Utica College Undergraduate Catalog 2009-10

Utica
College
Tradition. Opportunity. Transformation.®
2009–2010
u n d e r g ra d u a t e
CATALOG
Utica College
Undergraduate Catalog
2009–2010
The College is chartered by the Regents of The University of the State of New York under its corporate name, Utica
College, and also is mentioned in Syracuse University’s charter. Utica College is accredited by the Commission on
Higher Education of the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA
19104-2680, (215) 662-5606. The Commission on Higher Education is an institutional accrediting agency recognized
by the U.S. Secretary of Education and the Commission on Recognition of Postsecondary Accreditation. Copies of
accreditation reports are on file in the offices of the president and the vice president for academic affairs and dean of
the faculty.
NON-DISCRIMINATION POLICY
Utica College is an equal opportunity, affirmative action institution and accepts students and employs individuals with-
out regard to race, creed, color, sex, ethnic or national origin, religion, marital status, age, sexual orientation, veteran
status, or disability. This nondiscrimination policy covers admissions, employment, and access to and treatment in
College programs, services, and activities.
Utica College welcomes the physically challenged and, in compliance with Section 504 of the Rehabilitation Act of 1973
(as amended) and the Americans with Disability Act of 1990 (ADA), does not discriminate on the basis of handicap.
The coordinator of learning services coordinates the College’s efforts to comply with the applicable law and regulations.
The director of student development coordinates the College’s academic support services to provide reasonable accom-
modations for students with disabilities.
Utica College also welcomes qualified disabled veterans and veterans of the Vietnam Era and, in compliance with sec-
tion 402 of the Vietnam Era Veterans’ Readjustment Assistance Act of 1974, does not discriminate against such indi-
viduals. The director of physical education and athletics coordinates the College’s efforts to comply with the applicable
law and regulations.
Utica College supports equal opportunity for both sexes and, in compliance with Title IX of the Education
Amendments of 1972, does not discriminate on the basis of sex.
In accordance with federal law and regulations, this policy is subject to exceptions with regard to military programs.
The College remains strongly opposed to legally discriminatory policies that are contrary to our core values, philoso-
phy of inclusion, and Non-Discrimination Policy.
Questions about any of the College’s affirmative action policies may be directed to the affirmative action officer in the
Office of Human Resources, Utica College, 1600 Burrstone Road, Utica, New York 13502-4892, (315) 792-3276.
Published by the Office of Marketing and Communications in cooperation with academic and administrative
departments at Utica College, 1600 Burrstone Road, Utica, NY 13502-4892, (315) 792-3111. Visit UC at
www.utica.edu.
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Academic Calendar
FALL 2009
Convocation Monday, August 31
Classes Start Tuesday, September 1
Last Day to Add/Drop Wednesday, September 9
Homecoming/Family Weekend September 11-13
Autumn Break Monday, October 12
Mid-Term Friday, October 23
Deadline for WD/PF Friday, November 6
Thanksgiving Recess November 25-29
Last Day of Classes Monday, December 14
Study Day Tuesday, December 15
Final Exams December 16-19, 21
Reception for December Degree Candidates Sunday, December 20
WINTER SESSION 2010
Classes Start Monday, January 4
Classes End Friday, January 15
Spring 2010
Classes Start Thursday, January 21
Last Day to Add/Drop Wednesday, January 27
Mid-Term Friday, March 12
Spring Recess March 15-19
Deadline for WD/PF Friday, April 2
Last Day of Classes Wednesday, May 5
Study Day Thursday, May 6
Final Exams May 7, 8, 10-12
Commencement Sunday, May 16
SUMMER SESSION 2010

Session A Classes Start Monday, May 24
Session A Classes End Monday, June 21
Session B Classes Start Monday, May 24
Session B Classes End Thursday, July 1
Session C Classes Start Tuesday, July 6
Session C Classes End Thursday, August 12
NOTE: Utica College recognizes the right of each student to observe religious commitments. Although religious
holidays are not reflected in the academic calendar, students wishing to observe such holidays should notify their
professors or the dean of students so that special arrangements can be made if necessary.
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Table of Contents

Religious Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Writing Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

51
51
Math Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Media Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Career Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Utica College in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Utica College Alumni Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
The Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Student Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Computer Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Governing Bodies and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Parking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Academic, Major, and Career-Related Clubs. . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Facilities for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Cultural Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
The Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Political/Social Consciousness Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . 61
The Undergraduate Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Recreational Clubs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Academic Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Special Interest Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Basic Academic Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Service Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Fraternities and Sororities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
International Opportunities and Study Abroad . . . . . . . . . . . . . . . . . . . . . . . . 27 Honorary Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Acceleration of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Cultural Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Competency and Experience Credit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Cooperative Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Athletic Activities and Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Washington Internships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Admission to Utica College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Higher Education Opportunity Program (HEOP). . . . . . . . . . . . . . . . . . . . . . 32 Admission Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Collegiate Science and Technology Entry Program (CSTEP). . . . . . . . . . . . . 32 Admission Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Young Scholars Liberty Partnerships Program. . . . . . . . . . . . . . . . . . . . . . . . . 33 Deferred Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Preparation for Graduate and Professional Schools. . . . . . . . . . . . . . . . . . . . . 33 Early Admission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Joint Health Professions Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Transfer Student Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Second Undergraduate Degrees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 International Student Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Reserve Officer Training Corps (ROTC). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Non-matriculated Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
School of Graduate and Extended Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Special Admission Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Institutes and Centers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Tuition and Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Center for Historical Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Center for Identity Management & Information Protection. . . . . . . . . . . . . . 40 General Policy Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Centro Studi Casauriensi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Types of Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Computer Forensics Research and Development Center . . . . . . . . . . . . . . . . 41 Sources of Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
The Economic Crime Institute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Procedures for Applying, Accepting, and Payment of
Ethnic Heritage Studies Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Aid from Utica College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Human Rights Advocacy Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
The Institute for Excellence in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Failure to Meet Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
The Institute of Applied Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Refunds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
The Institute of Gerontology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Scholarships, Grants, and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
International Human Rights Education Consortium (IHREC). . . . . . . . . . . 43 College Scholarships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Mohawk Valley Center for Economic Education. . . . . . . . . . . . . . . . . . . . . . . 43 Endowed Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
The Raymond Simon Institute for Public Relations. . . . . . . . . . . . . . . . . . . . . 44 Annual Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Academic Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Residence Halls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Programs of Study (Arranged Alphabetically). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Housing Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Courses of Instruction (Arranged Alphabetically). . . . . . . . . . . . . . . . . . . . . . . . . 259
Conduct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Administrative Officers and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Campus Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Campus Dining Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Alumni Association/National Alumni Council . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Academic Support Services Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Academic Accommodations for Students with Disabilities . . . . . . . . . . . . . . 50 Honorary Degrees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Health Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Health Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
Immunization Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
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Mission Statement
Utica College in Brief
Utica College is a comprehensive college that offers the wide range of aca-
demic programs, excellent faculty, and diversity of a large university while at
the same time providing students with the low faculty-to-student ratio and
individual attention of a small college. A combination of liberal arts and pro-
fessional studies gives students opportunities to gain broad-based exposure to
major areas of knowledge while at the same time developing career-specific
skills designed to ensure success in the workforce.
Utica College educates students for rewarding careers, responsible citizen- Utica College’s origins reach back to the 1930s, when Syracuse University
ship, and fulfilling lives by integrating liberal and professional study, by creat- first offered extension courses in the Utica area. Seeing a need for a college
ing a community of learners with diverse experiences and perspectives, by in the Mohawk Valley, area business and community leaders urged Syracuse
balancing its local heritage with a global perspective, by encouraging lifelong University to open such an institution. As a result, Syracuse University estab-
learning, and by promoting scholarship in the belief that the discovery and lished Utica College in 1946. Today Utica College is financially and legally
application of knowledge enrich teaching and learning. independent from Syracuse University.
Utica College’s undergraduate programs fall within three schools: arts
and sciences; health professions and education; business and justice studies.
Values Within these three schools are 37 undergraduate majors, 27 minors, and a
Utica College’s mission rests upon a foundation of values that guide the number of pre-professional and special programs. Utica College also offers
College community’s decisions and actions. These values include the following: programs in teacher education that lead to certification. Hallmarks of the
undergraduate experience include a strong emphasis on internships, co-ops,
• commitment to individual attention for our students
and other experiential learning, and opportunities for students to conduct
• commitment to lifelong learning original research or to assist professors with their research.
• commitment to pragmatic approaches to teaching and learning Utica College also offers 19 cutting-edge graduate degree programs that
prepare professionals to meet current and future challenges posed by the
• commitment to continual improvement in our educational quality
increasing complexity of a global society; professional development programs
• commitment to fostering diversity of perspective, background, and for adults seeking improved job performance or increased career opportuni-
experience for education in an increasingly global society ties; individually designed contract training programs for local businesses; and
• commitment to community and professional service conference services for businesses, professional, and community groups.
Utica College is considered a student-centered teaching college, and
• dedication to highest ethical standards and integrity in all that we do although faculty are recognized as experts in their field – 89 percent of faculty
• dedication to freedom of expression and to open sharing of ideas and hold a Ph.D. or other terminal degree – they are best known for the close, per-
creativity sonal attention they give to their students.
• dedication to open, honest, and collegial communication In Fall 2008, 2,502 undergraduate students (2,043 full-time and 459 part-
time) and 599 graduate students (165 full-time and 434 part-time) attended
• dedication to the well being of others Utica College. The student body represents a wide variety of socio-economic
4 5
6 ◆ Utica College in Brief Utica College in Brief ◆ 7
and cultural backgrounds, and includes non-traditional students, veterans,

and students with disabilities. Non-traditional students are particularly well-
served by Utica College. The School of Graduate and Extended Studies offers
a diverse program of late afternoon, evening, weekend, and distance learning
courses for both credit and non-credit study.
While slightly more than one third of the student body is from Utica
and other Mohawk Valley communities, a majority of students come from
throughout New York, New England, and the Middle Atlantic States. Still oth-
ers come from other parts of the United States or from other countries.
Utica College offers an impressive array of opportunities for students
to become involved in governance, cocurricular activities, and community
service. Utica College was one of the first institutions in the nation to meet
the challenge of full student participation in campus government. Students,
faculty, and staff voluntarily organized a College Council that gave each group
a representative voice in the governance of all College affairs, a tradition that
remains alive through the All-College Forum. Other governing bodies include
the Faculty Senate, SCT Council, Administrative Staff Advisory Council,
Student Senate, and Inter-Greek Council.
Opportunities also abound for students to help organize, participate in, or
attend cultural, recreational, and athletic events. Students may choose from
academic and career-related clubs; political and/or social consciousness-related
clubs; cultural organizations; recreational clubs; service organizations; fra-
ternities and sororities; intramurals; and Division III athletics. Or, they may
choose to help define the campus’ cultural experiences by serving on the Social
Cultural Committee or the Student Programming Board. Cocurricular activi-
ties are constantly increasing, and are limited only by students’ imaginations.
Rounding out these academic and cultural offerings are opportuni-
ties to study abroad. Students may participate in Utica College programs at
the University of Aberystwyth in Wales; Kansai Gaidai University in Japan;
Abo Akademi University in Finland; American College Dublin in Ireland;
Jagiellonian University in Poland; ELTE University in Hungary; Dong-eui
University in South Korea; Universidad Peruana de Ciencias Aplicadas in
Peru; University of Strathclyde in Scotland; or the countries of the former
Soviet Union through the American Council of Teachers of Russian. Students
can also participate in Syracuse University’s Semester Abroad programs in
locales such as France, Italy, Spain, England, China, or Hong Kong, to name
just a few.
Academic excellence, dedicated faculty, a belief in educating students
for both personal and professional success, and a commitment to lifelong
learning; these are the values that make Utica College an exceptional “small
university.”
According to figures from the New York State Education Department (Higher Education Data System), of the
451 freshman who began their studies at Utica College in the fall of 2002, 236, or 52.3 percent, remained at the
College until they earned their baccalaureate degree.
Of the 213 transfer students in lower and upper divisions who started in the fall of 2002, 156, or 73.2 percent,
earned their degrees.
Summaries of job placement and graduate school placement statistics are compiled by and available in the Office
of Career Services.
The Campus ◆ 9
The Faculty Center houses four classrooms, 15 faculty offices, and the
The Campus Professor Raymond Simon Convergence Media Center. All four classrooms
are permanently equipped with state-of-the-art instructional technology. One
classroom has video conferencing capability.
F. Eugene Romano Hall houses state-of-the-art classroom, laboratory, and
clinical space for physical therapy, occupational therapy, nursing, therapeutic
recreation, and health studies.
Visitors to the Utica College campus will notice its large grassy lawns, open The Economic Crime and Justice Studies Building, Utica College’s new-
fields, walkways lined with trees and flowerbeds, outdoor pieces of sculpture, est academic facility, opened in April, 2009. The second phase of the Science
and easy access to local amenities and attractions. Situated in a predominantly and Technology complex, this state-of-the-art facility provides specialized
residential section of west Utica, Utica College is on the corner of Burrstone laboratories and research technologies for UC’s economic crime, cybersecurity,
Road and Champlin Avenue. The 128-acre campus is directly across Champlin criminal justice, and fraud prevention programs. It also houses the college’s
Avenue from the St. Luke’s campus of Faxton-St. Luke’s Healthcare, within Economic Crime Institute (ECI) and its Center for Identity Management and
walking distance of a small commercial area, and on major city bus lines. Information Protection (CIMIP).
The social and recreational center of the Utica College campus is the The Frank E. Gannett Memorial Library provides a physical and virtual
Ralph F. Strebel Student Center, home to the Ellen Knower Clarke Lounge; (www.utica.edu/library) focal point for learning, teaching, and research. Its
Strebel Auditorium; the Pioneer Café, which features a Subway restaurant; a collection includes nearly 200,000 volumes, 1,200 current serial subscriptions,
24-hour computer lab; the Office of Student Activities; and the Strebel Service and a microform collection of more than 60,000 units. The physical collection
Center, which provides students with faxing, photocopying, poster-making, is supplemented by thousands of online journals and 95 research databases
and other services. Strebel is also home to the campus bookstore, which is that are Internet-accessible, allowing students and faculty to conduct scholarly
operated by Barnes and Noble College Division and which offers textbooks, research from anywhere on or off campus. Computers are located in the refer-
Utica College clothing and souvenirs, school and residence hall supplies, and ence area, providing access to the Utica College catalog, research databases,
snacks. and the Internet. Wireless laptops are available at the circulation desk for in-
Located upstairs are the Dining Commons and the offices of the vice presi- library use by students only. Five rooms are available for individual or group
dent for student affairs and dean of students, the associate dean of students, study.
Career Services, and Campus Safety and the College’s health center. Also The Gannett Library offers personalized library instruction classes in all
located in Strebel are the WPNR radio station studios, and offices and meeting disciplines throughout the year and offers personalized one-to-one reference
rooms for student organizations. service 65 hours per week. The library also offers 24/7 virtual reference ser-
Five interconnected buildings house the majority of Utica College’s aca- vice, staffed by librarians at Utica College and around the world, whereby ref-
demic classes: erence questions are answered via real-time chat.
Moses Gilbert Hubbard Hall contains classrooms, including two that are Interlibrary loan plays a key role in expanding access to library collections
permanently equipped with state-of-the-art instructional technology; seminar throughout the state, the country, and internationally. Through this service
rooms; computer lab facilities; the Academic Support Services Center; the Utica College’s library users access from other libraries research items not
Office of Student Financial Services; the Office of International Admissions; available at Utica College in full text or in print. In turn, Utica College’s library
and the Office of Opportunity Programs. is able to share its collection with others.
Addison Miller White Hall houses student services offices such as The Gannett Library’s Special Collections, housed in the Jocelyn Romano
Admissions and the Registrar. Also housed in Addison Miller White Hall are Candido Rare Book Room, features, among other material, the Harry F.
offices for the School of Health Professions and Education and the School of Jackson Welsh Collection. This is the largest collection of 19th and early 20th
Graduate and Extended Studies, as well as a number of faculty offices. century Welsh-language literature in the United States. Welsh scholars regu-
Isaac Gordon Science Center houses Donahue Auditorium, which is larly visit the Gannett Library to research this collection, most of which was
permanently equipped with state-of-the-art instructional technology, and printed by Welsh settlers living within a 30-mile radius of Utica. Most of this
specially equipped science lecture halls and laboratories for biochemistry, material has been microfilmed for preservation.
biology, microbiology, embryology, anatomy and physiology, botany, geology, In 1998 the Gannett Library was bequeathed the papers and working
chemistry, and physics. A small snack bar, Le Bistro, is also located in Gordon library of Walter D. Edmonds, noted author of Drums Along the Mohawk.
Science Center, as are offices for the School of Arts and Sciences. Edmonds’ personal library and his papers are housed in the Walter D.
Edmonds room on the second floor of the Gannett Library.
8
10 ◆ The Campus The Campus ◆ 11
The Gannett Library is open 98 hours per week during the academic year diving board, a Colorado eight-lane timing system with a nine-line Colorado
when classes are in session: scoreboard, and a balcony with seating for 250 spectators.
Monday - Thursday 8 a.m. - Midnight The all-purpose room has full-length mirrors, equipment for step aerobics,
Friday 8 a.m. - 10 p.m. and space for Tae Bo and aerobics.
Saturday 10 a.m. - 6 p.m. The Clark Athletic Center also features two enclosed racquetball courts
Sunday Noon - Midnight with large viewing windows for spectators.
Changes in hours for holidays, summer session, winter session, and final The Harold T. Clark Sr. Team Facility includes additional locker rooms,
exams will be posted on the library Web site. a training room, laundry facilities, and an all-purpose room for classes and
Located in the lower level of the Library are offices for Integrated meetings.
Information Technology Services, including: Just behind the Clark Athletic Center is an outdoor sports complex that
• The Media Center, where tape-recorded lectures and study materials includes the Charles A. Gaetano Stadium, a lighted stadium with synthetic
are available, as are VCRs, camcorders, smart white boards, digital pro- turf designed for football, lacrosse, field hockey, intramural sports, and soccer.
jectors, and other equipment for designing and delivering presentations Nearby are a soccer field, baseball field, softball field, lacrosse field, and four
• Computer User Services, including the Computer Help Desk. These tennis courts.
offices provide assistance with computer-related questions and The Utica College men’s and women’s hockey teams play home games at
problems the Utica Memorial Auditorium. Located in downtown Utica, just minutes
from campus, the “Aud” features seating capacity for more than 4,000 fans.
• Four computer laboratories for classroom and open use Located within the Aud is the College’s own annex with locker rooms, storage,
• Music classrooms and a training room.
Rocco F. DePerno Hall, located directly across from the Library, houses South and North Halls, two of the College’s residence facilities, are each
the offices of the president, the vice president for academic affairs and dean three-story structures. A variety of living styles are offered in these traditional
of the faculty, and other college executives. Also located in DePerno are residence halls, including single, and double occupancy rooms on single sex
Macfarlane Auditorium, which is permanently equipped with state-of-the-art or coed floors. All floors are smoke-free. Each hall has its own lounge, televi-
instructional technology, offices for the School of Business and Justice Studies, sion and recreation rooms, and kitchen facilities. New students make up the
and a number of faculty offices. majority of residents in these two halls. The Office of Residence Life is located
Connecting the Library to DePerno Hall is the Library Concourse, a large in North Hall. Special programs designed to ease the transition to college,
informal hall surrounding the Maria C. and Jeanne L. Romano Memorial counselors-in-residence, etc., are offered to students in North and South Halls.
Garden. This unique area provides a venue for musical recitals, poetry and fic- South Hall offers a Quiet Living Floor with extended quiet hours, and North
tion readings, and receptions, and is always open for the free use of students Hall offers a Substance-Free Floor. Free hook-up for cable television and
and faculty for conversations, study, and informal class sessions. Also located phone service also are provided in each room in these halls. All rooms in both
in the Library Concourse is the Edith Langley Barrett Fine Art Gallery, complexes are hardwired to have College network access, including Internet
which hosts exhibits in a variety of media throughout the academic year. capabilities.
Directly above the Concourse, between the Library and DePerno Hall, is Alumni Hall, a residence facility for upperclass students, contains 16
the Michael A. Romano Plaza. garden-style apartments. Each unit includes a living room, kitchenette, bath-
The Harold Thomas Clark Jr. Athletic Center includes a gymnasium; a room, and dining area. There also are apartments specially designed to accom-
10-lane, 25 yard by six-lane 25 meter pool; an all-purpose room for activities modate the physically challenged. Free hook-up for cable television and phone
and classes; the Gary M. Kunath Fitness Center; an athletic training room; service are provided in each apartment. College network access, including
golf and batting cages; physical education and athletic staff offices; and equip- Internet capabilities, is offered in the apartment bedrooms and living rooms.
ment and locker rooms. The locker rooms are equipped with showers, lockers, Burrstone House is located across Champlin Avenue from the main cam-
team rooms, and a sauna. pus. Formerly a hotel, Burrstone offers 75 rooms for residential students. Large
The gym can accommodate two full intramural basketball courts, one rooms usually house two students and are equipped with private bathrooms,
main basketball court, and six volleyball courts. The gym also features a press free hook-up for cable television and phone service, air-conditioning, and other
balcony, and bleachers seating 2,200 people. A dividing door allows two events personal amenities. Burrstone rooms have both wired and wireless College
to take place simultaneously. network access, including Internet capabilities. The majority of students living
The swimming pool, one of the largest in the Northeast, has a one-meter in Burrstone are upperclass students in double rooms, but a limited number of
double-singles may be available to returning students.
12 ◆ The Campus The Campus ◆ 13
Sherwood Boehlert Hall and Conference Center features suite-style liv- sheets of free printing per academic year per student. Additional printing may
ing with either double or single accommodations for 150 students. The major- be purchased from the Office of Business Affairs.
ity of residents are returning students in this state-of-the-art facility. Free UC also has two wireless portable laptop labs for classroom use in Hubbard
hook-up for cable television and phone service, and College network access, Hall and the Faculty Center, one wireless portable laptop lab for classroom use
including Internet capabilities, are provided in each room. Other amenities, in Gordon Science Center, and several wireless laptops available for student use
such as air conditioning, an elevator, a kitchen on each floor, and several large in the Library. Student assistants are available in the labs to answer basic ques-
lounges, are also provided. Sherwood Boehlert Hall and Conference Center tions. Complex questions or problems are referred to the Computer Help Desk,
also features a conference room that is available for campus as well as commu- which is located in the lower level of the Library. There are eight state-of-the-art
nity meetings and events. The conference room opens up to the Edward and multimedia “smart” classroom spaces at Utica College, including auditoriums
Jean Duffy Plaza. in DePerno Hall and the Gordon Science Center.
Tower Hall features cluster-style living with either double or single accom- UC is a wireless campus that supports WPA encryption over an 802.11x
modations for 69 students. The majority of residents are returning students in network. Online registration is required for students to use personal machines
this state-of-the-art facility. Free hook-up for cable television and phone ser- on the UC network. Use of any of the College’s computing facilities must be
vice, and College network access, including Internet capabilities, are provided in accordance with UC’s computer use policies, federal and state laws, and the
in each room. Other amenities, such as air conditioning, an elevator, a kitchen UC Student Code of Ethics. More information about Utica College computer
on each floor, and several large lounges, are also provided. facilities is available online at: http://computing.utica.edu.
Bell Hall features cluster-style living with either double or single accom-
modations for 113 staff and students. The majority of residents are returning
students in this state-of-the-art facility. Free hook-up for cable television and Parking
phone service, and College network access, including Internet capabilities, are More than 1,500 parking spaces are available for students, faculty, staff,
provided in each room. Other amenities, such as air conditioning, an eleva- and visitors. For more information about building and parking lot locations,
tor, a kitchen on each floor, three laundry rooms, and several large lounges are please refer to the Utica College campus map, located on the last page of this
also provided. catalog.
The Newman Community Center is adjacent to Alumni Hall and serves
as the locus for Catholic worship services and programs that are open to all.
The Newman Community hosts programs in the areas of academic, personal, Facilities for Students with Physical
and spiritual growth; these are open to all as well. In the center are a medita- Disabilities
tion chapel, library, the Newman chaplain’s office, and assembly and meeting
space, which is available for scheduling. Mass is celebrated on Saturdays at The campus has been modified to help accommodate students with physi-
5:00 p.m. and on Sundays at 10:30 a.m. and 4:30 p.m. cal disabilities. Automatic doors have been installed in Strebel Student Center,
Champlin House, located across the street from the main campus on Clark Athletic Center, Frank E. Gannett Memorial Library, and classroom
Champlin Avenue, is home to the Division of Institutional Advancement, buildings. Elevators have been installed in Strebel, Hubbard Hall, the Library,
which includes Alumni and Parent Relations, Development, and Marketing and the Clark Athletic Center. Emergency phones are located throughout the
and Communications. campus for safety purposes.
A variety of accommodations exist in the residence units for students
with physical disabilities. For assistance, contact the director of residence life
Computer Facilities at (315) 792-3285. The College is committed to making the pursuit of educa-
tion convenient for students with physical disabilities. The coordinator for
Utica College provides six academic computer labs located in Hubbard individuals with disabilities is Kateri Henkel, coordinator of learning services,
Hall, Gordon Science Center, the lower level of the Frank E. Gannett (315) 792-3032.
Memorial Library and the Strebel Student Center. These labs contain a com-
bination of Intel-based computers running Microsoft Windows XP and Apple NOTE: All business offices operate on an 8:30 a.m. to 5:00 p.m. schedule
Macintosh computers running MacOS X (10.3). during the academic year, with special hours during Winter and Summer
Classes are taught in all labs except for the one in Strebel Student Center Sessions. Student-use facilities operate on day and night schedules, which are
and all are accessible, during published hours, to any UC student with a shown in the Student Handbook. Any variation or change to posted hours of
valid ID. All computers are equipped with Microsoft Office (word processor, operation are communicated via the Day Sheet, a student information newslet-
spreadsheet, presentation, and database applications), and are connected to the ter that is distributed throughout the campus.
Internet and to laser printers. Please note: There is a limit in the labs of 1,000
14 ◆ The Campus
The CommunIty
One of the largest cities in the Mohawk Valley, Utica is the socioeconomic
hub of the greater Utica-Rome metropolitan area (estimated population:
300,000), a thriving area that supports industries such as technology, manufac-
turing, health care, education, insurance, tourism, finance, and retail. Located
90 miles west of Albany, 50 miles east of Syracuse, and 30 miles south of the
Adirondacks, Utica is in the heart of one of New York state’s most scenic, his-
toric, and culturally rich areas.
Social, cultural, and recreational opportunities start on the Utica College
campus, where students, faculty, and staff can enjoy a wide variety of musical
and theatrical performances, poetry readings, art exhibits, and other events.
Throughout the academic year, Utica College hosts concerts by local acts as
well as nationally recognized performers who play a variety of music, includ-
ing rock, hip hop, gospel, classical, blues, jazz, and folk. Students are also wel-
come to attend concerts, plays, and other cultural events at nearby colleges and
universities.
The city of Utica and its surrounding communities offer a wealth of cul-
tural assets, including the prestigious Munson-Williams-Proctor Arts Institute
and its School of Art, which is affiliated with Pratt Institute; the Stanley
Performing Arts Center; the Oneida County Historical Society; the Children’s
Museum; the Utica Zoo; the National Distance Running Hall of Fame; F.X.
Matt Brewery; the Kirkland Art Center; the Rome Art & Community Center;
and the Utica Memorial Auditorium. Local residents can enjoy performances
by the Utica Symphony; the Broadway Theatre League; the Great Artists
Series; and the Mohawk Valley Ballet company. Live acts ranging from Kanye
West to Itzhak Perlman have visited Utica, as have entertainers specializing in
blues, jazz, rock, Cajun, classical, folk, classical ballet, modern dance, opera,
and Broadway theatre. There are, in addition, a wide variety of area libraries,
art galleries, and cultural programs from which to choose.
Just a short distance away from Utica are the Landmark Theatre, Burnet
Park Zoo, Everson Museum, and Milton J. Rubenstein Museum of Science and
15
16 ◆ The Community
Technology (home to an IMAX theatre) in Syracuse; Vernon Downs Harness

Racetrack in Vernon; the Shako:wi Cultural Center in Oneida; Turning Stone
Casino Resort in Verona; the Saratoga Performing Arts Center in Saratoga;
The Undergraduate
and historic Cooperstown, home to the world-class Glimmerglass Opera.
Athletic and recreational opportunities also abound. On-campus facili-
Program
ties include a pool, a gymnasium, an athletic stadium, a dance room, a free-
weight room, tennis, racquetball, and volleyball courts, a fitness center, and
a multi-sport stadium with an all-weather field. The city of Utica’s extensive
park system includes the Val Bialas municipal ski slope, three large public
swimming pools, an 18-hole public golf course, public tennis courts, picnic
grounds, and an abundance of public athletic fields. The Mohawk Valley also
offers excellent opportunities for golfing, running, swimming, boating, fishing,
hiking, biking, skiing (downhill and cross country), snowmobiling, and camp-
ing. Nearby lakes include Oneida, Delta, Onondaga, and Otsego, and there are
extensive park and trail systems in Verona, Rome, Brookfield, Chittenango,
and Syracuse. Each July the area plays host to the Boilermaker, a nationally
recognized road race that draws more than 10,000 runners from across the
United States as well as several foreign countries. And in March, Utica College
provides the starting and ending point for America’s Greatest Heart Run & Utica College offers four-year programs leading to either the bachelor
Walk, which consistently raises more money than almost any other event of its of arts or the bachelor of science degree in a broad variety of majors in the
kind in the country. liberal arts and sciences and in professional studies. All Utica College major
Utica is at the foothills of the Adirondacks, which provide ample opportu- programs provide students with a sound liberal arts base; a program of general
nities for hiking, camping, canoeing, white water rafting, snowmobiling, and education provides students with a valuable foundation in liberal studies out-
skiing. Ski centers such as Woods Valley near Rome, Snow Ridge in Turin, side their major fields. Programs leading to the bachelor of arts degree empha-
and McCauley Mountain in Old Forge are all less than 90 minutes away. size courses in liberal arts fields, while programs leading to the bachelor of
Hunter Mountain in the Catskills, Gore Mountain in North Creek, Whiteface science degree place greater emphasis on courses in professional studies fields.
Mountain in Lake Placid, Toggenburg Ski & Board Center in Fabius, and Song UC’s majors include programs for which the bachelor’s degree is sufficient
Mountain Resort in Tully are considered first-rate facilities for the outdoor for a professional career, and programs that lead to graduate and professional
enthusiast and are just a day trip from Utica. study. Two important factors that give Utica College its distinctive academic
The Mohawk Valley is also rich in history. Historic treasures include the quality are the integration of liberal arts and professional studies, and the
Oriskany Battlefield, Fort Stanwix National Monument, Erie Canal Village, diversity of major programs usually found only in large universities. The
Canal Town Museum, Oneida Community Mansion House, and the homes College offers students many opportunities for experience learning, research,
of Revolutionary War heroes General Nicholas Herkimer and Major General independent study, and study abroad.
Friedrich Wilhelm Baron von Steuben. Less than one hour away is historic One of the College’s greatest assets is its energetic and accomplished
Cooperstown, home to the Baseball Hall of Fame, the Farmer’s Museum, and faculty. Most hold advanced degrees from prestigious American or interna-
the James Fenimore Cooper House. tional graduate schools. Of UC’s full-time faculty, 89 percent have earned the
The Mohawk Valley offers three large retail centers and a multitude of spe- terminal degree appropriate to their fields. Although many faculty members
cialty boutiques for shopping, movie theatres including several with discount are engaged in research, their primary concern is high-quality undergraduate
ticket prices, live music in coffeehouses, taverns, and other small venues, and a instruction. Utica College students have direct contact with their instructors
wide selection of restaurants offering everything from gourmet meals to pizza because the typical class at Utica College consists of 20 students. All instruc-
and wings to ethnic foods such as Chinese, Greek, Indian, Italian, Japanese, tors personally advise students regarding academic programs, and all faculty
Lebanese, Mexican, Spanish/Latino, Polish, Thai, and Vietnamese. members are available to consult personally with individual students who are
Safe, clean, and scenic, yet offering the advantages of larger metropolitan enrolled in their classes. In addition to faculty services and counseling, Utica
areas, the Mohawk Valley is a great place to call home. College also offers professional academic and career planning, advising, and
personal counseling to all students.
Utica College has three schools that provide students with a wide choice
of majors. In addition, the School of Graduate and Extended Studies offers
17
18 ◆ The Undergraduate Program The Undergraduate Program ◆ 19
graduate programs as well as evening undergraduate courses and professional Academic Requirements
development programs from all divisions for both credit and non-credit study.
The College has articulation agreements with area community colleges to General Education Core (31-55 credits)
afford graduates of those colleges a smooth transition into baccalaureate pro- The program seeks to provide students with educational experiences that
grams and completion in two years of additional study. will develop their ability to think clearly and critically, to express themselves
In addition, Utica College has partnered with neighboring academic accurately, and to become aware of the rich and varied areas of knowledge.
institutions to form the Mohawk Valley College Consortium. Utica College Concepts introduced in the General Education Core will be reinforced and
and member institutions Hamilton College, SUNY Institute of Technology, developed through each student’s chosen course of study.
Herkimer County Community College, Mohawk Valley Community College, The faculty has identified 10 goals of the General Education program.
SUNY Morrisville, and SUNY Empire State College have signed a cross-regis- These goals will be introduced at a foundational level in the General Education
tration agreement that allows full-time students and employees at each of the Core but are intended to be reinforced and assessed throughout the cur-
institutions to take one course per semester at any of the other area schools. riculum. Three of the goals will be addressed specifically in major and major-
Students should check with the Office of the Registrar for specific require- related course work.
ments. The following list outlines the academic groups from which students may
Utica College recognizes both exceptional ability and competency achieved select courses to fulfill the requirements, and the numbers of all courses that
through work experience, personal study, the armed forces, vocational and have been approved as General Education Core courses. For descriptions of
correspondence training, and other non-traditional forms of learning. As a each of these courses, see the “Course of Instruction” section of this catalog.
result of this philosophy, Utica College offers a three-year study option for stu- Some General Education Core courses satisfy major and major-related courses
dents who can demonstrate advanced standing, and affords opportunities to or prerequisites for those courses.
earn credits for experience and competence acquired outside formal academic
educational institutions. Component One: Foundations of Understanding (0-24 credit hours)
The College provides opportunities for financially and academically disad-
vantaged students to obtain higher education by participation in the New York I. Written Communication��6 credits*
State Higher Education Opportunity Program. HEOP offers students personal Goal 1: Students will demonstrate the ability to write logically, clearly, pre-
counseling and academic advising, financial assistance, special tutoring, and cisely, and persuasively through accurate reading and observation; and to
remedial education programs. acquire, organize, present, and document information and ideas.
The Collegiate Science and Technology Entry Program (CSTEP) provides
academic support for underrepresented minority and/or economically disad- The following courses are intended to provide a foundational understand-
vantaged students who have an interest in careers in scientific, technical, and ing of Goal 1:
health-related fields. ENG 101: Written Communication I��3 credits
The College offers a Cooperative Education Program that provides full- ENG 102: Written Communication II ��3 credits
and part-time work experience related to academic programs. Students gain or demonstrated competence leading to exemption. (See General
on-the-job experience and earnings to assist with college expenses by partici- Education Core Exemption Criteria in this section of the catalog.)
pating in this program.
Utica College’s programs are designed to give all students a sound basis *Some students may be required to take ENG 100 in addition to General Education Core requirements.
in liberal arts and sciences. Students may choose a specific major at the time
II. Oral Communication ��3 credits
of entry or remain undecided for two years while they explore a variety of
Goal 2: Students will demonstrate the ability to speak logically, clearly, pre-
majors. Once a major is chosen, students may change majors if interests
cisely, and persuasively through accurate reading and observation; and to
change after entering college. Changing majors, however, may necessitate
acquire, organize, present, and document information and ideas.
additional time to complete the degree, depending upon requirements of the

new major.
The following courses are intended to provide a foundational understand-
Students will complete courses in three basic areas that apply to all pro-
ing of Goal 2:
grams: (1) general education; (2) major and major-related program require-
COM 101: Interpersonal Communication��3 credits
ments; and (3) electives. These three basic areas are explained in more detail
COM 103: Public Speaking��3 credits
on the following pages. Students must fulfill all requirements of each of these
THE 136: Elements of Acting��3 credits
areas to be eligible for graduation.
or demonstrated competence leading to exemption. (See General Component Two: Understanding from Multiple Perspectives (25
Education Core Exemption Criteria in this section of the catalog.) credit hours)
VI. Humanities ��9 credits
III. Foreign Languages��6 credits
Goal 6: Students will demonstrate an understanding of literary and fine,
Goal 3: Students will demonstrate competency in a language other than
visual, or performing arts and their cultural context by expressing an
English and an appreciation of the culture of its native speakers.
informed response to artistic creations.

The following courses are intended to provide a foundational understand-
One course from each of the following two categories will begin the
ing of Goal 3:
development of those capabilities required to achieve Goal 6:
Beginning Foreign Language I (101 level)��3 credits
Beginning Foreign Language II (102 level)��3 credits Literature
or demonstrated competence leading to exemption. (See General ENG 135: Introduction to Literature��3 credits
Education Core Exemption Criteria in this section of the catalog.) ENG 195: American Literature and Culture . . . . . . . . . . . . . . . . . . . 3 credits
ENG 245: Major Figures in English Literature:
IV. Quantitative Reasoning��6 credits* Through the 18th Century . . . . . . . . . . . . . . . . . . . . . . 3 credits
Goal 4: Students will demonstrate proficiency in mathematics and an ENG 246: Major Figures in English Literature:
understanding of quantitative reasoning. Since the 18th Century . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
LIT 205: Masterpieces of Western Literature:
The following courses are intended to provide a foundational understand- Through the Renaissance. . . . . . . . . . . . . . . . . . . . . . . . 3 credits
ing of Goal 4. Students should select two of the following courses, at least LIT 206: Masterpieces of Western Literature:
one of which must have MAT as a prefix: Since the Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
ECN 241: Statistics**��3 credits
Fine, Visual, and Performing Arts
MAT 104: Intermediate Algebra ��3 credits
FIA 115: Introduction to Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
MAT 107: Introduction to Mathematics��3 credits
FIA 245: History of Art I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
MAT 112: Basic Statistics**��3 credits
FIA 246: History of Art II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
MAT 131: Plane Trigonometry ��3 credits
MUS 115: Introduction to Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
MAT 143: Mathematical Analysis for Business and Economics I ��3 credits
MUS 245: History of Music I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
MAT 151: Pre-Calculus��3 credits
MUS 246: History of Music II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
MAT 201: Calculus I��3 credits
THE 115: Introduction to Theatre. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
PSY/SOC 211: Statistics in the Behavioral Sciences**��3 credits
or demonstrated competence leading to exemption. (See General
Goal 7: Students will demonstrate the ability to develop a critical perspec-
Education Core Exemption Criteria in this section of the catalog.)
tive, to analyze and evaluate arguments, and to use arguments to arrive at
* Some students may be required to take MAT 100 in addition to General Education Core requirements. rationally justified belief.
**Only one of these courses may be taken for credit.
One course in Philosophy/Semiotic Systems will begin the development
V. Computer Use��1-3 credits
of those capabilities required to achieve Goal 7.
Goal 5: Students will demonstrate skill in using digital technology, such as
computers and the Internet, to gather, analyze, and present information.
ENG 103: Introduction to the English Language . . . . . . . . . . . . . . . 3 credits

PHI 101: Critical Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
CSC 117: Microcomputers and Application Software ��3 credits
PHI 103: Problems in Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
CSC 118: The Internet: Information Retrieval and Organization��3 credits
PHI 104: Philosophy of Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
or a course designated by the student’s major to be taken before the end of
PHI 107: Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
the sophomore year��1-3 credits
PHI 108: Professional Ethics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
or demonstrated competence leading to exemption. (See General
PHI 205: History of Ancient Philosophy. . . . . . . . . . . . . . . . . . . . . . 3 credits
Education Core Exemption Criteria in this section of the catalog.)
PHI 206: History of Modern Philosophy. . . . . . . . . . . . . . . . . . . . . . 3 credits
VII. Natural Sciences�� 7- 8 credits History and Heritage

Goal 8: Students will demonstrate an understanding of the scientific method ANT 251(D): Native American Culture and History��3 credits
of inquiry and/or standard experimental techniques and knowledge of the HIS 125: America and the World��3 credits
natural sciences. HIS 135(D): Africa and the World ��3 credits
HIS 145(D): Asia and the World��3 credits
One course from two of the following categories (one course must be a HIS 165(D): Europe and the World��3 credits
four-credit laboratory course) will begin the development of those capa-
bilities required to achieve Goal 8. Social Institutions and Processes
ECN 141: Principles of Macroeconomics��3 credits
Biology
GOV 101: Introduction to Politics and American Government��3 credits
BIO 101 and 102: Human Anatomy and Physiology I & II*��4 credits
IST 101(D): World Regional Geography ��3 credits
BIO 111/111L: Human Ecology�� 3 or 4 credits

BIO 112/PSY207: Human Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 credits
The Individual, Culture, and Society
BIO 113: Human Genetics��3 credits
ANT 101(D): Cultural Anthropology��3 credits
BIO 211: General Biology I��4 credits
PSY 101: Introduction to Psychology��3 credits
*Both courses are required to receive General Education Core credit. SOC 151(D): Human Society��3 credits
Chemistry Goal 10: Students will develop an awareness of, and an appreciation for, the
CHE 103: Chemistry and Society ��3 credits importance of interacting effectively with people of diverse backgrounds.
CHE 211: General Chemistry I ��4 credits
Environmental Science One course with a (Diversity) D designation will begin the development
ENV 201: Introduction to Environmental Issues ��3 credits of this awareness. Courses with a (Diversity) D designation can be found
in the Schedule of Classes.
Geology
GOL 105: Society, Earth, and the Environment ��3 credits Component Three: Integrated Writing (6 credits)
GOL 115: Elementary Oceanography��3 credits
Six credits – two courses designated as writing intensive after a student
GOL 225: Physical Geology ��4 credits
has completed 27 credit hours.*
GOL 226: Historical Geology��4 credits
History and Philosophy of Science and Technology *Three credits for transfer students who transfer with General Education Core complete.
HPS 126: The Rise of Modern Science:

Aristotle to Newton��3 credits General Education Core Exemption Criteria
Physics For details about exemption procedures, consult with the coordinator of
PHY 116: Astronomy: A Study of the Universe ��3 credits the relevant department.
PHY 123: Physics for Liberal Arts��3 credits Goal 1 – Written Communication
PHY 151: General Physics I: Mechanics, Heat, and Waves��4 credits ENG 101: For exemption from ENG 101, students must provide the Basic
PHY 163: How Things Work ��3 credits Studies Committee with three college-level essays and an impromptu piece of
PHY 261: Physics I��4 credits writing that demonstrate the student’s ability to write clearly organized, thesis-
oriented essays. Essays will be judged on their clarity, organization, develop-
VIII. Social Sciences ��9 credits ment, focus, coherence, thesis, and mechanics.
Goal 9: Students will demonstrate an understanding of history and heritage; ENG 102: For exemption from ENG 102, students must provide the Basic
the individual, culture, and society; and social institutions and processes. Studies Committee with four well-organized, thesis-oriented essays, includ-
ing an impromptu piece of writing and three college-level essays, at least one
One course from each of the following categories will begin the develop- of which demonstrates the student’s ability to write an organized, coherent
ment of those capabilities required to achieve Goal 9: research paper that correctly utilizes the conventions of one of the standard
methods of documentation. Essays will be judged on their clarity, organiza-
tion, development, focus, coherence, thesis, mechanics, research, and docu- purpose are available in each of the school offices and the Academic Support
mentation. Services Center.
Goal II – Oral Communication
Exemption from the oral communication requirement shall be granted by Electives and Minors
providing demonstrated competence in one or more of the following ways: Students will be able to register for additional courses of their own choos-
1. Proof of coursework or other significant structured learning that ing. The choice of electives may include one or more minors and will result in
provided both experience in oral communication (skill development) a broad range of knowledge and awareness that can enrich the student’s work-
and in the theoretical foundations of the field; ing and leisure life.
2. Written testimony by qualified persons acquainted with the appli- A minor is a prescribed group or sequence of courses that is designed to
cant’s experience in both the performance and theoretical aspects of give significant experience in a subject area different from a major. Students
the field; do not have to select a minor in order to graduate, but discussions with their
3. Other forms of proof (portfolio, taped performance, etc.) that attest advisers may lead them to select a minor in order to add a special dimension
to the applicant’s experiences in, and knowledge of, the field. to their program. The minors available at Utica College are listed alphabeti-
At the discretion of the faculty, some form of presentation may be required cally with the majors in the section of this catalog titled “Programs of Study.”
in addition to the above criteria. Forms for declaring minors are available in each of the school offices and in
Goal III – Foreign Languages the Academic Support Services Center.
Students who have achieved an A average with three years of high school
language or a B average with 4+ years are exempt from 101 and 102. Those
with three years and a B average are placed in 102. Two or fewer years with up Basic Academic Skills
to a B average are placed in 101. Native and bilingual speakers are evaluated At Utica College, faculty recognize that not all students come to the
on a case-by-case basis. College with the same level of academic skills. Some students need to develop
Goal IV – Quantitative Reasoning their competency in such areas as reading and study strategies, writing skills,
Students who achieve a high score on the Math Placement Test are exempt math skills, and speech and discussion skills.
from three credits in Goal IV: Quantitative Reasoning. Exempted students The academic record of every applicant is reviewed carefully and those
may not take MAT 104 or MAT 151 for credit. students needing development in a particular area are enrolled in freshman
Goal V – Computer Use courses designed to meet their needs. Students who are so assigned must suc-
Any student who wishes to be exempt from Goal V: Computer Use must cessfully complete the course(s) before registering for the next level of course
achieve a passing grade on the computer proficiency assessment test, show evi- work in the subject area.
dence of computer proficiency, or pass a course in the student’s major which is Students must achieve a minimum grade of C when taking developmen-
designated as satisfying Goal V: Computer Use. tal courses (English 100, Reading 100, Mathematics 100) for the first time in
order to receive academic credit.
Major and Major-Related Requirements
At Utica College, students can select from a variety of majors in the fields
of humanities, science and mathematics, behavioral studies, management, and Honors Program
health sciences. The purposes of UC’s major programs are to enable students The Honors Program offers intellectually talented students the opportunity
to concentrate a substantial portion of their college studies in the academic to participate in an enriched course of study fully integrated with the regular
areas most closely related to their specific interests, and to permit them to pur- academic program. The Honors Program has two parts: Intermediate Honors,
sue advanced study and research in the academic disciplines they find most related to general education requirements for the freshman and sophomore
interesting and challenging. years; and Major Honors, related to individual scholarship in the student’s
The major programs provide the academic and professional education major course of study in the junior and senior years.
students will use to pursue a career in their special fields of interest. All avail-
able programs are described in the section of this catalog titled “Programs of Intermediate Honors
Study.” Intermediate Honors emphasizes the interrelationship of all knowledge
A student should select a major before the end of his or her sophomore and gives students a solid education in the liberal arts, with an emphasis on
year. Students may select a minor (in consultation with their major adviser) general education’s goal to have students think and write critically and analyti-
any time before the semester in which they will have graduated. Forms for this cally.
Intermediate and Major Honors express Utica College’s commitment to • Achieve a cumulative grade point average of 3.4 for the junior and
supporting challenging academic opportunities that may serve as a model for senior years.
the larger College community. • Complete any additional requirements established by the major and
Admission to the Intermediate Honors is by invitation to freshmen. kept on file in the appropriate school office.
Additionally, toward the end of the fall semester, the director of the Honors
Program sends a faculty-wide memo requesting names of exceptional students Students who complete Major Honors successfully will have their achieve-
who may then be invited to apply for late admission on the basis of their aca- ment noted on their Utica College transcripts and diploma.
demic record in their first semester or first year of college. Please note, the honors program expects members to adhere to strict stan-
To earn Intermediate Honors, students must satisfy the following require- dards of academic honesty and integrity. Instances of plagiarism will result in
ments: dismissal from the program.
• Complete English 102H, a special section of Written Communication
reserved for honors students, to fulfill the College writing requirement.
Honors students do not take the regular English 101-102 sequence. International Opportunities and Study
• Complete an enriched program based on the General Education Core
Abroad
requirements described in the College catalog. Students will take an Utica College is committed to providing opportunities that encourage stu-
Honors Psychology course, PSY 101H, in the fall of the freshman year, dents to become conscientious citizens in a global community, and that enable
and in the spring, an Honors Literature course, ENG 235H. In the fall students to become involved in service and employment with international
of the sophomore year, students enroll in Honors History 145 or 165, dimensions. This is achieved in a variety of ways including international and
and in the spring, they take an Honors Sociology course. multicultural aspects of the curriculum, cultural activities, lecture series, and
other activities on campus. The College participates in bilateral exchange pro-
• Complete one interdisciplinary seminar developed for honors students,
grams with universities in Japan, Poland, Finland, Hungary, Peru, Scotland,
to be taken in the spring of the freshman year. This is UCC 259.
South Korea and Wales for both faculty and students, as well as a faculty and
• Achieve a cumulative grade point average of 3.4 for the freshman and student exchange program with the post-Soviet Union through the American
sophomore years. Council of Teachers of Russian. UC students also may study at American
Students who complete Intermediate Honors successfully will have their College Dublin in Ireland.
achievement noted on their Utica College transcripts and diploma. Please Students may, in addition, participate in study abroad programs through
note honors students are expected to adhere to strict standards of academic Syracuse University’s centers abroad in Madrid, Beijing, Santiago, Strasbourg,
honesty and integrity. Instances of plagiarism will result in dismissal from the Florence, London, and Hong Kong. Other study abroad programs can be
program. arranged. Students also may participate in the Washington Semester Foreign
Policy Program or the United Nations Semester Program, which are arranged
Major Honors through other schools, or UC’s London Learning Experience.
Major Honors offers students special opportunities for intensive study and Plans for study abroad should be made as early in a student’s college
research in their major academic area, for working closely with faculty mem- career as possible as some programs may have specific language or other
bers, and for understanding their discipline in relation to others. requirements. For additional information, contact the director of international
Admission to Major Honors is by invitation and will be extended to con- programs.
tinuing or transfer students whose performance in their first two years of
college satisfies the requirements of the major department and the Honors
Program. Acceleration of Study
To earn Major Honors students must satisfy the requirements of the major Students may accelerate the completion of their programs of study by tak-
department: ing courses during UC’s Summer Session or by taking extra courses during
• Usually it means completing six credit hours of course work in their the academic year with the approval of the dean of the school in which they
major that has an honors designation and that culminates in an hon- are majoring. In some cases, the approval of the vice president for academic
ors project (research or creative activity) to be presented at the annual affairs and dean of the faculty may also be necessary. See “Special Admission
spring research day. Programs” in the “Admission to Utica College” section of this catalog for other
opportunities.
Competency and Experience Credit Credit: Maximum of six semester hours for each examination, the credit
not to exceed that assigned to an equivalent course offered at Utica
Utica College offers students the opportunity to earn a maximum of 30 College. The minimum score is the mean score achieved by C
hours of competency/experience credit. Competency and experience credit students in the national norms sample.
cannot be applied to satisfy Utica College’s 30-hour residency requirement. Cost: Only the fee paid to the College Entrance Examination Board.
Course equivalence for competency and experience credit is determined by Approvals: Matriculated students need the approval of their adviser, the
the various departments.* school dean, and the registrar, by completing a Permission to
Advanced Placement Examinations of the College Entrance Study Form.
Examination Board General Examination of the College-Level Examination
Place: As designated by the College Board Advanced Placement Program (CLEP)
Examinations, Box 977, Princeton, NJ 08540. Ask that scores be Place: As designated by the College Level Examination Program, Box
sent to the Office of Admissions, Utica College, 1600 Burrstone 977, Princeton, NJ 08540. Ask that scores be sent to the Office of
Road, Utica, NY 13502-4892. Admissions or the Office of the Registrar, Utica College,
Exams Most Credits 1600 Burrstone Road, Utica, NY 13502-4892.
Frequently Evaluated Grade Awarded *UC Equivalents Credit: Six semester hours of core credit for each examination. Scores
must be at or above the 50th percentile.
American Government/Politics 4 3 Government and Politics 101
Limits: Students may not receive CLEP general examination credit in a
American History 3 6 History 124, 125
core area in which they already have earned six hours of college
Art History 3 6 Fine Arts 245/246
credit.
Biology 4 or 5 4 Biology 211
Cost: Only the examination fee of the College Entrance Examination
Chemistry 4 or 5 4 Chemistry 211
Board.
Comparative Government/
Politics 4 3 Government and Politics – Approvals: Matriculated students need the approval of their adviser, the
Elective school dean, and the registrar, by completing a Permission to
Computer Science A 4 or 5 3 CSC 101 Study Form.
Computer Science AB 4 3 CSC 101
Computer Science AB 5 6 CSC 101, 102 College Proficiency Examinations
English Literature & Composition 3 6 English 101, 135 Time: Before or during work at Utica College.
European History 3 6 History 165-Elective Place: As directed by the agency administering the exams.
Math-Calculus AB 4 or 5 3 Mathematics 201 Credit: Up to six semester hours for each examination, the credit not
Math-Calculus BC 4 or 5 6 Mathematics 201, 202 to exceed the amount assigned to an equivalent course at Utica
Music Listening & Literature 3 6 Music 115-Elective College. The minimum acceptable grade is: P, C, or 50, depend-
Physics B 4 or 5 4 Physics 151 ing on how the grade is reported.
Psychology 3 3 Psychology 101 Cost: Only the fee paid to the agency administering the exams.
Spanish Language 3 6 Spanish 101, 102 Approvals: Matriculated students must complete a Permission to Study
Spanish Literature 3 6 Spanish 288-Elective Form with approvals from their adviser, the school dean, and the
registrar.
Subject Examinations of the College-Level Examination Board
Time: Before or during attendance at Utica College. Credit from Noncollegiate Institutions
Place: As designated by the College Level Examination Program, Box Time: Before or during work at Utica College.
977, Princeton, NJ 08540. Ask that scores be sent to the Office of Place: Any noncollegiate organization listed in College Credit
Admissions or the Office of the Registrar, Utica College, Recommendations published by the University of the State of New
1600 Burrstone Road, Utica, NY 13502-4892. York.
*Equivalent may change each year.

