.S., New York Institute of Technology
TERRY MOZOROSKY
Department of Education
B.S., Portland State University
M.L.S., Long Island University
225
HEATHER NEWMAN
Department of Education
B.A., St. John’s University
M.S, Brooklyn College, CUNY
TSVI PLOTSKER
Department of Education
B.S., Brooklyn College, CUNY
M.S., Adelphi University
DENA NIERENBERG
Department of Psychology
B.A., Touro College
M.S., Polytechnic University
MATTHEW POSNER
Department of Languages & Literature
B.A., New College of Florida
M.A., Florida State University
M.F.A., University of Alabama
YERACHMIEL NIR
Department of Business & Accounting
B.S., M.S., Hebrew University (Israel)
SARAH NOBLE
Department of Education
B.A., M.A., Brooklyn College, CUNY
JACK NORMAN
Department of Languages & Literature
B.A., Queens College, CUNY
M.A., New York University
M.S., Pace University
AVIVA PALGI
Department of Biology
B.S., M.S., Hebrew Leni (Jerusalem)
Ph.D., Massachusetts Institute of
Technology
ANTHONY PANTALEON
Department of Business & Accounting
B.B.A., M.B.A., Baruch College, CUNY
SANDRA S. PARNES
Department of Education
B.A., M.S., Brooklyn College, CUNY
JOHN PAUL
Department of Business & Accounting
B.B.A., Pace University
J.D., New York Law School
M.B.A., Baruch College, CUNY
ALAN PERRY
Department of Psychology
B.A., Queens College, CUNY
M.S., Long Island University
Ph.D., Fordham University
STEPHEN PIRAINO
Department of Business & Accounting
B.E.E., Manhattan College
M.S., Polytechnic Institute
MORDECHAI PLOTSKER
Department of Computer Science
B.S., M.C.S.E., Brooklyn College, CUNY
226
MIREL POSY
Department of Education
B.A., Hunter College, CUNY
M.S., Brooklyn College, CUNY
STUART RADIN
Department of Business & Accounting
B.S., Touro College
M.B.A., Baruch College, CUNY
ALEX RAYMOND
Department of Computer Science
A.S., Touro College
M.A., The Brest Civil Engineering
Institute (Belarus)
WILLIAM REINMAN
Department of Business & Accounting
B.S., Brooklyn College, CUNY
C.P.A.
RACHEL RIBALT
Department of Speech Pathology
B.A., Brooklyn College, CUNY
M.A., Kean University
M.B.A., Wagner College
ESTHER RISTER
Department of Sociology
B.A., Marymount Manhattan College
M.A., John Jay College of Criminal
Justice, CUNY
M.A., Wagner College
S.T.M., New York Theological Seminary
D.Min., San Francisco Theological
Seminary
Ph.D., Graduate Center, CUNY
ESTEBAN RODRIGUEZ
Department of Languages & Literature
B.A., Stern School of Business, New York
University
M.A., New York University
RITA ROITMAN
Department of Speech Pathology
B.S., M.S., Long Island University
DAVID ROSENBERG
Department of Computer Science
B.A., Trenton State College
Certificate, The New School
M.S., Pratt Institute
ELIEZER SCHNALL
Department of Psychology
B.A., Yeshiva University
M.A., Ph.D.., Ferkauf Graduate School of
Psychology, Yeshiva University
JACOB ROSS
Department of Jewish Studies
B.A., M.A., University of Cape Town
(South Africa)
Ph.D., Cambridge University (UK)
DANIEL SCHWARTZ
Department of Computer Science
B.A., Queens College, CUNY
M.S., New York University
SARA ROTENBERG
Department of Psychology
B.A., Brooklyn College, CUNY
M.S., Long Island University
SOLOMON F. RYBAK
Department of Jewish Studies
B.A., Yeshiva College
M.A., Yeshiva University
Ph.D., Yeshiva University
PINCHUS SAFIER
Department of Business & Accounting
B.S., Brooklyn College, CUNY
M.B.A., Baruch College, CUNY
BEATRICE H SANDERS
Department of Education
B.A., Tulane University
M.A., Queens College, CUNY
TUVIA SCHACHTER
Department of Computer Science
B.S., M.S., Brooklyn College, CUNY
BARBARA SCHEIN
Department of Natural Sciences
B.A., Hunter College, CUNY
M.S., California State University
ADINA SCHICK
Department of Psychology
B.A., Touro College
M.S., New York University
ROBERT A. SCHIRMER
Department of Languages & Literature
B.A., Hamline University
M.A., University of New Hampshire
M.F.A., University of Arizona
HERBERT SCHLAGER