Credit: Variable, based on the recommendation in the College Credit Military Service School Credit
Recommendations. Time: After finishing military service training courses and before enter-
Cost: None. ing Utica College.
Limits: Procedures governing the evaluation of transfer credit will apply. Place: The Utica College Office of Admissions, to which the records of
the student’s training course should be submitted.
United States Armed Forces’ Institute (USAFI) or Defense
Credit: Variable, to be based on A Guide to the Evaluation of Educational
Activity for Non-Traditional Educational Support (DANTES) Experiences in the Armed Services, Commission on Accreditation
Examinations of Service Experiences, the American Council on Education.
Time: After completion of USAFI Subject Standardized Tests, End- Cost: None.
of-Course Tests, and Subject Examinations or completion of Limits: Procedures governing the evaluation of transfer credit will apply.
DANTES Subject Standardized Tests and before admission to
Utica College. Credit Earned through Correspondence Courses
Place: The Utica College Office of Admissions, to which the appropriate Time: Any time before graduation from Utica College.
USAFI or DANTES records should be submitted. Place: Any accredited institution or any institution that is a recognized
Credit: Variable, based on the USAFI or DANTES catalog. Minimum candidate for accreditation that offers correspondence courses.
scores required are: 20 for Subject Standardized Tests, and Cost: Only the fee to the institution offering the correspondence
S for End-of-Course Tests or Subject Examinations. courses.
Limits: Procedures governing the evaluation of transfer credit will apply.
Experience Credit
Time: After admission to Utica College for demonstrable skills and Veterans’ Credit for Physical Education
knowledge gained through experience acquired before admission Time: After matriculation at Utica College.
to the College. Credit: Three hours in place of, and not in addition to, the three credit
Credit: Awarded at departmental discretion. Up to one-fourth of the hours of physical education that may be earned through courses at
total hours required for the degree, but not applicable toward Utica College.
the 30-hour residency requirement or liberal arts and sciences Cost: None.
requirements. Approvals: Those of the adviser and the school dean.
Procedure: These skills and knowledge must be applicable to the student’s
program and they must be documented by student submission of
a current résumé, a brief explanation of the work experience and Cooperative Education
its application or relevance to degree program of study, and other Cooperative Education is an educational program that enables students to
evaluative measures deemed appropriate by the academic pro- apply classroom learning in a real work environment. All co-op students work
gram. Application for experience credit must be approved by both under the supervision of a site supervisor who directs their activities on the
the dean of the school in which the student is majoring and the job site and evaluates their progress.
vice president for academic affairs and dean of the faculty. Students may alternate periods of work and school throughout the calen-
Cost: See “Schedule of Tuition, Fees, and Deposits” in the “Tuition and dar year or follow the parallel model where they work and take classes during
Expenses” section of this catalog. the same semester. Most work assignments are 12 to 14 weeks in duration.
Approvals: Those of the adviser, the school dean, and the vice president for These are paid opportunities that receive transcript recognition by registering for
academic affairs and dean of the faculty. UCC 310. Students must also register with the Office of Career Services.
Washington Internships
Utica College is an affiliate of The Washington Center for Internships and
Academic Seminars, a nonprofit educational institution that provides com-
prehensive learning opportunities in the nation’s capital for students from 750
colleges and universities. The program includes internship placement, supervi-
sion, programming, and evaluation; housing and student life activities; and encouraged to participate in the five-week pre-freshman Summer Institute (see
short term academic seminars. HEOP).
All students (in any major field) may apply, but the College will select the For additional information, contact the Office of Opportunity Programs or
best candidate(s). Minimum requirements include a completed application the Office of Admissions.
form, a 2.5 GPA, completion of at least 45 credit hours, two appropriate letters
of recommendation, a résumé, and a goals and issues essay. For more informa-
tion, contact the government and politics department. Young Scholars Liberty Partnerships
Program
The Young Scholars Liberty Partnerships Program (YSLPP) is a collabora-
Higher Education Opportunity Program tive project launched in 1993 between Utica College and the Utica City School
(HEOP) District. This nationally recognized multi-year program for young people is
Admission to Utica College is available through the Higher Education designed to produce more college-bound students from the ranks of tradition-
Opportunity Program, a joint venture undertaken by Utica College and New ally underrepresented populations in the Utica City School District. It was
York state. The program is designed for students who, irrespective of age, race, created to provide support services aimed at raising student expectations and
creed, color, sex, or national origin, are both academically and economically performance and extending them access to higher education.
disadvantaged. Eligibility is determined by comparing a student’s academic Participating students have been very successful in meeting certain aca-
qualifications and financial condition with the guidelines approved by the New demic goals through their middle school and high school years. The YSLPP
York State Education Department. Students must be residents of New York will help them meet those goals by offering year-round educational oppor-
state and must have demonstrated potential for success in higher education. tunities and individual support through a structured program of counseling
Transfers from an equivalent special program approved as such by the and encouragement to help them work to their full potential. The program
State Education Department also are invited to apply. Students will receive is designed to provide a balance between academic and personal or social
financial support and supportive services such as academic and personal growth, offering activities and programs to further the development of self.
counseling and tutoring up to a maximum of 10 semesters (five years). During the summer more than 200 Young Scholars are on campus for summer
First-time HEOP freshmen are required to attend the five-week pre-fresh- programs that range from math and science enrichment and/or remediation
man Summer Institute, which is designed to serve as a bridge between high to individual tutoring for Regents test preparation. Parents or guardians are
school and college. The coursework is carefully chosen to match each student’s asked to take part in appropriate activities and to provide ongoing support and
level of skills and future career goals. Students accepted into the Institute will encouragement to participating students.
be required to take Reading 100 and English 100, as well as Mathematics 100 Among the many benefits of the YSLPP are those affecting the Utica
or Mathematics 104. Students will be placed in these courses according to College community. UC students enhance their education by performing
their placement test results and will take them as credit courses. In addition, worthwhile community service, and many students earn valuable experience
a non-credit complement of courses in study skills, basic skills, and the basic tutoring in the local schools and planning and participating in on-campus
methods of inquiry will be required for each participant. A staff of counselors YSLPP experiences.
and tutors is available to help students in their adjustment to college life.
For additional information, contact the Office of Opportunity Programs or
the Office of Admissions. Preparation for Graduate and
Professional Schools
Utica College graduates have gained acceptance to the best professional
Collegiate Science and Technology Entry schools in the country. The College curriculum prepares those interested in
Program (CSTEP) further work in the various majors and meets pre-professional requirements in
The Collegiate Science and Technology Entry Program is a New York state- the following specialized areas:
funded project designed to assist underrepresented minority and/or economi-
cally disadvantaged students in completing pre-professional or professional Certified Public Accountant
education programs of study that lead to licensure. CSTEP provides academic The major in public accountancy as a registered curriculum meets the aca-
support services, counseling, and advisement for eligible students who have an demic requirements for New York state.
interest in careers in scientific, technical, and health-related fields. Students are
Law Optometry, Osteopathic Medicine, Podiatry, Chiropractic

The College offers a pre-law preparatory and advising program. Requirements are similar to those for medicine and dentistry. See the
Periodically pre-law meetings are held by the pre-law adviser. Students interest Advisory Committee for the Health Professions by inquiring through the
ed in law school should be in constant touch with the pre-law adviser and make School of Arts and Sciences.
use of the pre-law library available from the Office of Career Services.
Teaching Joint Health Professions Programs

Preparation for teaching in New York state must include both subject mat- Those enrolled in joint health professions programs may, under certain
ter and professional course work. The College offers courses satisfying the conditions, enter professional schools of medicine or dentistry after comple-
requirements for a provisional certificate at the undergraduate level and per- tion of three years of undergraduate work and receive a baccalaureate degree
manent certification through master’s degrees in a functionally related field. by substituting the first year of professional study for the senior year of under-
For detailed information, see the description of Education in the “Programs graduate work. Admission to joint health professions programs does not guar-
of Study” section of this catalog or contact the director of the Institute for antee admission to the professional school.
Excellence in Education. For information about UC’s master’s programs in If enrolled in joint health professions programs, students must notify the
education, contact the School of Graduate and Extended Studies. Office of the Registrar in writing at the end of the junior year of their accep-
tance by the professional school, and they must apply for the baccalaureate
Medicine and Dentistry degree.
Although most prospective medical students follow one of the majors in
science, a major in any liberal arts area can satisfy the pre-professional aca- Professional Option in Medicine and Dentistry
demic requirements, provided the program includes six hours of English, and This plan makes it possible for students to qualify for a B.A. and an M.D.
eight hours each in physics, biology, general chemistry, and organic chemis- or D.D.S. in seven years. If accepted by an accredited school of medicine or
try. As medical and dental schools vary in admission requirements, students dentistry after the completion of three years of undergraduate work, students
should note those of the college they desire to enter. Most medical schools may take their senior year in the professional school and be certified for a
require at least four years of college. Students may, under certain conditions, bachelor’s degree by Utica College, provided:
enter professional schools of medicine or dentistry after completion of three 1. the student has completed a total of 90 hours of undergraduate liberal arts
years of undergraduate work and receive a baccalaureate degree by substitut- work with at least a B average (3.0);
ing the first year of professional study for the senior year of undergraduate 2. the student has met all General Education Core requirements for the
work. (See “Joint Health Professions Programs.”) bachelor’s degree; and
3. in the student’s junior year, he or she has fulfilled 12 credit hours of
Veterinary Medicine advanced courses in his or her major.
The New York state requirement is two years of college work – a minimum Transfer students must have completed 60 hours in residence and have
of 60 credit hours – which must include six hours in English, eight hours in met all General Education Core requirements.
physics and zoology, and 18 hours of chemistry, part of which must be organic
chemistry. Because admission requirements are not identical for all schools of Optometry, Podiatry, Osteopathic Medicine, and Dentistry
veterinary medicine, students should consider the distribution of credits in the At the time of application for admission to Utica College, students may
courses recommended by the veterinary schools to which they will apply. also apply for admission to join health professions programs the College main-
tains with the University of New England College of Osteopathic Medicine,
Pharmacy the Lake Erie College of Osteopathic Medicine, the SUNY College of
This area does not require pre-professional college work. Candidates are Optometry, the Ohio College of Podiatric Medicine, and the SUNY at Buffalo
admitted upon completion of four years of high school. It is possible, however, School of Dental Medicine. These are seven-year programs in which the stu-
for students to complete their first year at Utica College for transfer credit. dent studies at Utica College for three years and for four years at the profes-
They should obtain the approval of the pharmacy school for their freshman sional school. After the first year of professional school, the bachelor’s degree
program. is awarded. Admission to the professional school is made at the discretion
of the professional school and is not guaranteed. More detailed information
concerning these degrees is available from the Office of Admissions and the
pre-medical adviser.
In addition, the College maintains an Early Assurance Program with the Course descriptions can be found under Military Science in the “Courses of
SUNY at Buffalo School of Dental Medicine in which students at Utica College Instruction” section of this catalog.
may be assured of admission to the dental school after two of their four years The ROTC program is facilitated through a college elective known as
of study. Upon graduating from the College, they then enter the dental school. Military Science. Not all students taking Military Science are necessarily
Please consult with the pre-medical adviser for further information. enrolled in ROTC nor will they receive a commission. The Army ROTC cur-
riculum is a program of leadership development and instruction leading to
Advisory Committee for the Health Professions a commission as a second lieutenant in the United States Army, the Army
The Advisory Committee for the Health Professions (composed of faculty Reserve, or the Army National Guard. The program consists of a Basic Course
and community professionals) advises, evaluates, and writes letters of recom- (freshman and sophomore years), the Advanced Course (junior and senior
mendation for students interested in medicine, dentistry, veterinary medicine, years), and a five-week National Advanced Leadership Camp between the
and other health professions/careers. Students are encouraged to work closely junior and senior years. Participation in the Basic Course requires no military
with the committee throughout their four years at the College. obligation unless a student is under a scholarship contract. Participation in
the Advanced Course requires successful completion of the Basic Course or
validation thereof by other means such as veteran status. All Advanced Course
Second Undergraduate Degrees or contracted students receive a monthly stipend and are under obligation to
Two distinct bachelor’s degree programs may be pursued simultaneously. complete the program, accept a commission, and serve as a commissioned
The programs may be in the same school or two different schools; must lead to officer.
two different career objectives; and must have two distinct degree titles (B.A./
B.S.). In such cases, two degrees will be conferred, and two diplomas awarded. Air Force
Combined degree programs will require the completion of 30 credits beyond The Air Force ROTC program is available at Syracuse University. The tra-
the usual requirements for one degree (typically 120/128). The minimum total ditional program consists of four years of academic and leadership courses,
credits required in combined degree programs are 150. beginning in the freshman year. These courses are all taught at Syracuse
Students may also matriculate for a second bachelor’s degree subsequent University, and the students are required to provide their own travel between
to the completion of a first bachelor’s degree. The requirements outlined above Utica and Syracuse to attend classes. During the summer between the sopho-
will apply. A minimum of 30 credits beyond the first degree must be complet- more and junior year, students are required to attend Field Training, a four-
ed, and students must also complete all major and major related work for the week military encampment that must be successfully completed to continue
new degree. Second degree candidates are exempt from Components One and in Air Force ROTC. Other programs, such as free-fall and soaring (conducted
Two of General Education Core. To meet the requirements for Component at the Air Force Academy), combat survival school, and jump school, are also
Three, Writing-intensive Courses, second degree candidates must take one available during the summer months, and are all voluntary. While the four-
writing-intensive course, unless their first degree is from Utica College with year program is traditional, arrangements can be made for sophomores and
this requirement already fulfilled. juniors who wish to join Air Force ROTC and seek a commission in the Air
Force.
Any student at Utica College is eligible to participate in Air Force ROTC
Reserve Officer Training Corps (ROTC) at Syracuse University. There is no charge for enrollment, and all uniforms and
The Reserve Officer Training Corps program of the United States Army is text books are provided to the student at no cost. To successfully complete the
available to Utica College students. The program is designed to produce junior program and be commissioned as a second lieutenant in the Air Force, cadets
officers (second lieutenants). Programs of study vary from one to four years must meet all academic, medical, and physical standards, and meet the degree
in length all leading to a commission. Both programs also provide generous requirements of Utica College. High school students applying for Air Force
scholarship opportunities to finance undergraduate or graduate degrees. ROTC scholarships are eligible for four-year, full tuition scholarships, which
also covers $750 for books and provides up to a $500 per month stipend. Any
Army Utica College freshman or sophomore who joins and participates in Air Force
The Army ROTC program is hosted by Syracuse University but offers ROTC is eligible to compete for a scholarship that will pay up to $15,000 per
all of its courses on the Utica College campus. Interested students are invited year toward tuition, cover $750 for books, and provide up to a $500 per month
to visit the ROTC office, located in Strebel Student Center, or to call stipend during the school year.
(315) 792-5282. Students may also call the ROTC office on the SU cam- Career opportunities in the Air Force include pilot, navigator, air traffic
pus at (315) 443-1752, or visit the Web site at sumweb.syr.edu/armyrotc/. control, aircraft maintenance, nursing, communications and electronics, com-
38 ◆ The Undergraduate Program
puter science, space and missile operations, civil, mechanical, aerospace, and
electrical engineering, logistics, personnel, finance, contracting, and security
police. Opportunities also exist for lawyers, doctors, and numerous other spe-
cialties. Service obligations are 10 years for pilots, eight years for navigators,
and four years for all others, upon commissioning. Interested students should
call (315) 443-2461, e-mail afdet535@syr.edu, or visit http://afrotc.syr.edu for
more information.
School of Graduate and Extended Studies

Since its founding in 1946, Utica College has offered educational opportu-
nities to adult students in central New York. Through the School of Graduate
Institutes and Centers
and Extended Studies, the College provides state-of-the art professional educa-
tion grounded in a strong liberal arts base to provide its graduates with both
the professional knowledge and skills necessary for success in their chosen
career. The College also provides students with the intellectual base upon Utica College offers several institutes and centers that offer opportunities
which to mature as responsible, socially aware citizens. for participation from throughout the College and the public to address issues
Baccalaureate degrees that are available through evening study include of common interest and concern. These institutes and centers offer programs
accounting (CPA), accounting (private), business economics, English, history, and conduct studies that focus on specific cultural, professional, and intellec-
liberal studies, management, psychology, and sociology-anthropology. Online tual topics; provide services to students and the public; and bring a wide range
programs include cybersecurity and information assurance and economic of experts to the College to speak to interested groups.
crime investigation as well as a certificate program in financial crimes inves-
tigation. Additional programs include teacher certification, a certificate in
gerontology, English as a second language, and an online studies in gerontol- Center for Historical Research
ogy program. To assist adult students in the completion of their baccalaureate
Established during the spring semester 2000, the Center for Historical
degrees, Utica College accepts credit from non-collegiate programs recom-
Research, sponsored by Utica College’s history department, provides resources
mended for college credit by the American Council on Education (ACE),
and assistance to students, faculty, and members of the community who are
service in the armed forces, and other non-traditional means of acquiring
working on local and global history projects. The objectives of the center are
college-level learning. The College also offers a variety of financial aid options.
to:
See the “Schedule of Tuition, Fees, and Deposits” section of this catalog for
• Support students who are working on “The History Project,” an annual
financial information.
collaborative research project undertaken by graduating Utica College
Utica College also offers graduate degrees in business administration,
history majors.
criminal justice administration, economic crime management, health care
administration, professional accounting, liberal studies, occupational therapy, • Publish the annual proceedings of “The History Project.”
physical therapy, and education, as well as a variety of professional devel- • Assist students and faculty conducting local and global historical
opment programs. For more information, call the School of Graduate and research.
Extended Studies, (315) 792-3001.
• Foster ties between Utica College and its surrounding communities.
• Compile and preserve historical resources.
• Collaborate with the Ethnic Heritage Studies Center at Utica College.
• Promote scholarly excellence through the Utica College chapter of the
Phi Alpha Theta National Honor Society.
39
40 ◆ Institutes and Centers Institutes and Centers ◆ 41
Center for Identity Management Computer Forensics Research and

and Information Protection Development Center
CIMIP was formed in 2006 as a collaboration between corporations, gov- The Computer Forensics Research and Development Center (CFRDC) of
ernment, and academia to combat the threat that identity fraud and theft pose Utica College opened May 7, 1999. It is the result of a study on the state-of-
to personal and national security. CIMIP stakeholders include the United the-art in computer forensics funded by the Air Force Research Laboratory/
States Secret Service, the Federal Bureau of Investigation, the U.S. Marshals’ Information Directorate. The study identified a crucial need for an organiza-
Service, the U.S. Postal Inspection Service, and Syracuse University’s CASE tion to facilitate the research and development of a new generation of com-
Center. puter forensic tools and methods. The CFRDC brings together key organiza-
The research agenda of the Center is guided by the Board of Advisors tions from the military, law enforcement, commercial industry, and academe
of Utica College's Economic Crime Institute (ECI) and a Research Steering to help rapidly advance the emerging field of forensic information sciences.
Committee comprised of the Center’s stakeholders. The Center's research The Center is located at Utica College and is governed by a board of advis-
agenda focuses on critical issues in identity management, information sharing ers, with Professor Randall Nichols serving as its director. Its key partners are
policy, and data protection, including: the Air Force Research Lab, the National Law Enforcement and Corrections
Technology Center – Northeast (NLECTC-NE), WetStone Technologies, Inc.,
· The causes, early detection, and prevention of identity fraud and theft. and the CASE Center at Syracuse University.
· The evolving threat from cyber criminals, insiders, and organized
crime groups. The Economic Crime Institute
· The impact and role of policy decisions, legislation, and regulatory The Economic Crime Institute (ECI) was formed in November 1988 to
actions. support the major in criminal justice/economic crime investigation, prepare
· The improvement of identity authentication systems to reduce fraud students to prevent, detect, investigate, and prosecute economic crimes, and
and improper payments, and protect national security. provide continuing education opportunities for economic crime investigation
professionals. In January 1999, the Institute provided expert consultation and
· The role of enabling technologies to protect information, facilitate financial support to help launch the first graduate program at Utica College: a
privacy, and share information. master’s degree in economic crime management. In May 1999, the Institute’s
The Center provides cutting-edge identity management and information board of advisers helped fund and support the creation of the Computer
protection resources to corporations, law enforcement, government agencies, Forensics Research and Development Center at the College. In addition, the
academe, and the public through its publications and Web site (www.cimip.org). board has provided resources to establish two journals: the International
The Center also sponsors symposia to share the research findings with key deci- Journal of Cybercrime and the Journal of Economic Crime.
sion makers in corporate, government, and academic organizations. The ECI meets its goals by encouraging the exchange of expertise between
educators and professionals in the field; placing students in internships and
professional positions with corporations and government agencies; sponsoring
Centro Studi Casauriensi conferences, seminars, and lectures; and supporting research endeavors. The
The Centro Studi Casauriensi (Center for Casaurian Studies) was founded Institute has a distinguished board of advisers that includes individuals at the
in August 1991 in Castiglione a Casauria in the Abruzzi region of Italy and top of their fields in higher education, business, and the federal government.
represents a collaborative effort between Utica College and private benefactors These board members, experts in credit card fraud, computer security, finan-
in Italy. Its goal is to foster and support both individual and group research cial crimes investigations, information assurance, insurance fraud, and corpo-
on the literature, sociology, psychology, mathematics, language, history, art, rate security, are working with Utica College faculty to accomplish the ECI’s
anthropology, science, etc. of the region in Italy once known as Casauria. The goal of preparing individuals to prevent, detect, investigate, and prosecute
Center publishes an annual volume of contributions in several fields of knowl- economic and cybercrimes.
edge by a variety of international scholars.
42 ◆ Institutes and Centers Institutes and Centers ◆ 43
Ethnic Heritage Studies Center The Institute of Applied Ethics

Established in 1981 by Professor Emeritus Eugene P. Nassar, the Ethnic The Institute of Applied Ethics was founded in 1986, and has been affili-
Heritage Studies Center serves as a clearinghouse for the creation of courses, ated with Utica College since 1987. Its fundamental purpose is to serve the
seminars, and publications in ethnic studies, especially dealing with ethnic Mohawk Valley region by promoting reflection upon and public discussion of
groups of the central New York area. It oversees the development of the Frank ethical issues in health care and the related fields of law, social legislation, and
E. Gannett Memorial Library book collection in ethnic studies. It also has business. The Institute provides the community with a resource of informed
coordinated ethnic festivals with the Friends of the Library, honoring the people willing and able to assist in the assessment of ethical problems, and
larger ethnic populations of Utica. sponsors conferences, seminars, workshops, and lectures for both profession-
als and the general public.
Human Rights Advocacy Program

The Human Rights Advocacy Program of Utica College (HRAP) was The Institute of Gerontology
established in 1992 by attorneys Theodore Zang, Esq. and Utica College In January 1980, Utica College formed the Institute of Gerontology to fos-
Professor Theodore S. Orlin, Esq. HRAP’s purpose is to counsel and train non- ter a multidisciplinary approach to various aspects of aging, including health,
governmental organizations (NGOs) in transitional democracies. Accordingly, sociological, economic, behavioral, environmental, and political.
with the support of Utica College and private donations, it regularly works The Institute achieves these goals through the education of students, pro-
with human rights advocates in Eastern and Central Europe (e.g., Albania, fessionals, and the general public; community development of the aging net-
Bulgaria, Kosovo, Moldova, Romania, Slovakia), Africa, and Asia (Taiwan, work; and research relevant to the study of aging.
India).
HRAP’s approach is to provide in-field training and technical assistance
to human rights NGOs and their supporters, as well as to provide coun- International Human Rights Education
sel via international communications. HRAP works closely with Helsinki Consortium (IHREC)
Committees and independent human rights NGOs, supporting their legal Founded in 2000, the International Human Rights Education Consortium
defense efforts, the monitoring of human rights violations, and their human was created by educators in human rights to promote collaboration, develop
rights education programs, etc. It also provides technical support and training curriculum, educate and train professionals in the field, and support and pre-
to university human rights centers in the Balkans and elsewhere. pare human rights educators at all levels. The Consortium’s mission is to join
As part of its training effort it invites young human rights advocates from together existing organizations, academics, and advocates to further enhance
transitional democracies to study and train at Utica College for a semester. the observance, respect, and promotion of human rights via education.
Studying along with Utica College students, these advocates study human In 2005, Consortium members voted unanimously to move the seat of the
rights law and other specialties areas, bringing back to their own country skills
Consortium to Utica College. Professor of Government and Politics Theodore
and knowledge useful for human rights work. Utica College students benefit
S. Orlin, co-founder and director of the Human Rights Advocacy Program
from their exposure to the experiences of these human rights advocates.
(HRAP) of Utica College, was elected president. As an international human
rights lawyer, Professor Orlin has worked extensively as a trainer, consultant
and advocate in the Balkans, Eastern Europe, Asia, and Africa.
The Institute for Excellence in Education The International Human Rights Education Consortium includes 50 uni-
The Institute for Excellence in Education was established in January 2000. versities and non-governmental organizations from around the world.
It is the academic and administrative unit of the College responsible for the
coordination of all activities involving teacher education and preparation for
administrative and supervisory service, including undergraduate, graduate, Mohawk Valley Center for
and continuing education courses and programs. The Institute also functions
as the clearinghouse for communications with the New York State Education
Economic Education
Department on matters of certification; the liaison office for the Education The Mohawk Valley Center for Economic Education opened in 2001. The
Consortium with area school districts and BOCES; and the locus for all com- Center, one of nearly 300 nationwide, is affiliated with the National Council on
munity relationships and activities related to teacher education and certifica- Economic Education (NCEE), a nonprofit group of educators, corporations,
tion and administrative and supervisory certification. and labor leaders devoted to improving the economic literacy of students
44 ◆ Institutes and Centers
throughout the United States. The NCEE developed EconomicsAmerica, a set

of programs aimed at integrating economics throughout the K-12 curriculum.
The Mohawk Valley Center’s major focus is to help local districts imple-
ment the EconomicsAmerica program by providing training for local teachers
in kindergarten through senior high school in both economic content and
pedagogy. The Center’s staff is also available to serve as consultants to school
districts on curriculum development, needs assessment, and teaching strate-
gies.
The Raymond Simon Institute for

Public Relations
Named for the former head of the Utica College public relations degree
program, the Raymond Simon Institute for Public Relations was founded in
1986 with the purpose of enhancing UC’s public relations and journalism pro-
grams.
To achieve this purpose, the Institute honors the outstanding public rela-
tions/journalism alumnus or alumna; grants the Ben and Gene Comora
Scholarship, the John Behrens Journalism Scholarship, and the Raymond
Simon Scholarship; provides monetary support for faculty projects and stu-
dent activities through the Robert Feldman Fund and the Joanne Reppel
Contingency Fund; and underwrites the cost of the Eleanor Sokolow/RSI
Professional in Residence program, which brings outstanding professionals in
public relations and journalism to campus for several days. Funding for the
program is made possible by a grant from Owen Comora and his wife, Betty,
and is named after her late mother.
Each year, the RSI also presents an array of cash awards to recognize stu-
dent achievement of all sorts throughout the PR/J curriculum.
These annual scholarships and cash awards, made possible through gener-
ous contributions from PR/J alumni, are granted to encourage excellence on
the part of students in the public relations/journalism program. Selection
of the awardees is made by the PR/J faculty.
Student
Life
Residence Halls
A major component of the
college educational experience
is for students to learn to live
on their own. Utica College
provides on-campus housing to
enhance intellectual, social, and
cultural development through
the experience of living with
other individuals who bring a
variety of social and cultural
backgrounds to the community.
UC’s Residence Life program is intended to complement the student’s
academic career. The professional and paraprofessional (student) residence
hall staffs are dedicated to the intellectual, cultural, and social growth of each
resident student. Residence hall activities and staff counseling services are pro-
vided to help students benefit from this facet of the total college experience in
a living and learning environment.
Each room in the residence hall is furnished with twin-sized beds, desks,
chairs, dressers, closets, a floor lamp or ceiling light, and draperies. Students
are expected to supply their own study lamps, blankets, bedspreads, bed linen,
towels, pillows, and other personal items. Included with the housing informa-
tion packet and available on the Residence Life Web page is a “packing guide”
that outlines other recommended items to bring or not to bring to campus.
Washing machines and dryers are available in each residence hall, and are free
for all residential students. Vending machines are located in each hall with the
exception of Alumni Hall. All residence halls are smoke-free.
Room and board are contracted for two semesters except for seniors
graduating at mid-year or students leaving for affiliations/internships. All
freshmen are required to live in College residence for their first two years,
unless residing with their parent or legal guardian. Housing forms will be
mailed to accepted students with their Accepted Student Packet from the
Office of Admissions. Room assignments generally are made prior to new stu-
dents’ arrival on campus, and the name(s) of and contact information for the
assigned roommate(s) are mailed to students in early August.
Students who live in the residence halls are required to contract for both
45
46 ◆ Student Life Student Life ◆ 47
room and a residential meal plan. Charges are payable before the room can • the student may move voluntarily to another room to fill an existing
be occupied. Room charges and meal plan costs are listed in the “Schedule of vacancy; or
Tuition, Fees, and Deposits” section of this catalog. • the student may be moved by the Office of Residence Life to another
The College reserves all rights concerning assignment of rooms, termina- room to fill an existing vacancy; or
tion of occupancy, and the alteration of charges when necessary. New students’
rooms are assigned by the assistant director of residence life in the order in • the student may pay the additional costs to lease the room as a double-
which housing contracts are received after students have been officially admit- single for the remainder of the semester (if space is not needed).
ted to the College. Married student housing or housing for UC students’ chil- 4. Exceptions to the above procedures may be granted by the director of resi-
dren is not available. dence life.
All resident students have specially designated free 24-hour parking on 5. Students desiring to withdraw from the College’s student housing need to
campus while school is in session. Resident students must register vehicles at request permission from vice president for student affairs and dean of stu-
the Office of Campus Safety, and abide by posted and written vehicle guide- dents. Students who will be departing the College, or leaving student hous-
lines. ing for an approved internship, affiliation, or study abroad must notify the
It is understood that willful damage or mutilation of residence hall facili- Office of Residence Life before the end of the prior semester. Students who
ties or any act or acts that could put the safety or security of other students liv- reside on campus beyond the second week remain responsible for the pay-
ing in the residence hall in jeopardy will carry severe penalties, not excluding ment of all rent until the end of the occupancy term. Charges for board will
dismissal from the College. be on a pro-rated basis through the ninth week of each semester. Requests
to withdraw must be given not less than seven days prior to the intended
withdrawal date. Housing contracts are binding for an entire academic year.
Housing Policy Exceptions are granted by the director of residence life or by the vice presi-
UC’s goal is to offer students diversity in housing while maintaining the dent for student affairs and dean of students.
College’s resident student population at a level that permits UC to maximize
student services. The following housing policies have been adopted to achieve
that aim. Under normal circumstances, these policies will be respected in the Conduct
assignment of residence hall space: Students at Utica College have enrolled freely and are expected to conduct
1. Housing assignments for returning residential students are processed on themselves in a manner supportive of the educational mission of the institu-
a seniority basis by academic class standing, as well as on their academic tion.  Integrity, respect for the person and property of others, and a commit-
performance and disciplinary history. A $200 room deposit is required ment to intellectual and personal growth in a diverse population are values
prior to the room selection process. The schedule for housing is established deemed fundamental to membership in this College community.  Each student
by the Office of Residence Life including deadlines for deposits. All return- is therefore expected to assume responsibility for their actions as a member of
ing residential students may apply for housing during the spring semester this community. 
provided their room deposits have been paid. See the “Schedule of Tuition, It is Utica College’s policy under ordinary circumstances that, pending
Fees, and Deposits” section of this catalog for room charges. action on charges, the status of students will not be altered or their rights
2. Returning students may apply in groups for rooms in Tower, Bell, to be present on campus and to attend classes suspended.  However, the
Burrstone, Alumni or Boehlert Hall. Selection for Alumni Hall, Boehlert College reserves the right to immediately alter a student’s status and deny
Hall, Tower Hall, and Bell Hall is based not only on seniority, but also access to campus whenever it is deemed necessary for reasons relating to the
on academic performance and disciplinary history. A limited number of student’s physical or emotional safety and well-being, or for reasons relating to
single rooms are available in Tower, Bell, North and South Halls. Rooms the safety of students, faculty, staff, or property.  In such cases, students may be
in Burrstone House are assigned primarily to two students. Each of these suspended pending disciplinary action.
accommodations will be assigned according to the current housing selec- The College expects students to conduct themselves in accordance with
tion guidelines. Double occupancy rooms are the most common housing the Utica College Code of Student Conduct, outlined in detail in the Student
accommodations available at Utica College. Handbook.
3. When a vacancy occurs in an apartment, in a suite, or in a double room, a
student has the following options:
• the Office of Residence Life will assist the student in finding a compat-
ible roommate to fill the vacancy; or
Campus Safety 120 Block Plan - any 120 meals per semester in the Strebel Dining Commons
plus $200 of Declining Balance per semester**
The Office of Campus Safety is dedicated to creating a safe environment
for Utica College’s students, employees, and guests. Safety officers are respon- In addition, several plans are available for commuter students. For more
sible for maintaining order and safety both within campus buildings and information contact the Office of Campus Dining Services at (315) 792-3178.
throughout the campus grounds, and for providing protection from theft, mis- The last day to change a meal plan is the last day of add/drop each semester.
use, and vandalism for personal and campus property. The office also offers special services including: catered events; bag lunch-
Safety officers are also responsible for enforcing the College’s safety rules es; a birthday service complete with a personalized cake, plates, and forks;
and regulations. Officers conduct themselves with the highest degree of profes- picnics for groups of 40 or more; a serviceware and equipment loan program;
sionalism, and are committed to maintaining good campus and community meals for ill students; and the preparation of doctor-approved special diets.
relations. Some of these services require a fee and/or advance notice; students interested
The staff at UC believes that an informed public is a safety-conscious in a particular service should contact the Campus Dining Services office for
public. Each year the Office of Campus Safety publishes and distributes to further information.
the campus community a safety awareness brochure that contains campus
safety policies and resources as well as statistics on campus crime required by
the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime
Academic Support Services Center
Statistics Act. To view a copy of this publication, visit www.utica.edu/safety. The Academic Support Services Center staff provides a wide range of
Upon request, the Advisory Committee on Campus Safety will provide counseling services for students focusing on personal, vocational, and aca-
all campus crime statistics as reported to the United States Department of demic concerns. Located in Room 109, Hubbard Hall, the Academic Support
Education. The College contact authorized to provide these statistics for Utica Services Center is staffed by counselors whose services are available to all
College is the vice president for student affairs and dean of students, who can students without cost. It is the staff ’s belief that, periodically in people’s lives,
be reached at (315) 792-3100. Any person requesting campus crime statis- a combination of factors may come together that inhibits their ability to meet
tics will be provided a hard copy, by mail, of information required under 20 their desired goals. Counseling services are designed to help students regain
USC §1092 (f) within 10 days of the request. The United States Department control over those factors. While personal counseling is available through
of Education’s Web site address for campus crime statistics is http://www.ope. the Center, referral to off-campus agencies and/or counseling services is also
ed.gov/security. obtainable through the counseling staff.
Planning an academic program will be among a student’s highest priori-
ties, and the Academic Support Services Center staff can be one of his or her
Campus Dining Services most valuable resources. For students who have yet to decide on a major, the
The Office of Campus Dining Services operates the Strebel Dining counseling staff is available to help them examine the variety of academic pro-
Commons and the Pioneer Café, both located in the Strebel Student Center, grams and advise them as to which major will best match their interests and
and Le Bistro, located in the Gordon Science Center. Four residential meal plan meet their career goals. For students who have chosen an academic discipline,
memberships are available: the counseling staff, in conjunction with faculty advisers, will provide advice
to ensure that students complete all of the requirements for graduation.
Gold Plan* - unlimited access to the Strebel Dining Commons plus $50 of In addition to the personal and academic counseling services described,
Declining Balance per semester** the Academic Support Services Center provides support services for stu-
Platinum Plan* - unlimited access to the Strebel Dining Commons plus $150 dents with physical, emotional, or learning disabilities. The staff also works
of Declining Balance per semester** closely with the Office of Opportunity Programs regarding referrals for tutor-
11 Meal Plan - any 11 meals per week in the Strebel Dining Commons plus ing services, which that office coordinates. In general, for students who have
$150 of Declining Balance per semester** any questions or concerns of a personal or academic nature, contacting the
Academic Support Services Center would be a wise first step.
*First semester freshmen are required to be on one of the unlimited plans (either the Gold Plan or the Platinum
Plan).
**Declining Balance is accepted like cash at the Pioneer Café, Le Bistro, or the Strebel Dining Commons. It
works on the same principle as a debit card. As purchases are made on campus, the total amount of your pur-
chase is subtracted from your balance. You can add additional Declining Balance at any time through the Office
of Campus Dining Services.
Academic Accommodations for Students Immunization requirements

with Disabilities All full and part-time graduate and undergraduate students must com-
The College recognizes its obligation under the Rehabilitation Act of 1973 ply with New York State Public Health Law #2165 and #2167. Students must
and the Americans with Disabilities Act of 1990 to provide reasonable accom- provide the Student Health Center with proof of immunization or immunity
modations for students with certified disabilities. to measles, mumps, and rubella as well as either proof of vaccination against
To be eligible for accommodations, students with physical or learning dis- meningitis or a waiver form for the vaccination. For more information on
abilities must provide the Academic Support Services Center with: these requirements please contact the Student Health Center.
• In the case of physical disability, relevant and current medical docu- Students who are taking classes on campus have 30 days from the
mentation. start of classes to comply with immunization requirements (see Academic
Calendar). If students do not comply within 30 days, their registration will
• In the case of learning disability, a written evaluation, including a dis- be dropped and they will be barred from attendance.
crepancy analysis, completed by a licensed psychologist or certified
learning disability specialist, indicating the specific learning disability
or disabilities. Religious or Faith-Based Activities
Questions related to this policy should be directed to the coordinator Utica College respects and protects all students’ freedom to worship in any
of learning services in the Academic Support Services Center, Room 109, way they find most satisfying, and to affiliate with religious organizations as
Hubbard Hall, (315) 792-3032. they see fit.
UC offers a variety of religious activities and services on campus:
The Jewish Student Union seeks to make the Jewish religion and its cul-
Student Health Center tural values vital and relevant to the Utica College community.
The Student Health Center is located in Strebel Student Center. When college The Newman Community at Utica College is the Catholic Church on
is in session during the fall and spring semesters, all registered full and part time campus with an appointed chaplain who serves as the pastor. Newman pro-
students are eligible to receive medical care at the Student Health Center. In order vides liturgical worship, cultural and educational activities, human develop-
to receive services, the student must turn in a completed health form and immuni- ment programs with community involvement, personal counseling, spiritual
zation records. The deadline for receiving health forms is August 1 for fall semes- counseling, sacramental preparation, and religious services. The Newman
ter and January 1 for spring semester. Community has a modern center on campus adjacent to Alumni Hall with
The Student Health Center is open Monday thru Friday from 8:30 a.m. to 5:00 facilities for Saturday and Sunday worship, a meditation chapel, a library, and
p.m. during the academic year. The Student Health Center provides medical care a meeting room. The Center is open to all students regardless of their religious
for students with acute short term illnesses. All student records are confidential. affiliation and it is available to campus organizations for a variety of activities.
No information can be released to anyone, including parents or legal guardians, All students are welcome to be a part of Newman programs and to participate
without a signed release from the student. The center is staffed by a secretary, in activities.
nurse practitioner, and a licensed practical nurse. A doctor is available by appoint- Young Believers Christian Fellowship
ment only. Call the Student Health Center at (315) 792-3094 to schedule an The mission of Young Believers is to ensure that everyone has a great and
appointment. intimate relationship with God. Values include intensive prayer, Bible discus-
If medical care is needed after hours, there are two urgent care centers and two sion, obedience to the word of God, and commitment and dedication to the
local hospitals in the immediate area. The urgent care centers are: Slocum-Dickson work of God.
on Burrstone Road and Faxton Medical Campus also on Burrstone Road. The local
hospitals are: St. Elizabeth's and Faxton-St. Luke's Healthcare. The cost of these
services is the responsibility of the student. Writing Assistance
All full-time undergraduate and graduate students must carry health insurance. The Writing Center, staffed by a faculty member and peer tutors, offers
Utica College offers a health insurance plan for students who do not have alternate individual tutoring. Attendance is voluntary. Students may attend regularly,
coverage. Health insurance covers medical services not available at or through the or intermittently, whenever they would like a response to their writing.
Student Health Center. Full time students who already have alternate health insur- The Writing Center, located in Room 216, Hubbard Hall, helps writers help
ance and do not want the student health insurance must complete an online waiver themselves.
each year the student enrolls at Utica College. Information on the student health
insurance is available at the Student Health Center at (315) 792-3094.
Math Assistance Graduate and Professional Study Planning and Counseling

The Math and Science Center, staffed by a faculty member and peer tutors, Career Services provides individual counseling and assistance for all stu-
gives students individual attention, focusing on the specific areas in which dents regarding graduate and professional studies. The office maintains gradu-
they most need assistance. Tutors can help students prepare for tests and ate school guidebooks, GMAT (Graduate Management Admission Test), GRE
quizzes as well as assist with homework problems. Students may schedule an (Graduate Record Exam), LSAT (Law School Admission Test), and MCAT
appointment, come as a walk-in, or request a specific tutor. The Math and (Medical School Admissions Test) and coordinates practice examinations of
Science Center is located in Room 203, Hubbard Hall. these tests once each semester.
Media Center
The Media Center is located in the lower level of the Frank E. Gannett
Utica College Alumni Association
Memorial Library and is open seven days a week during the fall and spring Graduates of Utica College automatically become members of the Utica
semesters. It has a listening room where students may listen to pre-recorded College Alumni Association upon Commencement. Students who have com-
plays, poetry, readings, lectures, languages, and music. pleted 60 hours at the College and whose class has graduated are considered
members. The Association is governed by the National Alumni Council
(NAC). The alumni members of the NAC have distinguished themselves
Career Services through their professional or community work and their service to Utica
The Office of Career Services assists students with the selection and pursuit College. NAC members assist with services and activities for alumni and
of a career based on a full appreciation of their interests and potential. Services students, including: alumni regional events, volunteer events, the annual
are available to all students and alumni. The office provides career counseling Homecoming Weekend, student/alumni events, and alumni awards. Other
to help students gain a better understanding of themselves, and to successfully volunteer opportunities in which graduates may become involved include
relate their aptitudes and interests to the world of work. the Utica College Admission Network (UCAN), the Pioneer Career Network,
The office establishes and maintains contact with recruiters from many career and networking events, and the Annual Fund campaign. The Pioneer,
fields, including business, healthcare, law enforcement and human services in Utica College’s alumni magazine, is sent to all alumni to keep them informed
addition to local, state, and federal governments. Staff members are available about the Utica College community.
to help students with all aspects of the career development process so that they The Office of Alumni and Parent Relations is located in Champlin House.
may effectively present their qualifications to prospective employers and/or
graduate and professional programs. In addition to registering with the Utica
College Office of Career Services, currently enrolled undergraduate students
may also register with the Syracuse University Center for Career Services.
Cooperative Education
The Cooperative Education program, another of the office's services, pro-
vides students with the opportunity to participate in a full-time or part-time
work experience related to their academic programs. These are paid experi-
ences that receive transcript recognition.
Off-Campus Employment
Employment opportunities are accessible through the Career Services Web
site at www.utica.edu/careerservices
Student Activities ◆ 55
includes several policy committees, all of which include student representa-

tion.
The Inter-Greek Council serves as the governing body for the fraternity
and sorority system.
The Residence Hall Judicial Board is a student hearing board and an
integral part of the student disciplinary system. Its purpose is to reinforce
behavioral expectations of the Utica College community and to do so fairly
and consistently. The RHJB serves the College residential community by
assuming responsibility for determining if a violation of the Code of Student
Student Activities
Conduct has occurred in the residence halls and by imposing sanctions when
appropriate.
All residential students have the opportunity to become active members
of the Residence Hall Association. The purpose of this council is to bring
residents together and promote a positive residential community. It is a forum
for residents to exchange ideas about programming, develop leadership
skills, engage in community service, and work together in an effort to further
Utica College recognizes that much of the learning students experience
improve the quality of life in the residence halls.
on campus takes place informally, outside the classroom. For this reason, the
The Social Cultural Committee is the programming committee of the
College offers a wide range of cocurricular activities. By participating in cam-
All-College Council. The Committee is comprised of students, faculty mem-
pus governing bodies and policy-making groups; intramural or intercollegiate
bers, and professional and support staff. Emphasis in programming is placed
athletics; social groups and clubs; formal and informal performing groups; and
on enhancing the educational and cultural climate of the campus. The com-
special interest clubs of all kinds, students can meet and learn to work with
mittee is also responsible for soliciting ideas for the yearly campus theme, and
many types of people while finding out what their own capabilities and inter-
organizing and supporting programming related to that theme.
ests are.
The Programming Board is the programming arm of the Student Senate.
All student organizations in this section are included based on past The Board plans and implements a wide variety of social and cultural activi-
activities. As with most voluntary-participation groups, activities are nor- ties. Much of the work is done through committees that oversee comedy per-
mally based on the number of students participating. formances, films, lectures, concerts, coffeehouses, and special events.
Academic, Major, and Career-Related

Governing Bodies and Activities Clubs
The Student Senate is the voice of the Utica College student body. Every Accounting Society
April there are elections for the executive officers of the Senate. In September
The society is open to majors who have completed at least three terms of
there are elections for senate representatives from the classes, academic divi-
study in accounting with a C average.
sions, and living areas. Every full-time student pays the student activities fee
which is governed by the Student Senate. The Student Senate helps keep Utica Asa Gray Biological Society
College responsive to student needs and concerns.
Membership is automatic for all biology majors and faculty and is open
The Finance Committee hears budget requests from student organiza-
to all students and faculty interested in the biological sciences. The society
tions and recommends to the Student Senate appropriations for programs and
is named in honor of the great American botanist who was born in nearby
activities.
Sauquoit and educated in the Utica area. The society expands and enriches the
The Classes each elect officers and a council. The Classes sponsor a variety
educational experience of students interested in biology through a variety of
of social, recreational, and educational activities throughout the year.
activities including seminars, colloquia, social events, and the publication of
The All-College Forum, the “town hall” body of the College, provides
an alumni newsletter.
students, faculty, and professional staff the opportunity to discuss issues of
significance to the College community. The College’s governance structure
54
56 ◆ Student Activities Student Activities ◆ 57
Association of Certified Fraud Examiners Gamma Iota Sigma Professional Risk Management and
The student chapter of the Association of Certified Fraud Examiners Insurance Fraternity
(ACFE) is one of five student chapters in the country of the global organiza- This organization, a chapter of Gamma Iota Sigma, provides students with
tion of certified fraud examiners. Members receive, as part of their member- opportunities to increase their understanding of risk management and insur-
ship fee, a copy of the ACFE bi-monthly Fraud magazine, discounted prices ance issues. Members network with industry professionals and other students
on local seminars, select books, manuals, self-study courses, and access to with similar interests to enhance their career opportunities.
other ACFE resources. The chapter’s mission is to have students and alumni
take advantage of networking benefits and resources through the ACFE and Geology Club
educate the public, including corporations, on the risks of fraud and how they The purpose of the Geology Club is to enrich the minds of students in
can be realistically prevented. Students whose majors encompass the detec- the Geoscience major or any other student willing to learn about the field of
tion or investigation of financial crimes are encouraged to become members. geology. Some of the goals of the club are to organize field trips to the many
Additional information is available on the chapter site at http://acfe.utica.edu. geologically historical places in and around central New York and for people
interested in geology to get together.
Charles Drew Pre-Medical Society
The purpose of this organization is to provide information and support Harold Frederic English Society
to help ensure the success of Utica College students interested in the medical This club is named in honor of Harold Frederic, a native of Utica, New
field. This organization also provides a forum for the discussion of issues pre- York and noted American novelist and journalist of the nineteenth century.
med students might face, and provides information on possible medical school The purpose of the society is to enrich the educational experience of students
programs to which students would be interested in applying. In addition, the majoring in or interested in English and American language, literature, and
organization establishes a network between students, faculty, and health pro- culture. Through a variety of activities and events, members of the club will
fessionals by organizing dinners and other social activities. The organization explore outside the classroom their interests in language and literature, and
informs students about, and assists them in building contacts for, available bring to the campus at large opportunities to do the same.
internships, shadowing, volunteering, research, or jobs that may aid in the
making of career decisions. Members also serve the community through vol- Herodotus Club
unteering at shelters, clinics, hospitals, or other service organizations. The club was formed to foster the examination of topics of historical
importance. It also seeks to help its membership in the pursuit of information
Criminal Justice Student Association regarding career options and graduate study.
The association is open to all full-time students having an interest in
criminal justice. The purpose of the association is to acquaint its members Investment Association
with various criminal justice activities and procedures. The club sponsors a The purpose of the Investment Association is to allow students to gain
fall weekend trip to New York City where students are provided with a rare experience and exposure to investing by taking part in managing a securities
opportunity to spend eight hours riding along with New York City police offi- portfolio.
cers. Spring events include a one day trip to the State Police Academy or other
criminal justice facilities. James Sherman Society
This group was named in honor of a distinguished former vice president of
Economic Crime Investigation Student Association (ECISA) the United States who was a native Utican, and serves the intellectual interests
ECISA is open to all full-time students having an interest in ECI, and of the Utica College community. The society sponsors lectures and discus-
strives to expand students’ opportunities within the field of economic crime. sions, helps prepare students for careers or professional schools, and acts as an
In addition to sponsoring programs and forums of interest to ECI students, advisory group to the government and politics faculty in planning and evalu-
every member works diligently towards the opportunity to attend the annual ating the government and politics major program.
national conference of the Economic Crime Institute by helping with fundrais-
ing and giving time for volunteer activity. Juniors and seniors who are active Justice Education Discussion Initiative
in the association are invited to attend the conference, which is usually held in The Justice Education Discussion Initiative’s (JEDI) mission is to promote
the Washington, DC area. and encourage a culture, academic in nature, that supports the scholarly dis-
cussion of justice through working between the relevant interdisciplinary are-
nas. JEDI accepts student submissions and faculty nominations for inclusion
in its annual scholarly publication.
Marketing Club Student Affiliates of the American Chemical Society

Membership is open to all students. The club is a collegiate chapter of the This group exists to promote the public's perception and understanding of
American Marketing Association and provides an opportunity for potential chemistry and chemical science through public outreach programs and public
marketers to be exposed to the association’s professional activities. awareness campaigns. In addition, the group provides opportunity for peer
interaction for students in the sciences.
Philosophy Club
This club provides a forum for the open discussion of philosophical issues. Student Gerontology Society
These can range from perennial questions such as the existence of God or the This is an academic society/club formed to increase awareness about and
nature of justice, to issues of social relevance such as the morality of banning generate interest in the study of aging. The society serves as a vehicle for
certain kinds of speech. engaging students in educational and social programs that will assist them in
participating in their communities and in their professions.
Physical Therapy Society
The society is open to all physical therapy majors and students interested Student Occupational Therapy Association (SOTA)
in applying to the program. Its purposes are to explore topics relevant to This student organization is open to occupational therapy majors and is
the profession, assist in the improvement of the program where appropriate, affiliated with the American Occupational Therapy Association. Its purpose
promote the profession and program to the local community, and engage in is to provide community service through various projects, information to
activities that benefit the local community. promote a wider understanding of the profession and encourage professional
activity and development at the student level.
Psychology-Child Life Society
The club is open to all child life majors or other interested students. The Student Nurses Association
purpose of the organization is to spread an awareness of the child life major The association is open to all students in the Utica College nursing pro-
throughout the campus and community. Throughout the year, the group spon- gram. Its purpose is to promote interaction among students and professional
sors several bake sales, flower sales, and a band in the Strebel Student Center. persons in order to promote a wider understanding of the nursing profession.
The main project for the year is Children and Hospitals Week, during which
numerous activities are organized. Student Teacher Education Club (STEC)
STEC is open to any student who expresses an interest in the field of edu-
Psychology Society cation. The purpose of the organization is to encourage a coalition among
Although the group is predominantly psychology majors, it is open to all Utica College students who are interested in the education field, thus increas-
students who wish to join. The group consists of students and faculty advisers ing participation in academic issues relevant to education, and to develop a
who all share a strong interest in psychology and topics relating to it. The pur- professional atmosphere by promoting interaction between students and
pose of the group is to search out careers and opportunities in, and become faculty.
better acquainted with, the various fields of psychology; to promote under-
standing and cooperation between faculty and students in psychology; and to Therapeutic Recreation Society
work together in improving the curriculum for psychology majors. The society is open to all therapeutic recreation majors and interested stu-
dents.
Public Relations Student Society of America (PRSSA)
The society is a national organization of public relations students and is The Society for Human Resource Management (SHRM), Utica
affiliated with the Public Relations Society of America. The College’s Raymond College Student Chapter
Simon Chapter was the second chapter to be organized in this national society. The chapter is open to all students interested in the field of human
The UC group meets monthly and sponsors a wide variety of activities, includ- resource management. The UC chapter is a student chapter of the national
ing an annual spring trip to visit public relations firms. organization, which is made up of professional human resource managers.
Members receive numerous publications from the national headquarters plus
Society for Collegiate Journalists many other benefits and services. The UC chapter meets regularly throughout
The Society for Collegiate Journalists is an organization of students who the year for workshops, discussions, and guest lectures given by experienced
want to keep others abreast of what is happening in the media today. human resource managers.
Writing Guild International Students Club

This organization fosters an ongoing campus-wide conversation about Through social and educational activities, the International Students Club
writing through peer tutoring, sponsoring workshops and discussions, and brings together American and foreign students to enhance understanding
sharing other Writing Center resources. Membership is restricted to students of different cultures. The club also acts as a support group for newly arrived
working as tutors in the Writing Center. international students, helping them acclimate to American college life.
Membership is open to all students.
Cultural Organizations Latin American Student Union (LASU)