Department of Languages & Literature
B.A., Yeshiva University
M.A., Ph.D., New York University
KAREN SCHWARTZ
Department of Speech Pathology
B.A., Mundelen College
M.S., Columbia University
DAVID SEFF
Department of Mathematics
B.A., M.A., Yeshiva University
M.S., New York University
RICHARD SHEN
Department of Computer Science
B.F.A., Pratt Institute
BETSY SHEVEY
Department of Speech & Communication
B.A., University of Warwick (UK)
M.F.A., Columbia University
JILL SKOP
Department of Education
B.A., SUNY at Albany
M.A., Touro College
M.A., Cambridge College, MA
CHERYL SMALL
Department of Speech Pathology
B.A, Queens College, CUNY
M.S., Columbia University
LUELLA SMITHEIMER
Department of Speech Pathology
B.A., M.S., Adelphi University
Ph.D., New York University
JOSEPH SONNENBLICK
Department of History & Social Sciences
B.A., Queens College, CUNY
M.A., Touro College
JOSEPH SPIEGEL
Department of History & Social Sciences
B.A., Brooklyn College, CUNY
M.S., Adelphi University
227
LEONID SRUBSHCHIK
Department of Computer Science
D. Sc., Academy of Science (Russia)
M.S., Ph.D., Rostov State University
(Russia)
BRENDA STERN
Department of Psychology
B.A., Brooklyn College, CUNY
M.S.W., University of Pennsylvania
JOSEPH STERN
Department of Business & Accounting
B.A., City College of New York, CUNY
M.B.A., Baruch College, CUNY
Ph.D., New York University
SHAYA STERN
Department of Mathematics
B.S., Touro College
ANTHONY J. TOLVO
Department of Biology
B.S., Manhattan College
M.S., Fairleigh Dickinson University
Ph.D., New York University
ANNA TOOM
Department of Psychology
B.S., M.S., Moscow State University
Ph.D., Moscow National Academy of
Management (Russia)
AARON TYK
Department of Business & Accounting
B.S., Touro College
J.D., Brooklyn Law School
MYRTLE A. WALCOTT
Department of Medical Office
Administration
B.S., St. Joseph’s College, NY
M.S.A., Central Michigan University
MYRNA WAPNER
Department of Education
B.A., M.S., Brooklyn College, CUNY
ARNOLD WECHSLER
Department of History & Social Sciences
B.A., M.A., Brooklyn College, CUNY
JEAN WELLS
Department of Biology
B.S., D.C., Palmer University
228
GARTH WHITE
Department of Education
B.F.A., Pratt Institute
M.S., Hunter College, CUNY
FAIGIE WIEDERMAN
Department of Speech Pathology
B.A., M.S., Brooklyn College, CUNY
DENNIS Y. WILBUR
Department of Speech Pathology
B.S., Brooklyn College, CUNY
M.A., Hofstra University
M.S.., Yale University
Ph.D., Hofstra University
LUCY WILSON
Department of Business & Accounting
B.S., SUNY at Plattsburgh
J.D., St. John’s University School of Law
M.S., Clarkson College of Technology
BETZALEL (ALAN) WINDER
Department of Psychology
B.A., Empire State College, SUNY
M.S., Ph.D., Walden University
ROBERT WOLF
Department of Languages & Literature
B.A., Franklin and Marshall College
M.A., Ph.D.., Columbia University
JEFFREY WOOLF
Department of Jewish Studies
B.A., Boston University
M.A., Ph.D., Harvard University
HERSHEL YOLLES
Department of Languages & Literature
Rabbinics, Mesivta R. Chaim Berlin &
Kollel Gur - Aryeh
ROBERT ZELLER
Department of Speech Pathology
B.S., City College of New York, CUNY
M.D., NY Medical College
LIAT ZITRON
Department of Psychology
B.A., Touro College
M.A., Brooklyn College, CUNY
ISRAEL ZWICK
Department of Psychology
B.A., New York University
M.A., M.A., Hunter College, CUNY
M.S., Professional Diploma, Queens
College, CUNY
POLICY OF NON-DISCRIMINATION
Touro College is an equal opportunity employer. It admits students of any race, color, national origin, and age to all rights, privileges, programs and activities generally accorded its students. In conformance with Title IX, 1972 Education Amendments, it does not discriminate on
the basis of sex, race, color, handicap, national or ethnic origin or age in the administration of
its educational policies, scholarships and loan programs, and other institutionally administered
programs.