The union serves the interests of Latin American students and educates the
Africa in Motion (AIM) College community about the Latin American experience. LASU recruits Latin
AIM celebrates the rhythm and spirit of African and Latino music through American students; sponsors speakers, movies, workshops, and cultural activi-
dance, spiritual movement, singing, and poetry. AIM is an ensemble of both ties; and operates a tutoring program for Latin American students.
men and women who perform on the Utica College campus and in the sur-
rounding area. All students are encouraged to join. Le Petit Tour de France (French Club)
This group joins together for the purpose of promoting French language
Angelic Voices of Unity (Utica College Gospel Choir) and culture through activities both on the Utica College campus and educa-
The choir believes in maintaining a religious atmosphere through song. tional trips and events.
Students learn to sing together and take opportunities to perform on campus
and in the community. The choir provides important exposure to the African- Prestige
American gospel experience. Prestige promotes unity and spirit through step dancing. This club is open
to any student interested in performing on the College campus and in the
Asian Association surrounding community, while fostering diversity, equality, and the utmost
Asian Association is a cultural club formed to increase the awareness of mutual respect for our peers, faculty and local community members.
Asian cultures across campus and in our local community through involve-
ment in community service, fundraising activities, trips, films, cultural perfor- Round Hut Association (African Students Association)
mances and social events. This organization brings African students together for mutual understand-
ing and cooperation, to engage in active dialogue on issues of concern, and
Black Student Union (BSU) assist African students who are unaware of the cultures, traditions, and oppor-
The Black Student Union is an organization whose purpose is to promote tunities of UC to be sensitized, informed, and actively involved.
awareness of the African American culture. The organization's function is to
help establish diversity and unity throughout the Utica College campus as Utica College Band
well as the community. This is done by holding both social and educational The Utica College Concert Band rehearses on Monday nights in the
events. Everyone is welcome to join, no matter what race, religion, nationality Library Concourse. Membership is open to staff, students, and community
or creed. members, and may be taken for liberal arts credit. The band performs on
campus and in the Utica-Rome area for various functions.
Brothers on a New Direction (B.O.N.D.)
B.O.N.D. is an organization of men of all races and nationalities organized West Indian Connection
to promote awareness and understanding of the cultures, traditions, and his- The West Indian Connection provides the Utica College community with
tory of the African-American people. exposure to the traditions and customs of the various West Indian cultures
through festivals, workshops, and other special events.
Committee for African Research and Education
This group joins together for the purpose of generating information W.I.N.D. (Women in a New Direction)
regarding African culture, and studying and generating information regarding This group aims to promote unity between male and female students on
current problems in Africa, through activities both on the Utica College cam- the Utica College campus by working together with B.O.N.D. as brothers and
pus and educational trips and events. sisters.
Political/Social Consciousness Recreational Clubs

Organizations
Anime Club
Campus Conservatives The Anime Club was established to provide a forum for those students
The Campus Conservatives club promotes the ideals of modern American showing an interest in anime and manga. Members should be knowledgeable
conservatism, with the intention of developing in its members an understand- in and be able to discuss such topics.
ing of issues and current events, provide a forum for discussion, and provide a Bodybuilding Club
means of political education for the College community.
The Utica College Bodybuilding Club was created to allow students, fac-
People Respecting Intimacy and Diversity Everywhere (UC ulty and staff to either excel in the sport or learn the many aspects of body-
PRIDE) building.
The major goal of this group is to offer positive educational information Dance Team
to Utica College and its extended community in order to encourage wider
This is a group of students who enjoy dancing and dance performance;
knowledge and understanding of gay men, lesbians, bisexuals, and trans-
they periodically perform at UC home athletic events.
gendered individuals. The group offers a confidential, informal atmosphere
where students can meet other students like themselves, discuss matters of Fencing Club
concern, develop and use a body of supportive resources, and socially interact.
The club meets weekly and is made up of students, faculty, and staff. Foil,
Currently, contact with the group can be made through the Office of Student
epee, and saber fencers are represented with skill levels ranging from novice to
Affairs.
intermediate.
STAND - Student Anti-Genocide Coalition Gaming Club
STAND is an organization dedicated to helping countries facing geno-
The purpose of the UC Gaming Club is to bring together students who are
cide, with a main focus on Darfur. The organization raises funds and educates
interested in gaming to discuss both current and past video games and their
members of the College and local community about genocide – the organized
platforms. This group will also aim to enhance gaming experiences on campus
and planned extermination of an entire national, racial, political, or ethnic
by way of a public reviewing system, as well as various events and/or projects.
group.
Juggling Club
V-Day at UC
This club provides opportunities for students who juggle, and for others
V-Day is a global movement to end violence against women and girls that
who wish to learn, to enhance their skills for personal enjoyment and for per-
raises funds and awareness through benefit productions of playwright/founder
formances at College and community events.
Eve Ensler’s award winning play, The Vagina Monologues, and related activi-
ties. Knitters Anonymous
The Womyn’s Resource Center The purpose of this organization is to unify individuals within Utica
College who are skilled in knitting and crocheting as well as those who have
The Utica College Womyn’s Resource Center was established in 1990. Its
an interest to learn. This club will provide an environment for students to
recognized goal is the empowerment of all women through education, mutual
share their knitting/crocheting skills with one another. As a result of joint
support, and growth. The center is staffed by students and provides reading
abilities, this group intends to contribute to the community and to those in
resources, referrals, networking opportunities, and programs addressing the
need through the creation of knitted/crochet projects.
wide range of issues women of all ages, races, religions, and lifestyles confront
on a daily basis. Loose Laces
This dance team was formed to provide students the ability to participate
in College events and perform dance routines during the academic year. It
shall promote good sportsmanship, build friendships, and allow for the enjoy-
ment of dancing and music.
N.O.T.E - New Order of Theatrical Expression are welcome to learn the art of increasing strength and flexibility that Yoga
N.O.T.E. exists to engender and enhance, among Utica College students, provides.
a critical and informed appreciation of musical theatre through discussion
about, attendance at, and production of, musical theatre performances.
Religious or Faith-Based Activities
Open Moments Utica College respects and protects all students’ freedom to worship, in any
The purpose of Open Moments is to provide a place where the students’ way they find most satisfying, and to affiliate with religious organizations as
voices won’t fall on deaf ears. This organization is named for freedoms we they see fit.
should uphold and define through our writing. As poets we speak and write UC offers a variety of religious activities and services on campus:
what we see, feel, hear, taste, and smell and share that with all. The Jewish Student Union seeks to make the Jewish religion and its cul-
tural values vital and relevant to the Utica College community.
Outing Club The Newman Community at Utica College is the Catholic Church on
The club was formed by a group of students for the purpose of taking campus with an appointed chaplain who serves as the pastor. Newman pro-
nature trips to the forests and lakes in the area. It is open to all students, fac- vides liturgical worship, cultural and educational activities, human develop-
ulty, and staff who enjoy the outdoors. ment programs with community involvement, personal counseling, spiritual
counseling, sacramental preparation, and religious services. The Newman
Pilates Club Community has a modern center on campus adjacent to Alumni Hall with
This club is available to any students who are interested in spreading the facilities for Saturday and Sunday worship, a meditation chapel, a library, and
knowledge and practices of Pilates, which focus on strengthening core mus- a meeting room. The Center is open to all students regardless of their religious
cles, increasing flexibility, and knowledge of spinal health. All students are affiliation and it is available to campus organizations for a variety of activities.
welcome to join this club to learn about the many benefits of Pilates and how All students are welcome to be a part of Newman programs and to participate
to incorporate these principles into their daily lives. in activities.
Young Believers Christian Fellowship
Snowboarding Club The mission of Young Believers is to ensure that everyone has a great and
This club serves as a vehicle of communication among snowboarders, intimate relationship with God. Values include intensive prayer, Bible discus-
instills the principles of brotherhood/sisterhood among the snowboarding sion, obedience to the word of God, and commitment and dedication to the
community, promotes the sport by providing coaching and other services to work of God.
our members, and supports the general welfare of the snowboarding sport.
Student Linux Users Group Special Interest Organizations
This group seeks to promote and advocate the use of the Linux operat-
ing system and other open-source software; facilitate and encourage the free Friends of Chantell Mallory
exchange of ideas and knowledge regarding UNIX and Linux; and provide This group organizes fundraising efforts and support activities to assist the
unofficial UNIX and Linux support to UC students, faculty, and staff currently children and family of UC student Chantell Mallory, who passed away from
using (or interested in using) these operating systems. breast cancer in May 2007.
Water Polo Club Team Military Supporters of Utica College
This club team was formed to give students the ability to participate in The goals of Military Supporters of Utica College are to foster a good rela-
and play an aquatic sport during the fall semester. Goals are to promote good tionship between the ROTC Department and the campus at large, and to pro-
sportsmanship, build friendships, and allow for the enjoyment of the game. vide a social forum for the members who share common interests.
Interested students are encouraged to contact the club's advisor in Clark
Athletic Center. Study Buddy Club
This group offers tutoring and mentoring for at-risk middle and high
Yoga Club school youth in the Utica Public School System.
The Yoga Club seeks to spread the knowledge and practices of Yoga and to
reduce the risk of injury and pulled muscles for student athletes. All students
Students Taking on New Endeavors (STONE) serving our community and providing a rich sisterhood, with a diverse mem-
STONE’s goals are to connect Utica College with the City of Utica in bership comprised of women from various ancestries including Latin America
beneficial partnerships, community engagement activities, and community and the Caribbean, as well as parts of Africa, Europe and Asia. Our diversity
service efforts to enrich our respective communities while actively promot- is not only limited to our ethnicity but also to the various characteristics and
ing educational values. STONE embraces all cultures, and considers itself talents that we bring as individuals.
a MOVEMENT – a multicultural organization via education, mentoring, Phi Sigma Sigma
engagement, nurturing and transformation. National social sorority whose Epsilon Omega chapter was established in
1990.
Theta Phi Alpha
Fraternities and Sororities National sorority whose Gamma Omicron chapter was established in 2008.
Hazing in New York state is against the law and against the rules of Utica
College. Hazing of any type is not tolerated. Honorary Societies
Specifically, the law prohibits “acts which recklessly or intentionally endan- Alpha Phi Sigma - Criminal Justice Honor Society
ger mental or physical health or involve the forced consumption of liquor This is the National Criminal Justice Honor Society. Alpha Phi Sigma rec-
or drugs for the purpose of initiation into or affiliation with any organiza- ognizes students who are excelling in either the Criminal Justice or Economic
tion.” Crime Investigation programs. The primary focus of this organization is to
Generally, it is a violation of the law and Utica College’s rules whether or form a network of people across the United States who will soon become
not participation in these acts is voluntary. experts in the Criminal Justice field. Alpha Phi Sigma also serves the cam-
pus and surrounding community with various events and opportunities to
improve quality of life and the quality of life of others. Membership in this
Fraternities group is open to anyone with 12 CRJ or ECI credit hours and a minimum
Alpha Phi Delta GPA of 3.2.
National fraternity whose Beta Iota chapter was founded at Utica College
in 1949. Alpha Sigma Lambda
Lambda Sigma Upsilon This is a national honorary scholastic society for continuing education
Lambda Sigma Upsilon, a Latino fraternity, has four goals: academic excel- students. The Alpha Omicron Chapter was founded at the College in 1969. Its
lence, cultural awareness and diversity, brotherhood, and being role mod- purpose is to honor the academic achievement of continuing education stu-
els to the community. LSU works continuously to make significant strides dents.
to better uplift young men of all cultures, the campus community, and the
community-at-large. Kappa Delta Pi International Honor Society in Education
Tau Kappa Epsilon The purpose of the Alpha Delta Phi Chapter of Kappa Delta Pi will be to
National fraternity whose Lambda Lambda chapter was established in promote excellence in and recognize outstanding contributions to education.
1968.
Lambda Pi Eta
Sororities The official communication studies honor society of the National
Chi Beta Sigma Communication Association, with nearly 420 active chapters at colleges and
Local sorority and the first Greek organization established at UC in 1946. universities worldwide. The chapter at Utica College was founded in 2004.
Chi Upsilon Sigma
Chi Upsilon Sigma is a National Sorority which was founded in 1980 as an Phi Alpha Theta
education and service based cultural sorority. The Alpha Theta chapter at UC This national honorary fraternity for the students and teachers of history
strives to foster an understanding and appreciation of the Latino culture. has chapters in some 90 colleges and universities. The College chapter, Gamma
Omega Phi Beta Xi, was installed in the spring of 1950. Members of the fraternity receive
Omega Phi Beta, a Latina-oriented sorority, was founded in 1989 as a non- its quarterly publication, The Historian, and are represented at the annual
profit organization in the State of New York. Omega Phi Beta is dedicated to convention held at the same time and place with the American Historical
Association.
Psi Chi given in the Library Concourse. All programs are free of charge and are open
The purpose of this national psychology honor society is to advance the to students, faculty, staff, and the public.
science of psychology while encouraging, stimulating, and maintaining the The Nexus Seminar Series, a set of presentations by the College’s faculty
scholarship of individual members in all fields, especially psychology. The describing their research and scholarly pursuits, provides an opportunity for
membership consists of three types: active, alumni, and distinguished member. participants to explore new findings and viewpoints and share ideas among
faculty, students, and the local community. The series is free and open to the
Sigma Tau Delta public.
This international English honor society’s purpose is to confer distinction Geotalk lectures provide opportunities to learn about world geography in
for high achievement in English language and literature studies, to promote an interesting way. The series is free and open to the public.
interest in literature and the English language, and to foster the discipline of
English in all of its aspects, including creative and critical writing.
Media
Tau Mu Epsilon Ampersand is the campus literary magazine. Students are invited to sub-
A national honorary-professional public relations fraternity, the Beta chap- mit their poetry, artwork, photography, and short stories. It is published once
ter was founded at UC in 1952. Its purpose is to promote the profession of a year.
public relations and to honor outstanding students in this field. The Legacy is the Utica College yearbook. Students are needed to help
with photography, layout, writing, proofreading, and artwork.
The Tangerine is the student-produced weekly newspaper. There are many
Cultural Activities opportunities for students to participate in both the editorial and advertising
The Edith Langley Barrett Fine Art Gallery, located in the Library areas. Students of all majors are welcome to interview for staff positions as
Concourse, offers exhibits featuring original works of visual art in the areas of writers, editors, layout designers, reviewers, and photographers, and in adver-
drawing, painting, printmaking, sculpture, ceramics, graphic design, mixed tising sales.
media, art photography, book arts, fiber arts, installation art, and ethnologi- WPNR-FM, the Utica College radio station, is a student-run, fully opera-
cal/historical/cultural exhibits. The gallery serves individual artists and small tional, non-commercial, educational facility. The station’s two studios and
professional artist groups within central New York, as well as Utica College administrative offices are located on the second floor of the Strebel Student
students, visiting artists, and local school students and teachers. Center. WPNR-FM, 90.7, broadcasts to the greater Utica area on a regular
The Micro-Art Gallery, located in Strebel Student Center, provides the schedule during the academic year. Students serve as managers, directors, and
Utica College community with an opportunity to exhibit original works of art, disc jockeys. Programming is varied and includes music, sports, and special-
works in progress, part of their art collections, or other displays of interest to interest shows. UC students can apply for all positions on the staff.
the College community.
The Playwriting Contest is sponsored each year by the drama department.
All are eligible to submit a short unpublished script. Winning entries receive Athletic Activities and Facilities
cash awards and are produced in the spring semester. Intercollegiate Athletics
FILM@UC is a weekly film series – sometimes thematic, sometimes eclec- The College sponsors men’s varsity teams in soccer, football, basketball,
tic – that challenges our assumptions about and enhances our appreciation of cross country, swimming and diving, ice hockey, lacrosse, baseball, tennis,
motion pictures. FILM@UC presents critically acclaimed independent, foreign and track and field. Women’s varsity teams compete in cross country, field
language, experimental, and classic films throughout the semester, and regu- hockey, soccer, volleyball, tennis, basketball, swimming and diving, ice hockey,
larly features distinguished filmmakers discussing and showing their work. lacrosse, softball, water polo, and track and field. Varsity golf is open to both
Events take place in Macfarlane Auditorium and are free of charge. Students, men and women.
faculty, staff, and the public are welcome to attend. Utica College is a member of the Empire 8 athletic conference along with
The Utica College Theatre Department presents two major productions conference rivals Hartwick, Ithaca, Elmira, Alfred, St. John Fisher, Nazareth,
each year. All full-time students are eligible to participate in theatre activities Stevens, and RIT. UC teams also compete against other regional non-confer-
including acting, costume, make-up, set construction, painting, and lighting. ence opponents as scheduling allows. UC is a member of Division III of the
(Academic credit may be received.) National Collegiate Athletic Association (NCAA), and the Eastern College
The Professor Harry F. and Mary Ruth Jackson Lunch Hour Series pres- Athletic Conference (ECAC), providing post-season tournament opportunities
ents a series of musical and literary programs each semester. Performances are for teams that qualify.
Intramural/Club Sports personal use. The towel must be returned each time to receive a clean towel.
The intramural sports program is an integral part of the total educational To obtain a locker assignment, go to the Athletic Office in the Harold Thomas
environment. It includes programs in flag football, basketball, volleyball, floor Clark Jr. Athletic Center.
hockey, softball, indoor soccer, racquetball, bowling, tennis, wallyball, table
Philosophy for Utica College Athletic Department
tennis, wiffleball, and 8-ball pool.
Club sports teams in fencing, cheerleading, dance, karate, and water 1. The Athletic Department supports the College’s academic mission by
polo provide additional opportunities for students to participate in athletic insisting on academic success to be eligible for participation in athletics.
activities. Athletics supports the Utica College mission to “create a community of
learners with diverse experiences and perspectives…” Athletics enhance
Facilities the liberal education of men and women by exposing them to cultural,
All indoor and outdoor recreational facilities are available to all students ethnic, and individual differences. Student athletes learn to appreciate
throughout the academic year. Indoor facilities in the Harold Thomas Clark Jr. diversity in an environment of equality and mutual respect.
Athletic Center include: 2. The Athletic Department supports the College’s mission of “encourag-
• a large gymnasium with two full-length basketball courts and a main ing lifelong learning, and … promoting scholarship in the belief that the
court; discovery and application of knowledge enrich teaching and learning.”
Participation in athletics at Utica College gives student athletes opportu-
• racquetball courts;
nities for positive and realistic self-appraisal. The student athlete learns
• a 25-yard by 25-meter swimming pool; citizenship and ethics, develops social skills and leadership potential, and
• saunas in the men’s and women’s locker rooms; gains a stronger sense of independence.
• Gary M. Kunath Fitness Center; 3. The athletic program enriches the life of the campus and enhances the
sense of community.
• dance room for aerobics, modern dance and exercise; 4. Intercollegiate sports participation is encouraged for as many students as
• an all-purpose classroom. possible.
Outdoor facilities include: 5. The Athletic Department strives for broad participation through intercol-
• The Charles A. Gaetano stadium, a multi-sport stadium with artificial legiate, club, and intramural sports. The department also emphasizes com-
turf and seating for 1,200; petitive excellence, sportsmanship, and positive attitudes.
• tennis courts and a sand volleyball court; 6. The majority of scheduling is conducted with other Division III colleges
in the Empire 8 Conference (Alfred, Hartwick, RIT, Nazareth, St. John
• fields for soccer, lacrosse, flag football, and volleyball; Fisher, Stevens, Ithaca, and Elmira) as well as non-conference opponents
• softball and baseball diamonds. in Utica College’s geographic area.
Utica College plays its men’s and women’s hockey games at the nearby 7. Appropriate facilities, competent coaches, and competitive schedules are
Utica Memorial Auditorium. available to Utica College student athletes to assist them in reaching their
Selected facilities can be reserved for use by a group or an organization. To athletic potential.
make a reservation, contact the director of physical education and athletics. 8. Emphasis is given to in-season competition; however, teams and individu-
Hours for gym facilities during the academic year are as follows: als are encouraged and supported through post-season championships.
• The gym and weight rooms are open from 7:00 a.m. to 11:00 p.m., 9. The athletic program is controlled, financed, and staffed through the same
Monday through Friday, and 10:00 a.m. to 10:00 p.m., Saturday through general procedures as other departments of the College.
Sunday, unless classes, events, or team practices are scheduled. 10. Sports for men and women are given equal emphasis and the desired
• The pool is open from noon to 3:30 p.m., Monday through Friday; 7:00 quality of competition is similar in all sports.
p.m. to 9:00 p.m., Tuesday, Wednesday, and Thursday; and 1:00 p.m. to
4:00 p.m. on alternate Saturdays and Sundays, unless it is reserved for
other activities. Pool hours may vary for holidays and athletic events.
Gym lockers are available to all students on a space available basis for the
entire academic year. A $5 deposit is required for each locker assignment.
The student will receive a College lock to place on the locker and a towel for
Admission to Utica College ◆ 73
Information and applications for graduate study are available from the
Office of Graduate Admissions, Utica College, 1600 Burrstone Road, Utica,
NY 13502-4892, by e-mail at gradstudies@utica.edu, or by calling
(315) 792-3010.
Admission Requirements
Freshman applicants should complete at least 16 units of secondary school
credit and receive a diploma from an accredited secondary school. It is recom-
Admission to
mended that students follow a college preparatory program that includes at
least four units of study in English, three units in social studies, three units in
Utica College
mathematics, three units in science, and two in a foreign language. Applicants
submitting a high school equivalency diploma are not required to have com-
pleted 16 secondary school units; however, they must have earned equivalency
scores that indicate adequate preparation for college level work.
Utica College is a selective institution that offers excellent academic and

Admission Process
cocurricular programs. The College seeks to enroll those students who will Utica College conducts a rolling admissions program. The earlier an appli-
benefit from the opportunities and advantages of UC’s distinctly personalized cation is filed, the sooner a decision is made. It is recommended that students
college environment, and who will contribute to the intellectual, social, and apply early in their senior year of high school. Application review begins in
cultural diversity of the College community. mid-October and extends until the class is filled. Individual majors that are
Admission to Utica College is selective and each applicant receives indi- especially competitive may be fully enrolled as early as January. The Office of
vidual consideration. Prospective undergraduate students are required to Admissions prefers that applicants for the physical therapy program, the occu-
submit a completed application form, high school or college transcripts, a pational therapy program, joint health professions programs, and academic
personal essay, an application fee or a request for fee waiver, and a counselor scholarships complete their applications by January 15. For those applying to
or teacher recommendation. The admissions committee prefers to receive the nursing program, there is a preferred deadline of February 15. For those
SAT I or ACT scores, but they are required only for freshmen applying to the applying to the Higher Education Opportunity Program (HEOP), the applica-
physical therapy program, the occupational therapy program, the nursing pro- tion deadline is March 1.
gram, joint health professions programs, the Higher Education Opportunity
Program (HEOP), or for academic scholarships. Individual major programs
may require additional information. Applicants are strongly encouraged to Deferred Admission
visit the campus for a personal interview with the admissions staff. Students who wish to take time off before enrolling in college may elect to
Admissions decisions are based on a comprehensive evaluation of submit- have their admission deferred for a semester or a year by submitting a writ-
ted criteria: past academic performance including course of study, GPA, rank ten request to the director of admissions.* A non-refundable tuition deposit
in class; cocurricular involvement; personal characteristics; and the applicant’s ($200) will be required to hold a place in the subsequent entering class.
potential for academic and personal success at the College. Utica College val-
ues diversity on its campus and encourages applications from students of dif-
ferent heritages, beliefs, and backgrounds. Early Admission
Requests for application materials should be directed to the Office of Students who demonstrate sufficient academic strength and a readiness to
Admissions, Utica College, 1600 Burrstone Road, Utica, NY 13502-4892, or by accept the challenges of college-level work following the junior year of high
e-mail to admiss@utica.edu. Interviews and campus visits may be scheduled school may apply for admission to Utica College through the Early Admission
by contacting the office at (315) 792-3006 or at 1-800-782-8884. Appointments option. Students admitted through Early Admission will receive a high school
are available Monday through Friday throughout the year, and selected diploma after completing the freshman year of full-time study at Utica College.
Saturdays during the school year. More information can be found on Utica
*During the interim, a deferred student may not attend any college or university.
College’s Web site, www.utica.edu.
72
74 ◆ Admission to Utica College Admission to Utica College ◆ 75
To apply for Early Admission, students should follow the standard fresh- community colleges which detail specific transfer policies for students holding
man application process. In addition, they must submit letters from their par- associate’s degrees from those institutions and articulation agreements with
ents and guidance counselor supporting their candidacy, and a reference from several junior colleges. More detailed information is available in the Utica
the teacher of an academic subject with whom they have studied indicating College Office of Admissions.
their readiness for college study. A personal interview on campus is required.
International Student Admissions

Transfer Student Admissions International students enhance the cultural richness and diversity of a
Transfer students follow the same basic application process as freshman campus community. Utica College welcomes applications from international
applicants. However, transfer applicants who have completed 30 semester students and seeks to enroll those who have demonstrated academic potential
hours of college study can be evaluated on the basis of their college transcripts in their home countries. Students whose native language is not English are
and need not submit high school records. required to submit proof of their proficiency in English. TOEFL (525/195),
Transfer credit is generally awarded for courses from regionally accredited IELTS (6.0), and MELAB (73 – 75), and SAT scores will be accepted.
institutions that are comparable to those offered at Utica College, provided the International students will also be required to take additional English courses
student has earned a grade of C or better. A transfer credit evaluation is com- (ENG 100/101/102) to prepare them for future writing-intensive courses and
pleted by the registrar at the time the student is accepted for admission. assignments at Utica College.
Candidates for the baccalaureate degree must satisfactorily complete a International students may complete the Utica College application or the
minimum of 30 credit hours of study at Utica College. A maximum of 90 – 98 Common Application. The International Student Certification of Finances
credits may be transferred from four-year institutions, and 60 – 64 from two- Form, along with third party verification, must accompany the application.
year institutions, depending on one’s academic major. Applicants to certificate The U.S. Citizenship and Immigration Services (formerly the Immigration and
programs may transfer up to 15 credit hours. Transfer students who matricu- Naturalization Service) requires this information. While an admission decision
late with 60 or more credits need to declare a major upon entering Utica can be made without this financial documentation, the I-20 form cannot be
College. issued until this document and third party verification of funding are received.
Transfer students matriculating with an associate’s degree or 57 credits Entering students who score satisfactorily on the Advanced Placement
from a four-year institution will be exempt from Components One and Two of tests, the International Baccalaureate examinations, or an equivalent examina-
General Education Core. Transfer students matriculating without an associate’s tion may be awarded advanced placement and credit for their academic work.
degree or 57 credits from a four-year institution who have completed basic International transfer students are welcome at Utica College and will
skill requirements in writing, math, speech, or foreign language at another receive credit for their past academic work from accredited colleges and uni-
institution are exempt from corresponding requirements in Component One versities. Transcripts submitted for consideration of transfer credits must have an
of General Education Core. Component Three, Writing-intensive Courses, official translation into English. We recommend that you submit your transcripts
must be completed as described for transfer students in this catalog and in the to a recognized professional credential evaluation service.
Utica College Advising Manual.
Transfer students matriculating with at least 30 credits of liberal arts and
sciences with at least two courses in each of the three areas of Component Non-matriculated Students
Two, including a lab science, will be exempt from Component Two. Transfer Individuals may register for undergraduate classes as non-matriculated
students with at least 30 credits of liberal arts and sciences but fewer than two for a total of 15 credit hours, on a space-available basis, provided their total
courses in any of the three areas or lacking a lab science must take whatever accrued number of credits does not exceed 75. After this point students are
additional General Education Core courses that are necessary to equal two in required to matriculate so that they may be assigned an academic adviser.
each area, including a lab science, to complete Component Two of General Non-matriculated students interested in taking graduate courses are lim-
Education Core. Transfer students with fewer than 30 credits of liberal arts ited to a total of six credit hours unless otherwise proscribed by the graduate
and sciences must complete all of the requirements for Component Two program. (See graduate catalog for additional requirements.)
of General Education Core. (Students seeking an exemption from Written Students seeking to take additional credit hours may apply for a waiver
Communication I or Written Communication II should apply to the Basic of this policy by submitting a written request to the School of Graduate and
Studies Committee of the English department in their first semester at Utica Extended Studies.
College.)
Utica College maintains contractual transfer agreements with a number of
76 ◆ Admission to Utica College Admission to Utica College ◆ 77
Special Admission Programs admission, academic planning, and financing of their education. In many
cases, test requirements may be waived and credits for service training and
Opportunity Programs experience may be granted. Opportunities to pursue study on a part-time basis
Students who are eligible may be admitted to Utica College through the through the School of Graduate and Extended Studies should be investigated,
Higher Education Opportunity Program (HEOP), which offers support and as well as advanced course status in ROTC. Veterans are eligible to receive a
assistance to New York State residents who meet certain educational and monthly training allowance from the Veterans Administration provided they
financial guidelines. (See Higher Education Opportunities Program in the make timely application to the VA and select an appropriate training program.
“Undergraduate Programs” section of this catalog.) Deadline dates for application do not apply to veterans. Address all inquiries
The Collegiate Science and Technology Entry Program (CSTEP) is also to the Director of Admissions, Utica College, 1600 Burrstone Road, Utica, NY
a New York state-sponsored program that provides support and assistance 13502-4892.
to New York state residents. Students must be members of CSTEP-targeted
student populations (African American, Latino, Native American, or low- Readmission
income* Caucasian or Asian American) and pursuing degrees in CSTEP-tar- All students seeking readmission should apply through the Office of the
geted professions (accounting-CPA, biology/pre-med, math/science teach- Registrar. (A readmit is one who was previously enrolled at Utica College and
ing, nursing, occupational therapy, physical therapy, pre-law, and psychol- is returning.) Students who have attended another institution(s) in the interim
ogy-child life). The program is open to new as well as continuing students. are required to have a copy of their official transcript from those institutions
However, continuing students must have earned the required cumulative sent to the Office of the Registrar.
grade point average along with other criteria to be eligible for consideration. Students who are readmitted need to meet the requirements for gradua-
(See Collegiate Science and Technology Entry Program in the “Undergraduate tion that are found in the catalog for the year the student is readmitted. Upon
Programs” section of this catalog.) readmission, students should consult with an advisor or the coordinator of the
department for their major to determine the requirements for graduation.
Joint Health Professions Programs A student whose attendance at Utica College has been interrupted for an
Applicants to the College also may apply for admission to seven-year joint extended period of time (usually at least 10 years) may petition the Academic
programs the College maintains with several schools in the health professions. Standards Committee to restart his or her college record on the following
These programs lead to both the bachelor’s and professional degrees. terms:
Further information about these programs can be found under Joint 1. All previous credits currently on the Utica College record (from any insti-
Health Professions Programs in the “Undergraduate Programs” section of this tution) shall be excluded.
catalog. Specific information about the application process is available from 2. Excluded transfer credits shall not be reapplied.
the Office of Admissions. 3. The record of all previous work will continue to appear on the student’s
official transcript, even though the College will not take this previous
Three-Year Study Option credit into account in calculating current credit or GPA.
Applicants for all bachelor’s degree programs may qualify for the Three- 4. This option may be used only once by each student and must be exercised
Year Study Option. Students in this program earn up to 30 hours of credit at time of readmission.
through the College Level Examination Program, General Exam. This credit
applies to the College’s general education requirements. Special Students
Information about these examinations can be found under Competency Students who do not wish to be considered a candidate for a degree may,
and Experience Credit in the “Undergraduate Programs” section of this cata- with permission of the Office of the Registrar, take limited courses in the day
log. program if space is available.
Transfer students who have taken these examinations for credit at other
institutions also may qualify. For complete instructions regarding admission to
the Three-Year Study Option, write to the Office of Admissions.
Veterans
Veterans of the Armed Services are encouraged to apply for admission
to Utica College. Counselors are available on campus to assist veterans with
*As documented by the New York State Education Department’s income guidelines.
Tuition and Expenses ◆ 79
than $350, the fee is $40. This balance will be payable in two monthly install-
ments during the course of the semester.
Prepaid Tuition Plan

Utica College has a Prepaid Tuition Plan, which allows a freshman to pay
in full by August 1, before the freshman’s initial fall semester, eight consecu-
tive semesters (four fall and four spring semesters) of full-time undergraduate
tuition at the initial fall semester rate. This plan is available only to students
Tuition and Expenses

living on campus and does not cover fees, room and board costs, books, or
other College charges, which will be billed and payable in accordance with
College policies. For a copy of the Prepaid Tuition Plan Agreement, write to
the Office of Student Financial Services, Utica College, 1600 Burrstone Road,
Utica, New York 13502-4892, or call (315) 792-3179.
Tuition at Utica College for the 2009-10 academic year is $26,764 a year,
payable on the basis of $13,382 per semester, plus a student activities fee of
Credit Hour Charges
$60, a technology fee of $100 and a health and safety fee of $100 per term. Full tuition is charged for both day and continuing education students for
In addition, there is a fee of $50 per term for each laboratory science course 12 credit hours with a maximum of 19 hours for all majors. For each credit
($100 for Gross Anatomy) and for occupational therapy laboratory courses. hour above this limit, students will be charged $905 per credit hour.
In the face of rising costs, charges will be subject to change. Students should Permission to register for more than nine credits during the summer ses-
add at least $984 to their annual college budget for books and supplies. Winter sion will be granted only on approval by either the school dean (for matricu-
Session and Summer Session fees and credits are published in their respective lated students) or the director of credit programs (for continuing education
course schedules. students).
Students who plan to live in the residence halls should budget $10,850 per Day students carrying less than 12 hours are charged at the rate of $905
school year for a double room in North or South Hall. A single room in North per credit hour.
or South Hall is $11,392. A double room in Burrstone House is $10,850 and Independent study, not part of a full-time program, is charged at the
$11,036 in Alumni Hall. A single room in Boehlert Hall, Tower Hall, or Bell normal per credit rate for day programs, when taken.
Hall is $11,608 and a double room is $11,136. These rates include the Gold Tuition for advanced and experience credit is $305 per credit hour.
Plan in the College dining hall; $250 may be deducted from these rates for
students selecting the 11-meal plan or the 120-block plan. See “Schedule of
Tuition, Fees, and Deposits.” Financial Responsibility
Due to the many variables in computing off-campus expenses for food and All students are responsible for any College debts they have incurred,
lodging (e.g., students sharing expenses, availability of transportation, etc.), including library fees, parking fines, tuition charges, fees, monetary penal-
students should consider off-campus expenses to be at least equal to those for ties, fines, and any changes in their financial aid packages. A student will not
students living on campus. The director of residence life maintains an up-to- receive his or her transcript until all bills have been paid. A student who is
date list of available off-campus housing and expenses for use by upperclass- graduating will not receive his or her diploma until all outstanding debts have
men or transfer students. been paid.
If a College debt must be referred to outside sources for collection, the stu-
dent will be responsible for paying any additional collection costs including,
Deferred Payment but not limited to, reasonable attorneys’ fees and disbursements.
Although tuition is due and payable at registration, arrangements for
deferred payments may be made with the Office of Student Financial Services.
To defer tuition, students must pay at least one-third when they register. There
is a $75 fee to defer balances of $350 or more. If the deferred balance is less
78
80 ◆ Tuition and Expenses Tuition and Expenses ◆ 81
Schedule of Tuition, Fees, and Deposits Lifetime Transcript Fee (optional). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Insufficient Funds Check Fee (per return by bank) . . . . . . . . . . . . . . . . . . . 30
Tuition (per year). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $26,764
Student Activity Fee (per year). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Deposits
Technology Fee (per year) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Accepted Candidate Deposit For New Students. . . . . . . . . . . . . . . . . . . . . . $ 200
Health and Safety Fee (per year). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Room Deposit For New Resident Students. . . . . . . . . . . . . . . . . . . . . . . . . . 100
Excess Credit Tuition (per credit hour) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 905 Room Deposit For Returning Resident Students . . . . . . . . . . . . . . . . . . . . . 200
Part-time Tuition (per credit hour, less than 12 hours). . . . . . . . . . . . . . . . 905 Deferred Enrollment Deposit (non-refundable). . . . . . . . . . . . . . . . . . . . . . 200
Continuing Education Tuition (per credit hour) Gymnasium Locker Deposit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1 – 6 credit hours. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
7 – 11 credit hours. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412 All fees and deposits listed above are for the 2009 – 2010 academic year.
Advanced and Experience Credit (per credit hour). . . . . . . . . . . . . . . . . . . 305
Continuing Education Individualized Study (per credit hour). . . . . . . . . . 905
Schedule of Room and Board Charges
One-Time Fees ROOM & BOARD
ROOM & BOARD ROOM & BOARD 11-MEAL PLAN &
Application Fee (new students only). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $40 ROOM PLATINUM PLAN GOLD PLAN 120-BLOCK PLANS
ACCOMMODATION (unlimited access & (unlimited access & (150 & 200 bonus
Academic Service Fees 150 bonus dollars 50 bonus dollars dollars per term
Technology Fee – per semester per term) per term) respectively)
(students enrolled for 12 or more hours) . . . . . . . . . . . . . . . . . . . . . . . $100 YEAR TERM YEAR TERM YEAR TERM
North & South Halls
Advanced and Experience Credit Examination Fee Double $ 11,064 $5,532 $10,850 $5,425 $10,600 $5,300
(per examination, per each unit of three credit hours Triple (see note) $ 9,930 $4,965 $ 9,716 $4,858 $ 9,466 $4,733
or portion thereof) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Single $ 11,606 $5,803 $11,392 $5,696 $11,142 $5,571
Film Course Fee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Single/Double, if available $ 12,450 $6,225 $12,236 $6,118 $11,986 $5,993
Alumni Hall
Laboratory Fee* (per course for laboratory science,
Double $ 11,250 $5,625 $11,036 $5,518 $10,786 $5,393
and occupational therapy laboratory, studio, and Triple (see note) $ 10,070 $5,035 $ 9,916 $4,958 $ 9,606 $4,803
workshop courses). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Single/Double, if available $ 12,676 $6,338 $12,462 $6,231 $12,212 $6,106
Gross Anatomy Laboratory Fee Burrstone House
(Biology 201, Physical Therapy 201) . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Double $ 11,064 $5,532 $10,850 $5,425 $10,600 $5,300
Triple (see note) $ 9,930 $4,965 $ 9,716 $4,858 $ 9,466 $4,733
Graduation Fee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Single/Double, if available $ 12,482 $6,241 $12,268 $6,134 $12,018 $6,009
Distance Learning Support Services – Boehlert, Tower & Bell Halls
per course (full-time and part-time students). . . . . . . . . . . . . . . . . . . . 60 Double $ 11,350 $5,675 $11,136 $5,568 $10,886 $5,443
Triple (see note) $ 10,150 $5,075 $ 9,936 $4,968 $ 9,686 $4,843
Administrative Service Fees Single $ 11,822 $5,911 $11,608 $5,804 $11,358 $5,679
Single/Double, if available $ 12,852 $6,426 $12,638 $6,319 $12,388 $6,194
Affiliation Change Fee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $60
Health and Safety Fee (per semester) NOTE: Tripling may occasionally be necessary due to space constraints. On those occasions, the
(students enrolled for 12 or more hours). . . . . . . . . . . . . . . . . . . . . . . . 100 triple room rate reflects a twenty-percent discount from the double room rate for the
Deferred Tuition Fee (per semester) respective Residence Hall. The double room rate will apply for students electing to remain
for deferred balances of $350 or more . . . . . . . . . . . . . . . . . . . . . . . . . . 75 in a triple room when double rooms become available.
for deferred balances of less than $350. . . . . . . . . . . . . . . . . . . . . . . . . . 40
Late Registration Fee: Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Evening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Transcript Fee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
*Except Gross Anatomy (see separate listing)

Financial Aid ◆ 83
sources. An HEOP transfer student can expect to receive up to 10 semesters of

aid less any semesters used prior to transfer.
The amount of need-based financial assistance awarded is based on
the financial analysis systems of Utica College and the Federal Student Aid
Program. Many factors are considered in determining need. The cost of
attending Utica College is compared to the income, assets, and liabilities of the
student and parents. Every effort is made to consider individual financial situ-
ations or any special circumstances. Students are expected to contribute from
their own savings and earnings, and parents are expected to make a reasonable
Financial Aid contribution based on an evaluation of their ability to pay.
Types of Assistance
There are two main types of assistance: gift aid and self-help aid. Gift aid
includes grants and scholarships that are direct awards and repayment is not
General Policy Statement required.
Self-help aid includes loans, work opportunities, internships, and tuition
NOTE: At the time this section of the catalog was being prepared, several
waivers for service to the College. Federal loans usually are guaranteed and
pieces of legislation were pending which could change amounts and guide-
offered at low interest; repayment usually is due after the student leaves col-
lines affecting various aid programs described below. In some cases, state
lege. The College provides work opportunities under the Federal Work-Study
aid programs may be changed significantly.
Program and the Student Payroll Program. Internships are positions requiring
near-professional level skills and require year-round commitment. Internships
The majority of Utica College’s financial assistance is provided to enable generally are available only to juniors and seniors.
promising students to attend the College if family and personal resources are All forms of aid are awarded on an annual basis. Students are responsible
inadequate to support a college education. Promise is evaluated according to for reapplying each year.
academic record (grades, rank in class, standardized tests, recommendations,
community service, etc.) and personal achievements. Although it is not guar- Sources of Assistance
anteed, the College expects to continue to offer aid throughout the student’s
education, provided that the student continues to demonstrate need, applies There are three major sources of financial aid: the College, the federal gov-
by the deadlines, and meets the academic achievement standards outlined on ernment, and the state government.
the following pages. A student who enters as a freshman will not normally be Financial Aid Available through the College
aided from College and state administered funds for more than eight semes-
College-Sponsored Grants and Scholarships
ters. Some federal funds may be available if a student requires more than
eight semesters to complete a bachelor’s degree program. A transfer student A variety of scholarships and grants are available to assist students and
can expect to be aided from federal and College administered funds for the their families with educational costs. Most scholarship recipients must be
number of credit hours required to complete bachelor’s degree requirements, full-time (12 hours per semester) matriculated students. Students who wish to
providing academic standards are met. New York state funds are available for be considered for need-based scholarships must have completed all required
a total of eight semesters less any semesters used before transfer. Freshman financial aid forms. For a complete listing of these scholarships, please refer to
students who require developmental education may qualify for special devel- the “Scholarships, Grants, and Awards” section of this catalog or on the UC
opmental aid in addition to eight semesters of eligibility. Web site at www.utica.edu/sfs.
Through the Higher Education Opportunity Program (HEOP), students The College also provides grant funds annually to students who are
may receive aid if educationally and financially disadvantaged. HEOP students matriculated full-time on the basis of financial need and academic promise.
who enter as freshmen may be aided for a maximum of 10 semesters from all
82
84 ◆ Financial Aid Financial Aid ◆ 85
Student Employment Student Payroll:

College-Sponsored Internships: Work Opportunities Application Procedure. The Office of Student Employment has some
openings for on-campus positions for students who are not eligible for work-
Federal Work-Study Program (FWSP) study. Eligibility for student payroll is determined by the Office of Student
Application Procedure. Eligibility to participate is determined through Employment (see “Federal Work-Study”). For details, contact the Office of
the financial aid process. This need based program is jointly funded by the Student Employment.
Federal government and Utica College. Selection of Recipients and Allocation of Awards. Applicants must be
Selection of Recipients and Allocation of Awards. The applicant must be enrolled at least half-time at Utica College. Utica College makes employment
enrolled at least half-time at Utica College. Utica College makes employment reasonably available to all eligible students. In the event that there are more
reasonably available to all eligible students in the institution who are in need students who are eligible than funds available, a waiting list will be maintained
of financial aid. In the event that more students are eligible for FWSP than in the Office of Student Employment. Students must be in good academic
there are funds available, preference is given to students who have the greatest standing and have at least a 2.0 GPA to be considered for employment.
financial need and who must earn a part of their educational expenses. FWSP Award Schedule. Payment is made to students on an hourly wage basis.
has been amended to encourage FWSP recipients to participate in commu- Rights and Responsibilities. Satisfactory job performance and mainte-
nity-based service. Students must be in good academic standing and have at nance of at least a 2.0 GPA is required for continued employment.
least a 2.0 GPA to be considered for employment. Students terminated from employment due to failure to meet job
Award Schedule. Factors considered by the Office of Student Financial expectations are eligible to reapply for employment one year from the date of
Services in determining whether, and how many hours, the applicant may termination.
work under this program are: financial need; class schedule; and academic
progress. Federal Supplemental Educational Opportunity Grants (FSEOG)
Students are paid on an hourly basis at the current federal minimum wage
or higher, depending on the type of work performed and the skills required. Application Procedure. Application for these federally funded grants is
Rights and Responsibilities of Recipients. Satisfactory job performance through filing the current FAFSA (Free Application for Federal Student Aid).
and maintenance of at least a 2.0 GPA are required to maintain a FWSP Utica College Student Financial Services Administrators are responsible for
position. determining who receives a Supplemental Grant, as well as the amount.
Students terminated from employment due to failure to meet job Selection of Recipients and Allocation of Awards. Students must be in
expectations are eligible to reapply for employment one year from the date of exceptional financial need, to the extent that without a Supplemental Grant
termination. Award their education could not be continued.
Rights and Responsibilities of Recipients. Students must continue to
Internships: make satisfactory academic progress.
Application Procedure. Internship openings are advertised by the Office
of Student Employment, in the College Day Sheet, and/or in the College news-
paper. Applications should be made to the indicated College official. Higher Education Opportunity Program (HEOP) Grants:
Selection of Recipients and Allocation of Awards. Recipients will be Application Procedure. Application for this New York state-sponsored
selected on the basis of their ability to perform the work required in the posi- program is through the Utica College Office of Admissions at the time of
tion. Recipients must be matriculated students maintaining full-time status. admission.
Students must be in good academic standing to be considered for employ- Selection of Recipients and Allocation of Awards. The student must be:
ment. (1) a New York state resident; (2) an admitted matriculated undergraduate
Award Schedule. Payment is made to students on an hourly basis. student at Utica College; and (3) academically and economically disadvan-
Rights and Responsibilities. Satisfactory job performance and mainte- taged according to guidelines approved by the New York State Education
nance of at least a 2.0 GPA is required for continued employment. Department. Selection of eligible applicants for participation in HEOP is con-
Students terminated from employment due to failure to meet job ducted by the Utica College Higher Education Opportunity Program at the
expectations are eligible to reapply for employment one year from the date of time of admission.
termination. Award Schedule. The amount of financial assistance and other support
provided to HEOP participants is dependent on need as determined by Utica
College, within the state guidelines.
Rights and Responsibilities. Students must continue to make satisfactory Financial Aid Available through the Federal Government
academic progress. Contact the Office of Student Financial Services for details. Federal Pell Grant
Collegiate Science and Technology Entry Program (CSTEP): Application Procedure. File FAFSA – preferred method online at www.
Application Procedure. Application is through the Utica College Office of fafsa.ed.gov.
Admissions for first time students. Continuing students may apply through the The completed application should be submitted for processing according
Office of Opportunity Programs. to the directions included on it. Students then will receive a calculated Student
Selection of Recipients and Allocation of Awards. Similar to HEOP, Aid Report (SAR). Based on this report, the Utica College Office of Student
CSTEP is also a New York state-sponsored program and students must be New Financial Services will determine the amount of the student’s award. Upon
York state residents. Additionally, students must be a member of a CSTEP- enrollment, funds are credited to the student’s institutional account.
targeted student population, be a matriculated student pursuing a degree in Method of Selection of Recipients and Allocation of Awards. Eligibility
a CSTEP-targeted profession, and have earned the required cumulative grade for the Pell Grant Program is determined by federal formula. Scholastic
point average. accomplishment has no bearing on eligibility. A recipient must be enrolled as
Although CSTEP is not a financial aid program, it does provide financial an undergraduate student at Utica College and must need financial assistance
assistance toward the cost of textbooks. The major emphasis of CSTEP is pro- to continue his or her education.
fessional developmental activities for CSTEP students. Financial need is determined by a formula applied to all applicants. It was
Aid for Part-Time Study (APTS): developed by the U.S. Department of Education and is reviewed annually by
Application Procedure. Application is made through the Utica College Congress. The family contribution is calculated by this formula.
Office of Student Financial Services on an APTS application. Award Schedule. Currently full-time awards range from $976 to $5,350.
Selection of Recipients and Allocation of Awards. A student must be a The amount of the award will be affected by costs of attendance, expected fam-
New York state resident and a U.S. citizen or permanent resident alien, paroled ily contribution, and full- or part-time enrollment status. The Pell Grant award
refugee, or a conditional admit to the United States. He or she also must be a is not duplicative of New York state awards described below.
matriculated student at Utica College carrying between three and 11 hours. Rights and Responsibilities of Recipients. Students must continue
Award Schedule. The award ranges from $1 to $2,000 per year. to make satisfactory academic progress in the program in which they are
Rights and Responsibilities. Students must continue to make satisfactory enrolled. They must not owe any refunds on the Pell Grant or other awards
academic progress and apply for APTS annually. paid, or be in default on repayment of any student loan.
Award payments are made by credit to the student’s Utica College account.
Federal Perkins Loan
United States Bureau of Indian Affairs Aid to Native Americans
Application Procedure. Application is made through the Utica College (Higher Education Assistance Program)
Office of Student Financial Services for this program, which is jointly financed
by the federal government and Utica College. Forms, as well as specialized Application Procedure. Application forms may be obtained from the
information on loan cancellation provisions for borrowers who go into certain Bureau of Indian Affairs Office. An application is necessary for each year of
fields of teaching or specified military duty, etc., are available from the Office study.
of Student Financial Services. Each first-time applicant must obtain tribal enrollment certification from
Selection of Recipients and Allocation of Awards. Loans are available to the Bureau, agency, or tribe that records enrollment for the tribe.
students enrolled at least half-time at Utica College. Selection of Recipients and Allocation of Awards. To be eligible, a stu-
Rights and Responsibilities of Recipients. The current interest rate, dent must: (1) be at least one-fourth American Indian, Eskimo, or Aleut; (2)
payable during the repayment period, is 5 percent on the unpaid principal. be an enrolled member of a tribe, band, or group recognized by the Bureau of
Repayment begins nine months after graduation or leaving school, and may Indian Affairs; (3) be enrolled in or accepted for enrollment at Utica College,
extend up to 10 years. Payments can be postponed for up to three years during pursuing at least a four-year degree; and (4) have financial need.
active U.S. military service; service in the Peace Corps, VISTA, Public Health Rights and Responsibilities of Recipients. For grants to be awarded in
Service, or similar national programs; completion of required internships; or successive years, students must make satisfactory progress toward a degree,
recovery from a temporary disability. and show financial need. Depending on availability of funds, grants also may
be made to summer session students. Eligible married students also may
receive living expenses for dependents. (a) have a six-year obligation to serve in the Selected Reserve signed after
Source: United States Department of Interior June 30, 1985, or, if an officer, agree to serve six years in addition to the
Bureau of Indian Affairs, New York Liaison Office original obligation;
Federal Building, Room 523; 100 South Clinton Street (b) complete Initial Active Duty for Training (IADT);
Syracuse, NY 13202 (c) meet the requirements for a high school diploma or equivalency cer-
tificate before completing IADT; and
Veterans (VA) Educational Benefits (d) remain in good standing in a Selected Reserve unit.
Application Procedure. Application forms are available at VA offices, the A six-year reserve commitment that begins after September 30, 1990, is
VA Web site (www.va.gov), active duty stations, American Embassies, and needed to receive education benefits for pursuit of:
from the Utica College veterans counselor. Completed forms are submitted to (a) Courses leading to a certificate or diploma from business, technical, or
the nearest VA office. vocational schools
Selection of Recipients and Allocation of Awards. For the most part, (b) Cooperative training
benefits under Chapter 30 end 10 years from the date of the veteran’s separa- (c) Apprenticeship or on the job training
tion from active duty. VA can extend this 10-year period if the veteran was (d) Correspondence training
prevented from training during this period because of a disability or because (e) Accredited independent study programs
he or she was held by a foreign government or power. The 10-year period (f) Tutorial assistance benefits
also can be extended if an individual reenters active duty for 90 days or more (g) Flight training from September 30, 1990, to September 30, 1994
after becoming eligible. Veterans serving periods of active duty of less than 90
days can qualify for extensions under certain circumstances. If the veteran’s Army and Air Force ROTC
discharge is upgraded by the military, the 10-year period begins on the date of The Army ROTC program offers tuition scholarships that are awarded
the upgrade. at different rates depending on the needs of the Army. There are also awards
If eligibility is based on both the Vietnam Era GI Bill and the Montgomery available for books and a monthly stipend to qualified students. The Air Force
GI Bill, and discharge from active duty was before December 31, 1989, the ROTC program offers tuition scholarships that are awarded depending on the
veteran will have until January 1, 2001. In most cases, VA will subtract from needs of the Air Force. There is also a monthly stipend for qualifying students.
the 10-year period those periods the veteran was not on active duty between Program availability is described in the “Undergraduate Programs” section of
January 1, 1977, and June 30, 1985. this catalog. Specific information on scholarships may be obtained by writing
If eligibility is based on two years of active duty and four years in the the Professor of Military Science (Army), Room 308, Archbold Gym, or the
Selected Reserve, the veteran’s eligibility will end the later of: (a) 10 years from Professor of Aerospace Studies (Air Force), 303 Archbold Gym North, at Syra
separation from active duty; or (b) 10 years from completion of the four-year cuse University, Syracuse NY 13244-1140. The telephone number for the Army
Selected Reserve obligation. This four-year obligation, however, does not apply is (315) 443-2462. The telephone number for the Air Force is (315) 443-2461.
to certain individuals separated because of downsizing the military between
October 1, 1991, and September 30, 1995. The Post 9/11 GI Bill and the Yellow Ribbon Program
Utica College is a participation institution in the Post 9/11 GI Bill and the
Montgomery GI Bill (Selected Reserve) Yellow Ribbon Program. For information, visit www.utica.edu/sfs.
Application Procedure. Application forms are available at VA offices, the
VA Web site (www.va.gov), active duty stations, American Embassies, and Vocational and Educational Services for Individuals with Disabilities
from the Utica College veterans counselor. Completed forms are submitted to (VESID)
the nearest VA office. Application Procedure. Handicapped students may obtain a list of local
Selection of Recipients and Allocation of Awards. The Montgomery VESID offices from their state’s education office.
GI Bill (Selected Reserve) is a program of education benefits for members of Selection of Recipients and Allocation of Awards. Eligibility for voca-
the reserve elements of the Army, Navy, Air Force, Marine Corps, and Coast tional rehabilitation services is based upon: (1) the presence of a physical or
Guard, as well as the Army National Guard and the Air National Guard. This mental disability that for the individual constitutes or results in a substantial
program also is referred to as Chapter 1606. To be eligible for the program, a handicap to employment; and (2) the reasonable expectation that vocational
reservist must:
rehabilitation services may benefit the individual in terms of employability. Selection of Recipients and Allocation of Awards. The student must be:
Students may receive services including, but not limited to, counseling and (1) the child of a veteran who died, or who has a current disability of 50 per-
guidance, evaluation of vocational potential, physical and mental restoration cent or more, or who had such disability at the time of death, resulting from
services, transportation, placement assistance and instruction, and training U.S. military service during one of the following periods:
including that given at institutions of higher education. December 7, 1941 – December 31, 1946
The VESID office will consider college training for students when an June 27, 1950 – January 31, 1955
appropriate specified vocational goal requiring this level of training has been October 1, 1961 – May 7, 1975
established through the counseling and planning process between the eligible and (2) a legal resident of New York state. Legal residence in New York
disabled individual and his or her vocational rehabilitation counselor. The state on the part of the student’s parent also is required whether it was at the
training may involve full- or part-time study at the baccalaureate level leading time of entry into military service, or, if the parent died as the result of mili-
to a degree or certificate. Training costs at institutions of higher education may tary service, at the time of death.
be paid through the vocational rehabilitation program only after efforts have Regents awards to children of deceased or disabled veterans are indepen-
been made to secure grant assistance to cover these costs in whole or in part dent of family income or tuition charge, and are in addition to such other
from other sources. grants or awards to which the applicant may be entitled.
VESID policy established a maximum payment toward tuition for students Rights and Responsibilities. The New York State Education Department
in any one academic year. In some cases, students are required to share the will notify students who have won scholarships. They then must fill out and
expenses of college training according to the general VESID economic need submit (annually) a Student Payment Application form to the NYS Higher
policy. Education Services Corporation by October 31. The scholarship is available for
Students should send the Office of Student Financial Services a statement a period of up to five years. Students must maintain a satisfactory academic
indicating total benefits VESID will cover. standing and not be in default on a loan guaranteed by the U.S. government.
Financial Aid Available Through New York State Tuition Assistance for Vietnam Veterans
Tuition Assistance Program (TAP)
Application Procedure. A special application must be filed with the
Application Procedure. Students must apply annually for TAP. Complete New York State Higher Education Services Corporation (HESC), Albany, NY
the Free Application for Federal Student Aid (FAFSA) online method preferred 12255. File application after January 1, 2009 for 2009 – 2010 year.
at www.fafsa.ed.gov on or before February 15, for new students and March 15 Proof of service in Indochina is necessary. Students must be matriculated.
of the current academic year for returning students, for preferred consider- Selection of Recipients and Allocation of Awards. The student must be
ation. After the Free Application for Federal Student Aid (FAFSA) is processed, a New York state resident, apply for TAP and Pell, have served in Indochina
New York State will contact the student regarding their TAP Application (ETA) between December 22, 1961, and May 7, 1975, and have been discharged from
to review and return to the state. Currently enrolled students who have received the service under other than dishonorable conditions.
aid need only file the FAFSA and complete New York state (ETA) for consider- Rights and Responsibilities. See New York State Tuition Assistance
ation, online method preferred at www.tapweb.org. Program.
The Higher Education Services Corporation determines eligibility and noti-
fies the student indicating the amount of the grant. Regents Awards for Children of Deceased Police Officers,
TAP awards vary according to the date a student first received TAP. Firefighters, and Corrections Officers
Students who wish further information should contact the Office of Student
Application Procedure. A special application, obtained from a high
Financial Services.
school principal or counselor, must be filed with the New York State Higher
Education Services Corporation (HESC), Albany, NY 12255. Documentary
Regents Awards for Children of Deceased or Disabled Veterans
evidence to establish eligibility is required with the application.
Application Procedure. A special application, obtainable from the high Selection of Recipients and Allocation of Awards. Students must be a
school principal or counselor, must be filed with the New York State Higher resident child of a resident police officer, firefighter, or corrections officer of
Education Services Corporation (HESC), Albany, NY 12255. Documentary New York state or any of its municipalities who died as the result of an injury
evidence to establish eligibility is required with the application. Any high sustained in the line of duty.
school counselor can provide assistance with this process. Award Schedule. Award amounts vary with tuition.
State Aid to Native Americans begin. Loan fees are deducted from the loan prior to disbursement of funds.
Application Procedure. Application forms may be obtained from the The interest rate is fixed for the life of the loan.
Native American Education Unit, New York State Education Department, Rights and Responsibilities of Recipients. Students may borrow at a rela-
Albany, NY 12234. The completed application form should be forwarded by tively low variable interest rate. Repayment begins when the student graduates
the student to the Native American Education Unit along with the following or ceases to be enrolled at least half-time; there is a one-time only, six-month
materials: (1) official transcript of high school record or photostat of General grace period at that time. Refer to the statement of borrowers’ rights and
Equivalency Diploma; (2) letter(s) of recommendation from one or more responsibilities on the promissory note for further details.
leaders in the community attesting to personality and character; (3) personal Federal Direct Parent Loans for Undergraduate Students (PLUS):
letter, clearly setting forth in detail educational plans and desires; (4) signa- These loans are for parents of matriculated dependent students.
tures of the parents of minor applicants, approving education plans; (5) official Applications are available at www.utica.edu/sfs (under forms). Loans may be
tribal certification form; and (6) copy of letter of acceptance to Utica College. made for the cost of attendance minus any financial aid. The interest rate is
Students must be on the official tribal roll of a New York state tribe or the variable. Parents are responsible for principal and interest payments monthly.
child of an enrolled member of a New York state tribe, and a resident of New Interest rates are determined annually.
York state.
Selection of Recipients and Allocation of Awards. Students must be Federal Direct Unsubsidized Stafford/Ford Loan:
enrolled at Utica College. Available to students who do not qualify for the Federal Subsidized Stafford
State Aid to Native Americans is an entitlement program. There is neither Loan or who are not eligible for the full Federal Direct Subsidized Stafford/
a qualifying examination nor a limited number of awards. Ford Loan amount. Borrowers are responsible for payment of the interest that
Award Schedule. The award is $1,000 for 12 or more credits per semester; accrues on unsubsidized loans while they are in school. The interest rate is
the award is prorated if less than 12 credits. fixed. The rate is subject to change annually. (Interest may be capitalized.)
Rights and Responsibilities of Recipients. Students are responsible for Federal Direct Unsubsidized Stafford/Ford Loan (Formerly SLS):
notifying the Native American Education Unit in writing of any change in Available for independent students only. Loans are $4,000 additional for
student status or program or institutional enrollment. Students must maintain first and second year students and $5,000 additional for junior and senior
good academic standing and submit semester grades at the end of each semes- undergraduates. The interest rate is variable and can be paid while the student
ter to the Native American Education Unit. is attending college, or it can be capitalized. Principal payments are deferred.
Interest rates are determined annually.
William D. Ford Federal Direct Loan Program
Federal Direct Subsidized Stafford/Ford Loans:
Application Procedure. Students apply by filing the FAFSA and complet-
Procedures for Applying, Accepting, and
ing a promissory note online. The loan is submitted to the U.S. Department of Payment of Aid from Utica College
Education for approval. Including College Grants, Federal Supplemental Educational Opportunity
Selection of Recipients and Allocation of Awards. To be eligible for a Grant (FSEOG), Federal/Perkins Loan, Federal Work-Study (FWS), and Higher
Federal Direct Stafford/Ford Loan, a student must be: (1) a U.S. citizen or Education Opportunity Program (HEOP), which are described in the “Sources of
permanent resident alien; and (2) enrolled in or admitted as a matriculated, at Assistance” section.
least half-time, student at Utica College. An approved needs test must be on Students applying for aid described in the “Sources of Assistance” section
file in the Utica College Office of Student Financial Services. which indicate there is a specialized application procedure need not follow
Loan Schedule. As undergraduates, students may borrow up to $5,500 these directions.
($3,500 maximum subsidized loan) for the first year; $6,500 ($4,500 maximum All prospective and returning matriculated students taking at least six
subsidized loan) for their sophomore year; up to $7,500 ($5,500 maximum hours at Utica College may apply for aid. Full-time (12 hours per semester)
subsidized loan) per academic year for their junior and senior years, to a students may apply for all forms of aid described in the “Sources of Assistance”
maximum aggregate of $31,000 for undergraduate study (with no more than section. Matriculated students carrying at least six hours, but less than 12
$23,000 in subsidized loans). hours, may be eligible for loans, part-time TAP, and Federal grants. Some
Students are eligible for a full interest subsidy during the time they are assistance may be available to matriculated students carrying three hours. See
in school and a six-month grace period after school before repayment must the Office of Student Financial Services for details.
Students Applying for Admission and Applying for Aid for TAP Standards
2009 – 2010 BACHELOR’S DEGREE • FULL-TIME
1. Students must file the 2008 – 2009 FAFSA (online method preferred)
Candidates 1 2 3 4 5 6 7 8 9 10
so it is received on or before February 15, 2008, for preferred consider-
Cumulative number of
ation. Forms filed after that date also will be considered.
hours passed 3 9 21 33 45 60 75 90 105 120
Accepting the Award GPA 1 1.2 1.3 2.0 2.0 2.0 2.0 2.0 2.0 2.0
1. Students will be sent an award letter. All awards are considered BACHELOR’S DEGREE • PART-TIME
accepted unless the student declines specific awards in writing.
2. The students must provide documentation of all income by the dead- Number of Number of
line, if requested. Documentation includes, but is not limited to, signed Semester Hours Credits Cumulative Semester Hours Credits Cumulative
federal income tax forms, W2s, 1099 forms, and all untaxed income Equivalent Carried Accrued GPA Equivalent Carried Accrued GPA
sources. 1 3 – 6 0 0 11 61 – 66 51 2.0
2 7 – 12 3 1 12 67 – 72 60 2.0
Students Currently Matriculated and Applying for Aid for 3 13 – 18 6 1.4 13 73 – 78 66 2.0
2008 – 2009 4 19 – 24 9 1.4 14 79 – 84 75 2.0
1. Students must file the 2008 – 2009 FAFSA (online method preferred) 5 25 – 30 15 1.4 15 85 – 90 81 2.0
to the Federal Student Aid Processor so they will receive it on or before 6 31 – 36 21 1.6 16 91 – 96 90 2.0
March 15, 2008. 7 37 – 42 27 1.6 17 97 – 105 96 2.0
2. Students must submit verification of their family’s income, if requested. 8 43 – 48 33 2.0 18 106 – 112 105 2.0
Verification includes signed federal income tax forms, W2s, 1099 9 49 – 54 39 2.0 19 113 – 118 111 2.0
forms, and all untaxed income sources, etc. 10 55 – 60 45 2.0 20 119 – 120 120 2.0
All Students – Appeal CERTIFICATE PROGRAM