229
DIRECTORY
Office of the President
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400, Ext. 480
Office of the Vice President of
Undergraduate Education and Dean
of Faculties
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 412
Office of the Vice President of
Planning and Assessment and Dean
of Students
Brooklyn Office
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 234
Manhattan Office
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 419
Fax - (212) 414-9249
Lander College for Women
Office of the Dean
160 Lexington Avenue
New York, NY 10016
(212) 213-2230
Lander College for Men
Office of the Dean
75-31 150th Street
Kew Gardens Hills, NY 11367
(718) 820-4885
Undergraduate School of Business
Office of the Dean
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 235
Office of Admissions
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 299, 320 or 399
E-Mail - lasadmit@touro.edu
230
Office of Financial Aid
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 258 or 259
Office of the Registrar
Manhattan Office
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 635
Brooklyn Office
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 222, 223, 248
Queens Office
75-31 150th Street
Kew Gardens Hills, NY 11367
(718) 820-4928
Office of Advisement and
Counseling
1602 Avenue J
Brooklyn, NY 11230
(718) 252-7800 Ext. 253
Graduate School of Jewish Studies
160 Lexington Avenue
New York, NY 10016
(212) 213-2230, ext. 102
212-651-8160
Graduate School of Education and
Psychology
43 West 23rd Street
New York, NY 10010
(212) 463-0400, ext. 777
Graduate School of Business
43 West 23rd Street
New York, NY 10010
(212) 463-0400, Ext. 533
Graduate Program in Speech &
Language Pathology
1610 East 19th Street
Brooklyn, NY 11229
(718) 787-1602
School for Lifelong Education
1273 53rd Street
Brooklyn, NY 11219
(718) 871-6187
Institute For Professional
Studies/Machon L’Parnassa
1301 45th Street
Brooklyn, NY 11219
(718) 871-2101
New York School of Career and
Applied Studies (NYSCAS)
27-33 West 23rd Street
New York, NY 10010
(212) 463-0400 Ext. 423
OTHER TOURO LOCATIONS
Jacob D. Fuchsburg Law Center
300 Nassau Road
Huntington, NY 11743
(631) 421-2244
School of Health Sciences
1700 Union Blvd
Bay Shore, NY 11706
(631) 665-1600
Touro University – California
Touro University College of Osteopathic
Medicine
1310 Johnson Lane
Vallejo, CA 94592
(707) 638-5200
Touro University International
5665 Plaza Drive
Cypress, CA 90630
(714) 816-0366
Touro College Israel
8 Rechov Am V’Olamo
Jerusalem, Israel
011-972-2-659-9333
Lander Institute – Moscow
Migdal Ohr
Micherinsky 64
Moscow, Russia
095- 923-6250 (phone)
095-923-22490 (fax)
Touro College Berlin
Haus am Rupenhorn
Am Rupenhorn 5
D-14055 Berlin
011-49-30 300 6860 (phone)
011-49-30 300 68639 (fax)
Touro University College of Osteopathic
Medicine - Nevada
874 American Pacific Drive
Henderson, NV 89014
(888) 887-7336
Touro College - Los Angeles
1317 North Crescent Heights Boulevard
West Hollywood, CA 90046
(310) 556-8100
Touro College South
1703 Washington Avenue
Miami Beach, FL 33139-7541
(305) 535-1066
231
232
ACCREDITATION
Touro College was chartered by the Board of Regents of the State of New York in June 1970.
Touro College is accredited by the Middle States Commission on Higher Education, 3624 Market
Street, Philadelphia, Pennsylvania 19104 (Tel: 267-284-5000). The Middle States Commission on
Higher Education is an institutional accrediting agency recognized by the United States Secretary of
Education and the Council for Higher Education Accreditation.
This accreditation status covers Touro College and its branch campuses, locations and instructional
sites in the New York area, as well as branch campuses and programs in Berlin, Jerusalem, Moscow,
and Florida.
Touro University International, Touro College Los Angeles and Touro University California and its
Nevada branch campus are accredited by the Accrediting Commission for Senior Colleges and
Universities of the Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue,
Alameda CA 94501 (Tel: 510-748-9001). Touro College Los Angeles opened in Fall 2005.
The Physician Assistant program is accredited by the Committee on Accreditation of Allied Health
Education Programs (CAAHEP). The Physical Therapy program is accredited by the Commission on
Accreditation in Physical Therapy Education (CAPTE). The Occupational Therapy program is
accredited by the Accreditation Council for Occupational Therapy Education (ACOTE). The
graduate program in Speech and Language Pathology is accredited by the American SpeechLanguage Hearing Association (ASHA).
This Bulletin represents the most up-to-date information with regard to the programs described. It
will be considered to be in effect until the publication of the next Bulletin of the Lander College of
Arts and Sciences, Lander College for Men, Lander College for Women, and Graduate School of
Jewish Studies. However, the Board of Trustees and Faculty of Touro College reserve the right to
institute changes in Touro’s programs and policies. Since information is updated constantly, the
student is advised to seek further clarification from appropriate administrative offices.
The Office of the Dean of Faculties and the Office of the Registrar provide current information
concerning course offerings, programs and regulations. Financial information is available from the
Office of Financial Aid. Students should also consult the Student Handbook. Bulletins for the New
York School of Career and Applied Studies and for the Schools of Lifelong Education, Law, Health
Sciences, the Graduate School of Education and Psychology and the Graduate School of Business are
available from the offices of their respective deans. Guidebooks may also be available from
respective School offices.
POLICY OF NON-DISCRIMINATION
Touro College is an equal opportunity employer. It admits students of any race, color, national origin,
and age to all rights, privileges, programs and activities generally accorded its students. In conformance
with Title IX, 1972 Education Amendments, it does not discriminate on the basis of sex, race, color,
handicap, national or ethnic origin or age in the administration of its educational policies, scholarships
and loan programs, and other institutionally administered programs.
TOURO COLLEGE
Date Reissued: June 2006