Students who feel that they have been given an inappropriate financial aid SEMESTER
award can do the following: First Second
1. Submit a letter of appeal and a complete application form to the Office Number of credits
Satisfactory
Cumulative
of Student Financial Services. enrolled 1 2
Progress
2. If the student (or the student’s parents) remain dissatisfied with the Number of credits
completed with a
award, the student (or the student’s parents) may request in writing
passing grade 6 9
a review by the Admissions and Financial Aid Committee. The com-
Number of credits
Pursuit Each
mittee will not review requests for changes of an individual award that
Semester
Program
accrued 6 18
entail a revision of general policies. Cumulative grade point
average 1 1.6
Academic Standards
All students are expected to meet academic standards in order to receive
need-based aid after their first semester of enrollment. The criteria for mea-
suring academic standards are outlined below in three charts. Only the chart
appropriate to the individual student’s enrollment will be used to measure
program pursuit and satisfactory progress. Academic standards differ for New
York state TAP and federal/institutional aid.
Federal/Institutional Standards Failure to Meet Academic Standards

Students must earn a prescribed number of credits by the end of each Students who fail to make satisfactory academic progress will lose eligi-
academic year in order to continue to receive federal/institutional aid. An aca- bility for financial aid from federal, state, and College sources. Students may
demic year is defined as the fall and spring semesters. Summer may be used appeal for reinstatement of aid on the basis of physical illness or extraordi-
to make up deficiencies but students will receive no aid consideration if they nary personal difficulty due to unusual circumstances. The Dean for Student
have not made satisfactory progress by May (or spring term’s end). Success will consider the student’s full history when determining if a waiver is
Full-time students must earn an average of 20 credits during an academic appropriate. For further details regarding aid reinstatement, contact the Office
year and earn the minimum required grade point average for the year enrolled of Student Financial Services.
to continue to receive federal/institutional aid.
Students must earn the following to continue to receive aid for the next year.
Year 1 2 3 4 5 6
Return of Title IV Funds
Number of hours to be Utica College follows prescribed regulations when determining the
completed successfully 20 40 60 80 100 120 amount of refund owed to the Title IV Programs if a student receiving such
Cumulative GPA 1.4 2.0 2.0 2.0 2.0 2.0 aid officially withdraws from all courses, drops out, or is expelled from the
As of April 29, 1994, the maximum time frame of an undergraduate pro- College on or after the last day to add/drop. Please see the “Regulations” sec-
gram may not exceed 150 percent of the published length for full-time stu- tion of this catalog for further details.
dents or 180 credit hours (for most programs) per federal regulations. For the most current information, as well as additional details, contact the
Office of Student Financial Services or visit www.utica.edu/sfs.
Interpretation of the Charts
Credits completed – hours completed with a grade of A, B, C, D, F, or Pass.
Credits accrued – hours completed with a passing grade of A, B, C, D, or Pass
over the student’s college career.
Cumulative Grade Point Average – grade point average over the student’s career
at Utica College.
Withdrawals – are not considered in the charts as attempted, completed, or
accrued credits.
Repeated courses – are considered as the credits enrolled and completed. The
repeated course will not increase the accrued credit hours.
Non-credit courses – are not evaluated on the academic progress charts.
Incomplete – are not considered hours completed and are assumed to be an F
until requirements are met.
Scholarships, Grants, and Awards ◆ 99
Founder’s Scholarship
These awards are based on high academic achievement and an ability to
contribute to the Utica College community. The scholarship is renewable as
long as the student maintains the required grade point average and meets sat-
isfactory progress requirements.
Utica College Achievement Awards

These awards are based on personal and academic achievement and ability
to contribute to the College community. The scholarship is renewable as long
SCHOLARSHIPS, GRANTS, as the student maintains the required grade point average and meets satisfac-
tory progress requirements.
AND AWARDS Transfer Achievement Awards

These awards are for transfer students who have completed, and will trans-
fer, a minimum of 30 hours of college work. A 3.0 GPA or better is required
for eligibility and renewal. Awards vary based on academic ability and special
achievement.
College Scholarships My Turn Scholarship
College scholarships are offered to full-time freshmen upon admission to
The My Turn Scholarship shall be awarded to full-time students who are
the College. Awards are made on the basis of academic and personal achieve-
the parents of alumni of Utica College or of current Utica College students.
ments. (Special restrictions apply to dependent scholarships. Please contact the
This scholarship has the value of one-half tuition. Application forms are avail-
Office of Student Financial Services.) College scholarships include:
able through the Office of Student Financial Services.
Utica College President’s Scholarship Senior Citizen Award
These awards are based on the highest academic achievement and commu-
Senior citizens who are alumni, former Foundation Board members, for-
nity service. The scholarship is renewable as long as the student maintains the
mer trustees, and retired employees may take courses for credit and free of
required grade point average and meets satisfactory progress requirements.
charge. Other senior citizens within the community may take up to two cours-
Thomas J. Cahill Jr. Presidential Scholarship es per semester for credit for one-third tuition, or they may audit the course
This scholarship is funded through the generosity of Thomas J. Cahill Jr. for free. Special consideration based upon need may be made by the president
’49. To qualify, a student must maintain a 3.0 average and demonstrate financial of the College. Senior citizens are defined as individuals age 65 and older.
need.
Reverend Dr. Martin Luther King Jr. Memorial Scholarship Endowed Scholarships
This four-year scholarship was established in memory of Dr. Martin Luther Endowed scholarships have been established at Utica College by alumni,
King Jr. Scholarships are awarded yearly to entering African-American fresh- friends of the College, and organizations for the purpose of permanently pro-
men who have shown academic achievement, leadership commitment to civil viding support to deserving and/or outstanding students. Criteria for receiving
rights, and future promise. The scholarship is renewable as long as the student named scholarships vary, but most funds require a demonstration of academic
maintains the required grade point average and meets satisfactory progress achievement and/or financial need. Applicants should refer to the “Financial
requirements. Aid” section of this catalog for procedures for applying and accepting aid.
Endowed scholarships include:
98
100 ◆ Scholarships, Grants, and Awards Scholarships, Grants, and Awards ◆ 101
Ruth E. Abeling Memorial Scholarship Fund Joseph E. Altongy Scholarship

Financial assistance awards from this fund, established in memory of Ruth Established by Dr. John F. ’52 and Margaret Altongy Millett, this scholar-
E. Abeling ’88 by her many friends, shall be made to deserving full-time stu- ship will be awarded to a student from the state of Massachusetts who pos-
dents majoring in occupational therapy who demonstrate academic merit and sesses high moral standards and is actively involved in school or community
financial need. Preference will be given, but is not limited to, an adult female affairs.
student who is resuming her education. Students shall be selected by the Office
of Student Financial Services. Alumni Memorial Scholarship Endowment
The Office of Alumni and Parent Relations announces competition for this
Adirondack Bank Scholarship award in the College information day sheet and/or the College newspaper.
This scholarship, established by Adirondack Bank, is awarded to stu- Applications should be made according to announced procedures. Awards are
dents from Central New York, specifically but not limited to, the areas where based on merit, future promise, and service to the College.
Adirondack Bank conducts business.
American Association of University Professors-Utica College
Paul Gregory Albanese Medical Scholarship Chapter Scholarship
This scholarship was established in memory of Paul Gregory Albanese. It Established by faculty at Utica College, awards from this scholarship are
is awarded to a junior or senior with a minimum 3.3 GPA who is a resident of made to a student in his/her junior year who demonstrates academic achieve-
Oneida County and has demonstrated an interest in attending medical school ment and service to the College.
and practicing in Oneida County.
American Legion Whitestown Post #1113 Scholarship
Dr. Raymond J. Albert Memorial Scholarship Fund Established by members of the Whitestown Post #1113 of the American
Financial assistance awards from this fund, established by Monica Albert, Legion, this scholarship shall be awarded to a student from the town of
in memory of her husband, Emeritus Professor Raymond J. Albert, are made Whitestown who shows academic promise and financial need.
to full-time students majoring in management or pre-law students majoring in
other areas. Students should be of good character and serious about pursuing Angelica Corporation Scholarship Fund
a college degree. Established by the Angelica Corporation, awards are made to students
studying in a health care academic program and are based on academic
Carol L. Albrecht Memorial Scholarship achievement and financial need.
Established in memory of Carol L. Albrecht by her friends, this scholar-
ship benefits full-time Utica College students from the most recent graduating Asian Cultural Heritage Scholarship
class of Mohawk Central (Jarvis) High School who show academic merit and This scholarship, established by John F. Millett ’52, D.D.S., and Margaret A.
financial need. Millett, is for a full-time student with an Asian-American heritage.
Richard E. Alexander Sr. Scholarship Albert Augustyn Family Scholarship

This award was established by the late Louise Alexander in memory of her Established by Albert Augustyn, this scholarship is awarded to a deserving
husband. It is awarded to a needy student from the Utica area. Students shall full-time UC student, majoring in biology, who demonstrates academic merit,
be selected by the Office of Student Financial Services. maintains an acceptable grade-point average, and demonstrates financial need.
Jalil and Phillipine Altongy Scholarship Drs. Roger and Eleanor Zuckerman ’51 Baker Scholarship
This scholarship was established by John F. Millett ’52, D.D.S. It is awarded Established by Drs. Roger and Eleanor Zuckerman ’51 Baker, this schol-
to a junior or senior majoring in management who exhibits outstanding char- arship shall be awarded to a full-time student who has earned at least a B in
acter and shows future promise. courses in art history and/or anthropology. Preference shall be given to a stu-
dent who has completed a course in each area and who demonstrates financial
need.
Frank N. and Victoria M. Fiore Balzano Scholarship Archmandrite Elias Boustany Scholarship Fund
Established by Frank N. and Victoria M. Fiore Balzano, awards shall be This scholarship was established by John F. Millett ’52, D.D.S., and
made to full-time students with a GPA of at least 3.0. Preference will be given Margaret A. Millett in memory of Monsignor Boustany, the first pastor of
to students of Korean-American descent on the basis of academic merit and Sacred Heart Armenian Catholic Church in Little Falls, New Jersey. Awards
financial need. shall be made to an outstanding student with high moral standards from the
state of New Jersey.
Edward L. Bass Black Students Scholarship
This scholarship is the gift of Edward Bass, his friends, and colleagues. Louis N. Brando Memorial Scholarship
Awards are made to black undergraduate students based on scholarly merit This award was established by the Brando family, in memory of Louis
plus commitment to the black struggle. N. Brando, CPA, professor of accounting at Utica College. It is given to an
accounting major who is a deserving student, has attained an average of 3.0,
Dr. Hossein Behforooz and Mrs. Forough Saba Scholarship and demonstrates financial need.
This scholarship, established by Dr. Hossein Behforooz, professor of math-
ematics at Utica College, is awarded to full-time UC students in their junior Broadway Theatre League-Pearle S. Nathan Scholarship
and senior years who are majoring in mathematics. Eligible students must This scholarship, established by the Broadway Theatre League in honor
have a 3.0 grade point average or higher and demonstrate financial need. of their late President Emerita Pearle S. Nathan ’59, is awarded to a student
majoring in speech communication and dramatic arts with a concentration in
John C. Behrens Scholarship theatre. Recipient must have a 3.0 average or better. Preference shall be given
Established by the Behrens family, Mrs. Dorothy M. and her late husband to candidates from the greater Utica area.
Charles H., and Professor Behrens’ sister, Mrs. James Hietikko, honoring
Professor John C. Behrens, founder of the Journalism Studies program, awards Commander Harold C. and Mary Rorie Brown Scholarship
from this fund will be made to a print journalism junior who plans a career in Established by Dr. Thomas G. and Civita A. Brown in honor of Dr. Brown’s
newspaper or magazine journalism. parents, financial assistance awards from this scholarship fund shall be made
to deserving full-time students majoring in Arts and Sciences who demon-
Black Alumni Association Scholarship strate academic merit and financial need. Students shall be selected by the
Established by alumni of Utica College, awards shall be made to students Office of Student Financial Services.
of black heritage as follows:
The Richard L. Frank Scholarship will be awarded to a black freshman Roswell W. ’50 and Doreen (Darrigrand) ’50 Buckingham
student who does not qualify for HEOP. The student must demonstrate leader- Scholarship
ship potential. Established by Roswell W. ’50 and Doreen ’50 Buckingham, awards from
The Dr. Leroy Wells Jr. Scholarship will be awarded to a junior or senior this fund shall be made to an accepted full-time freshman student at Utica
who demonstrates improvement over two consecutive semesters. College who is a resident of the New Hartford School District, and a gradu-
ate of New Hartford Central School or Notre Dame High School in Utica.
Black Cultural Heritage Scholarship This scholarship may be renewable. The recipient must demonstrate academic
This scholarship, established by John F. Millett ’52, D.D.S., and sponsored promise, the desire to succeed, and be of good character.
by Nu Psi Omega chapter of Alpha Kappa Alpha sorority, is awarded to a stu-
dent of black heritage who demonstrates potential for academic success. Bull Family Scholarship
Established by the Bull family, awards from this fund shall be made to
Honorable Sherwood L. Boehlert Scholarship Fund full-time students enrolled in the business program, with preference given to
Established by alumni of Utica College and friends of Congressman a student concentrating in business management. The dean for the Division of
Sherwood L. Boehlert ’61, Utica College Trustee, this scholarship benefits stu- Social Sciences and Management shall select the recipient of the award based
dents with academic promise and financial need. on a candidate’s demonstrated academic merit and those traits that make him/
her an asset both to his/her profession and community.
Bullock Family Scholarship Frank A. Carchedi, CLU, Memorial Award

Established by Robert T. Bullock ’69, Utica College Trustee, this scholar- Established by friends and family, this award is given to an upper-class
ship is awarded to full-time Utica College students from the Utica/Rome/ student majoring in management on the basis of academic merit and financial
Mohawk Valley area majoring in business programs. need.
Leona S. Burger Memorial Scholarship Joseph R. Carucci Scholarship Fund

Established by the late Professor Harold Burger in memory of his wife, this Established by Joseph R. Carucci, Utica College Trustee, awards from this
scholarship is awarded to a student exhibiting an interest in pursuing a career fund will be made to students in any Utica College major who demonstrate
in audiology and/or speech pathology. financial need.
Professor Thomas and Mrs. Marjorie Burke Scholarship Dr. Mario ’50 and Louise Columbro Caruso Scholarship
Financial assistance awards shall be made to a full-time student who has Established in memory of Dr. Mario Caruso ’50, this scholarship shall be
successfully completed six (6) credit hours of Math and has achieved at least awarded to students who plan to enter the profession of dentistry. Preference
a 3.0 GPA in these courses. The recipient shall be selected by the Office of shall be given to those who plan to attend the State University of New York
Financial Aid. College of Dentistry at Buffalo.
John and Agnes Burke Scholarship Peter and Edith Caruso Scholarship Fund
Established by Judith B. Gorman ’64 in honor of her parents, awards from Established by Dr. Thomas G. and Civita A. Brown in honor of Mrs.
this scholarship shall be made to students enrolled in the criminal justice or Brown’s parents, awards from this fund will be made to deserving full-time
economic crime investigation major who show academic merit and financial students majoring in psychology-child life or in education who demonstrate
need. academic merit and financial need.
Randall D. Button Memorial Scholarship Class of 1950 Scholarship

Established by friends and business associates of Mr. Button, this scholar- Established by members of the Class of 1950 at their 45th Reunion, this
ship is awarded to a full-time student majoring in management who demon- scholarship will benefit students of good character who show financial need.
strates traits of perseverance, diligence, and high personal and ethical stan-
dards. Class of 1951 Scholarship
Established by members of the Class of 1951, financial assistance awards
Thomas J. Cahill Jr. Academic Achievement Scholarship Fund from the fund shall be made to a full-time student with a 3.0 average or better
Established by Thomas J. Cahill Jr., priority for this award shall be given to who demonstrates those traits that will make him/her an asset both to his/her
graduates of the Whitesboro School District who have demonstrated outstand- profession and community. The Office of Student Financial Services shall
ing academic ability. select the recipient.
Calidonna Scholarship Class of 1952 Scholarship

Established by the Calidonna family, scholarship and financial assistance This scholarship was established by members of the Class of 1952 at their
awards made from this fund shall be given to a hard-working student who 40th Reunion to honor the faculty and staff of Utica College who have had a
demonstrates good character and shows financial need. Students shall be positive influence on their lives. Awards shall be made to students of outstand-
selected by the Office of Student Financial Services. ing character who show academic promise.
Joseph and Inez Carbone Scholarship Class of 1959 Scholarship
Established by founding Utica College Trustee Don Carbone in memory Established by members of the Class of 1959, this scholarship will benefit
of his parents, this scholarship shall be awarded to a student from the greater students of good character who show financial need.
Utica area. The recipient must demonstrate financial need and plan a career in
business.
Leonard and Mildred Quaas Clemente Scholarship J. Leo and Helen B. Coupe Scholarship Fund
Awards from this scholarship, which was established by John and Professor Established by family, the scholarship and financial assistance awards made
Emeritus Annette Dimon in honor of the 50th wedding anniversary of from the J. Leo Coupe and Helen B. Coupe Scholarship Fund shall be made
Professor Dimon’s parents, are made to a junior or senior who has returned to to deserving full-time students from the greater Utica area who demonstrate
school after 10 or more years since high school graduation. Selection shall be outstanding academic promise and who have demonstrated the potential for
based on academic merit with preference given to accounting majors. leadership. Students shall be selected by the Office of Admissions and can be
awarded on a merit basis to attract such students to the College.
The Daniel S. ’57 and Theresa M. (Chieco) ’62 Cohen
Scholarship Walter A. Cragnolin Memorial Scholarship
Established by Daniel S. ’57 and Theresa M. (Chieco) ’62 Cohen, this Established by family and friends, this scholarship, in memory of Utica
scholarship shall be awarded to a student who ranks high in academic achieve- College Professor Cragnolin, is awarded to a construction management major
ment and is a graduate of the Utica city School District. The recipient will be on the basis of academic merit, future promise, and financial need.
selected by the Office of Student Financial Services and shall be of outstanding
character and demonstrate financial need. Martha Bair and Virgil C. Crisafulli Scholarship
Created by Professor Emeritus Dr. and Mrs. Virgil C. Crisafulli, financial
Robert W. Coletti ’52 Memorial Scholarship assistance awards from this fund shall be made to a full-time student from a
Established by Debra Coletti Swider in memory of her father, awards from low-income family, preferably the poverty level as defined by the federal gov-
this scholarship shall be made to full-time students from the greater Utica area ernment, and should have a grade point average of 2.5 or higher. The dean of
who enroll in the education program and are well rounded in all aspects of the School of Business and Justice Studies shall select the recipient from can-
college life: academic, cultural, social, and athletic. The recipient shall main- didates recommended by the Office of Student Financial Services. This award
tain an average of 3.0 or higher and show financial need. may be renewable to the recipient from year to year, providing the student
maintains a 2.5 average or better and demonstrates those traits which will
Gene and Ben Comora/Raymond Simon Institute Scholarship make him/her an asset both to his/her profession and community.
This scholarship has been established by Owen Comora ’53, former Utica
College Trustee in honor of his parents, Mrs. Gene Comora and Mr. Ben Robert F. Croft ’01 Memorial Scholarship
Comora. Awards shall be made to full-time matriculated, undergraduate Established in memory of Robert F. Croft `01, financial assistance awards
students majoring in public relations and/or journalism. The awards shall be shall be made to a second year student in good standing in the Economic
granted to those students who have achieved academic excellence and who Crime Management Program. Preference will be given to students in the
have demonstrated those professional and personal attributes and skills need- public sector or law enforcement who receive little employer subsidy in sup-
ed for success in the public relations and/or journalism fields. port of their education. Students applying for the scholarship will be required
to submit a statement outlining how overcoming adversity has affected their
Father Robert J. Conrad and Mrs. Ruth M. Conrad life/career, reasons for pursuing this degree and ways in which this degree will
Scholarship allow them to benefit society. The recipient shall be selected by a committee
Established by an anonymous donor in honor of the 25th anniversary of consisting of two professors and one alumni of the ECM program as desig-
Father Conrad’s ordination and in memory of his mother, Ruth, this scholar- nated by the Executive Director of the Economic Crime and Justice Studies
ship will be awarded to a student who demonstrates outstanding character and department.
traits of caring, compassion, and service.
Carolyn L. Dalton ’74 Scholarship Fund
Richard J. Converse Scholarship Created by Carolyn L. Dalton ’74, Utica College Trustee Emeritus, this
Established by friends and family, this scholarship is awarded to a student scholarship is awarded to a student with a major or minor in communication
who has demonstrated an interest in peace and social justice in the central arts. The recipient must demonstrate academic merit and financial need and
New York area, and who best exhibits the potential for commitment to his/her exhibit those traits which will make him/her an asset both to his/her profes-
community as exemplified by the life of Richard J. Converse. A cumulative sion and community.
GPA of 3.0 or better is required.
Michael D. Damsky Young Scholars Scholarship Dr. Henry R. DiSpirito Memorial Scholarship
Created by Michael Damsky, Utica College Trustee, awards shall be made Established by Delores and Theresa DiSpirito in memory of their father,
to deserving students from the city of Utica who are graduates of the Young Dr. Henry R. DiSpirito (Utica College Artist in Residence 5/30/63 – 2/28/95),
Scholars Program. financial assistance awards from the fund shall be awarded to a full-time
student in his/her junior or senior year who is majoring in the area of arts,
NYS Teamsters Joint Council 18 – Rocco F. De Perno including but not limited to painting, sculpture, theatre, dance, or music, or
Scholarship who is majoring in one of the traditional humanities majors and has a special
This award was established by the Teamsters Joint Council 18 in honor interest in the arts. The recipient shall be selected by the dean of the faculty in
of Rocco F. DePerno, for a needy student who is the son or daughter of a consultation with the faculty of the School of Arts and Sciences. Candidates
Teamster within the jurisdiction of Joint Council 18. must have a 3.0 GPA or better and demonstrate traits that will make them an
asset to their profession and community.
Donald A. ’54 and Marlene J. De Rosa Scholarship
Established by Donald A. ’54, Utica College Emeritus Trustee, and Marlene Professor George J. Dmohowski Scholarship
J. De Rosa, awards from this fund shall be made to a full-time matriculated Established by friends of Professor Dmohowski, awards are made to math-
student who is a junior or senior majoring in a health-related field. The recipi- ematics majors in their junior or senior year based on academic promise and
ent must maintain a 3.0 average or better, demonstrate high moral and ethical need.
standards, and show academic merit.
Peter A. Donato, Jr. Scholarship
Jeffrey D. De Rosa ’84 Memorial Scholarship Established in memory of Peter A. Donato, Jr., financial assistance awards
This scholarship, established in 1988 by Donald A. ’54, Utica College from this fund shall be awarded to an incoming freshman from the Central
Emeritus Trustee, and Marlene J. De Rosa, in memory of their son, Jeffrey New York area majoring in either Mathematics or Science, with a demon-
(Class of 1984), is awarded to graduates of Whitesboro Senior High School strated financial need. The recipient shall be selected by the Office of Financial
who are all-around students and who are enthusiastic, ambitious, and have Aid.
demonstrated favorable academic potential.
Reverend Monsignor William J. Donovan Scholarship
DGBF Scholarship Fund Established by an anonymous donor in recognition of Monsignor
This scholarship is awarded to an incoming Utica College freshman with Donovan’s contribution to the Utica community, awards shall be made to full
a high school average between 70% and 80%, a demonstrated financial need, time students from the greater Utica area who plan a career in education and
and an indication of promise and potential in an academic or professional who volunteer their services for the good of the community and the College.
field. Upon receiving this scholarship in his or her freshman year, should the The recipient must show academic merit, have financial need, be of high
student maintain a GPA between 2.0 and 3.25, he or she will be eligible to moral character, and exhibit the traits exemplified by Monsignor Donovan of
continue receiving this award each year until graduation from Utica College. dedication and compassion. Students shall be selected by the Office of Student
Recipients shall be selected by the Office of Student Financial Services. Financial Services.
Gustave J. and Teresa Rose DeTraglia Scholarship Dr. Milton and Ava Müeller Dorfman Scholarship
Established by the DeTraglia’s sons, family and friends, financial assistance This scholarship was established by Ava Müeller Dorfman in memory of
awards shall be made to students enrolled in either Construction Management her late husband, Dr. Milton Dorfman and his life-long service as a highly
of Education who are residents of Oneida County. Students must demon- respected radiologist and in recognition of Mrs. Dorfman’s commitment to
strate academic merit and a financial need. If no students meet this criterion, improving the quality of life for older Americans. It is awarded to a full-time
then awards shall be made to students showing financial need. The Office of student with an interest in or who cares for the elderly in health care or social
Financial Aid shall select the recipient. services.
Anne M. Dowling Memorial Scholarship Economic Crime Investigation Institute Scholarship

Established by William F. Dowling `68 in memory of his mother Anne Established by the Board of the Economic Crime Investigation Institute at
M. Dowling, this scholarship shall be awarded to academically and financially Utica College, this scholarship shall be awarded to a full time student major-
deserving students. The recipient shall be selected by the Office of Student ing in economic crime investigation for use in his/her junior year. The student
Financial Services. must maintain a 3.33 or higher GPA, show leadership potential, and make sig-
nificant contributions to the program.
Father Paul J. Drobin Scholarship
This scholarship was established by an anonymous donor in recognition Thomas Proctor Eldred Sr. Memorial Scholarship
of Father Drobin’s contribution of care, counsel, and dedication to the Utica The New York State Builder’s Supply Association has established this schol-
community. Awards shall be made to full-time students who demonstrate high arship fund in memory of the association’s founder for construction manage-
moral character and show academic merit and financial need. ment students who are in their junior year.
Frank M. Dulan Scholarship Saverio M. Flemma Memorial Scholarship

This scholarship, established in 1987 by family and friends of the late This scholarship, established in 1988 by Mr. Flemma’s sons, family, and
Mr. Dulan, former Mayor of the City of Utica and United States Marshal, is friends, is awarded to students who are first generation Italian Americans or
awarded to a student who demonstrates financial need and an interest in gov- immigrants who demonstrate academic merit and financial need.
ernment and politics through his/her selection of courses in political science,
history, and/or government. Samuel S. Freeman Scholarship
This award was established by bequest of Samuel S. Freeman to provide
Margaret and James F. DuRoss Scholarship Fund scholarships for worthy students of high scholarship and character.
This scholarship was established by James F. DuRoss Jr., Utica College
Trustee, in honor of his parents. The recipient must be the child or dependent Furgal Scholarships
of individuals employed in janitorial services, building maintenance, custodial Joseph P. Furgal ’50, founding Trustee, established the following scholar-
and/or maid service, and must demonstrate financial need. ships to honor his family and friends and to benefit UC students.
• Catharine Christensen Scholarship is awarded to a student majoring
Loretta J. Dylis Nursing Scholarship in psychology at Utica College.
Established by the family and friends of Mrs. Dylis, this scholarship is • Donald L. Cielsak Scholarship is awarded to a full-time student who is
given to a student who majors in nursing, has at least a 3.0 GPA, and demon- majoring in mathematics at Utica College.
strates those traits which will make him/her an asset to his/her profession.
• Adela Nowak Scholarship is awarded to a student who is majoring in
Early Childhood/Elementary Education-New York Telephone mathematics at Utica College.
Scholarship • Marsha Smith Scholarship is awarded to a student who is majoring in
Scholarship and financial assistance awards from the fund shall be made accounting at Utica College.
to minority, physically challenged, or at-risk students from the Utica area who
• Irene Furgal Memorial Scholarship in Political and Social Sciences is
enter the early childhood/elementary education program at Utica College.
awarded to a full-time student majoring in government and politics or
Sal J. Eannace-Tau Phi Zeta Scholarship social sciences. The recipient must be of Polish descent, have a 3.0 aver-
Established by the Tau Phi Zeta Fraternity, this scholarship will be awarded age, and demonstrate financial need.
to a student for all four years of his or her education at Utica College, begin- • Joseph A. Furgal Memorial Scholarship in International Relations, in
ning in the freshman year. The recipient must be a resident of Oneida County, memory of Mr. Furgal’s father, is awarded to a student of Polish descent
demonstrate community involvement, and maintain a cumulative grade point who has attained a 3.0 average, demonstrates financial need, and has a
average of 2.5 or above after enrollment. serious interest in international studies.
• Joseph P. Furgal Endowed Scholarship in History is awarded to a stu-
dent majoring in history, who has attained a 3.0 average, demonstrates
financial need, and has a serious interest in history.
• Joseph P. Furgal Study Abroad Scholarship provides financial aid to Frank E. Gannett Journalism Awards
Utica College students choosing to study abroad. These awards were established by the Frank E. Gannett Newspaper
• Mary Ann Furgal Scholarship in Nursing, Health Related Sciences, Foundation, Inc., to provide scholarships for students majoring in journalism
or Pre-Medical/Dental Studies is awarded to a nursing, health-related studies.
sciences, or pre-medical/dental studies major of Polish descent. The stu-
dent must attain a 3.0 average and demonstrate financial need. Daniel and Josephine Fanelli Gazzilli Scholarship
Created by Daniel and Josephine Fanelli Gazilli and funded by friends and
• Rose S. Furgal Memorial Scholarship in Criminal Justice, in memory
family in memory of the late Daniel “Doc” Gazilli, this scholarship is awarded
of Mr. Furgal’s mother, is awarded to a student of Polish descent who
to a student from the greater Utica area on the basis of academic merit and
has attained a 3.0 average, demonstrates financial need, and is a crimi-
financial need.
nal justice major.
• Thaddeus (Duke) Furgal Memorial Award is awarded to a student of Max Geller Fund
Polish descent who has attained a 3.0 or higher average, demonstrates This is a general scholarship established by Mr. Max Geller in 1948.
academic merit and financial need, and is pursuing a career in health
or health sciences. In the event that no student of Polish descent meets Frank and Joan Giovannone Scholarship
the criteria, the College may award the scholarship to any student who Awards from this fund are made to deserving pre-dental students for use
meets the criteria. in the senior year. Recipients are selected on the basis of academic achieve-
ment and financial need and shall possess traits that would make them assets
• Barbara E. Jordan ’75 Scholarship is awarded to a student who has a
to the dental profession.
record of volunteerism through a campus service organization.
• Monsignor Adolph A. Kantor Scholarship is awarded to a student Sister Rose Vincent Gleason, O.S.F. Scholarship
majoring in biology. Established by an anonymous donor in recognition of Sister Rose Vincent’s
• Dolores LaSalle Scholarship is awarded to a student who demonstrates selfless commitment of caring and compassion for the benefit of the Utica
academic merit and actively participates in College and/or community community, this scholarship shall be awarded to a student from Oneida or
service. Herkimer County who is majoring in biology and demonstrates high moral
character and financial need.
• Frank Malachowski Memorial Scholarship is awarded to an English
major at Utica College. Boyd Golder-Utica Kiwanis Scholarship
• Jacqueline Furgal Morelle Scholarship is awarded to a student with a Established by the Utica Kiwanis Club in memory of Boyd Golder, Utica
major in psychology. mayor from 1946 to 1958, recipients are Utica residents with financial need.
Preference is given to present and past members of a Utica area High School
• Thomas J. Raiano Memorial Scholarship is awarded to a student with
Key Club.
a strong interest in pursuing studies in music, art, or literature.
Dr. Ronald J. Goldstone ’55 Memorial Scholarship Fund
Charles A. Gaetano Scholarship This scholarship was established by Utica College trustee Brian J. Jackson
Established by Mr. and Mrs. Charles A. Gaetano on the occasion of their ’85, D.D.S, along with family and friends, in memory of former Utica College
50th wedding anniversary, this scholarship shall be awarded full-time stu- Foundation Board member Dr. Ronald J. Goldstone ’55. It is awarded to a
dents majoring in the field of business of management. The recipients must full-time student entering his or her junior or senior year who demonstrates
demonstrate academic merit and financial need as well as those traits that will a strong professional commitment and a GPA of 3.0 or greater, majoring in
make them an asset to both their profession and community. Students will be pre-dental studies. The Pre-Professional Health Committee on the basis of the
selected by the Office of Student Financial Services with preference given to above mentioned academics and ethical criteria shall select the recipient from
employees or children of employees of the Charles A. Gaetano Construction candidates recommended by the Office of Student Financial Services.
Corporation.
Daniel and Anne Goss Memorial Scholarship Thomas J. Hassett Scholarship

Financial assistance awards shall be made to mathematics majors based Family and friends have established a scholarship in memory of Thomas
on academic promise and need. The Office of Financial Aid shall select the J. Hassett, Class of 1965, who died while in service with the U.S. Peace Corps.
recipients. This award is intended to assist a worthy Utica College student in meeting col-
lege expenses.
Griffiss Air Force Base Utica College Alumni Scholarship
This scholarship shall be awarded to full-time, matriculated students who Monsignor Thomas J. Hayes Scholarship
have completed at least one year at Utica College, attained a GPA of 3.0, and This scholarship was established in 1992 by an anonymous donor in honor
have participated in extracurricular school and/or community activities. In of Monsignor Hayes for his 57 years of service to the priesthood. Awards
the event that two or more candidates for the award meet the criteria equally, shall be made to students from the greater Utica-Rome area who show aca-
the additional criteria of financial need and tax dependent status upon a demic promise, have high moral character, and exhibit traits exemplified by
Griffiss Air Force Base employee will also be considered in making a selection. Monsignor Hayes of devotion, caring, and compassion.
The recipient will be selected by the Office of Student Financial Services.
William Randolph Hearst Endowed Scholarship
HSBC Scholarship for Underrepresented Students Established by the William Randolph Hearst Foundation, financial assis-
Established by The HSBC Foundation, awards from this fund shall be tance awards from this fund shall be made to economically disadvantaged
made to support students who have completed the Young Scholars Liberty students, with a preference for graduates of the Young Scholars Program. It is
Partnerships Program in the City of Utica and now seeks an education at Utica preferred that the scholarships generated from this endowment be awarded to
College. Recipients shall be selected by the Young Scholars LPP in consulta- students who intend to permanently reside in the United States after comple-
tion with the Director of Financial Aid. tion of their studies.
Dr. Louis ’51 and Gloria Tempier Haddad Scholarship Andrew, William, and Mary Lou Hebenstreet Scholarship
Established by family in honor of Dr. and Mrs. Haddad’s 35th wedding This scholarship was established by William Hebenstreet in memory of his
anniversary, this fund shall be awarded to a graduate of T.R. Proctor Senior son, Andrew. Awards shall be made to a full-time student who is majoring in
High School who has an average of 90% or above, is of sound character, and physics and/or has an interest in the study of astronomy.
shows academic promise.
Heiland Family Scholarship
Dr. Michelle E. Haddad ’81 Memorial Scholarship Established by Paul H. Heiland, awards from this fund will be made to
Established by friends and family of Dr. Michelle Haddad `81, this scholar- deserving full-time Utica College students who demonstrate financial need.
ship will be awarded to deserving full-time students who have been accepted
to an accredited dental school. The recipient shall demonstrate academic Hispanic Cultural Heritage Scholarship
merit and will be selected by the Office of Student Financial Services. This scholarship was established by Dr. John F. Millett ’52, D.D.S. It is
awarded to a full-time student of Hispanic heritage who demonstrates poten-
Dr. William P. Hall Scholarship tial for academic success.
Established by Utica Lodge No. 47, F & A.M., financial assistance awards
from the fund shall be made to a student who resides in Oneida or Herkimer Elias C. and Kathleen (Graziadei) Hobaica Scholarship
County and who is pursuing a pre-med or biology degree. Established by Kathleen (Graziadei) Hobaica in honor of her retirement as
assistant director of student activities at Utica College for 23 years, this schol-
Toni Lee Hanna Scholarship arship shall be awarded to a student from the Utica area who plans a career in
Established by friends and family in memory of Toni Lee Hanna, this a health-related field.
scholarship shall be awarded to a student who volunteers for the good of the
College and community and demonstrates unusual acts of kindness. Dr. John H. and Anna Marie Hobika Scholarship
Established in memory of Mrs. Hobika by family and friends, this scholar-
ship shall be awarded to an incoming freshman who is a graduate of the Utica
City School District and who plans a career in the health care field.
Eric H. Huggins Scholarship S. Sheldon Judson Memorial Scholarship Fund

This scholarship, established in 1987 by Mr. Huggins, former athletic Established anonymously in memory of S. Sheldon Judson, a local attor-
director, in honor of his retirement from Utica College, is awarded to incom- ney, income derived from the fund is to be used to provide scholarship assis-
ing freshmen. tance to students with financial need. Awards from the fund shall benefit
deserving students from the Mohawk Valley who might otherwise be finan-
Jane Lander Hutton Memorial Scholarship in Nursing/Pre- cially unable to attend.
Medicine
This scholarship is established in honor of Jane Lander Hutton by her Robert F. Julian `71 Scholarship
son, Todd Stewart Hutton, Utica College’s tenth chief executive officer, and Named in honor of Robert F. Julian `71, this scholarship shall be awarded
additional family members. Awards will be made to deserving full-time to deserving full-time students from the greater Utica area who plan a career
Utica College students who have a strong desire to pursue a career in nurs- in public service and who have demonstrated their volunteerism through
ing or medicine and who demonstrate academic merit and financial need. significant community activities. The recipient must show academic merit,
Candidates shall have a minimum high school grade point average of 3.5 or have financial need and possess the traits demonstrated by Robert Julian in his
transfer grade point average of 3.0. Additionally, freshman candidates shall public service to the community. The recipient will be selected by the Office
have SAT combined scores of 1150 or higher. of Student Financial Services.
Hyman-Goodman Award Edward J. “Bud” Kane ’51 Endowed Scholarship

This annual grant was established by Martin Hyman, in memory of his This scholarship was established in memory of Edward J. “Bud” Kane ’51
father, Samuel Hyman, and father-in-law, Max Goodman, for needy students by his family and shall be awarded to full-time students who are veterans of
who attend Utica College. the United States Armed Forces.
In the Line of Duty Memorial Scholarship James T. Kane ’57 Scholarship

This scholarship was established by Utica College in memory of Amy Lynn Established in memory of James T. Kane `57 by his wife Maryann, finan-
Donovan, Class of 1996, who was the first female Austin, TX police officer to cial assistance from this fund shall be awarded to a student who is a veteran of
die in the line of duty. Awards of up to full tuition, based upon financial need, the United States Armed Forces, or, is a child of a veteran of the United States
will be made to dependent children of Utica College alumni or employees who Armed Forces, and who shows academic promise and financial need. In the
die in the line of law enforcement or military duty. Award recipients must be event no individual is identified, the award will be given to a local student
accepted for full-time enrollment to UC and must maintain a 2.2 cumulative who also shows academic promise and financial need. The recipient shall be
grade point average. Students who receive full tuition funding through other selected by the Office of Financial Aid.
programs (Dependent Benefit Program, Tuition Exchange, etc.) are not eligible
for the monetary value of this award Dr. John Keller Scholarship
This scholarship was established by an anonymous donor in recognition of
John F. Jasinski Scholarship Dr. Keller’s years of teaching, his caring attitude, and his work in the develop-
Established by Mrs. Camille Jasinski, this scholarship was created in mem- ment of Utica College. Awards shall be made to students who have success-
ory of her husband, John J. Jasinski, and shall be awarded to a student with fully completed six credit hours in chemistry and achieved at least a 3.0 GPA.
demonstrated financial need, who is actively pursuing a career in computer
science. The recipients shall maintain a grade point average of 3.0 or better. Fred D. ’50 and Barbara (Essel) Knittle Scholarship
Established by Fred D. ’50, former Utica College Trustee, and Barbara
Eiddon L. Jones Scholarship (Essel) Knittle, awards from this fund shall be made to full-time students
Established by Eiddon L. Jones, recipients are full-time students majoring showing academic promise and who have volunteered time for the good of the
in management with a concentration in finance. Candidates must have a 3.0 College community.
average or better and demonstrate those traits which will make them assets to
their professions and communities.
Peter and Eugenia Kucherenko Scholarship Fund Spartico Malara Scholarship Fund
This scholarship shall first and foremost be made to deserving, underprivi- Interest from this perpetual fund, established by family and friends of Mr.
leged students of Russian descent who are graduates of the Young Scholars Malara, provides scholarships to full-time students at Utica College who are,
Liberty Partnerships Program and enrolled full-time at Utica College. Should or have been, members of the Boys and Girls Club. (Preference will be given to
there not be students meeting these criteria, then awards shall be made to members of the Utica Club.) Recipients must demonstrate financial need and
deserving students of Russian descent and/or from Eastern Europe who are the ability to succeed academically.
enrolled full-time. The Office of Financial Aid shall select the recipients.
Fred Maloof Scholarship
LaBella Family Scholarship Established by an anonymous donor, this scholarship will benefit full-time
Established by Frank LaBella in memory and honor of his parents Paola students of Lebanese descent on the basis of academic merit and financial
and Maria (DiPerro) LaBella and his sisters Antoinette and Donna Nellie need.
LaBella, this scholarship shall be awarded to a full-time student from Oneida
County majoring in Biology with a grade point average of 3.25 or higher. The Carmen F. Mandia Scholarship
student should possess high moral character and academic merit, and show This scholarship was established in memory of Carmen F. Mandia by his
financial need. If there is no eligible student meeting these criteria, the schol- friends. Awards shall be made to academically and financially deserving stu-
arship may be awarded based on financial need and academic merit. The dents.
recipient shall be selected by the Office of Financial Aid.
William R. and Margaret E. (Donnelly) Marscher Scholarship
F. Clark Laurie Scholarship Established by William R. and Margaret E. (Donnelly) Marscher in honor
Established by friends upon F. Clark Laurie’s retirement from Utica of their 50th wedding anniversary, this scholarship provides awards to stu-
College, awards are made to students who are residents of Madison or Oneida dents with financial need who demonstrate academic merit as well as those
County and are majoring in accounting. traits which will make these students assets to both their profession and com-
munity.
Harold T. Lennon Sr. and Mary Alice Martus Lennon
Scholarship Anne Martin Scholarship
Established by the Lennon family in memory of their parents, Harold T. Established by The Reverend Carol Simpson, former Utica College First
and Mary Alice Martus Lennon, this scholarship is awarded to a graduate of Lady, in memory of her mother, this scholarship shall be awarded to a female
Whitesboro Central High School who is a well-rounded, hard-working, aver- graduate of the Young Scholars Program attending Utica College.
age student.
Robert J. May ’60 Scholarship
David S. and Pura Lucchino Scholarship Fund Established through a bequest to Utica College by Booster Club founder
This scholarship was established by Pura Lucchino Dawson, in memory of Bob May, this scholarship shall be awarded to a student who is majoring in
her husband, David S. Lucchino. It is awarded to a student with an interest in accounting.
gerontology and who demonstrates financial need and maintains a 2.5 GPA or
Albert S. ’58 and Elinor Wurz Mazloom Scholarship
C average.
Established by Albert S. Mazloom ’58, Utica College Trustee, awards from
Sally Lachut Majka Scholarship Fund this fund shall be made to full time students who demonstrate outstanding
Established by Sally Lachut Majka, Utica College Trustee, and Donald character, academic promise, and financial need.
Majka, awards shall be made to students of Polish descent living in Oneida,
Mele Foundation Scholarship Fund
Herkimer, or Madison County, with preference given to those living in Oneida
County. Should no eligible students be identified using the established crite- Financial assistance awards shall be made to students with a demonstrated
ria, international students from Poland will be eligible to receive these awards. need from Herkimer, Madison or Oneida counties majoring in a health or sci-
Students shall demonstrate a spirit of perseverance, initiative, hard work, and ence program.
self-reliance while maintaining a cumulative average of 3.0 or better in their
course work.
Doris Wester Miga Scholarship Morelli Memorial Scholarship

Established by Professor Miga’s family and friends in her honor, this schol- This scholarship, established by Mary Morelli a former employee in the
arship shall be awarded to a local high school student who is valedictorian of Continuing Education Division, is awarded to matriculating students in the
his/her class, or a member of the National Honor Society and plans a teaching Continuing Education Division who demonstrate both academic merit and
career. financial need.
Ida C. Millett Scholarship Peter Nasir Memorial Scholarship

This scholarship was established by James T. Millett, M.S., John F. Millett, Established by Theta Xi Fraternity at Utica College in memory of Peter
D.D.S., and Robert W. Millett, Ph.D. in honor of their mother, Ida C. Millett. Nasir, foreign students majoring in science, mathematics, health technologies,
Candidates must have declared a major and/or minor area of study from the or construction management with a strong academic background and finan-
academic discipline of English. To be eligible for consideration, candidates cial need are eligible to compete for the award.
must have attained a 3.0 or higher average in a minimum of six courses in
their major and/or minor. Native American Cultural Heritage Scholarship
This scholarship was established by John F. Millett ’52, D.D.S. To be eli-
James T. Millett Scholarship gible, a student must be: at least one-fourth American Indian, Eskimo, or
Established by John F. Millett, D.D.S. in memory of his brother James T. Aleut; an enrolled member of a tribe, band, or group recognized by the Bureau
Millett, awards from this scholarship shall be made to a full-time student who of Indian Affairs; and enrolled at or accepted for enrollment at Utica College,
has graduated from a high school in Schenectady County, New York with pref- pursuing a four-year degree.
erence given to graduates of Shalmont Central School District.
New Century Club Scholarship
Dr. John F. ’52 and Margaret Altongy Millett Scholarship This scholarship, established by the New Century Club, shall be awarded
Established by Dr. John F. ’52 and Margaret Altongy Millett, scholarship to full-time Utica College junior or senior students with a GPA of 3.5 or bet-
awards shall be made to a full-time student who has received a C-plus or better, who are from Oneida County and are going into the fields of teaching,
ter average for his/her freshman year, shows academic promise, and has con- nursing, or business. Recipients do not have to demonstrate financial need.
tributed time for the good of the College or the local community. Graduate students meeting these criteria are also eligible for this scholarship.
Dr. Robert and Bernadette Millett Family Scholarship Fund Robert Newman Memorial Scholarship Fund
Established by the Millet family in memory of Dr. Robert Millett, this Established by Gerald and Dorace Newman in memory of their son, this
scholarship shall be made based on financial need. Preference will first be fund will provide awards to full-time Utica College students demonstrating
given to a military Veteran wounded in the line of duty. Should no indi- financial need, academic merit, and interest in the arts.
vidual meet this criterion, preference will be given to a student whose father
or mother is a military Veteran. Should no individual meet this criterion, New York State Federation of Home Bureaus, Inc. Scholarship
preference will be given to a student based on financial need. The Office of in Honor of Joan Lyons Romanow
Financial Aid shall select the recipient. This scholarship, established by New York State Federation of Home
Bureaus, Inc. to recognize Joan Lyons Romanow for her service, is awarded
MLN Nursing Scholarship to students residing in counties where New York State Federation of Home
Financial assistance awards shall be made to full-time students majoring Bureaus, Inc. has organized chapters and county executive officers. The recipi-
in nursing with a preference given to students with an interest in reproductive ent must have an average of 2.5 and major in psychology-child life.
health. The recipient must have excellent academic credentials with a mini-
mum 3.0 grade point average, and demonstrate the skills, aptitude and com- Dr. Charles and Delores (Critelli) ’88 Obernesser Scholarship
mitment which will make the scholar an asset to the nursing profession and/ Established by Delores (Critelli) Obernesser ’88, awards from this scholar-
or reproductive health care community. The Dean of the School of Health ship shall be made to a full-time female student who has an interest in becom-
Professions and Education, in consultation with the Office of Financial Aid, ing an entrepreneur. The recipient must maintain a 3.0 average or better and
shall select a recipient from candidates recommended by the academic and have financial need.
clinical faculty of the nursing program.
Oneida County Forty & Eight Voiture 92 Scholarship Barbara and Richard Peres Scholarship Fund
Established by Oneida County Forty & Eight Voiture 92, scholarship and Established by Dr. Prosper I. Igboli MD ’74 in honor of Barbara and
financial assistance awards made from the this fund shall be made to a full- Richard Peres, this scholarship shall be awarded to deserving full-time stu-
time student from Oneida County enrolled in the nursing program at Utica dents with an interest in pursuing a career in medicine. The recipient(s) must
College and who is not a licensed registered nurse. The recipient shall be be of outstanding character, demonstrate academic merit and financial need.
selected by the Office of Student Financial Services and must show academic Students shall be selected by the Office of Student Financial Services.
promise and demonstrate financial need.
Grace and Arthur Perlmutter Scholarship
Oneida-Herkimer County Dental Society Scholarship Established in honor of his parents, Grace and Arthur Perlmutter, the
Established by the Oneida-Herkimer County Dental Society, scholarship fund shall be awarded upon the recommendation of the chair of the English
awards from this fund shall be made to a senior who has been accepted at department and in consultation with Mr. Walter M. Perlmutter ’50 or his
dental school. The Pre-Professional Committee shall select the recipient on the designee(s), to a student who is majoring in English and has a strong inter-
basis of academic achievement. est or aptitude in either creative writing or American literature or both. The
recipient of the fund must be a second, third, or fourth year student, must
Marguerite Palmer ’83 Scholarship have a demonstrated financial need, and must maintain a 3.0 cumulative grade
The fund is a memorial established by the family and friends of Marguerite point average.
Palmer. Awards are made to students who have voluntarily contributed time
on a regular basis to aid fellow students in achieving their academic goals. Victor A. Perretta Scholarship
This award is given to a student who demonstrates a strong interest and
Mary Sophia Tyler Palmer Scholarship potential for leadership in his/her local and/or college community.
This scholarship was established by Wayne N. Palmer, Associate Professor
Emeritus of mathematics at Utica College in honor of his grandmother, Mary Richard A. Philipson Scholarship
Sophia Tyler Palmer. It is awarded to a female student in her sophomore, This scholarship was established by the Max and Ruth C. Philipson
junior, or senior year who has a 3.0 GPA or better and demonstrates financial Foundation in memory of Richard A. Philipson for needy Utica-area students
need. in attendance at Utica College.
Professor Wayne Newman Palmer Scholarship Joseph A. (Chubby) Piccola Scholarship
Established by Professor Wayne Newman Palmer, five (5) separate scholar- This scholarship was established by Joseph A. (Chubby) Piccola, former
ships shall be awarded to entering students at Utica College studying mathe- director of security at Utica College and sheriff of Oneida County. Awards
matics. Recipients shall be selected by the Office of Student Financial Services from this fund shall be made to a student majoring in criminal justice who is
in consultation with the Mathematics Department. currently a law enforcement officer at the state or local level, or to a student
majoring in criminal justice who intends to pursue a career in law enforce-
Dr. Anthony J. and Phyllis (Ciruzzi) Palumbo Scholarship ment at the state or local level. Preference will be given to a student from the
Established by Dr. Palumbo, former Utica College Trustee, this scholarship Oneida-Herkimer-Madison counties area.
will benefit students with financial need majoring in natural sciences who plan
to attend medical school. Stephen Pidchomny Scholarship
This scholarship was established in memory of Stephen Pidchomny by
Mary L. Penney Scholarship his family and shall be awarded to full-time students who are veterans of the
Financial assistance awards shall be made to full-time students with aca- United States Armed Forces.
demic merit and financial need. The recipient will be selected by the Office of
Student Financial Services. Helen Elizabeth Popso Scholarship
This scholarship is established in memory of Helen Popso by her son,
Michael K. Simpson, Utica College’s ninth chief executive officer. Awards shall
be made to a student whose record of voluntary charitable service reflects the
commitment to humanitarianism that was a hallmark of Helen Popso’s life.
Winifred and Stanley Pula Scholarship Fund Rosato Family Scholarship

Established by Dr. James Pula, Dean, Graduate and Continuing Education This scholarship was established by the Central New York Chapter of the
at Utica College in honor of his parents, scholarship and financial assistance Association of Government Accountants in memory of Philip O. Rosato.
awards from this scholarship fund shall be made to deserving, full-time or Additional gifts have been made to the fund by family and friends to honor
part-time graduate or undergraduate students majoring in history who are res- the memory of Mary Ann Rosato and Philip W. Rosato. Awards are given to
idents of Oneida County, New York, and who demonstrate academic achieve- accounting majors based on financial need and academic excellence.
ment and financial need. Students shall be selected by the Office of Student
Financial Services. N.A. and Mildred Rotunno Memorial Fund
Established by the family of N. A. and Mildred Rotunno, this award is
James R. ’59 and Katherine B. Pyne Scholarship granted to a student who does not show need under usual financial needs
Established by James R. ’59 and Katherine B. Pyne, former Utica College tests, but who, because of unusual circumstances, could be considered needy.
Trustee, awards shall be made to deserving students from the city of Utica who
are graduates of the Young Scholars Program, or a deserving student from the St. Luke’s-Memorial Alumnae Association, Inc. Scholarship
Mohawk Valley region. Established by the St. Luke’s-Memorial Alumnae Association, Inc., awards
from this fund shall be made to full-time or part-time matriculated students
John Quackenbush Scholarship majoring in nursing who demonstrate financial need and academic excellence.
Established in memory of John Quackenbush by family and friends, the Preference shall be given to graduates of the Utica Memorial Hospital School
scholarship shall be awarded to students from the central New York area who of Nursing, St. Luke’s Home and Hospital School of Nursing, or St. Luke’s-
are majoring in construction management. Memorial Hospital Center School of Nursing. Application forms are available
through the Office of Student Financial Services.
Frank J. Robilotta Scholarship
Established in 1988 by family and friends in recognition of Mr. Robilotta’s John W. and Deanna D. Sammon Scholarship
commitment to the Utica community, this scholarship is awarded to a student Established by John W. and Deanna D. Sammon ’62, this scholarship is
who is a graduate of the Utica City School District and who demonstrates aca- awarded to a student pursuing a major under the auspices of the School of
demic merit and financial need. Arts and Sciences. The recipient must have a 3.0 average or better and demon-
strate academic merit.
Mario Rocci – Maria Cuccaro Scholarship
Financial assistance awards shall be made to an incoming freshman stu- David T. Santora Memorial Scholarship
dent with a demonstrated financial need who is a resident of Oneida County, Established in memory of David T. Santora (Class of 1988) by students and
graduated from high school in the upper 10 percent of her/his class, and is friends and the Utica College Foundation Board, this scholarship is awarded
enrolled in the College with a major in the health sciences, physics, chemistry, to full-time students who demonstrate financial need and academic merit.
or biology. Should the student maintain a 3.0 grade-point average throughout Preference shall be given to a member of The Tangerine staff.
her/his time at the College and continue to be enrolled in one of the afore-
mentioned programs, s/he will be eligible to receive the scholarship annu- Dr. Ralph N. Schmidt Sr. and Wilda Schmidt Scholarship
ally. The Office of Financial Aid shall select the recipient. Established by an anonymous donor in honor of Dr. Schmidt’s years of
teaching and his work in the development of Utica College, this scholarship
Jeanne Louise Ulrich Romano Memorial Scholarship shall be awarded to students who have completed six credit hours of speech
Established in memory of Mrs. Romano by her husband, F. Eugene communications courses and achieved at least a 3.0 GPA.
Romano, this scholarship is awarded to a student who resides within a 10-mile
radius of Utica and excels in a management curriculum. John and Elizabeth Falzarano Scialdo Scholarship Fund
Established by Shirley A. Scialdo, awards from this fund are made to a full-
time student majoring in business administration.
Second Chance Scholarship whose civic activism has focused on the improvement of race relations and/or
Established by John F. Millett ’52, D.D.S., and Margaret Millett, awards the elevation of under-represented minorities or refugees. Special preference
shall be made to a full-time student over the age of 30 who is beginning his/ will be given to members of these under-represented populations themselves
her college career at Utica College or who is returning to complete his/her who demonstrate a strong commitment to these areas of civic activism.
degree. Financial need shall not be a consideration in this award. Michael K. Simpson Scholarship Fund
Raymond and Mary (Ghoulam) Seng Scholarship Fund Established by family and friends in honor of Dr. Michael K. Simpson,
Established by Mary (Ghoulam) Seng in memory of her husband, Utica College’s ninth chief executive officer, this scholarship provides awards
Raymond, scholarship and financial assistance awards made from this scholar- to deserving students from the city of Utica who are graduates of the Young
ship fund shall be made to full-time students majoring in business administra- Scholars Program.
tion (management programs) who have outstanding character and show aca- Robert P. Simpson Scholarship
demic promise. The dean for the School of Business and Justice Studies shall
This scholarship is established in honor of Robert P. Simpson by his son,
select the recipient.
Michael K. Simpson, Utica College’s ninth chief executive officer. Awards shall
Dr. Raymond A. Serway ’59 Scholarship be made to a student who demonstrates a commitment to the values of profes-
Established by Dr. Raymond A. Serway ’59, this scholarship shall be sionalism and community service of which Robert Simpson’s life has been an
awarded to a student majoring in one of the natural sciences with special con- example. Special preference is accorded to graduates of the College’s Young
sideration to physics majors. Selection of the recipient shall be based on finan- Scholars Program.
cial need and academic excellence. Natalie Alys Smith Scholarship for Physical Therapy
Reverend Monsignor H. Charles Sewall Scholarship Established by the Physical Therapy Program faculty to honor Dr. Dale
This scholarship was established by an anonymous donor in recognition Scalise-Smith, this scholarship shall be awarded to a deserving full-time stu-
of Monsignor Sewall’s selfless commitment of caring and compassion for the dent majoring in Physical Therapy, who demonstrates academic merit and
benefit of the Utica community; it is awarded to a student majoring in history excellence in research. Students shall be selected by the faculty of the Physical
who demonstrates high moral character and shows academic promise. Therapy Program.
Dr. Albert H. ’49 and Gloria A. ’82 Shaheen Scholarship Minnie V. Stappenbeck and Colonel Edna F. Stappenbeck
Established by Dr. Albert H. ’49 and Gloria A. ’82, Shaheen, awards from
Scholarship
this fund shall be made to a junior or senior majoring in the natural sciences Established by Edna F. Stappenbeck ’51 in memory of her mother, this
who plans to pursue a career in medicine. Recipient must have a 3.0 average or scholarship shall be awarded to a full-time student who demonstrates academ-
better. ic excellence and financial need and plans to pursue a career in nursing.
Professor Raymond Simon Scholarship Professor Lester and Mrs. Clarice Start Scholarship
This scholarship was established by public relations/journalism alumni in This scholarship was established by an anonymous donor in recognition
recognition of Professor Emeritus Raymond Simon’s excellence in teaching. of Professor Start’s years of teaching, caring attitude, and work in the develop-
The scholarship is given to a student with outstanding potential in the public ment of Utica College. Awards shall be made to students who have success-
relations field. fully completed six credit hours of philosophy and achieved a 3.0 GPA in these
courses.
Reverend Carol M. Simpson Scholarship
Established in honor of the Reverend Carol M. Simpson, former Utica
Dr. Paul J. Steele Scholarship
College First Lady, by her children, Jennifer and Robert, as well as other Established by an anonymous donor in honor of Dr. Steele’s years of teach-
devoted relatives and friends, this scholarship shall be awarded to a qualified ing, caring attitude, and work in the development of Utica College, this schol-
female student who has displayed a passionate commitment to community arship shall be awarded to a student who has successfully completed at least
service that has been the essence of Carol Simpson’s life. The candidate shall six credit hours of physics and achieved a 3.0 GPA in these courses.
have maintained a GPA of 3.0 and preference shall be given to candidates
Ralph Strebel Scholarship Theta Xi Scholarship

This scholarship was established by Dr. Christie E. Davis, in memory of Established by the brothers of Theta Xi, recipients of awards from this
Dean Ralph F. Strebel and is awarded to an outstanding pre-medical scholar. scholarship fund will have a GPA of 2.0 or better, financial need, and a Greek
affiliation or a legacy connection to a current or former Theta Xi member.
Streichert Family Scholarship
Established by Catherine H. Streichert in memory of her parents, Otto C. Gennaro and Carmella Tierno Memorial Scholarship
and Frances R. Streichert, and her sister, Albertine F. Streichert, this scholar- Established by Joseph Tierno in honor of his parents, Gennaro and
ship will be awarded to a freshman student who is a resident of the greater Carmella Tierno, financial assistance awards from the fund shall be made to
Utica area and is a graduate of the Whitestown or New Hartford School a full-time student who achieves a high standard in the study of journalism
District. The recipient must indicate a strong desire to learn and show finan- or political science. Preference will be given to students of Italian-American
cial need. heritage and to those who express a desire to enter public service. The Office
of Student Financial Services shall select the recipient from candidates recom-
William Sugarman Memorial Scholarship Fund mended by the respective Division offices. Each candidate should show aca-
This scholarship, established in 1989 by the sons of William Sugarman, demic promise and demonstrate those traits that will make him/her an asset
is awarded to full-time students majoring in accounting who demonstrate both to his/her profession and community.
academic ability and financial need. Recipients must be residents of Oneida
County and demonstrate those traits which will make them assets both to Jacque and Terry Tolles Scholarship Fund
their professions and communities. This scholarship was established in memory of Mrs. Tolles by the Friends
of Jacque Tolles. Awards from this fund shall be made to full-time students
Kenneth and Catherine Back Sullivan Scholarship from Oneida County who are interested in public service and who might not
Established by family, scholarship and financial assistance awards made otherwise come to Utica College. The award may be renewable.
from the Kenneth and Catherine Back Sullivan Scholarship Fund shall be
made to deserving full-time students of Irish descent. Each candidate must Dean Winton Tolles and Patricia Doyle Tolles Scholarship
have a 3.0 average or better and demonstrate those traits that will make him/ This scholarship, established in 1988 by family, friends, and the Cogar
her an asset both to his/her profession and community. The scholarship is Foundation in memory of Dean and Mrs. Tolles, is awarded to students who
to be awarded in conjunction with the Morris and Catherine Hayes Sullivan demonstrate financial need and academic merit.
Scholarship. Awards from both scholarships shall be made to the same stu-
dent. Students shall be selected by the Office of Student Financial Services. Anna Trapanick Fund for Nursing Students
Established by family in honor of Anna Trapanick, awards shall be made
Catherine and Morris Hayes Sullivan Scholarship to a full time student who is preparing for a bachelor’s degree in nursing. The
This scholarship was established by Catherine Back Sullivan on behalf of recipient must demonstrate a particular interest in geriatric nursing.
her late husband, Kenneth, to honor his parents, Morris and Catherine Hayes
Sullivan. This scholarship, supported by the Sullivan family, is awarded to a Symeon and Ann (Clark) Tsoupelis Scholarship
student of Irish descent who demonstrates academic promise, the desire to Established by Symeon and Ann Tsoupelis in memory of Dr. Christos
succeed, and maintains a 3.0 grade point average. Kotsanis, this scholarship is awarded to a full-time student of Greek heritage
who possesses high moral character and shows academic promise. Preference
The One Charity Golf Classic Scholarship shall be given to students from Boys Gymnasium of Xanthi, Greece.
This scholarship, funded from the proceeds of The One Charity Golf
Classic under the auspices of the United Food and Commercial Workers Utica College Academic and Community Scholarship
District Union Local One, is awarded to a full-time student. The recipient Established by Anthony C. ’72 and Barbara Paolozzi, scholarship and
must demonstrate academic merit and financial need. financial assistance awards made from the Utica College Academic and
Community Scholarship Fund shall be made to deserving full-time students
who have chosen to pursue a career in a medical health related field. To qual-
ify, a student must excel academically, show strong community service and
leadership, and demonstrate financial need. The Office of Student Financial
Services shall submit the names and qualifications of three candidates for Utica State Hospital School of Nursing Alumni Association
this award to Anthony Paolozzi, or a designee or successor appointed by him, Scholarship
for selection of the recipient. If a successor or designee is not appointed or Established by members of the Alumni Association of the Utica State
chooses not to serve, the Office of Student Financial Services shall select the Hospital School of Nursing, this scholarship shall be awarded to full-time or
recipient. part-time matriculated students majoring in nursing in their junior year who
Utica College Dental Alumni Scholarship demonstrate financial need, academic excellence, and are graduates of Utica
State Hospital (Utica Psychiatric Center) School of Nursing, or who are the
Established by Dr. John Millett ’52 and local dentists, this scholarship is
children or grandchildren of graduates of this school. If there are no applicants
awarded to a deserving pre-dental student, preferably a senior. The candi-
meeting the above criteria, any student pursuing a nursing degree is eligible.
date is selected by the Pre-Professional Committee on the basis of academic
Preference will be given to a student indicating an interest or proficiency in
achievement and his/her possession of traits that would make him/her an asset
psychiatric nursing.
to the dental profession.
Maria J. Wallace Memorial Scholarship Fund
Utica College Foundation Board Scholarship
This scholarship was established by Edward Wallace in memory of his wife,
This scholarship was established by motion of the Utica College
Maria J. Wallace ’85. The interest from this fund is used to provide scholarship
Foundation Board to be used as a general scholarship fund for students of
support for full-time juniors or seniors, with a 2.75 average or better, majoring
Utica College.
in dramatic arts and speech communication or English. The director of finan-
Utica College Memorial Scholarship cial aid shall recommend candidates to Mr. Wallace, who will select the recipi-
The Memorial Scholarship Fund was established by the Utica College com- ent.
munity to recognize deceased faculty and staff who served Utica College for Paul R. ’50 and Margie LeFever Warburton Scholarship
a significant period. Each student must have at least a B average to be consid-
Established by Paul R. ’50 and Margie LeFever Warbutron, awards from
ered by a committee for the award.
this fund shall be made to deserving students majoring in management and/or
Utica College Women’s Club Scholarship economics on the basis of academic merit and financial need.
Awards are made to female students of at least 25 years of age on the basis Mary Wasserman Fine Arts Scholarship
of academic achievement, future promise, and financial need.
This scholarship, established by Arthur Wasserman, professor emeritus,
Utica First Insurance Company Scholarship in memory of his wife, is awarded to a fine arts major or minor with financial
Established by Utica First Insurance Company, awards shall be made to need. Consideration is given to the student’s talent and exhibit of promise for
a deserving full-time student entering his or her junior or senior year who benefiting from formal art education. In the event a fine arts major or minor
maintains a GPA of 2.5 or better. Preference shall be given to a student major- is no longer offered by the College, the scholarship will be awarded to a stu-
ing in business administration who plans to pursue a career in the insurance dent with demonstrated financial need as determined by the Office of Student
industry. If a student is not eligible based on this criteria, secondary consid- Financial Services.
eration shall be given to a student majoring in computer science. The Office of Dean E. Douglas Webster Scholarship
Student Financial Services shall select the scholarship recipient. The recipient
Established by an anonymous donor in honor of Dean Webster’s service
shall also be eligible for a paid internship with Utica First Insurance Company
to the students of Utica College as Dean of Men from 1946 to 1960 and Dean
during the summer months.
of Students from 1960 to 1964, this scholarship is awarded to a student who
Utica National Insurance Group Scholarship Fund plans on a career in education.
This scholarship, funded by the Utica National Group Foundation, Inc.,
will be awarded to children of active employees of Utica National Insurance
Group. The recipient, to be selected by the Office of Student Financial Services,
must demonstrate academic merit.
Dean Barbara J. Welton Scholarship Annual Awards

This scholarship was established by an anonymous donor in recognition
of Dean Welton’s contribution of time and service to the students during the John Behrens/RSI Phoenix Award
early years of the development of Utica College. Awards shall be made to a This award, established in honor of Professor Emeritus John Behrens, is
woman student who plans to contribute to the Utica community. The recipient given in recognition of the personal and academic achievements of the non-
must demonstrate integrity, academic merit, and financial need. traditional student and as encouragement for continued success.
R. Barry and Mary J. White Scholarship Joseph Bonomo Scholarship Award
Established by Utica College’s Vice President for Financial Affairs and This $100 award is given to the outstanding senior in the area of busi-
Treasurer, R. Barry White and his wife Mary, this scholarship shall be awarded ness and international studies. It was established by Mrs. Gertrude Bean to
to deserving full-time students who demonstrate academic merit and financial perpetuate the name of Mr. Joseph Bonomo and his high ideals of education
need. The recipient will be selected by the Office of Student Financial Services. and business. The award is based on a GPA of 3.0 or higher with consideration
given to the student’s involvement in extracurricular activities. Priority is given
Francis A. Wilcox Scholarship to students who have selected the international business management concen-
Established by Francis A. Wilcox, this scholarship shall be awarded to tration.
full-time promising and needy students from Oneida, Herkimer, and Madison
counties. The Office of Student Financial Services shall select the recipients. Owen Comora/RSI Tangerine Award
Established and administered by the Raymond Simon Institute for Public
Women’s Christian Association of Utica Scholarship Relations in honor of Owen Comora ’53 former Utica College Trustee, this
Established by the Women’s Christian Association of Utica, New York, this annual $200 cash award is given to a member of The Tangerine staff whose
scholarship shall be awarded to students attending Utica College. The recipi- work on the College weekly has been outstanding and effective.
ent will be selected by the Office of Student Financial Services.
Jessica Cynkus Memorial Accounting Award
Dr. Donald K. Zellner Scholarship This Award was established by Harry Cynkus ’71 in honor of his mother.
Established by Doris Zellner in memory of her husband, Dr. Donald K. It is awarded to a full-time student entering their junior year, majoring in
Zellner, associate professor emeritus of psychology. This scholarship is award- Accounting – CPA (until 2009, then an Accounting Major will be selected).
ed to a full-time student majoring in psychology who has demonstrated aca- The amount of the Award will be up to $250 per semester and provide reim-
demic achievement as well as financial need. All full-time psychology faculty bursement for the purchase of books up to the Award amount or the actual
members shall recommend awarding of the scholarship to a student of their cost of the books, whichever is less. The Award is renewable for the senior
choice. year based on continued academic merit. Selection shall be made based on
Karl ’75 and Beth Zimpel Endowment Fund academic merit by full-time Accounting faculty.
Established by Karl ’75 and Beth Zimpel, awards from this fund are made David D’Alessandro/RSI Intern Awards
to upperclass students with an interest in the field of geology and who are pur- These $750 – $2,000 awards are given to the public relations/journalism
suing a major within the School of Arts and Sciences. upper-level students deemed by the public relations/journalism faculty to
have demonstrated academic, professional, and extracurricular excellence.
The award honors and was established by David D’Alessandro ’72 as a means
of assisting public relations/journalism interns in covering their internship
expenses.
Henry and Rose DiSpirito Award for Excellence in Art

This award was established by Dolores DiSpirito in honor of her parents,
the late Henry DiSpirito, former artist-in-residence at Utica College, and the
late Rose DiSpirito. The recipient of the award will be a full-time senior whose
work reflects potential for a lasting contribution in the field of art.
Kathi Kowalewski Dunn ’86 Therapeutic Recreation Award M. Dorisse Howe Scholarship
Established by Joan Kay `89 in memory of her daughter, the award shall Awards are made to biology majors for assistance in summer studies that
be used for the benefit of students studying in the Therapeutic Recreation pro- they take in recognized field stations or laboratories.
gram and will be given annually to a full-time student or students to provide
reimbursement for the purchase of books up to the award amount or the actu- George E. Jones/RSI Outstanding Public Relations/ Journalism
al cost of books, whichever is less. The award recipients shall be selected by the Student Awards
Chair of the Therapeutic Recreation program from the candidates who best Established by George E. Jones ’60, these four $150 to $200 awards to rec-
demonstrate propensity for the field of therapeutic recreation and exemplify ognize outstanding Public Relations/Journalism students, are presented annu-
Kathi’s dedication and commitment to the profession, as well as her sensitiv- ally to the outstanding public relations/journalism students in each class on
ity, heart, and compassion to her patients. the basis of academic, professional, and extracurricular achievement.
Amparo M. Escarrilla Chemistry Award Gary and Jeanne LaBella/RSI Transition Award
This award recognizes academic achievement in a chemistry course(s). Presented annually, this cash award is given to the public relations/journal-
It was named in honor of Amparo M. Escarrilla, Ph.D., professor emerita of ism major who has excelled at Utica College after transferring from a previ-
chemistry. Recipients are selected by the full-time faculty of the chemistry ous institution, as Mrs. LaBella did when she was an undergraduate. Gary
department. and Jeanne graduated in 1975 and have built successful PR careers in the
Washington, D.C. area.
Robert Feldman/RSI Faculty and Student Support Grants
Established by Mr. Feldman ’78, these annual grants provide funding to F. Clark Laurie Prize
public relations students and faculty in support of projects, trips, and extra- This is a $50 award given annually to a full-time accounting major enrolled
curricular activities. in the day program who is in his/her junior year.
Anthony Gagliardi/RSI Arts Award Randall K. Nichols Award

Named for the 1952 public relations graduate, now retired after three Established by Professor Randall K. Nichols, this award will be to a full-
decades as a General Motors communications executive, this annual cash time student in their junior year, majoring in Cybersecurity and Information
award is presented to the PR graduate who has excelled in the arts as well as in Assurance. If there is not an eligible student meeting these criteria, then con-
public relations. sideration will be given to a full-time student in their junior year majoring in
Criminal Justice and/or Economic Crime Investigation. The award will pro-
Fred and Corinne Grates/RSI Achievement Award vide reimbursement for the purchase of books up to the award amount or the
As a memorial to his parents, Gary F. Grates ’81 Utica College Trustee, actual cost of the books, whichever is less. The recipient shall be selected by a
endowed this annual award to the public relations/journalism student whose committee designated by the Dean of Business and Justice Studies, of whom at
personal achievements reflected those attributes shared by the most respected least one member should be a representative of the Justice Studies programs.
professionals in the field.
Reader’s Digest Foundation Research Grants*
Alex Haley Magazine Writing Award* Students enrolled in the JS 373 Advanced Magazine Studies course are eli-
The cash prize award is presented to the student who is determined the gible to earn research grants to defray expenses necessary to prepare magazine
best magazine writer to complete Professor John Behrens’ magazine writing articles for publication.
class during the year. The award recipient is placed on an honor roll of Alex
Haley Award winners at the College. The award was begun in 1983 with guide- Joanne Reppel/RSI Contingency Grants
lines and the initial contribution by Roots author Haley. Established by Ms. Reppel ’62, these annual grants provide funding to
public relations students and faculty in support of projects, trips, and extra-
curricular activities.
*May not be available every year. *May not be available every year.
Eleanor and Matty Sokolow/RSI Writing Awards Dean Robert Woods Student Life Award
Named in honor of the mother- and father-in-law of Owen Comora ’53 Income from the Dean Robert Woods Student Life Award shall be used
former Utica College Trustee, this award is presented to the three public rela- to fund annual costs associated with the Student Life Award, including but
tions/journalism students who have demonstrated excellent writing proficien- not limited to the cost of preparing the awards and the award ceremony. The
cy in one or more public relations/journalism classes. award shall be made annually to those members of the graduating class who
have made the most outstanding contributions to the quality of life on campus
Ralph F. Strebel Prize during the time they attended Utica College. These contributions include but
This is an annual prize of $50 given to an outstanding pre-medical scholar. are not limited to leadership in student government, athletics, the performing
It was established by Dr. Christie E. Davis and Mary J. Davis to honor Dean and fine arts, community service, student publications and media, or cam-
Ralph F. Strebel, a pioneer of Utica College. pus social and cultural activities. The recipients shall be selected in a manner
determined by the senior student affairs officer of the College.
David F. Trad ’59 Memorial Award
Established by associates of Mr. Trad at Kaman Sciences Corporation and Dr. Mark E. Wondro Memorial Award
The Rome Laboratory of Griffiss Air Force Base and Mr. Trad’s family, this Financial assistance from this fund, established by the family of Dr.
award is given to a freshman UC student in the computer science program Wondro, is made to a full-time student who has been accepted in a school
who is a graduate of Whitesboro High School. of podiatry. Each candidate must demonstrate those traits which will make
him/her an asset both to his/her profession and community. Recipients shall
The Joseph A. and Mary E. Virkler Memorial Award be all-around students who demonstrate academic merit and a positive caring
This Award will be given annually to an incoming freshman from New attitude. Preference may be given to students who demonstrate financial need.
Hartford High School attending Utica College. The amount of the Award will
provide reimbursement for the purchase of books up to the Award amount or
the actual cost of the books, whichever is less. Selection for the Award shall be
made by the Office of Student Financial Services.
Joseph Vogel Award for Poetry and Joseph Vogel Award for
Fiction
Established by the late author Joseph Vogel, these awards are given to stu-
dents for outstanding work in poetry and in fiction.
Professor Emeritus Jerome Weiss Outstanding Theatre Award

Established by Professor Emeritus Jerome Weiss, this award shall be made
annually to deserving students involved in the theatre arts while at Utica
College. In the case that no deserving students are identified, the Award shall
not be made.
Academic Regulations ◆ 139
ing the Academic Standards Committee. After he or she has submitted the
petition, the committee will consider the individual’s case and inform the stu-
dent by letter of the decision reached and the action taken.
Majors
Majors consist of courses focused on a particular academic field. Majors
are declared by a student either at the time of original admission to the
College and the major program, or through the school office related to the
Academic Regulations
major. Certification for graduation takes place during the final semester of the
student’s senior year and is based upon satisfactory completion of all major,
major-related, electives, and other requirements. Any major the student com-
pletes is indicated on the transcript.
Each student bears final responsibility for ensuring that degree require-
ments are completed. An unofficial review of each student’s status is complet-
Utica College fully affirms the principle of academic freedom and endorses ed by the major adviser(s) during the student’s junior year to determine which
the American Association of University Professors Statement on the Academic graduation requirements the student has finished and which courses still need
Freedom of Students. The preamble of that statement is quoted below. to be completed. The student receives the original of this document, and a
“Free inquiry and free expression are essential attributes of the community copy is retained by the school of which the student’s major is a part.
of scholars. As members of that community, students should be encouraged to Majors are subject to the following regulations:
develop the capacity for critical judgment and to engage in a sustained and inde- 1. Students must complete at least one major to be graduated.
pendent search for truth. The freedom to learn depends on appropriate opportuni- 2. Majors must be comprised of the courses listed in either the catalog for
ties and conditions in the classroom, on the campus, and in the larger community. the year of the student’s matriculation or the catalog of a subsequent
The responsibility to secure and to respect general conditions conducive to the year.
freedom to learn is shared by all members of the academic community. Students 3. The pass/fail option may not be used for courses in the major unless
should endeavor to exercise their freedom with maturity and responsibility.” that grading system is specified for that particular course.
The regulations published in this catalog and in the Student Handbook 4. When completing a dual major, no more than nine credit hours com-
have been established and endorsed by the representative governing bodies prising the first major may be used toward fulfilling the requirements
that establish the academic and behavioral standards expected of all members of the second major. General Education Core courses that also fulfill
of the Utica College community. major requirements are exceptions to this limit.
Students are held responsible for abiding by all regulations set forth in the 5. For graduation certification, students must earn at least a 2.0 average
catalog and the Student Handbook. While they may seek the advice of a coun- in their major course requirements. Some majors have more stringent
selor, final responsibility for any decision reached or action taken is theirs. requirements. (See specific majors under the “Programs of Study” sec-
tion of this catalog.)
THE COLLEGE RESERVES THE RIGHT TO CANCEL ANY COURSE IF 6. Students must declare a major before they accumulate 60 credit hours
REGISTRATION FOR IT DOES NOT JUSTIFY CONTINUANCE AND TO in order to receive financial aid.
MAKE CHANGES IN REGULATIONS, CURRICULA, AND FEES AT ANY
TIME.
Minors
Although a minor is not required, students may elect any minor offered by
Petitions Utica College as long as it is different from their major. Minors are declared
If a student feels he or she should be absolved from adhering to a particu- and certified in their respective schools in the same manner as majors. When
lar academic regulation or procedure, or that an academic regulation has been students select, complete, and are certified in a minor, this will be indicated on
unfairly applied, he or she should discuss the problem with a member of the their transcripts upon graduation.
Academic Support Services Center staff. If the matter cannot be resolved to
the student’s satisfaction, he or she will be provided with a form for petition-
138
140 ◆ Academic Regulations Academic Regulations ◆ 141
Minors are subject to the following regulations: for C–,1.3 for D+, 1.0 for D, and 0 for F. For most courses at Utica College,
1. No more than nine credit hours that comprise the major may be used students receive three credit hours, although the number of credit hours
toward fulfilling the requirements of the minor. General Education per course varies. The individual course listings in the catalog and in each
Core courses that also fulfill major requirements are exceptions to this semester’s registration schedule inform students of the number of credit hours
limit. granted for each course.
2. The pass/fail option may not be used for courses in the minor. GRADE POINTS GRADE POINTS
3. For certification, students must earn at least a 2.0 average in the minor. GRADE (per credit hour) GRADE (per credit hour)
A 4.0 C– 1.7
4. Students may take more than one minor but also must complete a
A– 3.7 D+ 1.3
major. B+ 3.3 D 1.0
5. Half of the credits must be completed in residence. B 3.0 F 0
B– 2.7 I 0
C+ 2.3 AU Audit
Dual Majors, Majors and Minors, C 2.0 V Neutral
Combined Degrees
Students may complete a dual major or a combination of a major and a Incompletes
minor by successfully completing all of the requirements of two major pro-
A grade of Incomplete may be granted only if it can be demonstrated that
grams or a major program and any minor program(s) except for restrictions
it would be unfair to hold a student to the normal time limits for the course.
previously noted. Careful consultation with the student’s adviser may be nec-
A Request for Grade of Incomplete Contract must be completed by both the
essary to avoid conflicts. However, students only may receive one B.A. or B.S.
student and the instructor and requires the approval of the appropriate school
degree. The dual major or combination of a major and a minor is reflected on
dean. The amount of time granted to complete the Incomplete will be set by
the student’s permanent records maintained by the Office of the Registrar.
the instructor at the time the contract is submitted. Even though an instruc-
Two distinct bachelor’s degree programs may be pursued simultaneously.
tor may require a student to repeat certain elements of a course to finish an
The programs may be in the same school or two different schools; must lead to
Incomplete, students should not register for the course a second time.
two different career objectives; and must have two distinct degree titles (BA/
A grade of I will remain on the record and is calculated as a failing grade
BS). In such cases, two degrees will be conferred, and two diplomas awarded.
until a change of grade is submitted by the instructor. Completing require-
Combined degree programs will require the completion of 30 credits beyond
ments for a course does not remove the Incomplete from the record. The I
the usual requirements for one degree (typically 120/128). The minimum total
remains a permanent part of the academic record and transcript so that the
credits required in combined degree programs are 150.
change from incomplete to a grade can be clearly identified. An Incomplete
may affect astudent’s financial aid. Please contact the Office of Student
Advising Financial Services for more information.
All matriculated day students are required to meet with their major pro-
gram adviser(s) prior to registering for courses. The signature of the adviser Pass/Fail Courses
is required on the Course Selection Sheet. Students will not be allowed to
With the exception of the freshman year, a matriculated student may take
register if it is not signed. Subsequent course schedule changes also require
one elective course each semester (a maximum of six courses) on a pass/fail
approval.
basis provided he or she is not on probation. To do so, he or she must file a
form, signed by the faculty adviser, requesting this privilege with the Office of
Grading System the Registrar not later than two weeks after the official midterm date. The six-
course limitation does not apply when taking courses that are regularly offered
The grading system used at Utica College is a letter system: A, A–, B+, B, on a pass/fail basis. Students may not use the pass/fail option for courses taken
B–, C +, C, C–, D +, D, and P, which are passing grades, and F (failing). to satisfy core, major, major-related, or minor requirements. Students on pro-
bation are not allowed to exercise the pass/fail option.
When passing a pass/fail course, students will receive a grade of P and the
Grade Points and Credit Hours degree credit hours normally awarded for the course. The grade of P earns no
Grade points are awarded on the basis of 4.0 for each credit hour of A grade points, and credit hours earned are not computed in determining their
grade, 3.7 for A–, 3.3 for B+, 3.0 for B, 2.7 for B–, 2.3 for C+, 2.0 for C, 1.7
semester’s or cumulative averages. If failing a pass/fail course, students will If a student believes that the grade reported by the course instructor is not
receive a grade of F. The failing grade will be computed in their semester and accurate and after talking with the instructor still believes there is an error, the
cumulative averages. student may petition the Academic Standards Committee for a grade change.
Pass/fail courses can have an effect on eligibility for honors and on pro- (See “Grievance and Complaint Procedures.”)
bationary standing. Students should check the honors and probation regu-
lations carefully and evaluate the possible effects of pass/fail courses on
their averages and their qualifications for graduation with honors before Variable Length Courses
they exercise the pass/fail option. For courses that extend beyond the end of a semester, a grade of V will be
issued by the instructor. The grade of V is a neutral grade and is replaced by
the letter grade earned at the conclusion of the course.
Graduate-Level Courses That Will Be
Applied Toward the Undergraduate
Degree Repeating a Course
Students must repeat any required course which they fail. Students may
Before registering for any course at the 500 level, undergraduate students
repeat any course, assuming the course is taught in any subsequent semester
must receive the permission of the instructor of the course. In exceptional cir-
during the student’s tenure. Students may be denied enrollment if there is not
cumstances, undergraduate students are permitted to take courses at the 600
available space in the class. Majors may have stricter policies that supersede
level. However, before registering for courses at the 600 level, students must
this general policy; check major requirements for details.
obtain permission from both the instructor of the course and the dean of the
Students must register for and retake the same course at Utica College if
student's home school. The grade received in a graduate-level course taken by
they wish to remove the calculation of the lower grade from their cumulative
an undergraduate, along with the credit, will be factored into the undergradu-
averages. Equivalent courses taken at other institutions are not counted as
ate degree totals on the student’s academic record.
repeated courses. When a course is repeated at Utica College, the lower of the
Graduate-level courses taken to satisfy undergraduate degree requirements
two grades is removed from calculation of the student’s cumulative average. A
may not be applied toward a Utica College graduate degree program.
course can be taken more than twice only if all previous grades were deficient
Exceptions to this policy are students enrolled in the College’s B.S./M.S.
as defined by the college or the major. If the course is taken more than twice,
in Occupational Therapy or B.S./D.P.T. programs, where the student earns an
only the lowest grade is removed from calculation of the student’s cumulative
undergraduate degree after four years, and the master of science or doctor of
average; the other grades are factored into the average.
physical therapy degree after the sixth year.
A repeated course for which students originally received a grade of D or
better does not count in the total credit hours they are taking at the time,
Averages because they already have received credit for the course. Students must,
therefore, be taking at least 12 credit hours in addition to the repeated course
Students can compute their averages for each semester by dividing the to qualify for full-time financial aid. A course repeated for which a student
number of grade points they receive by the number of credit hours of course received a grade of F does not count in credit hours carried at the time it is
work carried (less the credit hours earned for P grades). Their cumulative taken, because the student has not received any prior credit for that course.
averages are computed by dividing the total of all grade points they have Students should contact the Office of Student Financial Services if they have
been awarded by the total number of credit hours carried (less the credit any questions.
hours earned for P grades or certain other grades described in the section on
“Repeating a Course”). A report of grades, which includes semester and cumu-
lative averages, is mailed to students at the end of each semester. Dean’s Honor and High Honor Lists
The Dean’s Honor List, published after the end of each semester, gives rec-
Grade Changes ognition to all students who complete 12 or more credit hours of work with a
semester’s average of 3.4 or better. Pass/fail courses are not counted toward the
Once a grade has been reported, it may not be changed except to correct a 12-hour requirement.
computational or clerical error. All such cases must be reported by the course The Dean’s High Honor List, published after the end of each semester,
instructor and require the approval of the appropriate school dean and the gives recognition to all students who complete 12 or more credit hours of
vice president for academic affairs and dean of the faculty.
work with a semester average of 4.0. Pass/fail courses are not counted toward 5. For the bachelor of arts degree, a minimum of 75 percent of the hours
the 12-hour requirement. required for graduation must be taken in the liberal arts and sciences.
Matriculated part-time students are eligible for both lists if they take at For the bachelor of science degree, a minimum of 50 percent of the
least six and no more than 11 credit hours. hours required for graduation must be taken in the liberal arts and
sciences.
Graduation Honors
Students must have an average of 3.4 – 3.59 to graduate cum laude, Absences
3.6 – 3.79 for magna cum laude, and 3.8 – 4.0 for summa cum laude honors, Instructors establish the attendance requirements for each of the courses
and students must complete at least 30 credit hours of Utica College graded they teach. Instructor expectations regarding absences (for any reason) and
coursework at the 300- and 400-levels to be graduated with honors. If a stu- parameters for making up late or missed work may differ, and are usually out-
dent transfers from another institution, graduation honors are computed on lined in the syllabus for each class. If a student incurs excessive absences in a
the basis of Utica College credit alone. At least 60 hours must have been car- course, his or her grade may be lowered or he or she may receive an F for the
ried in residence through the spring term immediately preceding the com- course. Only the instructor can excuse a student from class.
mencement ceremony in which they participate. P grades earned in pass/fail In the event that a student has been/will be absent from class for reason
courses are not computed in the student’s average, and the credit hours earned due to illness, injury, or family emergency, students are responsible for notify-
in pass/fail courses do not count toward fulfilling the 60-hour requirement ing their instructors and for consulting with each of them to explore whether
for honors with the exception of mandatory pass/fail courses. Second degree and how they may be able to make up the missed work. Courtesy absence
candidates are eligible provided they have carried 60 hours of additional Utica notices may be sent to instructors from the Office of Student Affairs if the
College credit in their second degree program. student has been or will be absent for three or more consecutive class days
To be considered for valedictorian or salutatorian, students must meet all due to an illness, injury, or family emergency, if the office is notified of this
of the preceding requirements for graduation honors. Additionally, students by the student, their parent or guardian, a UC professional staff member, or
must have filed a diploma card by the published deadline and be eligible for a health care professional (with the student’s consent). Similarly, with the
graduation in May or the previous December. They also must be registered student’s consent, the Student Health Center may verify to an instructor that
for at least 10 hours of credit in the spring semester if they are May gradu- the student was seen on a specific date for medical reasons. Absence notifica-
ates or at least 10 hours in the fall if they are December graduates. Transfer tions from these offices are not intended to be and do not constitute an official
students must have completed at least three semesters of residency, with sum- excuse for missing class.
mer session counting as a semester. For transfer students, records at previous Although religious holidays are not reflected in the academic calendar,
institutions must be included in computation of grade point average if the Utica College does recognize the right of each student to observe religious
cumulative average is less than the Utica College average; records from previ- holidays and other religious commitments. If a student wishes to observe reli-
ous institutions are excluded if the cumulative average is greater than the Utica gious commitments that will conflict with class times or other class-related
College average. activities, it is the student’s responsibility to notify faculty members well in
advance in order to work with faculty members to find an accommodation
that satisfies both the learning goals of the class and the religious commitment
Graduation Requirements of the student.
1. Students must have satisfied all requirements listed for their majors in
the catalog. (See section on “Majors and Minors.”) They must have at
least a 2.0 average in their major course requirements. This includes all Maximum Credit Hour Loads
courses listed under Major Course Requirements and all courses listed Students may take up to 17 credit hours of courses per semester without
under the student’s Concentration. It does not include courses listed special permission. Any credit hour load that exceeds 17 hours per semester
under Major-Related Courses. must be approved by the dean for the school in which the student is majoring.
2. Students must have a cumulative average of at least 2.0. During the summer sessions, students may take up to nine credit hours
3. A student’s last 30 credit hours, granted toward his or her Utica College without special permission. During winter session, they make take only three
degree, must have been earned in residency, with matriculated status. credit hours without special permission. Any credit hours loads that exceed
4. Students must be recommended by the faculty. these limits must be approved by the dean of the school in which the student
is majoring.
Student Classification of evaluation to be used by the student’s faculty supervisor; and the number
of credit hours the student will receive for successfully completing the project.
To be eligible for class membership, a student must have satisfactorily The completed forms must be filed with the Office of the Registrar when stu-
completed the following minimum credit hours: dents register for the course.
Senior 87 hours
Junior 57 hours
Sophomore 27 hours Tutorial Study
Courses that are listed in the catalog, but that are not offered regularly,
Advanced Credit Examinations may be taken on a tutorial basis under extraordinary circumstances, and are
designated on transcripts by a T following the course number and the word
Not available to students currently registered for less than 10 hours, except “Tutorial” in the course title.
evening students who have been enrolled in UC evening sessions for at least Information on registration procedures for courses students need to take
four semesters. on a tutorial basis is available in the appropriate department or school office or
Time: As arranged with the faculty member teaching the course in which from the Office of the Registrar.
the student is seeking the credit.
Place: As arranged with the faculty member teaching the course in which
the student is seeking the credit. Topics Courses
Credit: Whatever hours ordinarily are awarded for the course. Students
Courses in specialized areas of interest are listed in the “Courses of
must not have taken the course previously and must not have
Instruction” section of the catalog under such rubrics as “Topics in . . . ,”
audited the course. Students must fulfill whatever requirements are
“Advanced Study in…,” “Special Topics in… ,” “Studies in… ,” or “Mini-cours-
set by the faculty member responsible for the course. These may
es.” These courses are usually numbered 200, 300, or 400 to reflect the course’s
include term papers, special projects, examinations, and whatever
level and its position in the curriculum. Topics courses are offered for variable
else the faculty member deems necessary.
credit (usually one to six credit hours) and may be repeated, provided the sub-
Cost: See the “Schedule of Tuition, Fees, and Deposits” section.
jects are not the same. Other qualifications, criteria, limits, and descriptions
Approvals: By written petition, seek the approval of the adviser, the faculty
may be added by the discipline in which the course is being offered.
member in charge of the course, and the dean of the school in
which the course is offered.
Auditing
Independent Study A full-time matriculated student in good standing may, with the per-
mission of the instructor, attend a course as an auditor, without charge.
The faculty of each school, department, or subject area defines its own con-
Registration is required.
cept of independent study, but it is understood that students only undertake
Part-time or non-matriculated students who wish to audit a course may do
individual projects beyond subject matter covered by the courses listed in the
so, with the permission of the instructor, provided they register for the course
catalog. Normally open to juniors and seniors only, independent study may be
and pay the tuition charge.
taken for a total of no more than 18 credit hours toward a degree. Independent
An auditor receives a grade of AU and does not participate in course
study courses usually are numbered 290, 390, or 490, may be offered for vari-
examinations or other work except at the option of the instructor. A student
able credits, and can be repeated, providing the projects are not the same.
may change from audit to credit status no later than the second week of class-
Disciplines may add individual criteria and requirements.
es.
In order to register for independent study, students must obtain and com-
plete a registration form and a study plan form and have them signed by the
faculty member who will supervise their projects, by the coordinator of the Eligibility for Activities
subject area in which they will be working, and by the appropriate school
dean. School and department independent study guidelines are available in the Eligibility for participation in any College activity requires a student to be
appropriate school offices. The study plan is, in effect, a contract between the fully matriculated and carrying at least 12 hours in the current semester. An
student and the faculty member who will supervise the student’s work. It must organization may require, in addition, a particular grade point average.
specify the nature, title, goals, and methods of the student’s project; the means Eligibility is required for the following:
• To participate in College-sanctioned theatrical, musical, or other pro- The performance of students in their field experiences affects the College’s
ductions, except where such participation is required for academic ability to maintain accreditation for its programs, attract highly qualified stu-
course credit. dents to the College, and provide appropriate field placements for current and
• To hold office (elective or appointive, editorial, or other post) in any future students. Therefore, in programs that require field experience, the fac-
organization chartered by the College or using the Utica College name ulty monitors the progress of each student with the goal of correcting deficient
in which participation does not carry academic credit. performance prior to placement or, where appropriate, suggesting alternative
career fields. Students are responsible for knowing the written retention policy
• To pledge a sorority or fraternity. A student also needs to be at least a of their program of study.
second-semester freshman to pledge.
• To participate in non-athletic intercollegiate competition.
Study at Other Institutions
As an institution of higher learning, Utica College strives to protect
Athletic Eligibility the integrity of its degree offerings. Therefore, Utica College students must
Eligibility for intercollegiate competition is governed by the National obtain prior written approval from their advisers, school deans, and the reg-
Collegiate Athletic Association (NCAA), the Eastern College Athletic istrar before taking courses at another institution for credit at Utica College.
Conference (ECAC), the New York State Women’s Collegiate Athletic Approval is not usually granted if the same course is offered concurrently at
Association (NYSWCAA), and the Empire 8 Conference. A student must be Utica College. Students who undertake such study must meet all graduation
full-time matriculated (minimum 12 credit hours per semester) and must be requirements listed previously.
making satisfactory progress toward a baccalaureate degree. Students who already have transferred one-half of the credits required for
The student-athlete also must meet the following minimum standards for their degree from a two-year college may not return to a two-year college for
cumulative grade point average (GPA) in order to maintain athletic eligibility additional course work.
for intercollegiate competition. This applies to students matriculating as fresh- Forms for the purpose of obtaining permission for course work at other
men or as transfer students. institutions are available at the Academic Support Services Center, in the
Cumulative GPA Office of the Registrar, and in the school offices.
End of 1st semester 1.70
End of 2nd semester 1.85
End of 3rd semester 1.90
Schedule Changes
End of 4th semester and Any change in schedule must be cleared through the Office of the Registrar
succeeding semesters 2.00 in order to become effective. Failure to do so will result in a grade of F for the
course.
• Semester courses may be added or changed during the first week of the
Make-up Examinations semester.
If a student is unable to take any scheduled examination, a make-up • Semester courses may be dropped without academic penalty no later
examination may be given at the discretion of the instructor. Such examina- than two weeks after the official mid-term date of each term.
tions must be taken during the same semester in which the examination was • The schedule of deadline dates for add, change, and drop of mini-cours-
missed, unless a grade of Incomplete is given for sufficient reason. es and physical education courses is published each semester.
• Courses dropped after the official drop date will receive a grade of WF.
Eligibility for Field Experience in Career • Schedule changes require the signature of an adviser.
Programs
Utica College’s curriculum is designed to cultivate liberally educated grad-
uates with the knowledge, skills, and personal attributes necessary for them Withdrawal
to thrive in their chosen professions. In career programs, the level of ability Students who withdraw from college must notify the Office of the Registrar
which a student is expected to demonstrate reflects the College’s outstanding and the Office of Student Financial Services. Withdrawal notification must be
reputation in these fields. made in writing. Unless this is done, a student’s grade for all current courses
will automatically be an F, and he or she will not be eligible to receive a refund. 6. Calculate portion of funds to be returned by institution and student.
Students who withdraw from college up to two weeks after the official Further information regarding this policy is available in the Office of
mid-term date of the term will receive grades of WD (withdrawn). Students Student Financial Services.
who withdraw after that date will receive grades of WF.
Students may be placed on probation by the committee when they return,
depending on the conditions surrounding their withdrawals. Midterm Grade Report
Reports indicating the level of achievement at midsemester are entered by
Faculty into Banner where they may be viewed by students through Banner
Refund Schedule Policy Web for Students. Students should not consider these midterm reports as offi-
The date on which a student notifies the Office of the Registrar of his or cial grades; they are designed to identify those who may benefit from academ-
her complete withdrawal in writing will be used as the basis for determining ic counseling. Students who do not receive a midterm grade report should not
tuition refund. Deferred fees or other fees are not refunded. (See also “Hous assume that their performance in any given course is satisfactory, but should
ing Policy.” ) The following refund schedule applies to complete withdrawal. check with their instructors if they are in doubt.

Tuition Transcript of Grades
100% on or before the last day to add/drop.
90% through 7 days following drop/add deadline for the term The Office of the Registrar issues transcripts upon request (see “Schedule
50% through 14 days following drop/add deadline for the of Tuition, Fees, and Deposits”). Requests are generally processed within five
term days. Delays may be experienced during the beginning and end of each semes-
25% through 24 days following drop/add deadline for the ter and during preregistration. Please plan accordingly. Although students
term may request an unofficial copy for their own use, official transcripts are issued
Thereafter, no refund will be given. only to other institutions or individuals, never to the student. Requests are
Room not accepted by telephone; they must be made in person or in writing. Utica
100% refund through end of Week 2 College reserves the right to withhold the transcripts and diplomas of finan-
Board cially delinquent students.
100% prior to 1st meal offered
Pro-rated through end of Week 9
See schedule of classes for dates each semester.
Probation and Academic Dismissal
Anytime a student’s cumulative average falls below 2.0, he or she will be
Students who partially withdraw but are still in attendance for one or more
placed on probation. Probation is a warning that the quality of the student’s
classes at the College will receive a 100% refund during the add/drop period
work must improve or he or she will face academic dismissal for poor scholar-
only. Thereafter, no refund will be given.
ship. Students on probation are not allowed to exercise the pass/fail option.
Title IV Refund Policy Additionally, full-time matriculated students should progress toward their
degrees at a rate no lower than described in the following guidelines for mini-
This policy is for all students receiving aid who completely withdraw from
mal academic progress.
classes.
The new Title IV refund formula has six basic steps, and is concerned with
the amount of Title IV aid a student received and earned. The six steps are:
1. Determine date of withdrawal and percentage of payment period
Minimal Academic Progress
SEMESTER
attended by the student. For BA or BS Degree
2. Calculate amount of Title IV aid earned by the student. Candidates 1 2 3 4 5 6 7 8 9 10
3. Compare amount earned and amount disbursed to determine amount Number of hours carried
unearned. to completion in current
4. If amount earned is greater than amount disbursed, determine late semester (excludes
disbursement. withdrawals) 6 6 9 9 12 12 12 12 12 15
5. If amount earned is less than amount disbursed, determine amount of Cumulative number of
Title IV aid that must be returned. hours passed 3 9 21 33 45 60 75 90 105 120
Students who do not meet the guidelines for minimal academic progress used or paraphrased must be cited and credited. Cheating refers to both the
will have their records reviewed by the Academic Standards Committee. They giving and the receiving of unauthorized assistance in the taking of examina-
may be allowed to enroll under continuing review, placed on probation, or tions or in the creation of assigned and/or graded class work. Students who
dismissed. assist other students in, or contribute to, acts of academic dishonesty are sub-
ject to the appropriate penalties.
Utica College faculty are authorized to assign academic penalties, includ-
Readmission After Academic Dismissal ing the grade “F for Cheating,” for academic dishonesty.
Students who are dismissed for academic reasons will not be able to take Students who receive a penalty for academic dishonesty forfeit the right
any courses in either day or evening sessions at Utica College for at least one to withdraw from the class or the College without penalty, unless the faculty
regular semester. Students who are dismissed at the end of a fall semester are member allows it. (The phrase “for Cheating” will be removed upon gradu-
eligible to apply for readmission the following fall semester. Students who are ation at the student’s request.) The faculty shall inform the student in writ-
dismissed at the end of a spring semester are eligible to apply for readmission ing of the penalty and of the right to an appeal to the Academic Standards
the following spring semester. Utica College is not obligated to accept transfer Committee, with a copy to the vice president for academic affairs and dean
credit for work taken at another institution during the period of dismissal. of the faculty. The vice president for academic affairs and dean of the faculty
A second dismissal is considered to be a permanent separation from the will refer any repeat offense, or any particularly egregious first offense, to the
College. Students who can provide convincing evidence of their ability and Academic Standards Committee, which may recommend a more severe pen-
determination to complete degree requirements successfully may appeal this alty than that imposed by the faculty member.
status to the vice president for academic affairs and dean of the faculty. In addition, instances of academic dishonesty may be referred to the
Students whose application for readmission is approved will retain the Academic Standards Committee by the Office of Student Affairs, and instances
credits and grades earned before they were dismissed, and they will be read- of academic misconduct (misuse of academic resources or facilities) may be
mitted on probation. They will be expected to make satisfactory progress referred by the Academic Standards Committee to the Office of Student Affairs
toward earning their degrees each semester to remain at the College. for possible action through the student disciplinary process. Behavior by a stu-
dent may result in both a hearing by the Academic Standards Committee and
action through the student disciplinary process. The processes are separate so
Software and Intellectual Rights the decision rendered in one place will not determine the decision rendered in
Respect for intellectual labor and creativity is vital to academic discourse the other.
and enterprise. This principle applies to works of all authors and publishers
*See the Code of Student Conduct for definitions, policies, and procedures concerning academic misconduct.
in all media. It encompasses respect for the right to acknowledgement, right
to privacy, and right to determine the form, manner, and terms of publication
and distribution.
Because electronic information is so volatile and easily reproduced, respect Copyright Infringement
for the work and personal expression of others is especially critical in com- Utica College’s policy regarding copyright infringement can be found on
puter environments. the College’s Web site at www.utica.edu.
VIOLATIONS OF AUTHORIAL INTEGRITY, INCLUDING
PLAGIARISM, INVASION OF PRIVACY, UNAUTHORIZED ACCESS, AND
TRADE SECRET AND COPYRIGHT VIOLATIONS MAY BE GROUNDS Access to and Release of Student Records/
FOR SANCTIONS AGAINST ANY MEMBER OF THE ACADEMIC Information
COMMUNITY.
Students have the right to access and control access to their educational
records as provided in the federal Family Educational Rights and Privacy Act,
Academic Honesty* also known as the Buckley Amendment. These include the rights to view and
challenge the content of specified records, to control the release of personal and
Academic honesty is necessary for the free exchange of ideas. Utica academic information to third parties, and to suppress all or some information
College expects academic honesty from all students. categorized as “directory information” by legislation.
Academic dishonesty can include plagiarism or cheating. Plagiarism, a The policy of Utica College on access to and release of student data/infor-
serious form of academic dishonesty, is the use of ideas and phrases in the mation follows. Pursuant to the Family Education Rights and Privacy Act of
writings of others as one’s own without crediting the source. All materials
1974, this will constitute official notice of the following information: of credit programs, or the director of professional development pro-
1. Official files containing material directly related to students are main- grams, depending on the program.
tained in the following locations on campus: k. The Division of Institutional Advancement maintains files on students
a. The Office of the Registrar maintains the student’s official academic who pledge a gift to the College. These files contain a record of their
record, admissions material, copies of correspondence with the stu- pledges and correspondence, and are maintained by the coordinator of
dent, and copies of information concerning the student’s academic research and records.
record sent to prospective employers or other educational institutions l. The Office of Marketing and Communications maintains files on stu-
at his or her request. These files are maintained by the registrar. dents who submit information for press releases. These files are main-
b. The Academic Support Services Center maintains a file containing aca- tained by the director of media relations.
demic records, admissions material, and copies of correspondence with m. The school office in which the student’s major resides maintains a file
the student who has not declared a major, or is on academic probation. containing academic records, admissions material, and copies of cor-
These copies are maintained by the director of student development. respondence with the student. These copies are maintained by the dean
c. The Office of Academic Affairs maintains records of students who are of the school.
reported to the office for violations of academic honesty and records 2. The Act stipulates that the following persons and officials may have access
of students who have been referred to the office for the resolution of to a student’s file without his/her permission:
academic issues. The records are maintained by the vice president for a. Utica College officials, faculty members, and employees – including
academic affairs and dean of the faculty. student employees, trustees, and persons under contract to the College
d. The Office of Student Financial Services maintains files containing – who have legitimate educational interests.
information related to financial aid applications and awards. These files b. Authorized representatives of certain federal and state officials, includ-
are maintained by the director of financial aid. ing the comptroller general, the secretary of education, etc. Please note
e. The Office of Student Employment maintains files containing informa- that representatives of investigating agencies specifically are excluded.
tion related to a student’s employment in all campus based work pro- c. Organizations conducting studies for educational agencies for the
grams. These files are maintained by the assistant director of financial purpose of developing, validating, or administering predictive tests, or
aid and student employment. administering student aid programs and improving instruction.
f. The Office of Opportunity Programs maintains files for students d. Accrediting organizations in order to carry out their accrediting
enrolled in those programs which contain academic records, admis- functions.
sions material, and copies of correspondence with the student. These e. In compliance with judicial order pursuant to any lawfully issued
files are maintained by the director of Opportunity Programs. subpoena.
g. If a student has registered with Career Services and has assembled f. Parents of students who are dependents of their parents for income tax
a credential file, the office will send copies of this file to prospective purposes.
employers at their and/or the student’s request for a period of 10 years. 3. No person, other than those enumerated in #2 above may have access to a
These files are maintained by the director of career services. student’s records without his or her written consent.
h. The office of the vice president for student affairs and dean of students 4. Records maintained in the Office of the Registrar constitute the official
maintains files of students who have had cases adjudicated through the record and are maintained permanently. Records maintained in the other
College’s student disciplinary system. The student disciplinary system offices are destroyed when there is no further need for them, usually three
is used to resolve cases of students who are accused of violating the to five years after graduation or separation from Utica College.
Code of Student Conduct. These files are maintained by the associate 5. The Act stipulates that students have the right to inspect their records. To
dean of students. do so, they must direct their request in writing to the person responsible
i. The Office of Residence Life maintains files related to students who live for the file they wish to inspect. The request normally will be honored at
in campus residences. The files contain records of the students’ hous- the time of its receipt, if staff are available, but in no case later than 45
ing history, including violations of residential policies and regulations. days after the request is made. Students have the right to review all mate-
These files are maintained by the director of residence life. rial in their file unless they have waived their right of access. They have
j. The School of Graduate and Extended Studies maintains files for stu- the right to receive a copy of any portion of their record, which will be
dents enrolled in those programs. The files, which contain academic made available to them at a charge of $1 for the first page requested and
records, admissions material, and copies of correspondence, are main- 10 cents for each additional page, with the exception of transcripts which
tained by the assistant vice president for academic affairs, the director will be made available at a charge of $5 per copy.
6. A student has the right to challenge the content of his or her records. If the problem, and/or if someone wishes to take more formal action to file a
a student should wish to do so, the College will attempt to resolve the complaint, the following are the procedures.
dispute informally, through the person having responsibility for the file. If a person feels he or she should be absolved from adhering to a particular
If this attempt proves to be unsatisfactory to the student making the chal- academic regulation or procedure, or that an academic regulation has been
lenge, the student may request the president of the College to convene unfairly applied, or that he or she has been treated unfairly on an academic
a formal hearing. The president or a faculty or staff member appointed matter, he or she should discuss the problem with a member of the Academic
by the president, who shall have no direct interest in the outcome, will Support Services Center staff. If the matter cannot be resolved to the per-
conduct the hearing. The hearing will be held within a reasonable time son’s satisfaction, he or she will be provided with a form for petitioning the
following the request, and the student will be afforded a full and fair Academic Standards Committee. After he or she has submitted the petition,
opportunity to present evidence relevant to the issues raised. The decision the committee will consider the individual’s case and inform the petitioner
will be rendered in writing by the official conducting the hearing within a by letter of the decision reached and the action taken. Appeals of Academic
reasonable time after the conclusion of the hearing. Standards Committee actions should be submitted in writing to the vice presi-
7. The Act permits the College to release directory information. Directory dent for academic affairs and dean of the faculty. Appeals of actions taken by
information will include the following categories: the student’s name, the vice president for academic affairs and dean of the faculty should be sub-
home town, home address, residency status, campus or local address, mitted in writing to the president of the College.
telephone number, e-mail address, date and place of birth, academic level, If a person feels he or she should be absolved from adhering to a particu-
major field of study, weight and height of athletic team members, dates of lar administrative regulation or procedure, or that an administrative regula-
attendance at Utica College, registration status (full vs. part time), degrees tion has been unfairly applied, or that he or she has been treated unfairly on
and awards received, photographs, and the most recent previous educa- an administrative matter, he or she should discuss the problem with the vice
tional institution attended, as well as participation in officially recognized president for student affairs and dean of students. The vice president for stu-
activities and sports. Students who do not wish to have any or all of this dent affairs and dean of students, depending on the nature of the complaint,
information released without prior consent should notify the Office of the will reach a conclusion in the matter, or refer the individual to the appropriate
Registrar in writing. In the absence of such notification, directory infor- administrative officer for resolution. In either case, the person will be required
mation will be released when it is deemed appropriate by College officials. to submit his or her complaint in writing and will be informed in writing of
8. The Act permits the College to reveal the results of disciplinary proceed- the outcome of the complaint. Appeals of actions taken by any administrative
ings against students accused of violent crimes who have been found officer should be submitted in writing to the president of the College.
responsible for violating the College’s rules or policies. The College is also Any appeals of actions taken by the president of the College should be
permitted to notify parents if a student younger than 21 is caught drink- submitted to the chairperson of the Board of Trustees.
ing or using illegal drugs. In resolving complaints, whether academic or administrative in nature, the
College will adhere to the following principles:
1. The College will attempt to investigate and resolve formal complaints
Confidentiality for Student Employees in a reasonable time frame.
Students working in Utica College offices (student employees, resident 2. Final determination of formal complaints will be made by a person or
assistants, or student interns) are considered employees of the College, and persons not directly involved in the alleged problem.
as such are sometimes required to handle confidential materials. Students are 3. No adverse action will be taken against anyone for filing a complaint.
asked to sign a statement of confidentiality. If a student knowingly reveals
information learned in confidence while working in a College office, the
College reserves the right to take disciplinary action.
Grievance and Complaint Procedures

Persons who believe that they have been treated unfairly by the College
have the right to file a complaint. Individuals are encouraged to resolve com-
plaints informally with the faculty member or administrative officer most
closely involved in the alleged problem. In the event that this doesn’t resolve
Programs of Study ◆ 159
Program Page # Program Page #
Programs of Study* Film Studies (Minor only) . . . . . . . . . 199

Financial Crimes Investigation
(Certificate) 5505. . . . . . . . . . . . . . . 200
Liberal Arts – Engineering
(see Physics)
Liberal Studies (B.S.) 4901 . . . . . . . . . 226
Foreign Languages (BA). . . . . . . . . . . 200 Liberal Studies (M.S.) 4901. . . . . . . . . 158
French (Minor) Literature (Minor only) . . . . . . . . . . . 227
See also, Foreign Languages. . . . . 202 Management (B.S. or Minor) 0506. . 228
Gender Studies (Minor only). . . . . . . 203 Concentrations in:
Utica College offers instruction in the following disciplines. Not all dis- Geoscience (B.S. and B.A.*** General
ciplines, however, lead to the bachelor of arts or bachelor of science degree. and Minor) . . . . . . . . . . . . . . . . . . . 204 Human Resources Management
Students must complete the requirements for at least one program of study Gerontology (Advanced Certificate). 157 Marketing Management
marked B.A. or B.S. to be eligible for graduation (see Regulations). All Gerontology (B.A.)***. . . . . . . . . . . . . 207 Risk Management and Insurance
Programs of Study at Utica College are registered by the New York State Gerontology (Certificate or Minor) . . Mathematics
Education Department, Office of Higher Education, Room 979 EBA, 5506.20, 2299.10 . . . . . . . . . . . . . . 208 (B.A. or Minor) 1701. . . . . . . . . . . 231.
89 Washington Avenue, Albany, New York 12234, (518) 474-5851. Government and Politics Nursing (B.S.) 1203 . . . . . . . . . . . . . . . 223
(B.A.) 2207. . . . . . . . . . . . . . . . . . . . 210 Occupational Therapy (M.S.). . . . . . . 159
Program Page # Program. . . . . . . . . . . . . . . . . . Page # Concentrations in: Occupational Therapy – Weekend
Accounting (B.S.) 0502. . . . . . . . . . . . 161 Concentrations in: International Business Program (M.S.). . . . . . . . . . . . . . . . 159
Accounting – CPA (B.S.) 0502**. . . . 163 Business Management Philosophy (B.A. or Minor) 1509 . . . 237
Anthropology (Minor only). . . . . . . . 164 Computer Security Political Public Relations Physical Therapy (D.P.T.) . . . . . . . . . . 160
Biochemistry (B.S.)*** 0414. . . . . . . . 165 Scientific Public Administration Physics (B.A. or B.S.) 1902. . . . . . . . . 239
Biology (B.S.) 0401. . . . . . . . . . . . . . . . 166 Construction Management (B.S.)***. 177 Social Sciences Psychology
Business (see Management) Creative Writing (Minor only). . . . . . 178 Government (Minor only). . . . . . . . . 212 (B.S. or B.A. or Minor) 2001. . . . . 241
Business Administration Graduate Criminal Justice (B.S.) 2105. . . . . . . . 179 Health Care Administration. . . . . . . . 157 Psychology-Child Life (B.S.) 2009. . . 244
Programs. . . . . . . . . . . . . . . . . . . . . 155 Criminal Justice – Economic Crime Health Studies (B.S.) 1299. . . . . . . . . . 213 Concentrations in:
Business Economics (B.S.) 0517. . . . . 168 Investigation (B.S.) 2105 . . . . . . . 181 Health Studies – Human Behavior Child Life Specialist
Concentrations in: Concentrations in: (B.S.) 2101. . . . . . . . . . . . . . . . . . . . 215 Child Studies
Business Analysis Computer Security Health Studies – Management Public Relations (B.S.) 0699. . . . . . . . 246
Finance Financial Investigation (B.S.) 1202. . . . . . . . . . . . . . . . . . . . . 217 Public Relations-Journalism Studies
Chemistry (B.S. or Minor) 1905 . . . . 170 Cybersecurity and Information History (B.A. or Minor) 2205. . . . . . . 219 (B.S.) 0601. . . . . . . . . . . . . . . . . . . . 248
Concentrations in: Assurance (B.S.). . . . . . . . . . . . . . . 183 Human Rights Advocacy Recreation Leadership (Minor only). 250
General Concentrations in: (Minor only). . . . . . . . . . . . . . . . . . 220 Risk Management and Insurance
Biochemistry Cybercrime Investigations International Studies (B.A.) 2210. . . . 221 (B.S.*** or minor). . . . . . . . . . . . . . 250
Environmental and Forensics Concentrations in: Sociology and
Professional Information Assurance Area Studies Anthropology (B.A.) 2208. . . . . . 253
Child Life (see Psychology-Child Life) Economic Crime International Business Sociology (Minor only). . . . . . . . . . . . 254
Communication (see Communication Management (M.S.). . . . . . . . . . . . 155 Management Spanish (Minor)
Arts, Journalism Studies, and Public Economics (B.A. or Minor) 2204 . . . 185 Language See also, Foreign Languages. . . . . 255
Relations) Education, Graduate Programs . . . . . 156 World Literature and Civilization Theatre (Minor only). . . . . . . . . . . . . . 255
Communication Arts Education, Undergraduate Journalism Studies (B.S. or Minor) Therapeutic Recreation (B.S.) 2199. . 256
(B.A. or Minor) 1506. . . . . . . . . . . 173 Programs. . . . . . . . . . . . . . . . . . . . . . 187 0602. . . . . . . . . . . . . . . . . . . . . . . . . 224 Writing (Minor only). . . . . . . . . . . . . . 258
Computer Science Engineering (see Physics)
(B.S. or Minor) 0701 . . . . . . . . . . . 175 English (B.A.) 1501 . . . . . . . . . . . . . . . 197 See “Preparation for Graduate and Professional Schools” for Certified Public
Accountant, Law, Teaching, Medicine, Dentistry, Veterinary Medicine, Pharmacy,
English Language (Minor only). . . . . 198 Optometry, Osteopathic Medicine, Podiatry, and Chiropractic.
See “Joint Health Professions Programs” for Medicine, Dentistry, Optometry, Podiatry,
Osteopathic Medicine, and Chiropractic.
* Enrollment in other than registered or otherwise approved programs may jeopardize a student’s eligibility for
certain student aid awards.
NOTE: For explanation of requirements in the area of liberal arts and sciences elec-
tives, see item 6 under “Graduation Requirements.”
**HEGIS Code
***Utica College undergraduate degree

***Utica College undergraduate degree
158
160 ◆ Programs of Study Programs of Study ◆ 161
Graduate Degree Programs Each course will reflect current knowledge and practice in terms of criminal
Utica College offers a number of master’s and doctoral degree programs. justice administration. The program will be offered in eight-week blocks.
Several of these programs offer direct entry for freshmen. Brief summaries of
each program appear below; for more complete information, please consult Economic Crime Management
the graduate catalog, contact the appropriate program director listed below, The M.S. in economic crime management, the only degree of its type in
or contact the School of Graduate and Extended Studies at (315) 792-3001 or the world, prepares students for executive positions requiring an understand-
gradstudies@utica.edu. ing of the nature of economic crime and the ability to develop systems to com-
bat economic crime. The program utilizes a flexible distance learning format,
Business Administration – Professional Accountancy brief on-campus residencies, and study at home. This schedule allows students
The M.B.A. in Professional Accountancy is a 30-hour program that com- wishing to lead organizations operating in a global environment to acquire the
plies with the educational requirements for a Certified Public Accountant’s requisite knowledge, skills, and vision with minimal impact on their full time
license in New York and meets the educational requirements for membership positions. For more information about this program, contact Dr. R. Bruce
in the American Institute of CPA’s. The concentration in professional accoun- McBride, program director, at (315) 792-3808.
tancy is designed to qualify a student to gain entry-level work in any area of
accounting. This program has the goal of preparing students to work in audit- Education
ing and assurance services, financial accounting, managerial accounting, and
Ten graduate level programs of study are available for students interested
tax planning. The program is offered on a distance-learning format and stu-
in pursuing master’s degrees in education. The Master of Science degree
dents can complete the program in approximately two years. Direct entry for
program in Childhood Education is designed for students who seek certifica-
freshmen is available. For more information about this program, contact Dr.
tion to teach children in grades 1–6. The Master of Science degree program
Herbert Rau, program director, at (315) 223-2571.
in Adolescence Education is designed for candidates seeking certification
to teach biology, chemistry, English, math, physics, or social studies to stu-
Business Administration – Economic Crime and Fraud Management dents in grades 7–12. The Master of Science degree program in Childhood
The M.B.A. in Economic Crime and Fraud Management is a 30-hour pro- and Special Education is designed for candidates seeking Initial Certification
gram that offers an educational opportunity in a growing field where Utica in both Childhood and Special Education. The Master of Science degree
College already has a successful undergraduate degree in Economic Crime program in Adolescence and Special Education is designed for candidates
Investigation (ECI), and an executive master’s degree in Economic Crime seeking Initial Certification in both Adolescence and Special Education. The
Management (ECM). This program is designed to qualify the student to gain Adolescence Education—Apprenticeship Teacher Certification Program is
entry-level work in the areas of fraud analysis, fraud investigation, fraud a specialized option for students in the high-need teaching areas of foreign
examination/auditing, and compliance in both the private and public sectors. language, math, science, and technology education. The program leads to the
Students who complete this program will qualify for middle management Master of Science degree. Students in this program must complete an intensive
positions in fraud investigation and analysis in a variety of industries such 200-hour course of study during the summer. They then finish their degree
as banking, credit card, telecommunications, insurance, retail, and financial program while engaged in mentored teaching as full-time employees of a local
services. The program is offered on a distance-learning format and students school district. The Master of Science degree program in Special Education
can complete the program in approximately two years. For more information Teacher Certification is designed for candidates who have Initial, Provisional,
about this program, contact Dr. Herbert Rau, program director, at or Professional Certification in Early Childhood, Childhood, or Adolescence
(315) 223-2571. Education and who wish to add certification in special education. The Master
of Science in Education degree program in Leadership and Instruction for
Criminal Justice Administration Inclusive Classrooms provides certified teachers and related professionals
The M.S. online degree program in Criminal Justice Administration the values, knowledge, and practices needed to work in inclusive elementary
focuses on the theme of leadership and planning for professionals who wish to and secondary school classrooms. The Master of Science in Education degree
advance their supervisory roles within criminal justice organizations. The cur- program provides courses of study appropriate for students seeking perma-
riculum focuses on various skills to assist practitioners in addressing day-to- nent or professional teacher certification at any grade level. The Master of
day issues that face criminal justice organizations of all sizes, including special Science Degree program in Educational Leadership and Administration and
events, threats, and other situations through the use of long and short-term the Certificate of Advanced Study (CAS) programs in School Building Leader
planning. This 30-credit hour program consists of eight major topic areas. and School District Leader are designed for candidates seeking New York State
Certification as School Building Leader (principal) or School District Leader Health Care Administration
(superintendent). There are three critical dimensions to Utica’s online M.S. in Health Care
Graduates will understand and know how to apply the New York State Administration that are woven into each core course: management, leader-
Learning Standards to their daily lesson and curriculum planning for all stu- ship, and continuum of care. These dimensions are offered to help students
dents; demonstrate leadership skills in community and professional contexts; understand the foundational theories that integrate with current and future
use technology to enhance their teaching; and adopt a variety of technologi- best practices in health care. They are defined as:
cal solutions in their classrooms for all students. Graduates will also have Management:
the knowledge, values, and teaching practices necessary for quality inclusive Theoretical underpinnings of management practices in the service indus-
teaching; understand the importance of collaboration and possess the skills try. The theories and concepts provide a foundation of understanding to the
necessary to collaborate effectively with family, community, and colleagues; “why” of the science of health care administration.
and use critical thinking problem solving and methods of inquiry in profes- Leadership:
sional contests. Exploration and analysis of best practices in leading health care profes-
Flexible options exist for completing degree requirements. For more infor- sional, organizational development. Focus is on creating future state models
mation, contact the Institute for Excellence in Education at (315) 792-3815 or and scenarios that students can adopt in leading change. Leadership compo-
the Office of Graduate Admissions at (315) 792-3010. nents explore the “who,” “what” dimension of student learning.
All of the teacher education programs at Utica College are registered Continuum of Care:
with the New York State Education Department. Completion of all programs Health care best practices evolve from customer centric continuum of care
requires a mandated research project, thesis, or comprehensive exam. strategies. Through study of best practice models and cases students learn the
“how,” “when” of health care administrative excellence.
Advanced Certificate in Gerontology Graduates of Utica College’s M.S. in Health Care Administration will be
This Certificate in Gerontology is a graduate-level program consisting of prepared to:
courses designed to address aging issues from either a health service delivery • Enter the healthcare workforce with an ability to function at an adminis-
focus or a public policy/community design focus. Students interested in either trative level of competence in order to make sound financial, marketing,
focus can complete their entire 18-credit program in one year, taking only one strategic planning, and human relations decisions
three-credit course per eight-week session. The entire program is offered in a • rovide leadership qualities required in management positions in order to
P
flexible distance learning format with no required residencies. motivate and supervise employees
This certificate program is designed not only to strengthen the marketabil- • unction within a continuum of care environment in order to meet the
F
ity and job performance of the enrolled students, but also to provide knowl- needs of long term care throughout the life span
edge of aging issues through a short-term graduate program. While designed
for those professionals whose goal is a credential in gerontology, it can also be • ommunicate effectively with healthcare consumers, family members,
C
considered a supplement to master’s degree/doctoral programs, especially in third party reimbursement agencies, colleagues, and others
the disciplines of occupational therapy, physical therapy, health care manage- For more information about this program, contact Dr. Dana Brooks Hart
ment, public health (MPH), and planning (MSP). The curriculum is struc- at (315) 792-3375.
tured to focus on practice more than theory, with the intent of empowering
graduates to immediately apply knowledge to their professional roles. Liberal Studies
A baccalaureate degree from a regionally accredited institution is required, The master of science degree in liberal studies offers students an opportunity
as is appropriate access to the Internet. A minimum GPA of 3.0 is preferred, for intellectual growth and career enhancement through innovative, student-
but exceptions may be made at the discretion of the Director of Gerontology centered interdisciplinary study. It is a flexible alternative to a disciplinary
and members of the Committee of Faculty, if the student’s activities since col- degree that provides students with opportunities to design curricula that will
lege demonstrate the ability to succeed in graduate study. Students admitted be of direct benefit to them in their chosen career. The program is designed
who do not meet the minimum requirements will be on probationary status to allow students from a variety of academic backgrounds to explore a broad
until they have completed 9 credits. After the completion of 9 credits, the stu- range of subjects. While the program’s content will differ for each student, it
dent must have a 3.0 GPA in order to remain in the program. will serve to broaden the individual’s perspective and enhance the ability to
For more information about this program, contact Professor Darlene E. think critically, clearly, and analytically. All students must choose one of three
Heian at (315) 792-3309. areas of study: Natural Sciences and Mathematics (includes courses in biology,
chemistry, geology, mathematics, and physics); Humanities (includes courses tion, by connecting therapists with other therapists nationally and internation-
in English, history, humanities, and philosophy); or Social Sciences (includes ally, students enrolled in this program will benefit through networking and
courses in anthropology, economics, and sociology). Students may enroll full- sharing of perspectives.
time or part-time, spring, summer, and fall. For more information about this The post-professional curriculum provides an on-line sequence of 8-week
program, contact Dr. Lawrence R. Aaronson, director of the program, at (315) sessions to meet the scheduling needs of working professionals. Elective
792-3309. courses supplement the required core courses to meet the specific needs of
the individual student. A one-semester (two sessions) action research project
requires students to apply their learning to real-world issues and concerns.
Occupational Therapy For more information about this program, contact Dr. Sally C. Townsend
The occupational therapy master’s program is designed to integrate foun- at (315) 792-3239.
dational knowledge, skills, and attitudes that students learn and develop from
studies in the liberal arts with professional education at the graduate level. Physical Therapy
This program involves earning a bachelor of science degree in health studies
with continuation to the master of science degree in occupational therapy. The Physical Therapy department offers both an entry-level graduate
Candidates may enter at the freshman level or as transfer students or as gradu- rogram and a transitional program, both leading to the doctor of physical
p
ate students. The program is offered in both day and weekend formats. At the therapy degree.
end of the junior year, students who meet the continuation criteria will prog- Entry-Level Program
ress to the professional phase of the program and engage in graduate study in The entry-level program is registered by the New York State Education
occupational therapy. Students who do not have a degree in health studies, but Department and is accredited by the Commission on Accreditation in Physical
who have completed a minimum of a bachelor’s degree and the prerequisite Therapy Education. The curriculum is designed to build upon a strong liberal
courses, and meet the continuation criteria, are also eligible for admission into studies education and affords students the opportunity to integrate founda-
the professional phase of the program as space is available. tional knowledge with professional education. The curriculum emphasizes the
Using a case-based approach to learning, the curriculum is designed concept that the process of learning is equal in importance to the acquisition
to facilitate the development of occupational therapy practitioners who are of knowledge. Designed in a problem-based learning format, the curricu-
responsible, self-directed, lifelong learners, and the leaders of the future. The lum places particular emphasis on self-directed, student-centered learning.
occupational therapy faculty members recognize the reciprocal nature of Problem-based learning is an interactive educational model that uses small
education and use collaborative teaching methods. Students are provided indi- group discussion of clinically relevant problems (case studies) to provide
vidualized and relevant learning opportunities and experiences to foster their the context for learning. Through carefully designed problems, this process
development as liberally educated, ethical professionals who are capable of strives to guide, stimulate and challenge students to acquire a comprehensive
assuming leadership roles in a diverse, changing community. and integrated knowledge base. The expected outcome is an entry-level prac-
Information regarding the program’s accreditation status and occupational titioner able to meet current and future needs of the profession and health
therapy licensing and certification requirements may be found in the Utica care system. For more information about this program, including placement
College graduate catalog and on the Utica College Web page. opportunities, contact Dr. Dale Scalise-Smith, chairperson, at (315) 792-8059.
For more information about this program, including placement opportuni- Transitional Program
ties, contact Sally Claycomb Townsend, program chair, at (315) 792-3239. The transitional DPT program is designed for licensed practitioners who
have had a traditional physical therapy education below the doctoral level. The
Post-Professional Masters Occupational Therapy Program for transitional DPT program builds on the skills, knowledge, and experience of
practicing clinicians and entitles graduates to the degree of doctor of physi-
Certified Occupational Therapists
cal therapy. As a post-professional clinical doctoral degree, the DPT serves
The post-professional occupational therapy program is designed for as a credential, similar to the MD for medicine, the OD for optometry, and
occupational therapists who have previously finished a Bachelor’s Degree in the DPM for podiatry. It does not signify advanced preparation or specializa-
Occupational Therapy and passed the exam for certification by the National tion, but instead reflects the culmination of a comprehensive program and
Board for Certification in Occupational Therapy (NBCOT). The program the fulfillment of the highest standards of clinical performance in professional
provides the opportunity to complete a course of study leading to the Master practice. For more information about this program, contact Dr. Molly Crist,
of Science Degree in Occupational Therapy. The intent of this program is to assistant professor of physical therapy, at (315) 792-3089.
elevate the level of current practice of the bachelor prepared practitioners,
thereby enhancing the care of clients and advancing the profession. In addi-
Major in Accounting* Accounting 303 Cost Management. . . . . . . . . . . . . . . . . . 3 3

Accounting 307 Accounting Information Systems. . . . . 3 3,4
(Bachelor of Science Degree) Business Law 301 The Legal Environment of Business. . . 3 2,3
Faculty: Basu, Dziekan, J. Heian Business Law 302 Law of Business Organizations. . . . . . . 3 2,3
The accounting major allows students to choose between preparation for careers in Economics 131 Principles of Microeconomics. . . . . . . . 3 1
public accounting and private accounting. Public accounting is a recognized profession
Finance 333 Corporate Finance. . . . . . . . . . . . . . . . . . 3 2,3
that embraces the areas of auditing, financial investigations, design and installation of
accounting systems, and taxation. Graduates may find a variety of opportunities avail- Management 101 Introduction to Contemporary Business 3 1
able, including those of supervisor, manager, and partner in a public accounting firm, Management 201 Principles of Business Management I. . 3 2
or positions of responsibility in private accounting. Management 202 Principles of Business Management II. 3 2
As a licensed profession, public accounting is subject to regulation by the State of 39
New York. As of August 2009, to be eligible to take the CPA licensure examination, a
candidate must have completed 150 semester hours of course work, including work in Major-Related Course Requirements
a number of specified fields. Successful completion of this undergraduate major, along (Some of the following may be used to satisfy core requirements.)
with the Utica College MBA in Professional Accountancy, will constitute eligibility. Computer Science 117 Microcomputers and Application Software 3 1
Students who wish to pursue this course should opt for the CPA concentration, below. Computer Science 217 Computer Programming for
(Further information about CPA certification is found in the Public Accountancy
Business Applications. . . . . . . . . . . . . 3 2
Handbook. A copy of this publication may be obtained without cost by writing to the
Office of the Professions, Professional Licensing Services, Cultural Education Center, Economics 141 Principles of Macroeconomics . . . . . . . 3 1
Albany, NY 12230.) Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3
Private accounting deals primarily with the financial records, statements, and Mathematics 143 Mathematical Analysis for Business and
reports of a single business, and the use of accounting as a tool of management. & 144 Economics I and II
Graduates with training in private accounting may expect to progress to such posi- or or
tions as cost accountant, cost analyst, budget director, chief accountant, and comptrol- Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3-6 1,2
ler. Many treasurers and presidents of large corporations were formerly comptrollers. 15-18
Comptrollership is a rapidly growing field that deals primarily with the application of
accounting, economics, finance, and statistics to the operations of a business enterprise. CONCENTRATION
Students who wish to pursue this course should opt for the Private Accounting concen-
Students must select one of the following concentrations.
tration, below.
Total credit hours required for degree: 120 CPA concentration
Accounting 304 Income Tax Accounting. . . . . . . . . . . . . 3 3,4
Accounting 401 Auditing . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Special Requirements Accounting 403 Accounting for Multinational Business. 3 3,4
A grade of C or better is required for each major course. For major-related courses a C Accounting 491 Current Topics in Accounting. . . . . . . . 1 3,4
average is required. Accounting elective Accounting course at the 300- or 400-level 3 3,4
13
Academic Requirements Private Accounting concentration

(See also General Education Core in the “Undergraduate Program” section of this Accounting electives Accounting courses at the 300- or 400-level 6 3,4
catalog.) Economics elective Economics course at the 300- or 400-level 3 3.4
Credit Year Finance 343 Money and Banking
or or
Hours Taken
Finance 351 Financial Management. . . . . . . . . . . . . . 3 3,4
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 12
Major Course Requirements Electives
(Some of the following may be used to satisfy college core requirements.) The student must complete sufficient elective courses to earn at least the minimum
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2 credit hours required for this degree, and at least 60 credit hours of the 120 required
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2 must be in the liberal arts and sciences.
Accounting 301 Intermediate Accounting I. . . . . . . . . . . 3 3
* Transfer students must complete at least 15 hours of accounting at Utica College.
Accounting 302 Intermediate Accounting II . . . . . . . . . 3 3
Major in Accounting – CPA* Major-Related Course Requirements

(Bachelor of Science Degree) (Some of the following may be used to satisfy core requirements.)
Faculty: Anderson, Basu, Dziekan, J. Heian Computer Science 117 Microcomputers and Application Software 3
This program is designed for entering transfer students who plan to sit for the Computer Science 217 Computer Programming for
CPA examination prior to August 2009 (at which time new regulations become active). Business Applications. . . . . . . . . . . . . . . 3
Entering first-year students and others who will seek CPA licensure after that date must Economics 141 Principles of Macroeconomics . . . . . . . 3 1
elect the Accounting major. Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2
Total credit hours required for degree: 128 Mathematics 143 & 144 Mathematical Analysis for Business and 1
Economics I and II. . . . . . . . . . . . . . . 2
or
Special Requirements Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3-6 1,2
A grade of C or better is required for each major course. For major-related courses 15-18
a C average is required.
Electives
Academic Requirements The student must complete sufficient elective courses to earn at least the minimum
credit hours required for this degree, and at least 60 credit hours of the 128 required
(See also General Education Core in the “Undergraduate Program” section of this must be in the liberal arts and sciences.
catalog.)
Credit Year * Transfer students must complete at least 12 hours of accounting at Utica College.
Hours Taken
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
Minor in Anthropology
Major Course Requirements Anthropology is a holistic science of humankind, which includes the traditional
(Some of the following may be used to satisfy college core requirements.) interests not only of the social sciences, but also of the natural sciences and the human-
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2 ities. Anthropologists seek to understand past and present societies, the structure and
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2 diversity of human language, and the nature of humans as a species. American anthro-
Accounting 301 Intermediate Accounting I. . . . . . . . . . . 3 3 pology is divided into four subdisciplines: ethnology (cultural anthropology), archeol-
Accounting 302 Intermediate Accounting II . . . . . . . . . 3 3 ogy, anthropological linguistics, and physical (biological) anthropology. This minor is
Accounting 303 Cost Management. . . . . . . . . . . . . . . . . . 3 3 designed to expose students to all four subdisciplines, as well as related disciplines.
Accounting 304 Income Tax Accounting. . . . . . . . . . . . . 3 3,4 Total credit hours required for minor: 18
Accounting 307 Accounting Information Systems. . . . . 3 3,4 At least 9 credit hours must be at the 300 level or above.
Accounting 401 Auditing . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3,4 Credit
Accounting 403 Accounting for Multinational Business. 3 3,4 Hours
Accounting 491 Current Topics in Accounting. . . . . . . . 1 4 Required Courses
Accounting elective Accounting course at the 300- or 400-level 3 3,4
Anthropology 205 Human Beings in Evolutionary
Business Law 301 The Legal Environment of Business. . . 3 2,3
Perspective. . . . . . . . . . . . . . . . . . . . . . 3
Business Law 302 Law of Business Organizations. . . . . . . 3 2,3
Economics 131 Principles of Microeconomics. . . . . . . . 3 1 Linguistics Elective
Economics elective Economics elective at the 300- or 400-level 3 3,4
One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Finance 333 Corporation Finance. . . . . . . . . . . . . . . . 3 2
English 313 American Social Dialects
Finance 343 Money and Banking
English 318 Introduction to Linguistics
or or
Anthropology 351 Language and Culture
Finance 351 Financial Management. . . . . . . . . . . . . . 3 3,4
Management 101 Introduction to Contemporary Business 3 1
Management 201 Principles of Business Management I. . 3 2
Management 202 Principles of Business Management II. 3 2
58
Biology Elective Biochemistry Major

One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Biology 211 General Biology I. . . . . . . . . . . . . . . . . . . 4 1
Biology 111 Human Ecology Biology 321 Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2,3
Biology 113 Human Genetics Biology 327 Cell Biology . . . . . . . . . . . . . . . . . . . . . . . 4 2,3
Chemistry 363 Biochemistry . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Anthropology Electives Chemistry 363L Biochemistry Laboratory. . . . . . . . . . . . 1 3,4
Nine credits in Anthropology at the 200-, 300-, 400- or 500-level. . . . 9 Chemistry 463 Biochemistry II . . . . . . . . . . . . . . . . . . . . 3 3,4
18 Biology 453 Molecular Biology. . . . . . . . . . . . . . . . . . 4 3,4
Chemistry 350 Research . . . . . . . . . . . . . . . . . . . . . . . . . . 3 4
Major in Biochemistry Chemistry and Biology Electives

300 or higher level - one must be in each discipline. . . . . . . . . . . . . . . . 6-8 3,4
(Bachelor of Science Degree)
32-34
Faculty: Aaronson, Boucher, Boyd, Buchanan, McLear, Pack, Pulliam
The biochemistry major is modeled on a course of study recommended by the
American Chemical Society and places significant emphasis on the study of the mol-
ecules and reactions of life processes. It is intended for students who have an interdis- Major in Biology
ciplinary interest in biology and chemistry and wish to work at the interface of those (Bachelor of Science Degree)*
two disciplines. Students will be well prepared for entry-level careers in biochemistry
or biotechnology or for further graduate and professional study in biochemistry or
Faculty: Aaronson, Buchanan, Kurtz, McCarthy, McLear, Moore, Pack, Provost,
medicine. Wise
Biology is the science of life and its processes. It includes study and research related
Total credit hours required for degree: 128 to the structure, function, growth, origin, evolution, and distribution of living organ-
isms. The major in biology offers a variety of career opportunities in at least five differ-
ent areas: Medical (dentistry, medicine, optometry, pharmacy, podiatry, public health,
Academic Requirements chiropractic, veterinary medicine, physician’s assistant, audiologist/speech therapist);
(See also General Education Core in the “Undergraduate Program” section of this Teaching (college, secondary, elementary, drug counselling); Research (academic, gov-
catalog.) ernment, private), Environmental (forestry, wildlife management, park management,
range management, pollution measurement and control); and Commercial (laboratory
Credit Year equipment and pharmaceutical sales, technical writing).
Hours Taken Most of these careers require training in addition to a major in biology. Those
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 interested should investigate specific course requirements for entrance into professional
or graduate school and discuss these options with their academic adviser. Students con-
Major Course Requirements – Chemistry Core sidering public school teaching as a career should refer to the programs in education,
listed alphabetically in this section of the catalog.
(Some of the following may be used to satisfy college core requirements.)
Chemistry 211, 212 General Chemistry I, II . . . . . . . . . . . . . 8 1 Total credit hours required for degree: 128
Chemistry 213 Introduction to Chemical Research Methods 3 1
Chemistry 331, 332 Organic Chemistry I, II . . . . . . . . . . . . . 8 2
Chemistry 323 Quantitative Analysis. . . . . . . . . . . . . . . 5 3,4 Academic Requirements
Chemistry 345 Physical Chemistry I: Thermodynamics (See also General Education Core in the “Undergraduate Program” section of this
& Kinetics. . . . . . . . . . . . . . . . . . . . . . . 3 3,4 catalog.)
Chemistry 400 Topics in Chemistry . . . . . . . . . . . . . . . . 2 3,4
Credit Year
29
Hours Taken
Major-Related Course Requirements General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 28 – 46 1,2,3,4
Mathematics 201, 202 Calculus I and II . . . . . . . . . . . . . . . . . . . 6 1,2
Physics 151, 152 General Physics I, II
Major Course Requirements
or Essentials of Biology
Physics 261, 262 Physics I, II2. . . . . . . . . . . . . . . . . . . . . . . 8 2,3 Biology 211 General Biology I. . . . . . . . . . . . . . . . . . . 4 1
14 Biology 212 General Biology II. . . . . . . . . . . . . . . . . . 4 1
Biology 231 Research Methods in Biology I. . . . . . . 3 1 Areas of Emphasis

Biology 232 Research Methods in Biology II. . . . . . 3 2 Biology majors, with their advisers, can tailor the curriculum to help prepare them-
14 selves for their future goals, for example:
Pre-professional and Academic: This emphasis should satisfy the needs of students
Foundations of Biology (five courses)
intending to apply to professional or graduate schools and should include Organic
Cellular/Molecular Biology (select one course)
Chemistry (CHE 332 and 332), Calculus (MAT 201), and two semesters of a foreign
Biology 321 Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 or 3
language.
Biology 327 Cell Biology . . . . . . . . . . . . . . . . . . . . . . . 4 2 or 3
Educational: This concentration encourages those students intending to be second-
Population Biology (select one course)
ary or elementary school teachers to meet state certification requirements in areas in
Biology 323 Principles of Ecology . . . . . . . . . . . . . . . 4 2, 3 or 4
addition to biology (i.e. earth science and general science). Students take education and
Biology 329 Evolution. . . . . . . . . . . . . . . . . . . . . . . . . . 3 2, 3 or 4
science courses in areas where certification is desired.
Structural/Functional Biology (select one course)
General: This emphasis adds flexibility through sampling courses outside the field of
Biology 322 Developmental Biology . . . . . . . . . . . . . 4 2, 3 or 4
biology. Students take six hours of non-biological science courses.
Biology 324 Animal Physiology . . . . . . . . . . . . . . . . . 4 2, 3 or 4
Organismal Biology (BIO 325 Botany and one other course) Biology Honors: In order to be considered for Honors in Biology, the following requirements must be satisfied.
Biology 325 Botany. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 or 3 1. The student must have Biology GPA of at least 3.4 in all Biology courses taken at Utica College and an overall
GPA of at least 3.0.
and (select one course)
Biology 432 Principles of Microbiology. . . . . . . . . . . 4 3 or 4 2. The student must take BIO 450 in their junior or senior year and present their findings at the Annual
Biology 433 Parasitology . . . . . . . . . . . . . . . . . . . . . . . 4 3 or 4 Undergraduate Research Conference.
Biology 434 Mycology . . . . . . . . . . . . . . . . . . . . . . . . . 4 3 or 4 3. The Biology Faculty will evaluate the student’s credentials and then select those who shall receive Honors.
Biology 436 Biology of Vertebrates. . . . . . . . . . . . . . . 4 3 or 4 The student’s participation in departmental activities will also be considered.
Biology 437 Biology of Invertebrates. . . . . . . . . . . . . 4 3 or 4
For those students selected, the transcript will read Bachelor of Science with Honors in Biology.
19-20
Upper Level Biology Electives
Biology Elective Courses at the 300, 400, or 500 level*. . . . . . . . . . . . . 11 3 or 4
11 Major in Business Economics
Integrated Biological Experience (select one course)
Biology 450 Senior Research in Biology . . . . . . . . . . 3 4
Biology 470 Practicum in Biology . . . . . . . . . . . . . . . 3 4
Faculty: Fenner, Huang, Morgan-Davie, Sayanak, Whalen
The business economics major provides students with the ability to apply the
Biology 495 Senior Seminar . . . . . . . . . . . . . . . . . . . . 3 4 general concepts of economics to help solve management problems. Firms are becom-
3 ing increasingly aware of the contribution that economics can make in day-to-day
Total Biology Coursework: 47-48 decisions. The major is centered around a thorough understanding of economics and
is supplemented by courses in accounting, finance, and management. Managerial eco-
Major-Related Course Requirements* nomics, research methods in economics, and an internship provide the link between
Chemistry 211 and Chemistry 212. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1 or 2 economic theory and business application.
Physics 151 and Physics 152 or Physics 261 and Physics 262. . . . . . . . 8 2 or 3 In addition to providing an especially strong foundation for employment in busi-
Mathematics 112, Psychology/Sociology 211, or Mathematics 201. . . 3 1, 2, or 3 ness, the business economics major is also a good basis for graduate work in business,
19 economics, and law. With the growing emphasis on economic education in the high
schools, the business economics major can also help prepare students for certification
Total Hours Required in Major: 66-67
in the areas of management or economics. Students considering public school teaching
*Students should check to determine if these courses require prerequisites. Students may select any 300-400 level as a career should refer to the programs in education, listed alphabetically in this sec-
elective courses that are not being used to satisfy other degree requirements. 500 level courses require permis- tion of the catalog.
sion of instructor.
Total credit hours required for degree: 120
Electives
The student must complete sufficient elective courses to earn at least the minimum Academic Requirements
credits hours for this degree and at least 64 credits of the 128 required must be in the (See also General Education Core in the “Undergraduate Program” section of this
liberal arts and sciences. catalog.)
Credit Year Economics 470

Hours Taken or
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Finance 470
or
Major Course Requirements Elective in Accounting, Economics, or Management
(Some of the following may be used to satisfy college core requirements.) or Risk Management and Insurance (300- or 400-level). . . . . . . . 3 3, 4
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2 15
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2
Business Law 301 The Legal Environment of Business
Electives
The student must complete sufficient elective courses to earn at least the minimum
or
Economics 346 Government and Economic Life. . . . . . 3 2, 3 must be in the liberal arts and sciences. Students are encouraged to select electives that
Economics 131 Principles of Microeconomics. . . . . . . . 3 1 will complement their major course of study, for example, courses in Anthropology,
Economics 141 Principles of Macroeconomics . . . . . . . 3 1 Communications, Government and Politics, History, International Studies, Law, and
Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 Sociology.
Economics 332 Managerial Economics. . . . . . . . . . . . . . 3 3
Economics 401 .The Economics of Competitive Strategy 3 3, 4
Economics 474 Research Proposal. . . . . . . . . . . . . . . . . . 1 3, 4 Major in Chemistry
Economics 475 Research Methods in Economics . . . . . 3 4
Finance 333 Corporate Finance. . . . . . . . . . . . . . . . . . 3 2
Management 101 .Introduction to Contemporary Business 3 1
Faculty: Boucher, Pulliam
With its roots in ancient Egyptian alchemy and the medieval search for the philos-
Management 201 Principles of Business Management I. . 3 2 opher’s stone, modern chemistry is the study of the composition, structure, properties,
Management 202 Principles of Business Management II. 3 2 and reactions of matter at both the macroscopic and atomic levels. Students choosing
Mathematics 143 & 144 Mathematical Analysis for Business & chemistry as their major field of study will learn to understand and appreciate the
Economics I and II . . . . . . . . . . . . . . physical world as a manifestation of its smallest molecular parts, both through abstract
or theoretical models and in direct laboratory experimentation. Through participation
Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 or 6 1,2 in a discipline that often occupies a central and unifying role in contemporary science
43 – 46 programs, the student of chemistry is especially well equipped to pursue professional
careers in medicine, industry, and teaching. During the course of their study, majors
Concentration will have opportunities to perform and present original research, to engage in a culture
and tradition of inquiry that is simultaneously rigorous and rewarding, and to take
Concentration in Business Analysis
part in a variety of collaborations with the faculty. Exceptional students may also elect
Economics 348 Business and Economic Forecasting. . . 3 3, 4 to pursue the degree with Honors.1 Flexibility within the major allows the student and
Economics elective Economics course (300- or 400-level). 3 3, 4 adviser to design a program of study based on one of the following available concentra-
Management 401 Management Science. . . . . . . . . . . . . . . . 3 3, 4 tions:
Management elective .Management course (300- or 400-level) 3 3, 4 The General Concentration is intended to provide a fundamental, well-rounded
Economics 470 education in science and is ideal for pre-dental, pre-law or pre-medical students, for
or students who wish to teach, or for students seeking job entry at the technical level.
Finance 470 The Biochemistry Concentration is modeled on a course of study recommended by
or the American Chemical Society and places significant emphasis on the study of the
Elective in Economics, Finance, or Management molecules and reactions of life processes. It is intended for chemistry students who
have an interdisciplinary interest in biology. Students will be prepared for entry-level
or Risk Management and Insurance (300- or 400-level). . . . . . . . 3 3, 4
careers in biochemistry and biotechnology or for further graduate and professional
15 study in biochemistry or medicine.
Concentration in Finance The Environmental Concentration is intended for students with an interest in
Accounting 303 Cost Management. . . . . . . . . . . . . . . . . . 3 3, 4 understanding the effects of human activity on atmospheric, aquatic, and terrestrial
Economics/Finance 343 Money and Banking. . . . . . . . . . . . . . . . 3 3, 4 environments within a chemical context. By seeking solutions for such chemically
Finance 351 Financial Management. . . . . . . . . . . . . . 3 3, 4 based environmental problems as water pollution, acid rain, and hazardous wastes,
Finance 352 Investments. . . . . . . . . . . . . . . . . . . . . . . . 3 3, 4 environmental chemists help ensure a healthy environment for all living things.
The Professional Concentration is, like the Biochemistry Concentration, a recom-
mended course of study from the American Chemical Society. It is especially suited for
students who want to pursue graduate work in chemistry, or careers in the chemical or Biochemistry Concentration
pharmaceutical industries. Chemistry 363 Biochemistry . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Students considering public school teaching as a career should refer to the pro- Chemistry 363L Biochemistry Laboratory. . . . . . . . . . . . 1 3,4
grams in education listed alphabetically in this section of the catalog. Each student who
studies the chemistry major should consult regularly with his or her adviser, particu-
Chemistry 433 Advanced Organic Chemistry. . . . . . . . 3 3,4
larly concerning selection of electives.
The chemistry program is accredited by the American Chemistry Society, the high-
est standard for undergraduate chemistry education. Chemistry Electives 300 or higher level.. . . . . . . . . . . . . . . . . 3 3,4
Biology 211, 212 General Biology I, II. . . . . . . . . . . . . . . . 8 1
Biology 321 Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2,3
Biology 327 Cell Biology . . . . . . . . . . . . . . . . . . . . . . . 4 3,4
Academic Requirements Biology 453

Molecular Biology. . . . . . . . . . . . . . . . . . 4
30
3,4
(See also General Education Core in the “Undergraduate Program” section of this Environmental Concentration
catalog.)
Chemistry 405 Environmental Chemistry. . . . . . . . . . . 3 3,4
Credit Year Chemistry 423 Instrumental Methods . . . . . . . . . . . . . . 5 3,4
Hours Taken Chemistry Electives 300 or higher level.. . . . . . . . . . . . . . . . . 3 3,4
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Biology 211, 212 General Biology I, II. . . . . . . . . . . . . . . . 8 1,2
Biology 323 Principles of Ecology . . . . . . . . . . . . . . . 4 2,3
Major Course Requirements Geology 225 Physical Geology. . . . . . . . . . . . . . . . . . . 4 1,2
Chemistry 211, 212 General Chemistry I, II . . . . . . . . . . . . . 8 1 Geology 226 Historical Geology. . . . . . . . . . . . . . . . . . 4 1,2
Chemistry 213 Introduction to Chemical Research Mathematics 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3 1,2
Methods. . . . . . . . . . . . . . . . . . . . . . . . 3 1 34
Chemistry 331, 332 Organic Chemistry I, II.. . . . . . . . . . . . . 8 2 Professional Concentration
Chemistry 323 Quantitative Analysis. . . . . . . . . . . . . . . 5 3,4 Chemistry 346 Physical Chemistry II: Structure. . . . . . 3 3,4
Chemistry 345 Physical Chemistry I: Chemistry 346L Physical Chemistry Laboratory. . . . . . . 1 3,4
Thermodynamics & Kinetics. . . . . . . 3 3,4 Chemistry 363 Biochemistry . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Chemistry 400 Topics in Chemistry.. . . . . . . . . . . . . . . . 2 3,4 Chemistry 363L Biochemistry Laboratory. . . . . . . . . . . . 1 3,4
29 Chemistry 423 Instrumental Methods . . . . . . . . . . . . . . 5 3,4
Chemistry 473 Inorganic Chemistry. . . . . . . . . . . . . . . . 4 3,4
Major-Related Course Requirements Chemistry Electives 300 or higher level. . . . . . . . . . . . . . . . . . 5 3,4
Mathematics 201, 202 Calculus I, II.. . . . . . . . . . . . . . . . . . . . . . 3 1,2 22
Physics 151, 152 General Physics I, II
Electives
or
Physics 261, 262 Physics I, II 2. . . . . . . . . . . . . . . . . . . . . . . 8 2,3
14 must be in the liberal arts and sciences.
1 The following requirements must be satisfied for the student to be considered for Honors in Chemistry:
Concentration • The student must have an average of 3.4 in chemistry courses and 3.4 overall average.
In addition to the above courses the student must select one of four concentrations: • The student must conduct a research project for at least two semesters and for a minimum of three credit
General Concentration hours (total) and present a seminar on the work.
Chemistry 423 Instrumental Methods . . . . . . . . . . . . . . 5 3,4 • The student must apply for honors by April 14 of the senior year.
Chemistry 473 Inorganic Chemistry. . . . . . . . . . . . . . . . 4 3,4
• The chemistry staff will evaluate the student’s credentials and select those who will receive honors. Student
Chemistry Electives 300 or higher level. . . . . . . . . . . . . . . . . . 6 3,4 participation in chemistry program activities will be considered.
Biology 211, 212 General Biology I, II
For those who are selected, the transcript will read Bachelor of Science with Honors in Chemistry.
or
2 Students choosing the Professional Concentration must take Physics 261, 262.
Geology 225, 226 Physical Geology and Historical
Geology. . . . . . . . . . . . . . . . . . . . . . . . . 8 1,2
23
Minor in Chemistry Major Course Requirements

The minor in chemistry may be used by students wishing further to explore and Communication Arts 101 Interpersonal Communication. . . . . . . 3
formalize their studies in this discipline. This minor should be considered by any non- Communication Arts 103 Introduction to Public Speaking. . . . . . 3
chemistry major who is interested in a career in science teaching, medicine or other Any 3-credit hour Theatre course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
health professions, patent law, forensic laboratory, science, or technical sales. Communication Arts 181 Introduction to Human Communication 3
Total credit hours required for minor: 21 Communication Arts 261 Broadcasting in the Public Interest
Credit or
Hours Journalism 181 Introduction to Mass Communication. 3
Chemistry 211 General Chemistry I. . . . . . . . . . . . . . . . 4 Communication Arts 341 Organizational Communication. . . . . . 3
Chemistry 212 General Chemistry II. . . . . . . . . . . . . . . 4 Communication Arts 403 Argumentation. . . . . . . . . . . . . . . . . . . . . 3
Chemistry 331, 332 Organic Chemistry I, II . . . . . . . . . . . . . 8 Communication Arts 411 Communication Theory
Chemistry electives 300- or 400- level. . . . . . . . . . . . . . . . . . . 5 or
21 Communication Arts 461 Rhetorical Theory and Criticism. . . . . . 3
Communication Arts 481 Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3
27
Major in Communication Arts
Major Electives
(Bachelor of Arts Degree) The student must select five additional courses not listed above in the areas of
Faculty: Downing, Habbel, Miller Communication Arts, Theatre, or Film Studies. At least three of these electives must be
While the study of human communication has been a central component in the at the 300-level or above.
curriculum of Western education since classical Greece, in the “age of information,” it 15
is becoming increasingly important. In virtually all situations we must make choices
42
about what and how to communicate. The quality of our life and work is significantly
affected by how well we choose our strategies, how well we express our ideas, and how
well we understand other people and their ideas.
Electives
Communication study has two components. One focuses on developing an under- The student must complete sufficient elective courses to earn at least the minimum
standing of how our identities, roles, relationships, and organizations are shaped by the credit hours required for this degree, and at least 90 credit hours of the 120 required
style, content, and media of communication. The other focuses on the opportunity to must be in the liberal arts and sciences.
enhance and refine communication and performance competencies. The knowledge
and skills acquired are essential to both personal growth and professional development.
In order to tailor the course of study to their vocational interests, students should Minor in Communication Arts
consult with their adviser regularly and plan to complete an internship. Students are The minor in communication arts is designed to provide students in other majors
strongly encouraged to select free electives which will broaden and deepen their back- with an opportunity to develop their understanding of the communication process
ground in related fields. and to refine specific communication competencies. Students concerned with prepar-
Students considering public school teaching as a career should refer to the pro- ing themselves to begin a career upon graduation may focus on learning more about
grams in education, listed alphabetically in this section of the catalog. the critical role of information and communication in the operation of organizations,
Total credit hours required for degree: 120 and on developing the skills necessary in order to communicate effectively with other
people. Those students who are interested in pursuing graduate work may complement
their major area of study with an understanding of human interaction from a commu-
Academic Requirements nication perspective.
(See also General Education Core in the “Undergraduate Program” section of this Total credit hours required for minor: 18
catalog.) Credit
Hours
Credit Year Communication Arts 101 Interpersonal Communication. . . . . . . 3
Hours Taken Communication Arts 103 Introduction to Public Speaking. . . . . . 3
One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Communication Arts 303 Public Speaking II
Communication Arts 403 Argumentation Computer Science 322 Data Structures and Algorithms. . . . . . 3 3
3 Computer Science 323 Introduction to Networks. . . . . . . . . . . . 3 3,4
One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Computer Science 325 Programming Languages. . . . . . . . . . . . 3 3,4
Communication Arts 341 Organizational Communication Computer Science 343 Database Systems. . . . . . . . . . . . . . . . . . . 4 3,4
Communication Arts 411 Communication Theory Computer Science 425 Operating System Concepts. . . . . . . . . . 3 3,4
3 Computer Science 433 Software Engineering. . . . . . . . . . . . . . . 2 4
Computer Science 433L Software Engineering Lab . . . . . . . . . . . 1 4
Two electives: two additional Communication Arts courses 39
at the 300-400 level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 Major-Related Courses
Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2
Mathematics 202 Calculus II . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2
Major in Computer Science Philosophy 108 Professional Ethics. . . . . . . . . . . . . . . . . . 3 2,3
9
Faculty: Huss, Kim, LaBella, Rivera Concentration
The major in computer science will prepare the student to work with computers
and develop systems utilizing the computer in areas of science, industry, civil service, Students must choose one of three concentrations:
and education. For those desiring more specialization, the program is a sound prepara- Scientific Concentration
tion for graduate study in computer science. Mathematics 301 Calculus III. . . . . . . . . . . . . . . . . . . . . . . . 3 2,3
There are three concentrations that can be taken to meet the major-related require- Mathematics 321 Probability and Statistics . . . . . . . . . . . . 3 3,4
ments of the computer science major. Mathematics 331 Linear Algebra. . . . . . . . . . . . . . . . . . . . . 3 3,4
The Scientific Concentration is intended for the science and technology oriented Physics 261 Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1,2
student. The mathematical background obtained will prepare the graduate to handle Physics 262 Physics II. . . . . . . . . . . . . . . . . . . . . . . . . . 4 1,2
analytical problems and systems requiring a scientific preparation and mathematical 17
sophistication. Business Concentration
The Business Concentration is intended for the student who needs less mathemati-
Mathematics 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3 1,2
cal sophistication and who intends to work primarily in areas where the computer is
applied to business or non-mathematical problems. or
The Computer Security Concentration is intended for the student who is interested Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2
in pursuing a career that focuses on protecting information within both government Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 1,2
and private sectors. Economics 141 Principles of Macroeconomics . . . . . . . 3 1,2
Total credit hours required for degree: 128 Finance 333 Corporation Finance. . . . . . . . . . . . . . . . 3 2,3
Management 101 Introduction to Contemporary Business 3 2,3
15
Academic Requirements Computer Security Concentration
Mathematics 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3 1,2
(See also General Education Core in the “Undergraduate Program” section of this
catalog.) or
Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2
Credit Year Criminal Justice 333 Information Security. . . . . . . . . . . . . . . . 3 2,3
Hours Taken Criminal Justice 335 Cybercrime Law & Investigations. . . . . 3 2,3
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Criminal Justice 355 Computer Forensics . . . . . . . . . . . . . . . . 3 3,4
Computer Science 432 Computer and Network Security . . . . . 4 4
Major Course Requirements 16
Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 1
Computer Science 102 Computer Science II. . . . . . . . . . . . . . . . 3 1 Electives
Computer Science 201 Discrete Mathematics I. . . . . . . . . . . . . . 4 1 The student must compete sufficient elective courses to earn at least the minimum
Computer Science 301 Discrete Mathematics II. . . . . . . . . . . . . 3 2 credit hours required for this degree, and at least 60 credit hours of the 128 required
must be in the liberal arts and sciences.
Computer Science 303 Computer Organization and Programming 4 2
Computer Science 316 Object-Oriented Programming. . . . . . . 3 2
Minor in Computer Science Construction Mgt 233 Surveying . . . . . . . . . . . . . . . . . . . . . . . . . 3 2

Construction Mgt 331 Estimating I . . . . . . . . . . . . . . . . . . . . . . . 3 3
The minor in computer science is intended to introduce students in other majors
Construction Mgt 332 Estimating II. . . . . . . . . . . . . . . . . . . . . . . 3 3
to the discipline of computer science. Appropriate choices of upper level electives can
be made that reflect their interest within the discipline. Construction Mgt 336 Mechanical and Electrical Systems. . . . 3 3
Construction Mgt 337 Statics and Strengths of Materials. . . . . 3 3
Total credit hours required for minor: 18
Construction Mgt 345 Site Planning and Equipment . . . . . . . . 3 3
Construction Mgt 415 Construction Law. . . . . . . . . . . . . . . . . . 3 4
Construction Mgt 423 Construction Finance. . . . . . . . . . . . . . . 3 4
Academic Requirements Construction Mgt 436 Temporary Structures. . . . . . . . . . . . . . . 3 4
Credit Construction Mgt 437 Planning and Scheduling. . . . . . . . . . . . 3 4
Hours Construction Mgt 447 Project Management and Safety. . . . . . 3 4
Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 Construction Mgt 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . 3 3
Computer Science 102 Computer Science II. . . . . . . . . . . . . . . . 3 Construction Mgt 475 Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3 4
Computer Science 201 Discrete Mathematics I. . . . . . . . . . . . . . 4 57
Computer Science 300/400 level electives. . . . . . . . . . . . . . . 9
19 Major-Related Course Requirements
(Some of the following may be used to satisfy core requirements.)
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2
Major in Construction Management Economics 131 Principles of Microeconomics. . . . . . . . 3 1
(Bachelor of Science Degree) Economics 141 Principles of Macroecnonomics. . . . . . 3 1
Faculty: Dubbelde, Todorov Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
The curriculum for this major is designed to prepare students for careers centered Geology 225 Physical Geology. . . . . . . . . . . . . . . . . . . 4 1,2
on the management of construction projects. It includes a balanced focus on technical Management 201 Principles of Business Management I. . 3 2
construction knowledge – like methods and materials, thermal comfort, and building Management 202 Principles of Business Management II. 3 2
layout – and the managerial, financial, and planning skills necessary for completing Mathematics 151 Pre-calculus . . . . . . . . . . . . . . . . . . . . . . . 3 1
construction projects successfully. Also, throughout the curriculum there are consistent Philosophy 108 Professional Ethics. . . . . . . . . . . . . . . . . . 3 1,2
emphases on such broad strengths as excellence in oral and written communication, an Physics 151 General Physics I: Mechanics,
understanding of the social and cultural dynamics of the construction industry, and the Heat and Waves. . . . . . . . . . . . . . . . . . 4 1,2
qualities of ethical business practice and the principles of social responsibility.
32
Electives
Academic Requirements credit hours required for this degree, and at least 60 credit hours of the 128 required
(See also General Education Core in the “Undergraduate Program” section of this must be in the liberal arts and sciences.
catalog.)
Credit Year
Hours Taken
Minor in Creative Writing
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 1,2 The minor in creative writing is designed to provide an added area of competency
for students. It entails the study of creative writing in multiple genres as well as the lit-
Major Course Requirements erary traditions of short fiction, the novel, and poetry. In addition to the personal value
this minor will have for any student, it will help students preparing for many profes-
Construction Mgt 103 Intro. to Construction Managment . . . 3 1 sions as they develop their communication and rhetorical skills and practice thinking
Construction Mgt 104 Plan Reading and Quantity Takeoff. . . 3 1 creatively. In workshops, students learn how to critique effectively their own and others
Construction Mgt 117 Construction Graphics and Applications 3 1 writing. Students should consult their major advisers about the appropriateness of this
Construction Mgt 221 Methods and Materials I . . . . . . . . . . . . 3 2 minor for their majors.
Construction Mgt 222 Methods and Materials II. . . . . . . . . . . . 3 2 Total credit hours required for minor: 18
Construction Mgt 225 Documents and Specifications . . . . . . . 3 2
Academic Requirements Credit Year

Credit
Hours Taken
Hours General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
English 307 Beginning Creative Writing. . . . . . . . . . 3
English 406 Advanced Fiction Workshop. . . . . . . . . 3
or CRIMINAL JUSTICE SYSTEM
English 407 Advanced Poetry Workshop . . . . . . . . . 3 Criminal Justice 103 Introduction to Criminal Justice. . . . . . 3 1
English 477 Senior Seminar in Creative Writing: Fiction 3 Criminal Justice 351 Comparative Criminal Justice Systems. 3 3,4
or Criminal Justice 461 Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3 4
English 478 Senior Seminar in Creative Writing: Poetry 3 9
LAW
Choose three of the following courses: Government and Politics 341 Jurisprudence of the Criminal Law . . . 3 3,4
English 372 Studies in Short Fiction . . . . . . . . . . . . . 3
English 373 The Novel. . . . . . . . . . . . . . . . . . . . . . . . . 3 Criminal Justice 342 Constitutional Law in the Criminal Process 3 3,4
English 374 Forms and Art of Poetry . . . . . . . . . . . . 3 6
English 396 American Literature: 1945 to the Present 3 RESEARCH AND THEORY
English 397 Contemporary American Poetry . . . . . 3 Criminal Justice 101 Introduction to Criminal Justice
Research Methods. . . . . . . . . . . . . . . . 1 1
24 Sociology 274 Criminology. . . . . . . . . . . . . . . . . . . . . . . 3 2,3
Sociology 376 Criminological Research Methods. . . . 3 3,4
7
Major in Criminal Justice INTERNSHIP
(Bachelor of Science Degree) Criminal Justice 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . 6 – 15 4
Faculty: McBride, Ryan, Sharma, Trost, Virkler, Walsh 6 – 15
Criminal justice is the study of crime, its causes, and its effects on society. It is
concerned with preventing and deterring criminal behavior, rehabilitating the offender, Major Electives
and providing a system where justice and rights are served. Graduates of the program Choose four or more of the following, two of which must be 300 or 400 level courses:
have opportunities in a variety of criminal justice fields including policing, law, proba- Criminal Justice 212 American Policing. . . . . . . . . . . . . . . . . . 3 2,3
tion, juvenile services, private security, public administration/planning, counseling, Criminal Justice 221 Issues in Juvenile Justice. . . . . . . . . . . . . 3 2,3
research, and regulatory enforcement.
Criminal Justice 224 American Corrections . . . . . . . . . . . . . . 3 2,3
In addition to entry level employment opportunities, graduates may pursue
advanced study in fields such as public administration, criminal justice and criminol- Criminal Justice 250 Probation/Parole and Sentencing
ogy, management, and law. Alternatives . . . . . . . . . . . . . . . . . . . . . 3 2,3
Criminal Justice 300 Special Topics. . . . . . . . . . . . . . . . . . . . . . 2,3,4
Criminal Justice 314 Modern Techniques in Crime Investigation 3 3,4
Criminal Justice 334 Economic Crime Investigation. . . . . . . 3 3,4
Special Requirements Criminal Justice 335
Criminal Justice 343
Cybercrime Law and Investigations. . .
Law of Economic Crime. . . . . . . . . . . . .
3
3
3,4
3,4
Students in criminal justice are required to achieve a cumulative grade point average Criminal Justice 345 Criminal Evidence. . . . . . . . . . . . . . . . . . 3 3,4
of at least 2.5 (on a 4.0 scale) across major, major-related, major elective, and major
Criminal Justice 382 Administrative Issues in Criminal Justice 3 3,4
concentration courses by the first semester of their junior year and to maintain that
average thereafter. Criminal Justice 441 Applied Legal Research. . . . . . . . . . . . . . 3 4
12+
Academic Requirements Major-Related Requirements

Psychology 101 Introduction to Psychology. . . . . . . . . . 3 1,2
Psychology 372 Counseling and Interviewing Process . 3 3,4
catalog.)
Sociology 151 Human Society. . . . . . . . . . . . . . . . . . . . . 3 1,2
Sociology 252 Racial and Cultural Minorities . . . . . . . 3 2,3
Mathematics 112 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2,3,4 Credit Year

or Hours Taken
Psychology/Sociology Statistics in the Behavioral Sciences. . . 3 2,3 General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
211
or Major Course Requirements
Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3 Criminal Justice 101 Introduction to Criminal Justice
Research Methods. . . . . . . . . . . . . . . . 1 1
One of the following: Criminal Justice 103 Introduction to Criminal Justice. . . . . . 3 1
Psychology 322 Adolescence. . . . . . . . . . . . . . . . . . . . . . . 3 3,4 Sociology 274 Criminology. . . . . . . . . . . . . . . . . . . . . . . 3 2, 3
Psychology 331 Introduction to Social Psychology. . . . 3 3,4 Government & Politics 341 Jurisprudence of the Criminal Law . . . 3 3, 4
Psychology 361 Abnormal Psychology. . . . . . . . . . . . . . . 3 3,4 Criminal Justice 333 Information Security. . . . . . . . . . . . . . . . 3 3, 4
18 Criminal Justice 334 Economic Crime Investigation. . . . . . . 3 3, 4
Criminal Justice 335 Cybercrime Law and Investigations. . . 3 3, 4
Electives Criminal Justice 343 Law of Economic Crime. . . . . . . . . . . . . 3 3, 4
Criminal Justice 461 Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3 4
must be in the liberal arts and sciences. Criminal Justice 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . 6 – 15 4
or
*Students wishing information about the criminal justice retention policy should consult with their academic Criminal Justice 475* Senior Project, plus CRJ 300 level or
adviser. or higher electives. . . . . . . . . . . . . . . . 3 – 6 4
31 – 40
*Only available for online students enrolled in the major or students with appropriate professional criminal jus-
Major in Criminal Justice – Economic Crime tice work experience, with permission from the director of the program.
Investigation
(Bachelor of Science Degree) Major-Related Requirements
Faculty: Curtis, Giordano, Kelly, Lynch, Ma, McBride, Rebovich Economics 131 Principles of Microeconomics. . . . . . . . 3 1,2,3,4
Economic crimes are a major and costly societal problem in America. Presently Sociology 376 Criminological Research Methods. . . . 3 3, 4
there are few individuals who have the skills to prevent, detect, or investigate this kind
of crime. This major is designed to prepare practitioners to understand this evolving Mathematics 112 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2,3,4
technological problem of business fraud and computer crimes. By combining account- or
ing, management, computer science, and economics courses with criminal justice Psychology/Sociology 211 Statistics in the Behavioral Sciences. . . 3 2,3
courses in economic crime investigation and law, students will be sufficiently prepared or
for an entry level position in this field.
Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3
Utica College also offers a master’s program in economic crime management. For
more information, consult the UC graduate catalog.
9
Major Concentration
Each major must select one of the following concentrations:
Special Requirements COMPUTER SECURITY
Students in criminal justice – economic crime investigation are required to achieve a Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 1,2,3
cumulative grade point average of at least 2.5 (on a 4.0 scale) across major, major-relat- Computer Science 201 Discrete Mathematics I. . . . . . . . . . . . . . 4 2,3,4
ed, major elective, and major concentration courses by the first semester of their junior
Computer Science 303 .Computer Organization and Programming 4 3,4
year and to maintain that average thereafter.
Computer Science 316 Object-Oriented Programming. . . . . . . 3 3,4
Computer Science 323 Introduction to Networks. . . . . . . . . . . . 3 3,4
Academic Requirements Computer Science 432
Criminal Justice 435
Computer and Network Security . . . . .
Computer Forensics . . . . . . . . . . . . . . . .
4
3
3,4
3,4
(see also General Education Core in the “Undergraduate Program” section of this cata- 24
log)
FINANCIAL INVESTIGATION Criminal Justice 461 Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3 4

Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2,3,4 Criminal Justice 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . 6-15 4
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2,3,4 or
Accounting 301 Intermediate Accounting I. . . . . . . . . . . 3 3,4 Criminal Justice 475* Senior Project plus CRJ 300 level or above
Accounting 302 Intermediate Accounting II. . . . . . . . . . 3 3,4 electives. . . . . . . . . . . . . . . . . . . . . . . . . 6-15 4
Finance 333 Corporate Finance. . . . . . . . . . . . . . . . . . 3 3,4 18 – 27
Accounting 406 .Forensic Accounting and Fraud Auditing 3 3,4 *Only available to online students enrolled in the major or students with appropriate professional criminal jus-
tice work experience, with permission from the director of the program.
18
Major-Related Requirements
Electives Philosophy 108 Professional Ethics. . . . . . . . . . . . . . . . . . 3 1
The student must complete sufficient elective courses to earn at least the minimum Sociology 274 Criminology. . . . . . . . . . . . . . . . . . . . . . . 3 2
credit hours required for this degree, and at least 60 credit hours of the 126 required Mathematics 112 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1,2
or
*Students wishing information about the criminal justice retention policy should consult with their academic Psychology/Sociology 211 Statistics in the Behavioral Sciences. . . 3 2
adviser. or
Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
Mathematics 201 Calculus I** . . . . . . . . . . . . . . . . . . . . . . . 3 2
Government 341 Jurisprudence of the Criminal Law***. 3 3
Major in Cybersecurity and Information Assurance
(Bachelor of Science Degree) ** Required only of Information Assurance students.
Faculty: Giordano, Ma, McBride, Nichols ***Required only of Cybercrime Investigation and Forensics students.
The assurance of information during transmission or while in storage and the secu-
rity of critical information infrastructures are a major responsibility of government and Major Concentration
the private sector. Securing computers and computer networks, and conducting inves-
tigations of cybercrimes and forensic analysis of digital devices are principal methods Each student must select one of the following concentrations:
of securing cyberspace. Through a multidisciplinary approach integrating criminology, CYBERCRIME INVESTIGATION AND FORENSICS
criminal justice, economic crime, and computer science, students will be prepared for Criminal Justice 101 Introduction to Criminal Justice Research
entry level positions either in cybercrime investigation and computer forensics or the Methods. . . . . . . . . . . . . . . . . . . . . . . . 1 1
security of information stored in or transmitted by computers and computer networks. Criminal Justice 103 Introduction to Criminal Justice. . . . . . 3 1
Total credit hours required for degree: 120 Criminal Justice 355 Cybercrime Investigations and Forensics I 3 3
Criminal Justice 356 Cybercrime Investigations and Forensics II 3 3
Criminal Justice 455 Cybercrime Investigations and Forensics III 3 3
Special Requirements
Students in Cybersecurity and Information Assurance are required to achieve a cumu-
Electives:
lative grade point average of at least 2.5 (on a 4.0 scale) across major, major-related, Select two of the following upon recommendation of adviser:
major elective, and major concentration courses by the first semester of their junior Computer Science 303 Computer Organization and Programming 4 3
year and to maintain that average thereafter. Computer Science 323 Introduction to Networks. . . . . . . . . . . . 3 3
Credit Year Computer Science 432 Computer and Network Security . . . . . 4 3
Hours Taken Criminal Justice 314 Modern Techniques of Criminal
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Investigation. . . . . . . . . . . . . . . . . . . . . 3 3
Criminal Justice 328 Security Administration. . . . . . . . . . . . . 3 3
Major Course Requirements Criminal Justice 362 Information System Threats, Attacks
Criminal Justice 107 Computer Hardware and Peripherals. . 3 1 and Defenses. . . . . . . . . . . . . . . . . . . . 3 3,4
Criminal Justice 333 Information Security. . . . . . . . . . . . . . . . 3 3 Criminal Justice 345 Criminal Evidence. . . . . . . . . . . . . . . . . . 3 3,4
Criminal Justice 335 Cybercrime Law and Investigations. . . 3 3 Criminal Justice 438 System Vulnerability Assessments . . . . 3 4
19 – 21
INFORMATION ASSURANCE Major Course Requirements

Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 1 (Some of the following may be used to satisfy core requirements.)
Computer Science 201 Discrete Mathematics I. . . . . . . . . . . . . . 4 1 Economics 131 Principles of Microeconomics. . . . . . . . 3 1
Computer Science 303 Computer Organization and Economics 141 Principles of Macroeconomics . . . . . . . 3 1
Programming. . . . . . . . . . . . . . . . . . . . 4 3 Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
Computer Science 316 Object-Oriented Programming. . . . . . . 3 3 Economics 331 Intermediate Microeconomic Theory. . 3 3,4
Computer Science 323 Introduction to Networks. . . . . . . . . . . . 3 3 Economics 341 Intermediate Macroeconomic Theory. 3 3,4
Computer Science 432 Computer and Network Security . . . . . 4 4 Economics 343 Money and Banking. . . . . . . . . . . . . . . . 3 3
21 Economics 474 Economics Research Proposal. . . . . . . . 1 3,4
Economics 475 Research Methods in Economics . . . . . 3 4
Electives Economics electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 – 15 3,4
The student must complete sufficient elective courses to earn at least the minimum 31 – 37
must be in the liberal arts and sciences. Major-Related Requirements
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2
Dentistry Electives from Social Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2,3,4
(See “Preparation for Graduate and Professional Schools” and “Joint Health Professions Mathematics 143 & 144 Mathematical Analysis for
Programs.”) Business and Economics I & II
or
Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 or 6 1,2
Major in Economics 18 or 21
(Bachelor of Arts Degree)
Faculty: Basu, Fenner, Huang, Morgan-Davie, Sayanak, Whalen Electives
Economics is the science that studies and conducts research in the production, The student must complete sufficient elective courses to earn at least the minimum
development, distribution, and management of the material wealth of the world econ- credit hours required for this degree, and at least 90 credit hours of the 120 required
omy, nations, business enterprises, households, and individuals, and of the dynamics of must be in the liberal arts and sciences.
economic interactions between individuals and groups.
The major in economics can open a path to employment in government, business,
labor, research, or education. There is a demand for those who are broadly trained in Minor in Economics
the liberal arts without sacrificing the firm foundation of depth in analytical thinking.
The minor in economics is designed to provide students with a basic under-
This program also provides the basis for graduate work in economics and law, or for
standing of economic concepts and processes. The capstone course gives students
training for high executive positions. It can increase one’s understanding of economic
the opportunity to apply the tools of economics to an issue central to their majors.
and political problems in the national and world economy. Students considering public
Although open to all, the minor is especially relevant for students in pre-law, govern-
school teaching as a career should refer to the programs in education, listed alphabeti-
ment, journalism, and psychology programs.
cally in this section of the catalog.
Requirements:
Academic Requirements Economics 131
Economics 141
Introduction to Microeconomics. . . . .
Introduction to Macroeconomics. . . . .
3
3
(See also General Education Core in the “Undergraduate Program” section of this Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3
catalog.)
Economics electives – 300 or 400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Credit Year Economics 474 Economics Research Proposal. . . . . . . . 1
Hours Taken Economics 475 Senior Research Seminar. . . . . . . . . . . . 3
Education, Programs in* Education 316 Social Studies/Literacy Methods:

Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
(Preparation for early childhood, childhood, middle childhood, adolescence, Education 344 Science and Technology Methods,
teaching English to speakers of other languages, business and marketing educa- Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
tion and dual certification in childhood and special education or adolescence and Education 345 Mathematics Methods,
special education) Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
Utica College offers programs in teacher education that lead to certification in Psychology-Child Life 323 Early Intervention. . . . . . . . . . . . . . . . . . 3 3
several different teaching areas. In order to be certified to teach in New York state, pro- Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2,3
spective teachers are required to complete a bachelor’s degree, including the education
Psychology-Child Life 373 Play as Curriculum. . . . . . . . . . . . . . . . . 3 3
program requirements, to pass the mandatory New York State Teacher Certification
Examinations, and to meet all other regulations of the New York State Commissioner Education 321 Foundations of American Education. . 3 3,4
of Education. Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4
Students interested in a teaching career should plan to consult with an education Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4
adviser soon after matriculation to discuss career possibilities, procedures for admis- Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4
sion to the education programs and the requirements for completion, and for informa- 43
tion about the certification areas available. Some education courses require written
permission of the chair for registration. NOTE: Students in the early childhood education program must complete at least
Courses in the education programs include observation and work in the public 90 credit hours in the liberal arts. Education courses are not liberal arts courses.
schools as well as regular course work. The practical application of the theory and prin- Assuming that all other courses are liberal arts, students must complete at least 124
ciples of teaching and learning culminates in an assignment to area schools for student credits in order to meet this requirement for graduation. Consult as early as possible
teaching in the senior year. It is necessary for students to make plans to set aside one of with your adviser to be sure that you fulfill this requirement.
the semesters of the senior year to devote entirely to student teaching.
There are specific admission and retention criteria and policies, including a mini-
mum 2.75 GPA requirement, for the education programs. There are also additional Childhood (Grades 1-6) Education
requirements associated with student teaching. Students pursuing the childhood education program must major in a liberal arts
Utica College also offers master’s programs in education. For more information, field. At Utica College, the following liberal arts majors are available: biology, chem-
consult the Utica College graduate studies catalog. istry, communication arts, economics, government and politics, English, history, inter-
national studies, liberal studies, mathematics, philosophy, physics, psychology, psy-
chology-child life, social studies, and sociology and anthropology. In addition to the
Early Childhood (Birth–Grade 2) Education requirements of their major and the courses in the early childhood education program
Students pursuing the early childhood education program must major in a liberal arts (listed below), students must fulfill the following requirements (some of which may be
field. At Utica College, the following liberal arts majors are available: biology, chem- satisfied by the Utica College core curriculum):
istry, communication arts, economics, government and politics, English, history, inter- • one year of college-level work in a language other than English
national studies, liberal studies, mathematics, philosophy, physics, psychology, psy-
chology-child life, social studies, and sociology and anthropology. In addition to the • a t least 6 credits in each of the following fields: English, mathematics, science,
requirements of their major and the courses in the early childhood education program and history
(listed below), students must fulfill the following requirements (some of which may be • one course in the fine arts
satisfied by the Utica College core curriculum):
• one year of college-level work in a language other than English Credit Year
Hours Taken
• a t least 6 credits in each of the following fields: English, mathematics, science, Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1
and history
Education 201 Applied Educational Psychology. . . . . . 3 2,3
• one course in the fine arts Education 218 Curriculum & Instruction. . . . . . . . . . . 3 2
Credit Year
Hours Taken Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2,3
Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1 Education 302 Literacy and Comprehension:
Education 201 Applied Educational Psychology. . . . . . 3 2 Birth–Childhood. . . . . . . . . . . . . . . . . 3 3
Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2,3 Education 314 Children’s Literature. . . . . . . . . . . . . . . . 3 2,3
Education 302 Literacy and Comprehension: Education 215 Diversity, Disabilities, and Success . . . 3 3
Birth–Childhood. . . . . . . . . . . . . . . . . 3 3 Education 316 Social Studies/Literacy Methods,
Education 215 Diversity, Disabilities, and Success. . . . 3 2,3 Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
Psychology 321 Infancy & Childhood. . . . . . . . . . . . . . . 3 2,3 Psychology-Child Life 323 Early Intervention. . . . . . . . . . . . . . . . . . 3 2,3
Education 321 Foundations of American Education. . 3 3,4 Psychology-Child Life 373 Play as Curriculum. . . . . . . . . . . . . . . . . 3 2,3
Education 344 Science and Technology Methods, Education 321 Foundations of American Education. . 3 3,4
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3 Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4
Education 345 Mathematics Methods, Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3 Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4
Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4 52
Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4
Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4 NOTE: Students in the childhood education program must complete at least 90 credit
43 hours in the liberal arts. Education courses are not liberal arts courses. Assuming that
all other courses are liberal arts, students must complete at least 133 credits in order to
NOTE: Students in the childhood education program must complete at least 90 credit meet this requirement for graduation. Consult as early as possible with your adviser or
hours in the liberal arts. Education courses are not liberal arts courses. Assuming that with the chair of the Education Department to be sure that you fulfill this requirement.
all other courses are liberal arts, students must complete at least 130 credits in order to
meet this requirement for graduation. Consult as early as possible with your adviser to Childhood and Special Education (Grades 1-6) Program
be sure that you fulfill this requirement.
Students pursuing the Childhood and Special Education Program must major in a
liberal arts field. At Utica College, the following liberal arts majors are available: biol-
Early Childhood/Childhood (Birth to Grade 6) Education Program ogy, chemistry, communication arts, economics, English, government and politics, his-
Students pursuing the early childhood/childhood education program must major tory, international studies, liberal studies, mathematics, philosophy, physics, psychol-
in a liberal arts field. At Utica College, the following liberal arts majors are available: ogy, psychology-child life, social studies, and sociology and anthropology. In addition
biology, chemistry, communication arts, economics, government and politics, English, to the requirements of their major and the courses in the childhood/special education
history, international studies, liberal studies, mathematics, philosophy, physics, psy- program (listed below), the students must fulfill the following requirements (some of
chology, psychology-child life, social studies, and sociology and anthropology. In addi- which may be satisfied by the Utica College core curriculum):
tion to the requirements of their major and the courses in the early childhood/child-
hood education program (listed below), students must fulfill the following require- • One year of college-level work in a language other than English
ments (some of which may be satisfied by the Utica College core curriculum): • A
t least 6 credits in each of the following fields: English, mathematics, science
• one year of college-level work in a language other than English and history
• a t least 6 credits in each of the following fields: English, mathematics, science, • One course in the fine arts
and history
Credit Year
• one course in the fine arts Hours Taken
Credit Year Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1
Hours Taken Education 201 Applied Education Psychology. . . . . . . 3 2,3
Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1 Education 215 Diversity, Disabilities, and Success. . . . 3 3
Education 201 Applied Educational Psychology. . . . . . 3 2,3 Education 218 Curriculum and Instruction . . . . . . . . . 3 2
Education 215 Diversity, Disabilities, and Success . . . 3 2,3 Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2,3
Education 218 Curriculum and Instruction . . . . . . . . . 3 2 Education 302 Literacy and Comprehension:
Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2,3 Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
Education 302 Literacy and Comprehension: Education 314 Children’s Literature. . . . . . . . . . . . . . . . 3 2,3
Birth–Childhood. . . . . . . . . . . . . . . . . 3 3 Education 316 Social Studies/Literacy Methods:
Education 314 Children’s Literature. . . . . . . . . . . . . . . . 3 2,3 Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
Education 316 Social Studies/Literacy Methods, Education 317 Math/Science Methods:
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3 Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
Education 344 Science & Technology Methods, Education 321 Foundations of Education . . . . . . . . . . . 3 2,3
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3 Education 325 Assessment of Children and
Education 345 Mathematics Methods, Youth with Special Needs. . . . . . . . . . 3 2,3
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3 Education 326 Methods in Childhood Special Education 3 2,3
Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2,3 Education 328 Methods and Curriculum for Working
with Students with Pervasive Disabilities 3 2,3
Education 344 Science & Technology Methods, In addition to the requirements in their majors and the courses in the middle
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3 childhood education program listed below, students must fulfill the following
Education 345 Mathematics Methods, Birth-Childhood 3 3 requirement (which may be satisfied by the requirements of the Utica College core
Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2,3 curriculum):
Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4 • one year of college-level work in a language other than English
Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4 Credit Year
Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4 Hours Taken
52
Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1
NOTE: Students in the childhood/special education program must complete at Education 201 Applied Educational Psychology. . . . . . 3 2,3
least 90 credit hours in the liberal arts. Education courses are not liberal arts courses. Education 215 Diversity, Disabilities, and Success . . . 3 2,3
Students should consult as early as possible with their advisor to be sure they meet this Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2,3
requirement. Assuming that all other courses are liberal arts, students must complete at Education 303 Literacy and Comprehension:
least 133 credits to meet this requirement.
Middle-Adolescence. . . . . . . . . . . . . . 3 3
Education 312 Practical Teaching Methodologies . . . . 3 3
Grades 7 – 9 Extension to Childhood Education Education 313 Methods and Curriculum in Teaching. 3 3
Students seeking an extension to authorize the teaching of a subject in grades 7 Education 316 Social Studies/Literacy Methods:
through 9 for certificates in childhood education (Grade 1 – 6) must complete the Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
appropriate major and must take the following courses in conjunction with the child- Education 321 Foundations of American Education. . 3 3,4
hood education program.
Education 333 Adolescent English Language Arts Methods 3 3
• S tudents seeking social studies certification must take both ECN 141 – or
Principles of Macroeconomics and GOV 101 – American National Government Education 334 Adolescent Social Studies Methods . . . 3 3
or the equivalent, and a minimum of 21 credit hours in history. or
Credit Education 335 Adolescent Mathematics Methods. . . . 3 3
Hours or
Education 303 Literacy and Comprehension: Education 337 Adolescent Science Methods. . . . . . . . . 3 3
Middle-Adolescence. . . . . . . . . . . . . . 3 Education 344 Science and Technology Methods,
Education 312 Practical Teaching Methodologies . . . . 3 Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
Education 333 Adolescent English/Language Arts Education 345 Mathematics Methods . . . . . . . . . . . . . . 3 3
Methods Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4
or Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4
Education 334 Adolescent Social Studies Methods Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4
or Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2,3
Education 335 Adolescent Mathematics Methods Psychology 322 Adolescent Psychology. . . . . . . . . . . . . . 3 2,3
or 46
Education 337 Adolescent Science Methods. . . . . . . . . 3 3,4
Psychology 322 Adolescent Psychology. . . . . . . . . . . . . . 3 NOTE: Students completing the middle childhood education program with majors in
12 biology, chemistry, English, economics, history, mathematics, physics, government and
politics, social studies, or sociology and anthropology must complete at least 90 credit
hours in the liberal arts. Students completing majors in management or computer
Middle Childhood (Grades 5-9) Education Program science must complete at least 60 hours in the liberal arts. Education courses are not
The program in middle childhood education requires that students select a major liberal arts courses. Consult as early as possible with your adviser to be sure that you
in the subject area which they plan to teach. The areas open to students at Utica fulfill this requirement.
College are English, mathematics, sciences (majors in biology, chemistry, or physics),
the social sciences (majors in economics, history, government and politics, social stud-
ies, or sociology and anthropology), and business and distributive education (majors
in management or computer science). Certification in business and distributive educa-
tion also requires a year of work experience in addition to college course work. See the
chair of the Education Department for further information.
Adolescence Education (Grades 7 – 12) Adolescence and Special Education (Grades 7-12)
The program in adolescence education requires that students select a major in the The program in adolescence/special education requires that students select a major
subject area that they plan to teach. The areas open to students at Utica College are in the subject area that they plan to teach. The areas open to students at Utica College
English, foreign languages (French or Spanish)* mathematics, sciences (majors in biol- are English, foreign languages (French or Spanish)*, mathematics, sciences (majors in
ogy, chemistry, or physics), and the social sciences (majors in economics, history, gov- biology, chemistry or physics), and the social sciences (majors in economics, history,
ernment and politics, or sociology and anthropology). government and politics, or sociology and anthropology).
In addition to the requirements in their majors and the courses in the adolescence In addition to the requirements of their major and the courses in the adolescence/
education program listed below, students must fulfill the following requirement (which special education program listed below, students must fulfill the following requirements
may be satisfied by the requirements of the Utica College core curriculum): (some of which may be satisfied by the Utica College core curriculum):
• one year of college-level work in a language other than English • One year of college-level work in a language other than English
• S tudents seeking social studies certification must take both ECN 141 – • S tudents seeking social studies certification must take both ECN 141 -
Principles of Macroeconomics and GOV 101 – American National Government Principles of Macroeconomics and GOV 101 - American National Government
or the equivalent, and a minimum of 21 credit hours in history. or the equivalent, and a minimum of 21 credit hours in history.
Credit Year Credit Year
Hours Taken Hours Taken
Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1 Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1
Education 201 Applied Educational Psychology. . . . . . 3 2,3 Education 201 Applied Education Psychology. . . . . . . 3 2,3
Education 215 Diversity, Disabilities, and Success . . . 3 2,3 Education 215 Diversity, Disabilities, and Success. . . . 3 2,3
Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2 Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2
Education 303 Literacy and Comprehension: Education 303 Literacy and Comprehension:
Middle-Adolescence. . . . . . . . . . . . . . 3 3 Middle-Adolescence. . . . . . . . . . . . . . 3 3
Education 312 Practical Teaching Methodologies . . . . 3 3 Education 312 Practical Teaching Methodologies . . . . 3 3
Education 321 Foundations of American Education. . 3 3,4 Education 321 Foundations of Education . . . . . . . . . . . 3 2,3
Education 333 Adolescent English/Language Arts Education 333 Adolescent English/Language Arts
Methods Methods
or or
Education 334 Adolescent Social Studies Methods Education 334 Adolescent Social Studies Methods
or or
Education 335 Adolescent Mathematics Methods Education 335 Adolescent Mathematics Methods
or or
Education 337 Adolescent Science Methods. . . . . . . . . 3 3,4 Education 337 Adolescent Science Methods. . . . . . . . . 3 3,4
or or
Education 343 Adolescent Foreign Language Methods. 3 3,4 Education 343 Adolescent Foreign Language. . . . . . . . 3 3,4
Psychology 322 Adolescent Psychology. . . . . . . . . . . . . . 3 2,3 Education 325 Assessment of Children and Youth
Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4 with Special Needs . . . . . . . . . . . . . . . 3 2,3
Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4 Education 327 Methods in Adolescence Special Education 3 2,3
Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4 Education 328 Methods and Curriculum for Working
or with Students with Pervasive Disabilities 3 2,3
Education 477 Mentored Internship I . . . . . . . . . . . . . . 6 4 Psychology 322 Adolescent Psychology. . . . . . . . . . . . . . 3 2,3
Education 478 Mentored Internship II. . . . . . . . . . . . . . 6 4 Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4
37 Education 475 Student Teaching I. . . . . . . . . . . . . . . . . . 6 4
NOTE: Students completing the adolescence education program with majors in biol- Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4
ogy, chemistry, English, economics, history, mathematics, physics, government and or
politics, or sociology and anthropology must complete at least 90 credit hours in the Education 477 Mentored Internship I . . . . . . . . . . . . . . 6 4
liberal arts. Education courses are not liberal arts courses. Students should consult as Education 478 Mentored Internship II. . . . . . . . . . . . . . 6 4
early as possible with their adviser to be sure that they fulfill this requirement.
46
*Pending New York State Education Department approval.
NOTE: Students enrolled in majors leading to a B.S. degree must complete at least 60 Education 321 Foundations of American Education. . 3 3,4
credit hours in the liberal arts. Students enrolled in majors leading to a B.A. degree Education 333 Adolescent English/Language Arts
must complete at least 90 credit hours in the liberal arts. Education courses are not Methods
liberal arts courses. Students should consult as early as possible with their adviser to be or
sure they meet this requirement. Education 334 Adolescent Social Studies Methods
*Pending New York State Education Department approval. or
Education 335 Adolescent Mathematics Methods
or
Grade 5-6 Extension to Adolescence Education Program Education 337 Adolescent Science Methods. . . . . . . . . 3 3,4
Students seeking a certification extension to authorize the teaching of a subject in Psychology 321 Infancy and Childhood . . . . . . . . . . . . .
grades 5 and 6 for certificates in teaching biology, chemistry, earth science, English, or
mathematics, physics, or social studies (Grades 7-12) must complete the appropriate Psychology 322 Adolescent Psychology. . . . . . . . . . . . . . 3 2,3
major and must take the following courses in conjunction with the adolescence educa- Anthropology 101 Introduction to Cultural Anthropology
tion program. or
Credit Year Sociology 252 Racial and Cultural Minorities . . . . . . . 3 1,2
Hours Taken English 311 Modern English Grammar. . . . . . . . . . . 3 2,3
English 316 Principles and Practice of ESL. . . . . . . . 3 3
Education 316 Social Studies/Literacy Methods,
English 317 ESL Through the Subject Areas. . . . . . . 3 3
Birth-Childhood. . . . . . . . . . . . . . . . . 3 3
English 318 Introduction to Linguistics . . . . . . . . . . 3 3
Education 344 Science & Technology Methods,
Anthropology/English 351 Language and Culture. . . . . . . . . . . . . . . 3 3
Birth-Childhood. . . . . . . . . . . . . . . . . . . 3 3
Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4
Education 345 Mathematics Methods, Birth-Childhood 3 3
Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2,3
Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4
12
or
Education 477 Mentored Internship I . . . . . . . . . . . . . . 6 4
Teaching English to Speakers of Other Languages Education Education 478 Mentored Internship II. . . . . . . . . . . . . . 6 4
(Birth – Grade 12) 55
The program in teaching English to speakers of other languages is designed to NOTE: Students in the TESOL program must complete at least 90 credit hours in the
prepare prospective teachers in the prekindergarten, elementary, and secondary liberal arts. Education courses are not liberal arts courses. Students should consult as
grades. This program is open to English majors. In addition to the requirements of early as possible with their adviser to be sure that they fulfill this requirement.
their major and the courses in the TESOL program (listed below), students must fulfill
the following requirements (some of which may be satisfied by the Utica College core Business and Marketing Education
curriculum):
The program in business and marketing education is open to students who major
• two years of college-level work in a language other than English in management with a concentration in marketing management.
• a t least 6 credits in each of the following fields: English, mathematics, science, In addition to the requirements in their major and the courses in the business and
and history marketing education program listed below, students must fulfill the following require-
• one course in the fine arts ment (which may be satisfied by the requirements of the Utica College core curricu-
lum):
Credit Year • one year of college-level work in a language other than English
Hours Taken • a t least 6 credits in each of the following fields: English, mathematics, science,
Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1 and history.
Education 201 Applied Educational Psychology. . . . . . 3 2 • one course in the fine arts
Education 215 Diversity, Disabilities, and Success . . . 3 2,3
Credit Year
Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2,3
Hours Taken
Education 302 Literacy and Comprehension:
Education 111 Introduction to Teaching. . . . . . . . . . . . 1 1
Birth – Childhood. . . . . . . . . . . . . . . . 3 2,3
Education 201 Applied Educational Psychology. . . . . . 3 2,3
Education 312 Practical Teaching Methodologies . . . . 3 3
Education 215 Diversity, Disabilities, and Success . . . 3 2,3
Education 301 Foundations of Literacy. . . . . . . . . . . . . 3 2
Education 312
Education 321
Practical Teaching Methodologies . . . .
Foundations of American Education. .
3
3
3
3,4
Academic Requirements
Education 338 Business and Marketing Education
catalog.)
Methods. . . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2,3 Credit Year
Psychology 322 Adolescent Psychology. . . . . . . . . . . . . . 3 2,3 Hours Taken
Education 471 Student Teaching Seminar. . . . . . . . . . . 0 4 General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 1,2
Education 476 Student Teaching II. . . . . . . . . . . . . . . . . 6 4
Education 477 Mentored Internship I . . . . . . . . . . . . . . 6 4 English 245, 246 Major Figures in English Literature. . . 6 1,2
Education 478 Mentored Internship II. . . . . . . . . . . . . . 6 4 English 295 Major Figures in American Literature. 3 2
37 English 367 Shakespearean Drama. . . . . . . . . . . . . . . 3 2,3,4
NOTE: Students completing majors in business and management must complete at English 311,313,318, or 408 English Language Requirement. . . . . . . 3 2,3,4
least 60 credit hours in the liberal arts. Education courses are not liberal arts courses. English 335, 336, 345, 355, Literary Period Requirement. . . . . . . . . 3 2,3,4
Students should consult as early as possible with their adviser or with the director of 356, or 357
teacher education to be sure that they fulfill this requirement. English 372,373,374 or 375 Genre Requirement. . . . . . . . . . . . . . . . . 3 2,3,4
English 385,386,395,or 396 American Literature Requirement. . . . 3 2,3,4
*According to figures from the New York State Education Department, in the 2007-2008 academic year, a total
of 270 undergraduate students and 141 graduate students were enrolled in the program. Of 80 eligible provi- English electives at the 300 or 400 level
sional certificate program completers, 64 (80 percent) took the Professional Knowledge/Pedagogy NYSTCE (Must include one additional American literature course). . . . . . 15 3,4
Assessment of Teaching Skills, with 64 (100 percent) passing, while 72 (90 percent) took the NYSTCE Liberal
Arts and Sciences Test or both the NTE (Praxis II) Communications Skills Test and General Knowledge Test,
39
with 72 (100 percent) passing. The average number of supervised student teaching hours required is 490 with a
faculty-student ratio in the student teaching practice of 1:6. Major-Related Course Requirements
World Literature 205, 206 Masterpieces of Western Literature . . . 6 1,2
World Literature Elective
Engineering at 300- or 400- level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3,4
(See Physics) 9
Electives
Major in English The student must complete sufficient elective courses to earn at least the minimum
(Bachelor of Arts Degree) credit hours required for this degree, and at least 90 credit hours of the 120 required
Faculty: Bergmann, Cormican, Denman, He, Hutchinson, Janda, Leising, Matza, must be in the liberal arts and sciences
Orr, St. Jean, Scannell, Witucki NOTE: Students enrolled in the program in education must obtain a favorable recom-
English majors study the great heritage of the English-speaking peoples in a com- mendation from the English Department faculty prior to being approved for student
prehensive and varied program that includes literature, the history and structure of teaching placements in addition to meeting any separate requirements established by
the English language, and various aspects of writing. Students develop an understand- the Education Department. Those students most likely to receive a favorable depart-
ing of the relationship between English and the diverse cultural traditions around mental recommendation will have maintained an overall GPA of 3.0 (4.0 scale) in
the world through the study of ancient and modern foreign literatures in translation. required major and major-related courses. Detailed guidelines outlining recommenda-
They gain cultural understanding, communication skills and experience in scholarship tion standards are available in the School of Arts and Sciences office.
and are therefore prepared to teach, do graduate work, or enter any occupation that
requires critical thinking, good writing, and a broad perspective.
Detailed advising guides (available from any member of the department faculty or Minor in English Language
in the School of Arts and Sciences Office) help students select from the options in the
The minor in English language is designed to provide an added area of competency
major requirements to prepare themselves for careers in business, civil service, law, or
for students majoring in disciplines other than English and is not open to English
publishing, for graduate work in English language, English as a second language, litera-
majors. It entails the study of language theory and structure and offers the opportunity
ture, or writing.
for practical application of theoretical concepts. While the minor is offered under the
Students planning to be certified in K-12 teaching will take elective courses that
auspices of the School of Arts and Sciences, it includes language-related courses offered
will strengthen their expertise in their content area of specialization. Prospective child-
in other schools as course options.
hood education teachers will be advised to take ENG 303 when possible.
Because many professions require an understanding and effective use of language,
this minor will be helpful to students preparing for various careers, both in terms of Required Courses
increasing their linguistic competence and in gaining employment. Students interested
Film 201 The Language of Film. . . . . . . . . . . . . . . 3
in minoring in English language should consult their major advisers about the appro-
priateness of this minor for their major. 3
Choose twelve credits from the following:
Film 300 Film Genres. . . . . . . . . . . . . . . . . . . . . . . 3
Required Courses Film 301 Film and Literature. . . . . . . . . . . . . . . . . 3
Film 303 Blacks and Film. . . . . . . . . . . . . . . . . . . . 3
Credit
Film 304 Women and Film. . . . . . . . . . . . . . . . . . . 3
Hours
Film 310 The Motion Picture. . . . . . . . . . . . . . . . . 1 (+1+1)
English 311 Modern English Grammar. . . . . . . . . . . 3
12
English 318 Introduction to Linguistics . . . . . . . . .. 3
English 408 History of the English Language . . . .. . 3
9
Certificate in Financial Crimes Investigation
One or two of the following courses . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-6 The purpose of this program is to provide course content focused on those topics
English 245 Major Figures in English Literature. . . 3 essential to preparation for a career in the investigation of financial crimes. The pro-
gram is designed specifically for individuals employed in law enforcement positions
English 303 Perspectives on Traditional Grammar. 3
or in private sector industries impacted by financial crime. Applicants must possess
English 316 Principles and Practices of ESL. . . . . . . 3 at least an associate’s degree to be eligible to study for the certificate. (Students who
English 317 ESL through the Subject Areas. . . . . . . 3 already are matriculated in a degree program are not eligible for the certificate.) The
English 335 Literature of the Tudor Period. . . . . . . . 3 Certificate in Financial Crimes Investigation is offered in a distance learning format.
English 336 Literature of the Early Stuart Period. . . 3 Total credit hours required for the certificate: 18
English 345 Restoration and Eighteenth
Century Literature . . . . . . . . . . . . . . . 3
English 367 Shakespearean Drama. . . . . . . . . . . . . . . 3 Required Courses
Credit
Optional Courses Hours
Criminal Justice 351 Comparative Criminal Justice Systems. 3
One or two of the following courses . . . . . . . . . . . . . . . . . .. . . . . . . . . . 3-6
Criminal Justice 333 Information Security. . . . . . . . . . . . . . . . 3
Communications 235 Introduction to Oral Interpretation. . . 3
Criminal Justice 334 Economic Crime Investigation. . . . . . . 3
Journalism 261 Newswriting . . . . . . . . . . . . . . . .. . . . . . 3
Criminal Justice 343 Law of Economic Crime. . . . . . . . . . . . . 3
Journalism 363 Magazine Article Writing . . . . . . . . . . . 3
Criminal Justice 347 Fraud Prevention and Detection
English 304 Advanced Composition. . . . . . . . . . . . . 3
Technologies . . . . . . . . . . . . . . . . . . . . 3
English 313 American Social Dialects . . . . . . .. . . . . 3
Accounting 406 Forensic Accounting and Fraud Auditing 3
English 315 Writing in the Professions. . . . . . . . . . . 3
18
Anthropology/English Language and Culture 351. . . . . . . . . .. . . . . . . 3
15-21
Major in Foreign Language
Minor in Film Studies (Bachelor of Arts Degree)
The minor in film studies is designed to enhance students’ understanding of film Faculty: Little, Thomas, Zee
as an art form and as an embodiment of cultural developments. In an age when we are The focus of this major is to master a foreign language and learn to apply it to an
bombarded with information, in-depth study of the cinema is an appropriate means of occupation, a field of study, or other life interests. Students will develop an under-
enhancing our visual and cultural literacy. standing of the grammar, literature and culture of their primary language through
The minor in film studies will be of use to those who are interested in studying film both classroom study and a foreign studies experience. The Senior Research Project
at the graduate level and those in such fields as communications, teaching, English, the will combine the primary language with courses in a Major Related Sequence (such
fine arts, public relations, journalism, and history. as Sociology or Human Rights Advocacy) acquiring the background knowledge and
vocabulary in the primary language with which to work successfully in these fields
Total credit hours required for minor: 15 This major is designed to meet the needs of those students intending to interact
with a non-English speaking population, be it in business and management, education, Major Related Courses
social services, journalism, law, travel and tourism, and other fields that require lan-
ANT/ENG 351 Language and Culture. . . . . . . . . . . . . . . 3 3,4
guage skills. This program is also appropriate for students interested in education and
teaching foreign languages at the Elementary or High School levels.* Furthermore, the COM 325 Intercultural Communications . . . . . . . 3
knowledge of other languages is a positive attribute for those students who will pursue 21-27
a graduate degree.
Total credit hours required for degree: 120 credit hours Major Related Sequence
Credit Year A sequence of courses in another field or combination of
Hours Taken fields, as guided by the adviser, designed to complement the
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 1,2 major courses. Content from the major related sequence will
be integrated into the Senior Research Project.. . . . . . . . . . . . . . . . . . . . 15-21 2,3,4
Major Course Requirements * The requirement for those students interested in the teaching certificate is 30 credit hours in the foreign lan-
guage of their choice.
At least 27 credits beyond the 202-level must be taken in the primary language. ** It is anticipated that most incoming Foreign Language Majors will already have already completed the
Prior competency in this language must be demonstrated before students are enrolled equivalent of Elementary I [101] and II [102] of their primary language, and possibly Intermediate I [201] and
Intermediate II [202].
in courses beyond Language 202. *** Or comparable courses in the primary language as approved by the department.
At least 12 of the 300- and 400-level credits must be taken abroad in a program
approved by the language faculty in conjunction with the Director of International
Programs. These 12 credits will usually include, but are not limited to, conversation,
literature, grammar, and culture and civilization courses; the actual course work will
vary with the study abroad program. Students should begin working early with their
Minor in French
advisors and with the Office of International Programs to plan for the overseas experi- French is of particular interest to those studying the civilizations and current affairs
ence, including the likelihood of additional expense associated with travel. of Canada, Europe, and Africa. For its cultural and practical value, the study of French
generally is recommended to all prospective graduate students and to students in cer-
Credit Year tain career and liberal arts areas (e.g., international business, international studies, phi-
losophy, government and politics, and education).
Hours Taken
Primary Language 101 and 102 **. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1
Primary Language 201 and 202 **. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2 Prerequisite: French 202 or equivalent.
Culture/Civilization***
Required Courses
One of the following: FRE 347; SPA 347; SPA 348. . . . . . . . . . 3 2,3,4 Credit
Select five courses from the following: Hours
Conversation*** French 237 French Conversation and
One of the following: SPA 227; FRE 237; SPA 327; FRE 327 . 3 2,3,4 Grammar Review . . . . . . . . . . . . . . . . 3
French 288 Introduction to French Literature. . . . . 3
Literature*** French 300 Topics in French and Francophone
One of the following: FRE 288; FRE 300; FRE 388; SPA 388; Cultures and Literatures. . . . . . . . . . . 3
SPA 300. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3,4 French 311 French Film . . . . . . . . . . . . . . . . . . . . . . . 3
French 327 Spoken French. . . . . . . . . . . . . . . . . . . . . 3
Advanced Grammar or Composition*** French 347 French Civilization and Culture. . . . . . 3
One of the following: FRE 337; SPA 337 . . . . . . . . . . . . . . . . . . 3 2,3,4 French 388 Masterpieces of French Literature. . . . . 3
French 490 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-6
Electives at the 300- or 400-level. (If a topics course, may be
repeated if the topic is different.) . . . . . 9 3,4 Or four courses from the above and one from the following Related Requirements
(taught in English)*
One course in translation, or an additional 300- or 400-level elective. 3 3,4
Anthropology/English 351 Language and Culture. . . . . . . . . . . . . . . 3
Language 490 Senior Research Project . . . . . . . . . . . . . 6 4 English 318 Introduction to Linguistics . . . . . . . . . . 3
30-42
History 266 Modern Europe. . . . . . . . . . . . . . . . . . . . 3 Film Studies 304 Women and Film
Government and Health Studies 113 Understanding Alcoholism, Chemical Dependency
Politics 271 European Politics. . . . . . . . . . . . . . . . . . . 3 and Mental Health
15 Health Studies 245 Human Development Process
*Other courses may be substituted with departmental approval. Participation in a study abroad program (such History 322 America’s Aged through History
as DIPA, Syracuse University) is highly recommended. Psychology 322 Adolescence
Gender in Social Context

Minor in Gender Studies Communication Arts 101
Communication Arts 301
Introduction to Interpersonal Communication
Advanced Interpersonal Communication
The minor in gender studies is designed to enable students to develop a critical
History 204 America before the 20th Century
awareness of socially formed gender patterns.
From birth, females and males internalize assumptions about gender roles. This Psychology 331 Introduction to Social Psychology
often results in both sexes consciously or unconsciously limiting their views of them- Social Studies 215 Women’s Past, Present and Future
selves and each other. The minor in gender studies consists of an interdisciplinary Sociology 151 Introductory Sociology
investigation of gender-related issues and research. Learning to apply standards of criti- Sociology 233 The Family
cal thought to the inevitable emotional content of gender studies may enable men and Sociology 252 Racial and Cultural Minorities
women to live and work together more successfully with greater mutual respect and Sociology 333 American Utopias
understanding. Sociology 367 Social Stratification
As a part of social studies, the gender studies minor is under the administrative Sociology 405 Sociological Theory
oversight of the coordinator of social sciences who acts as student adviser. The Gender
Studies Committee, in turn, consists of at least one faculty member from each school of
the College and at least two students.
Major in Geoscience
At least 9 credit hours must be at the 300 level or above. (Bachelor of Science degree or Bachelor of Arts degree)
Faculty: Kanfoush, Schoonmaker
Required Courses Geoscience is a broad, interdisciplinary field comprising geology as well as aspects
of ocean science, atmospheric science, planetary science, and environmental science.
Credit Utica College offers both B..S. and B.A. degrees in Geoscience. The B.S. affords greater
Hours depth in geoscience and the other physical sciences and is designed to prepare students
Social Studies 203 Introduction to Gender Studies . . . . . . 3 to work in applied earth and environmental science or pursue graduate studies in
Capstone Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 geoscience or related disciplines. Those interested in a program in earth and environ-
mental science designed to provide substantial breadth in science preparation by also
The capstone project will be an independent project chosen by the student together including coursework in biology, environmental issues, and astronomy may elect to
with an adviser who need not be a part of the Gender Studies Committee. This course pursue the B.A. Each degree is also appropriate for teaching secondary earth science.
will be numbered as an independent study course within the relevant department. In Students interested in teaching should see also the Programs in Education.
addition to the adviser, the project will be presented to a committee consisting of two
faculty members and two students from the Gender Studies Committee. The commit- Credit Year
tee may be chosen by the student from among those eligible, but must include faculty Hours Taken
from at least two disciplines. The project will be graded by the student’s independent
study adviser. General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
Electives Major Course Requirements . . . . . . . . . . . . . . . . . . . . 29

Choose 12 credits from the following and at least one course from each category.
Foundations of Geoscience:
Geology 115 Elementary Oceanography. . . . . . . . . . . 3 1,2
Gender in Health and Human Development
Geology 225 Physical Geology. . . . . . . . . . . . . . . . . . . 4 1,2
Anthropology 101 Introduction to Anthropology
Geology 226 Historical Geology. . . . . . . . . . . . . . . . . . 4 1,2
Anthropology 320 Women and Culture
Geology 325 Mineralogy. . . . . . . . . . . . . . . . . . . . . . . . 4 2,3
Anthropology 415 Cultures, Health, and Healing
Geology 373 Sedimentology and Stratigraphy. . . . . . 4 3,4
Biology 112 Human Sexuality
Geology 398 Structural Geology and Tectonics. . . . . 4 3,4 to certification within their major discipline. For students with goals other than teach-
Geology 410 Geoscience Seminar . . . . . . . . . . . . . . . . 1 3,4 ing, the minor is flexible enough to, with careful advising, allow students to meet their
One of the following: own needs.
Geology 313 Introduction to Paleobiology. . . . . . . . . 4 2,3 Minimum credit hours required for minor: 18-20 (at least 9 at or above 300-
Geology 323 Hydrology and Society. . . . . . . . . . . . . . 4 2,3 level).
Geology 333 Weather and Climate . . . . . . . . . . . . . . . 4 3,4
Minor Course Requirements
Major Related Course Requirements. . . . . . . . . . . . . 11 Credit
Chemistry 211 General Chemistry I. . . . . . . . . . . . . . . . 4 1,2 Hours
Mathematics 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3 1,2 Geology 225* Physical Geology. . . . . . . . . . . . . . . . . . . 4
Physics 151 or 2612 General Physics I or Physics 12. . . . . . . 4 2,3 Geology 226 Historical Geology. . . . . . . . . . . . . . . . . . 4
40 8
PLUS CHOOSE ONE:
Additional Course Requirements General Geoscience Track
B.S. in Geoscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-29 Remaining credits (10-12 total; minimum of 9 at or above 300-level) to be selected
Chemistry 212 General Chemistry II. . . . . . . . . . . . . . . 4 2,3 from the following;
Geology 326 Petrology. . . . . . . . . . . . . . . . . . . . . . . . . . 4 2,3 Geology 115 Oceanography . . . . . . . . . . . . . . . . . . . . . 3
Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3 Geology 311 Introduction to Paleobiology. . . . . . . . . 4
Mathematics 202 Calculus II . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3 Geology 325 Hydrology & Society. . . . . . . . . . . . . . . . 4
Physics 152 or 2622 General Physics II or Physics II2 . . . . . 4 3,4 Geology 343 Geomorphology . . . . . . . . . . . . . . . . . . . 4
Electives in CHE, ENV, GOL, MAT, or PHY at or above 300-level. . . 6-8 3,4 Geology 390 Independent Study . . . . . . . . . . . . . . . . . 1-3
Capstone Experience in Geoscience – select one of the following: Geology 398 Structural Geology and Tectonics . . . . 4
Geology 450 Research in Geoscience . . . . . . . . . . . . . 3 4 Geology 405 Earth System Science . . . . . . . . . . . . . . . 3
Geology 460 Field Experience in Geoscience. . . . . . . 3 4 Geology 410 Geoscience Seminar and Current Topics 1
Geology 470 Internship in Geoscience. . . . . . . . . . . . 3 4 Geology 415 Stratigraphy and Sedimentation. . . . . . 4
Physics 116 Principles of Astronomy: A Study of
B.A. in Geoscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 the Universe. . . . . . . . . . . . . . . . . . . . . 3
Biology 211 General Biology I. . . . . . . . . . . . . . . . . . . 4 1,2 History and Philosophy
Environmental Science 201 Introduction to Environmental Issues . . 3 1,2 of Science and
Physics 116 Astronomy: A Study of the Universe. . 3 1,2 Technology 126 Rise of Modern Science . . . . . . . . . . . . . 3
Environmental Science 201 Introduction to Environmental Issues. 3
NOTES: Biology 329 Evolution. . . . . . . . . . . . . . . . . . . . . . . . . . 3
1Some students may develop an interest in geoscience while taking GOL 105 for Core. In such instances, stu- Chemistry 405 Environmental Chemistry. . . . . . . . . . . 3
dents may substitute GOL 105 for GOL 225 by also successfully completing GOL 225 Lab while registered for 1 10-12
credit of GOL 390.
2For students interested in continuing on to graduate studies in earth and environmental science, the calculus-
based physics courses PHY 261 and 262 are highly recommended. These require MAT 201, Calculus I and Geoscience Education Track
MAT 202, Calculus II. Geology 405 Earth System Science . . . . . . . . . . . . . . . 3
Plus 7-9 total credits (minimum of 6 at or above 300-level) selected from the following;
Geology elective(s) as listed above.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-9
Minor in Geoscience Physics 116 Principles of Astronomy:
A competence in geology and the other earth sciences may enhance the career pos-
A Study of the Universe. . . . . . . . . . . 3
sibilities of primary and secondary school teachers and individuals pursuing graduate
opportunities or employment in other science fields, such as chemistry, biology and History and Philosophy
physics. The Geoscience Minor is also appropriate for majors in economics, politics, of Science and
anthropology/sociology who anticipate careers in government or industry that will Technology 126 Rise of Modern Science . . . . . . . . . . . . . 3
involve issues of public policy concerning the environment. The Education Track of the Environmental Science 201 Introduction to Environmental Issues. 3
Geoscience Minor will enable students within the education program to acquire some
of the coursework necessary to attain teaching certification in Earth Science in addition
Biology 329 Evolution. . . . . . . . . . . . . . . . . . . . . . . . . . 3 Psych 211/ MAT 112 or

Chemistry 405 Environmental Chemistry. . . . . . . . . . . 3 ECN 241* Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1, 2
10-12 Psychology 327 Adulthood and Aging. . . . . . . . . . . . . . . 3 2, 3
Therapeutic Recreation 302 Leisure Counseling. . . . . . . . . . . . . . . . . 3 2, 3
*Some students first develop an interest in Geosciences while taking GOL 105 (Society, Earth and the 41-43
Environment). Considerable overlap in course content exists between GOL 105 and GOL 225, so credit toward
the minor will not be given for both GOL 105 and GOL 225. * Indicates course may be used to satisfy core requirement.
Electives
Major in Gerontology The student must choose five courses from the following:
(Bachelor of Arts Degree) Anthropology 415 Cultures, Health and Healing . . . . . . . . 3 3, 4

Faculty: D. Heian Biology 112 * Human Sexuality . . . . . . . . . . . . . . . . . . 3 2, 3
Gerontology is the physical, mental, and sociological study of individuals as they Communications 325 Intercultural Communication . . . . . . . 3 2, 3
grow from middle age through later life. The study is interdisciplinary in its approach, Gerontology 218 Rural Elderly. . . . . . . . . . . . . . . . . . . . . . . 3 2-4
integrating information from such separate areas of study as the sciences, anthropol-
Gerontology 300 Special Topics. . . . . . . . . . . . . . . . . . . . . . 3 2-4
ogy, psychology, philosophy, statistics, health studies, management, communication,
public relations, and therapeutic recreation. Gerontology 315 Aging & Intellectual Dev./Disabilities . 3 3-4
Our students graduate with the professional knowledge, skills, and experience Government 332 Public Administration . . . . . . . . . . . . . . 3 3, 4
required to pursue 21st century careers. While some graduates continue their studies in Health Studies 337 Care of the Human Spirit. . . . . . . . . . . . 3 3, 4
graduate school, others accept entry to mid-level positions with departments of social Management 101 Intro to Contemporary Business. . . . . . 3 1, 2
services, Hospice, faith-based agencies, community-based agencies, planning depart- PCL 375 Death, Dying, & Bereavement. . . . . . . . 3 2-4
ments, senior citizen centers, state offices on aging, educational and research settings, Public Relations 182 Intro to Public Relations. . . . . . . . . . . . . 3 1, 2
long-term care, insurance agencies, congregate housing and assisted living facilities. SOS 207 Soc. Org. of US Healthcare . . . . . . . . . . 3 2, 3
Total credit hours required for the degree: 120 15
Additional Electives
Academic Requirements The student must complete sufficient elective courses to earn at least the minimum
must be in the liberal arts and sciences. Students are encouraged to select courses
catalog.)
that complement their area of interest; for example, courses in Anthropology,
Credit Year Communications, Health Studies, Management, Public Relations, Marketing,
Hours Taken Psychology, or Sociology.
Certificate in Gerontology
Major Course Requirements The purpose of this program is to foster awareness of the needs of the elderly and
Communications 101* Interpersonal Communication . . . . . . . 3 1 to develop skills to meet those needs. Within the aging network there are many levels
Anthropology 449 Anthropology of Aging. . . . . . . . . . . . . . 3 3, 4 of service delivery. All require appropriate levels of training. The knowledge and skills
Biology 214 or GNT 214 Biology of Aging. . . . . . . . . . . . . . . . . . . 3 2, 3 gained through this certificate program are well suited for persons seeking entry level
Gerontology 101 Intro to Aging . . . . . . . . . . . . . . . . . . . . . 3 1 employment in the aging network, while those already employed in the network will
Gerontology 270 Community Placement. . . . . . . . . . . . . . 1-3 1, 2 increase their knowledge of the aging process and further develop their skills. (Students
Gerontology 411 Aging and Mental Health. . . . . . . . . . . . 3 3, 4 who already are matriculated in a degree program are ineligible for the certificate.) The
Gerontology 470 Experiences in Gerontology . . . . . . . . . 3 4 Certificate of Gerontology is offered in combination with traditional classroom and
Gerontology 490 Capstone Project. . . . . . . . . . . . . . . . . . . 3 4 online distance learning.
Health Studies 101 Intro to Health Professions . . . . . . . . . . 1 1 Total credit hours required for certificate: 30
HLS 445 OR Sociology 312 Clinical or Social Science Research . . . 3 4
Philosophy 108* Professional Ethics. . . . . . . . . . . . . . . . . . 3 2, 3
Psychology 101* Intro to Psychology. . . . . . . . . . . . . . . . . 3 1, 2
Required Courses Twelve credits total from the following courses:

Credit One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Hours Anthropology 415 Cultures, Health, and Healing
Gerontology 101 Introduction to Aging. . . . . . . . . . . . . . . 3 Anthropology 449 Anthropology of Aging
Gerontology 214 Biology of Aging. . . . . . . . . . . . . . . . . . . 3 Biology 112 Human Sexuality
Gerontology 377 Social Gerontology: Biology 208 Pharmacology and Pathophysiology
Field Work Seminar. . . . . . . . . . . . . . 3 Economics 375 Health Economics
Psychology 101 Introduction to Psychology. . . . . . . . . . 3 Social Studies 207 Social Organization of the U.S. Health Care System
Psychology 327 Adulthood and Aging. . . . . . . . . . . . . . . 3
15 Two of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Gerontology 218 Rural Elderly
Choose fifteen credits from the following: Gerontology 270 Community Placement
Gerontology 300 Special Topics in Gerontology. . . . . . . . 3 Gerontology 300 Special Topics
Gerontology 411 Aging and Mental Health. . . . . . . . . . . . 3 Gerontology 315 Aging & Intellectual/Developmental Disabilities
Gerontology 470 Experiences in Gerontology. . . . . . . . . . 3 Gerontology 411 Aging and Mental Health
Psychology 237 Group Dynamics – Introduction to Gerontology 470 Experiences in Gerontology
Group Development and
Group Process. . . . . . . . . . . . . . . . . . . 3 One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Psychology-Child Life 374 The Helping Relationship. . . . . . . . . . . . 3 Psychology-Child Life 374 The Helping Relationship
Psychology-Child Life 375 Death, Dying, and Bereavement. . . . . . 3 Psychology-Child Life 375 Death, Dying, and Bereavement
Nursing 376 Gerontological Nursing . . . . . . . . . . . . . 3 Psychology 327 Adulthood and Aging
History 322 America’s Aged through History. . . . . . 3 TRC 302 Leisure Counseling: Theory and Practice
Biology 112 Human Sexuality. . . . . . . . . . . . . . . . . . . 3 18
Selected Course (tailored to student’s individual
program). . . . . . . . . . . . . . . . . . . . . . . . 3
15 Major in Government and Politics
(Bachelor of Arts Degree)
Faculty: Orlin, Richmond
Minor in Gerontology Government and politics studies the processes, principles, and structure of power
The minor provides students with both basic understandings of the normal aging and authority. Governmental and legal systems and informal political structures and
process and common deviations from the normal patterns of growth and development their relationship to various cultures are examined. Decision-making and the way in
in old age, as well as knowledge of public policy and services affecting the aged. The which society chooses social goals and allocates its resources are studied. This major is
minor in gerontology is especially appropriate for majors in business, communication designed to meet the needs of those whose field of interest is government and politics
arts, construction management, criminal justice, economics, education (adult learners), and those who want a career as a social science teacher at the secondary school level or
government and politics, health studies, international studies, journalism, liberal stud- as an elementary school teacher. It is an appropriate major for careers in government
ies, management, nursing, psychology, public relations, sociology and anthropology, service, law, and other positions which require an understanding of governmental
and therapeutic recreation. policy and procedure.
Total credit hours required for minor: 18 Students considering public school teaching as a career should refer to the pro-
grams in education, listed alphabetically in this section of the catalog.
Required Courses Total credit hours required for degree: 120
Credit
Hours
Gerontology 101 Introduction to Aging. . . . . . . . . . . . . . . 3 Academic Requirements
Gerontology/Biology 214 Biology of Aging. . . . . . . . . . . . . . . . . . . 3 (See also General Education Core in the “Undergraduate Program” section of this
6 catalog.)
Credit Year Public Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (15)

Hours Taken (Government and Politics 333 required)
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 A. Economics 442*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
( Note: Some major concentration requirements have prerequisites which Management 371 or Management 375*. . . . . . . . . . . . . . . . . . . . . . . 3
also can be taken to satisfy core. See your adviser.) Government and Politics 332. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
B. One course from the following. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Major Course Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . 30 2,3,4 Computer Science 117, 118
A. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Economics 241*
(Government and Politics 101, 261, 281) Mathematics 112
B. American Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Psychology/Sociology 211
(One course from the following: Government and Politics Sociology 312*
212, 215, 221, 251, 332, 333) C. Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
C. Comparative Politics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(15)
(One course from the following: Government and Politics Courses at 200-level or higher in other Social Sciences (Anthropology, Economics,
271, 372, 373, 374, 375) Geography, History, Psychology, Social Studies, and Sociology), Philosophy,
D. International Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Mathematics 112, and/or Computer Science 117, 118.
(One course from the following: Government and Politics
363, 364, 365, 368) Electives
E. Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The student must complete sufficient elective courses to earn at least the minimum
(One course from the following: Government and Politics credit hours required for this degree, and at least 90 credit hours of the 120 required
242, 345, 346) must be in the liberal arts and sciences.
F. Independent Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
(One course from the following: Government and Politics
435, 464, 490) Minor in Government
G. Government and Politics electives. . . . . . . . . . . . . . . . . . . . . . . . . . 6 The minor in government is designed to provide a focused and in-depth examina-
tion of the institutions and processes of American government. It will enable students
Major-Related Concentration . . . . . . . . . . . . . . . . . . . . . . . . 15 in those majors where knowledge of, and interaction with, government is essential to
( Each major must select one of the following concentrations. In some cases the concen- develop additional competency. It especially is appropriate for majors in accounting,
tration requires that specific political science courses be taken to satisfy major course business, construction management, criminal justice, economics, international studies,
requirements. Some of the non-major courses (*) have prerequisites, some of which journalism, and public relations.
also may be used to satisfy core requirements.) Total credit hours required for minor: 18
International Business Management . . . . . . . . . . (15)
(Government and Politics 368 required)
Required Courses
Economics 131*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Credit
Economics 443*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Hours
Management 201* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Government and Politics 101 Introduction to Politics and
Management 459 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 American Government . . . . . . . . . . . 3
Marketing 415*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Government and Politics 212 American Political Parties
and Elections. . . . . . . . . . . . . . . . . . . . 3
Political Public Relations. . . . . . . . . . . . . . . . . . . . . . . . (15)
Government and Politics 251 Congress and the Legislative Process. . 3
( Depending on focus desired, two of the following are required as part of
Government and Politics 332 Public Administration . . . . . . . . . . . . . . 3
the major course requirements: Government and Politics 212, 313, 251, or
Government and Politics 345 Constitutional Law and the
332)
Governmental Process
Prerequisites: Journalism Studies 261 and 262
or
A. Journalism 181. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Government and Politics 346 Civil Liberties. . . . . . . . . . . . . . . . . . . . . . 3
B. Public Relations 182. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Government and Politics 333 American Public Policy . . . . . . . . . . . . . 3
C. Journalism 362*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
18
D. Public Relations 372*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
E. Public Relations 375*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Major in Health Studies Health Sciences 245* Human Development Across the Lifespan
or
(Bachelor of Science Degree) Psychology 223* Life Span Developmental Psychology . 3 1,2,3
Faculty: DiMeo Health Studies 101* Introduction to Health Professions . . . 1 1
The major in health studies is designed for students who plan to enter the health or Health Studies 401* Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3 3,4
health-related professions. Majors include students planning graduate work in a health
**Philosophy 107* Ethics
or health-related field, students who plan to seek employment in the health care field
upon graduation, and students interested in exploring health issues in the context of a or
liberal arts background. This degree does not lead to a professional credential or pre- **Philosophy 108* Professional Ethics . . . . . . . . . . . . . . . . . 3 1,2,3
pare for licensure. **Psychology 101* Introduction to Psychology. . . . . . . . . . 3 1,2,3
Physical Therapy Major Electives

Students interested in applying to the physical therapy program would need to Two from the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1,2,3
complete the following: Anthropology 415; Biology 101; Biology 102; Gerontology 214; Psychology 237* Group Dynamics (3)
Chemistry 211; Chemistry 263; Health Studies 101; Health Studies 245; Health Studies Psychology 256* Principles of Behavior Change (3)
401; Health Studies 445; Philosophy 107 or 108; Physics 151; Physics 152; Psychology Psychology 361* Abnormal Psychology (3)
101; Psychology 211; Psychology 237; Psychology 372 or 374; and Sociology 207. Please Psychology 366* Individuals with Disabilities (3)
see Graduate Degree Programs in this section of the catalog for additional information. Psychology 372* The Counseling and Interviewing Process (3)
Students are encouraged to meet with a physical therapy faculty member for specific
or
advising as early in their academic career as possible.
Psychology-Child
Occupational Therapy Life 374* The Helping Relationship (3)
Students interested in applying to the occupational therapy program would need Health Studies 309* Medical Conditions and Implications (3)
to complete the following: Anthropology 415; Biology 101; Biology 102; Biology Social Studies 207* Social Organization of the
201; Biology 202; Gerontology 101 or 214; Health Studies 101; Health Studies 245; U.S. Health Care System (3)
Health Studies 401; Health Studies 445; Philosophy 108; Physics 151; Psychology 101; 6
Psychology 211; Health Studies 309; Psychology 361; Health Studies 335; and Health
Studies 381. Please see Graduate Degree Programs in this section of the catalog for One from the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3
additional information. Students are encouraged to meet with an occupational therapy **Economics 241* Statistics (3)
faculty member for specific advising as early in their academic career as possible. **Math 112* Basic Statistics (3)
Total credit hours required for degree: 120 **Psychology/
Sociology 211* Statistics in the Behavioral Sciences (3).
3
(See also General Education Core in the “Undergraduate Program” section of this One from the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 – 4 3,4
catalog.) Health Studies 445* Clinical Research (3 – 4)
Psychology 312* Introduction to Experimental
Credit Year Methods in Psychology (3 – 4)
Hours Taken Sociology 312* Social Science Research Methods (3 – 4)
3 – 4
Major Course Requirements Five from the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 – 20 2,3,4
Major Course Requirements Therapeutic
**Anthropology 415* Cultures, Health, and Healing. . . . . . . . 3 2,3,4 Recreation 301 Outdoor Recreation Pursuits (3)
**Biology 101* Anatomy and Physiology, I . . . . . . . . . . 4 1,2,3 or
**Biology 102* Anatomy and Physiology, II. . . . . . . . . . 4 1,2,3 Therapeutic
Gerontology 101* Introduction to Aging Recreation 302 Leisure Counseling: Theory and Practice (3)
or Biology 112 Human Sexuality (3)
Gerontology 214* Biology of Aging . . . . . . . . . . . . . . . . . . . 3 1,2,3 or
Biology 113 Human Genetics (3)
Biology 201/L Gross Anatomy (4) Human Development

Biology 202/L Neuroanatomy and Neurophysiology (4) Gerontology 101* Introduction to Aging
Gerontology 300 Special Topics in Gerontology (3) or
or Biology 214* Biology of Aging. . . . . . . . . . . . . . . . . . . 3 2,3
Gerontology 411 Aging and Mental Health (3) Health Studies 245 Human Development Across the Life Span (3)
Biology 205 Human Nutrition (3) or
or Psychology 223* Life Span Developmental Psychology (3) 3 1,2,3
Biology 208 Pharmacology and Pathophysiology (3)
Chemistry 211 General Chemistry (4) Research methods: One course from the following
Chemistry 263 Introduction to Organic and Biochemistry (4) Health Studies 445 Clinical Research (3)
Health Studies 381 Kinesiology (3) Psychology 312* Introduction to Experimental Methods
Education 314 Children’s Literature (3) in Psychology (4)
or Sociology 312* Social Science Research Methods (3). . 3 – 4 3,4
Education 301 Foundations of Literacy (3)
Physics 151 General Physics I (4) Health Studies 401 Senior Seminar. . . . . . . . . . . . . . . . . . . . . 3 4
Physics 152 General Physics II (3) Psychology 237* Group Dynamics. . . . . . . . . . . . . . . . . . . 3 2,3
Health Studies 400 Advanced Topics in Health Science (3) Psychology 256* Principles of Behavior Change . . . . . . . 3 2,3
Health Studies 384 Pathokinesiology (3) Psychology 366* Individuals with Disabilities . . . . . . . . . 3 2,3
Health Studies 345 Clinical Pharmacology: Application to Practice (3)
Adaptive Sports (3) Two of the following three courses
15 – 20 Biology 112* Human Sexuality (3)
* The student must complete at least 18 credits at the 300-level or above within the major. Psychology 361* Abnormal Psychology (3)
Psychology-Child Life 375* Death, Dying and Bereavement (3) . . . 6 2,3,4
One course from the following two groupings

Major in Health Studies – Human Behavior Counseling
(Bachelor of Science Degree) Psychology 372* The Counseling and Interviewing
The major in health studies with a concentration in human behavior is designed Process (3)
for students who plan to enter the health or health-related professions. Majors include Psychology-Child
students planning graduate work in a health or health-related field, students who plan Life 374* The Helping Relationship (3). . . . . . . . . 3 3,4
to seek employment in the health care field upon graduation, and students interested Human Development
in exploring health issues from a behavioral perspective in the context of a liberal arts
Biology 214* Biology of Aging (3)
background. This degree does not lead to a professional credential or prepare for
licensure. Psychology 321* Infancy and Childhood (3)
Psychology 322* Adolescence (3)
Psychology 327* Adulthood and Aging (3). . . . . . . . . . . . 3 2,3,4
36 – 37
Academic Requirements Major-Related Course Requirements
(See also General Education Core in the “Undergraduate Program” section of this (Some of the following may be used to satisfy core requirements.)
catalog.) Statistics
Credit Year **Economics 241* Statistics
Hours Taken or
**Mathematics 112* Basic Statistics
or
Major Course Requirements **Psychology 211* Statistics in the Behavioral Sciences. . . 3 1,2,3
Social Studies 207* Social Organization of the U.S. Health
Care System. . . . . . . . . . . . . . . . . . . . . 3 1,2
Philosophy Management 101 .Introduction to Contemporary Business 3 1

**Philosophy 107* Ethics Management 201 Principles of Business Management I. . 3 2
or Management 202 Principles of Business Management II. 3 2
**Philosophy 108* Professional Ethics. . . . . . . . . . . . . . . . . . 3 1,2,3,4 Management/Marketing
**Psychology 101* Introduction to Psychology. . . . . . . . . . 3 1,2 Elective .One course in Management or Marketing 3 2, 3
Anthropology 415* Cultures, Health and Healing . . . . . . . . 3 3,4 Social Studies 207 Social Organization of the US Health
12 Care System. . . . . . . . . . . . . . . . . . . . . 3 2
13 – 38 One of the following mathematics options:

Mathematics 143 & 144 Mathematical Analysis for Business and
Electives Economics I and II
or
*Liberal Arts
**course also included in core Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 or 6 2
One of the following statistics courses:

Economics 241 Statistics
Major in Health Studies – Management or
(Bachelor of Science Degree) Psychology/Sociology 211 Statistics in the Behavioral Sciences. . . 3 1, 2
This major is designed for students who plan to enter the health or health-related
professions in a managerial capacity. Majors include students planning graduate work One of the following ethics courses:
in health management or health-related government service upon graduation, and Philosophy 107 Ethics
students interested in exploring the areas of health care management and planning or
applications in the context of a liberal arts background. (The degree does not lead to a Philosophy 108 Professional Ethics. . . . . . . . . . . . . . . . . . 3 1, 2
professional credential or prepare the student for licensure in any of the health fields.)
Total credit hours required for degree: 120 One of the following human development courses:
Health Studies 245 .Human Development Across the Life Span
or
Academic Requirements Psychology 223 Life Span Developmental Psychology. . 3 2, 3
catalog.) One of the following:
Gerontology 101 Introduction to Aging
Credit Year
Psychology 363 Health Psychology
Hours Taken Psychology 366 Individuals with Disabilities
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Psychology-Child Life 374 The Helping Relationship. . . . . . . . . . . . 3 3, 4
Major Course Requirements One of the following research methods courses:
(Some of the following may be used to satisfy college core requirements.) Economics 474 and 475 .Research Proposal and Research Methods
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2 in Economics (4 credits)
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2 Health Studies 445 Clinical Research
Anthropology 415 Cultures, Health, and Healing. . . . . . . . 3 3, 4 Psychology 413 Program Evaluation
Business Law 301 The Legal Environment of Business Sociology 312 Social Science Research Methods. . . . . 3 or 4 3, 4
or
Economics 346 Government and Economic Life. . . . . . 3 2, 3 58 – 62
Economics 131 Principles of Microeconomics. . . . . . . . 3 1
Economics 141 Principles of Macroeconomics . . . . . . . 3 1 Electives
Economics 375 Health Economics. . . . . . . . . . . . . . . . . . 3 3, 4 The student must complete sufficient elective courses to earn at least the minimum
Finance 333 Corporation Finance. . . . . . . . . . . . . . . . 3 2 credit hours required for this degree, and at least 60 credit hours of the 120 required
Health Studies 101 Introduction to Health Professions. . . . 1 1 must be in the liberal arts and sciences. Students are encouraged to select electives that
will complement their major course of study, for example, courses in Anthropology, History majors are required to take History 155 by the spring semester of the
Communications, Government and Politics, History, International Studies, Law, and freshman year. Transfer students enroll in History 155 during the first semester
Sociology. on campus. At least 18 credit hours in the History major must be at or above the
300-level.
Major in History
(Bachelor of Arts Degree) Electives
Faculty: Cash, Swanson, Wittner, Young The student must compete sufficient elective courses to earn at least the minimum
The major in history offers one of the broadest and most flexible liberal arts fields credit hours required for this degree, and at least 90 credit hours of the 120 required
at the College. It is intended for those who seek an understanding of the human condi- must be in the liberal arts and sciences.
tion through its historical development, and it has special relevance to those wishing to
prepare themselves for fields such as secondary school social science teaching, elemen- NOTE: Students in the education program who intend to student teach history or
tary school teaching, government service of all varieties, graduate study of history, and social studies should note that they must maintain a minimum overall grade point
other careers requiring a liberal arts preparation. It also is an excellent undergraduate average of 2.75 (4.0 scale) and have no grade lower than C (2.0) in any required major
background for those contemplating professional training in law, library science, and course in order to receive a favorable recommendation.
similar fields.
Students considering public school teaching as a career should refer to the pro-
grams in education, listed alphabetically in this section of the catalog. Minor in History
Total credit hours required for degree: 120 The history minor is intended particularly to provide students with an opportunity
to add the perspective of a traditional liberal arts discipline, one which offers exposure
to both Western and non-Western societies. Although open to all, it should prove espe-
Academic Requirements cially relevant for students in pre-law, criminal justice, public relations and/or journal-
ism, education, and the helping professions.
catalog.) Total credit hours required for minor: 18
Credit Required Courses

Hours Credit
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Hours
Two of the following four courses
Major Course Requirements History 125 America and the World . . . . . . . . . . . . . 3
History 125 America and the World . . . . . . . . . . . . . 3 History 135 Africa and the Atlantic World. . . . . . . . 3
Any two of the following three courses History 145 Asia and the World. . . . . . . . . . . . . . . . . 3
History 135 Africa and the Atlantic World. . . . . . . . 3 History 165 Europe and the World. . . . . . . . . . . . . . . 3
History 145 Asia and the World. . . . . . . . . . . . . . . . . 3
History 165 Europe and the World. . . . . . . . . . . . . . . 3 History Electives 200-, 300-, 400-, 500-level history courses
History 155 .Introduction to Historical Research Methods 1 at least 9 credits of which must be at the
History 455 Historical Methods. . . . . . . . . . . . . . . . . 3 300-level or higher . . . . . . . . . . . . . . . . . 12
History 456 Guided Historical Research. . . . . . . . . . 3 18
200-, 300-, 400-, 500-level history courses at least 12 credit of which
must be at the 300-level or higher . . . . 21
Minor in Human Rights Advocacy
At least 6 hours must be taken in history courses in each of the following areas: The minor in human rights advocacy is designed to provide an in-depth examina-
1. U.S. History 305, 308, 311, 312, 313, 315, 316, 322, 323, 324, 345, select topics tion of human rights issues in history and contemporary events. The minor will also
2. European History 266, 367, 371, 372, 375, 376, 381, select topics focus on the processes and institutions available for dealing with human rights viola-
3. Non-Western History 202, 334, 335, 343, 344, 347, 348, 443, select topics tions. It is an appropriate minor for students in any major who have a concern for
37 human rights and wish to use the knowledge and skills developed in their major to deal
with these issues and/or develop career opportunities.
Total credit hours required for the minor: 19
Required Courses Credit Year

Government 211 (HRA 211) Introduction to Human Rights. . . . . . . 1 Hours Taken
Government 281 Political Ideas and Ideologies. . . . . . . . . 3 General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
History 334 History of Colonial Africa
History 335 History of Modern South Africa (Some of the following courses have prerequisites, which also may be
or taken to satisfy core requirements. Consult with your faculty adviser.)
History 344 Modern China
or Required Courses
History 381 Germany in the Nazi Era The International Setting
or International Studies 101* World Regional Geography. . . . . . . . . . 3 1
History 372 Modern Russia. . . . . . . . . . . . . . . . . . . . . 3 International Studies 487 Senior Seminar in International
or Studies. . . . . . . . . . . . . . . . . . . . . . . . . . 3 4
Government 300 HRA 300 Selected Topics. . . . . . . . . . . . 3 or
Government 364* International Law . . . . . . . . . . . . . . . . . . 3 Government 464/HRA 464 International Protection of Human Rights
Six credit hours from the following courses: International Political Relations
Anthropology 251 Native American Culture Government and Politics 261 International Relations. . . . . . . . . . . . . . 3 1,2
Government 346 Civil Liberties One of the following courses:
Government 363* International Organizations Government and Politics 363 International Organizations. . . . . . . . . . 2,3
Sociology 252 Racial and Cultural Minorities . . . . . . . 6 Government and Politics 364 International Law . . . . . . . . . . . . . . . . . . 2,3
Government 464 (HRA 464) International Protection of Government and Politics 365 American Foreign Policy. . . . . . . . . . . . 2,3,4
Human Rights – Capstone Seminar 3 History 308 The United States in the World. . . . . . . 3 2,3,4
19 Comparative Political Systems
*Prerequisite may be waived for non-government and politics and international studies majors. One of the following courses:
Government and Politics 271 European Politics. . . . . . . . . . . . . . . . . . . 3 2
Government and Politics 372 Modern Russia. . . . . . . . . . . . . . . . . . . . . 2,3,4
Government and Politics 373 African Politics. . . . . . . . . . . . . . . . . . . . . 2,3,4
Major in International Studies Government and Politics 374 Latin American Politics . . . . . . . . . . . . . 2,3,4
(Bachelor of Arts Degree) Government and Politics 375 Political Change in Developing Nations 3
Faculty: Little, Orlin, Richmond, Swanson, Young, Wittner, Zee International Economic Relations
The major in international studies is designed to provide a cross-disciplinary back- Government and Politics 368 International Political Economy. . . . . . 3 2,3,4
ground for those interested in careers concerned with parts of the world beyond the
borders of their own country. Societies and traditions other than our own are worthy of Language*
our attention in their own right because of the quality and richness of human experi- Students must demonstrate an oral facility in one modern foreign
ence that they represent. Moreover, in the present and future eras of instant commu- language at the intermediate (202) level by successfully passing
nication, rapid air transportation, and increasing internationalism in all areas of life, courses or by examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 – 12 1,2
knowledge and training in international studies is important to anyone seeking a lead-
24 – 36
ership position in the modern world. The major in international studies gives students
a broad education which offers them career opportunities in international business and
education, foreign service, international civil service, education, and many other fields.
Major-Related Concentration
Students considering public school teaching as a career should refer to the pro- Each student will select at least one of the following concentrations:
grams in education, listed alphabetically in this section of the catalog. Area Studies (Choose Western or non-Western Studies)
Total credit hours required for degree: 120 Western Studies
Choose any five of the following courses:
French 347 French Civilization and Culture. . . . . . 3 2,3,4
Academic Requirements History 266 Modern Europe. . . . . . . . . . . . . . . . . . . . 3 2,3,4
History 367 Central Europe. . . . . . . . . . . . . . . . . . . . . 3 2,3,4
catalog.)
History 371 Russian History. . . . . . . . . . . . . . . . . . . . 3 2,3,4 World Literature 205* Masterpieces of Western Literature:
History 372 Modern Russia. . . . . . . . . . . . . . . . . . . . . 3 2,3,4 Through the Renaissance. . . . . . . . . . 3 2,3,4
History 376 British History: 1688 to the Present. . . 3 2,3,4 World Literature 206* Masterpieces of Western Literature:
History 381 Germany in the Nazi Era. . . . . . . . . . . . 3 2,3,4 Since the Renaissance. . . . . . . . . . . . . 3 2,3,4
International Studies 235 Russian Civilization and Culture . . . . . 3 2,3,4 World Literature 358 World Literature in English. . . . . . . . . . 3 2,3,4
Government and Politics 271 European Politics. . . . . . . . . . . . . . . . . . . 3 2,3,4 15
Government and Politics 372 Modern Russia. . . . . . . . . . . . . . . . . . . . . 3 2,3,4 Study abroad and internships are highly recommended for all international studies
Spanish 247 Introduction to Spanish Culture. . . . . . 3 2,3,4 majors and should be discussed with the student’s adviser and the director of interna-
15 tional programs as early as possible.
Non-Western Studies
Choose any five of the following courses:
Electives
Anthropology 254 Peoples and Cultures of Sub-Saharan The student must complete sufficient elective courses to earn at least the minimum
Africa . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3,4
History 202 Introduction to East Asian History . . . 3 2,3,4
History 343 Modern Japan. . . . . . . . . . . . . . . . . . . . . . 3 2,3,4 *May be used to meet core requirement.
History 344 Modern China. . . . . . . . . . . . . . . . . . . . . 3 2,3,4
International Studies 225 Chinese Civilization and Culture. . . . . 3 2,3,4
International Studies 247 Japanese Civilization and Culture. . . . . 3 2,3,4
Government and Politics 373 African Politics. . . . . . . . . . . . . . . . . . . . . 3 2,3,4 Major in Journalism Studies
Government and Politics 374 Latin American Politics . . . . . . . . . . . . . 3 2,3,4 (Bachelor of Science Degree)
Government and Politics 375 Political Change in Developing Nations 3 2,3,4 Faculty: Chanatry, Friend, Landon
15 The journalism studies program recognizes the need for contemporary journalists
International Business Management to have strong professional skills along with a solid background in the liberal arts and
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 3, 4 sciences. The major provides the core of courses essential for today’s print and broad-
Management 101 Introduction to Contemporary Business 3 3, 4 cast newswriter, as well as a wide selection of courses that address the changing needs
and issues within the field of journalism. The major requires hands-on experience
Management 201 Principles of Business Management. . . 3 3, 4
through internships as well as by working on the campus newspaper or radio station.
Management 459 International Business Management . . 3 3, 4
Marketing 415 International Marketing. . . . . . . . . . . . . 3 3, 4 Total credit hours required for degree: 120
Total credit hours required for the major (of which at least half must be at the 300
15
level or above): 45
Language
concentration in languages requires 15 credits of coursework above the
A
intermediate (202) level in a modern foreign language. Some languages
may require study abroad. Check with your adviser and with the
Director of International Programs about this option. . . . . . . . . . . . . . 15 1,2,3,4 (See also General Education Core in the “Undergraduate Program” section of this
catalog.)
World Literature and Civilization Credit Year
Choose any five courses: Hours Taken
English 245 Major Figures in English Literature. . . 3 2,3,4 General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
English 246 Major Figures in English Literature. . . 3 2,3,4
English 357 Modern British Literature . . . . . . . . . . . 3 2,3,4 Major Course Requirements
All-College 377 London Learning Experience . . . . . . . . 3 2,3,4 Journalism Studies 181 Introduction to Mass Communication. 3 1
French 247 French Civilization and Culture. . . . . . 3 2,3,4 Journalism Studies 259 Broadcast News Writing. . . . . . . . . . . . . 3 1, 2
International Studies 225 Chinese Culture and Civilization. . . . . 3 2,3,4 Journalism Studies 261 Newswriting. . . . . . . . . . . . . . . . . . . . . . . 3 1, 2
International Studies 235 Russian Culture and Civilization . . . . . 3 2,3,4 Journalism Studies 262 Reporting . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
International Studies 247 Japanese Civilization and Culture. . . . . 3 2,3,4 Journalism Studies 364 Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3, 4
Spanish 247 Introduction to Spanish Culture. . . . . . 3 2,3,4 Journalism Studies 365 Publication Design. . . . . . . . . . . . . . . . . . 3 2, 3, 4
Journalism Studies 450 Field Work in JLM. . . . . . . . . . . . . . . . . . 3 4
One from: Minor in Journalism

Journalism Studies 362 Reporting of Public Affairs
The minor in journalism is designed to provide students in other majors with an
Journalism Studies 371 Advanced Reporting Techniques . . . . . 3 2, 3
opportunity to develop their understanding of the news media and to learn specific
journalism skills. The minor provides the introductory courses essential for today’s
One from: newswriter and editor, as well as a selection of courses that address the changing issues
Journalism Studies 467 Communications Law and technologies within the field of journalism.
Journalism Studies 401 Media Ethics. . . . . . . . . . . . . . . . . . . . . . . 3 3, 4 Total credit hours required for minor: 18
27
Required Courses
Credit
Major Electives Hours
In consultation with your advisor, select six additional credits from journal-
Journalism 181 Introduction to Mass Communication. 3
ism studies. These courses must be different from the courses selected to fulfill a
concentration. Journalism 261 Newswriting . . . . . . . . . . . . . . . . . . . . . . 3
Journalism 262 Reporting. . . . . . . . . . . . . . . . . . . . . . . . . 3
Concentration:
Students must take at least 15 hours of study above the 100 level in an area of One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
concentration. Students interested in a broadcast journalism concentration must take Journalism 364 Editing
the designated courses. Students desiring to use public relations for a concentration Journalism 365 Publication Design
should take the public relations-journalism dual major. Students may elect to fulfill this Journalism 372 Essentials of News Photography
concentration with courses from any discipline or combination of disciplines outside Journalism 461 Web Writing and Design
of journalism or public relations in consultation with their advisor, and with approval
of the program director or coordinator. (Transfer students should consult with their One of the following courses: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
adviser regarding fulfillment of concentration with transferred courses.) Journalism 381 Censorship
Journalism 401 Media Ethics
Concentration in Broadcast JOURNALISM
Journalism 467 Communications Law
Journalism Studies 241 Introduction to the Sports Report . . . . 3 1, 2
Journalism Studies 276 TV News Field Reporting and Production I 3 2 One additional Journalism studies course at the 300- or 400-level. . . 3
Journalism Studies 378 TV News Field Reporting and Production II 3 2, 3
Select one from:

Communication Arts 261 Broadcasting and the Public Interest
Law
Communication Arts 368 Broadcast News and Society. . . . . . 3 2, 3 (See “Preparation for Graduate and Professional Schools.”)
Select one from:

Communication Arts 235 Introduction to Oral Interpretation Liberal Arts-Engineering
Communication Arts 303 Public Speaking II. . . . . . . . . . . . . . . 3 2, 3 (See Physics)
Electives
The student must complete sufficient elective courses to earn at least the minimum Major in Liberal Studies
The major in liberal studies is designed as a general liberal arts degree. It was
*Students wishing information about the journalism studies retention policy should consult with their academic developed for students with experience or training as professionals or para-profession-
adviser. als in areas such as corrections, counseling, Health Studies, and teaching. It is also of
value to persons with other backgrounds. The major provides students with a broad
liberal arts context; it does not provide a professional credential.
Academic Requirements Requirements

(See also General Education Core in the “Undergraduate Program” section of this Credit
catalog.) Hours
Three of the following courses:
Credit Year English 195 American Literature and Culture. . . . . 3
Hours Taken English 245 Major Figures in English Literature:
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Through the 18th Century. . . . . . . . . 3
English 246 Major Figures in English Literature:
Major Course Requirements Since the 18th Century. . . . . . . . . . . . 3
Four courses (at least twelve credit hours) must be selected from each of these three Literature 205 Masterpieces of Western Literature:
groups: Through the Renaissance. . . . . . . . . . 3
Group 1: Society and Behavior Literature 206 Masterpieces of Western Literature:
Any 300/400-level courses from at least two of the following areas:
Since the Renaissance. . . . . . . . . . . . . 3
Anthropology, Economics, History, International Studies, Government
and Politics, Psychology, and Sociology. 9
Group 2: Art and Language English 367 Shakespearean Drama. . . . . . . . . . . . . . . 3
Any 300/400-level courses from at least two of the following areas:
Communication Arts, English, Film Studies, Fine Arts (except studio Electives
classes), Foreign Languages, Music, Philosophy, Theatre, and World One 300/400-level course in each of the following areas*:
Literature. American literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Group 3: Science and Mathematics British literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Any courses not already used for core from at least two of the following World literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
areas: Biology, Chemistry, Environmental Science, Geology, History and 9
Philosophy of Science and Technology, Mathematics, and Physics.
*Genre courses (e.g., English 372) will count toward the area their syllabi most reflect.
36
In special circumstances, other subject areas appropriate for the three groups may be
approved by the school dean.
Electives
Major in Management
The student must complete sufficient elective courses to earn at least the minimum (Bachelor of Science Degree)
credit hours required for this degree, and at least 60 credit hours of the 120 required Faculty: Hurley, Peek, Petrillo, Rau, Rossi
must be in the liberal arts. (Concentrations in General Management, Human Resources Management, and
Marketing Management)
The purpose of the major is to prepare graduates for competent and responsible
participation in business and society. Recognizing the crucial role of business activity
Minor in Literature for our economy and society, the major is designed to introduce students to the way
The minor in literature allows the student to become acquainted with the greatest business functions in the larger social context. Business operations are presented in an
writers of all ages. The masterpieces offered here provide aesthetic, cultural, philo- integrated fashion, as they will be in a real business environment. Issues of ethics and
sophical, and psychological enrichment. Beyond the personal value this minor could social responsibility, the global nature of business, and technological developments, as
have for any student, it is recommended especially to students with professional goals, well as skills in interpersonal dynamics, research, and oral and written communication,
such as the study of law or medicine; to majors in career areas requiring knowledge of are emphasized throughout the curriculum.
people and culture, such as journalism, management, social work, and health-related Total credit hours required for degree: 120
programs; and to majors in related areas of the liberal arts, such as history, government
and politics, psychology, and philosophy. Students should consult their major advis-
ers about the appropriateness of this minor for their majors. This minor is not open to
English majors. Academic Requirements
Total credit hours required for minor: 21 (See also General Education Core in the “Undergraduate Program” section of this
catalog.)
Credit Year
Hours Taken
Major Course Requirements Management 300 Selected Topics in Management

(Some of the following may be used to satisfy core requirements.) or 400
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 2 Management 470 Internship
Accounting 202 Managerial Accounting . . . . . . . . . . . . . 3 2 Psychology 372 .The Counseling and Interviewing Process 9 3, 4
Business Law 301 The Legal Environment of Business
or 12
Economics 346 Government and Economic Life. . . . . . 3 2, 3
Concentration in Marketing Management
Economics 131 Principles of Microeconomics. . . . . . . . 3 1
Economics 141 Principles of Macroeconomics . . . . . . . 3 1 Marketing 481 Marketing Management. . . . . . . . . . . . . 3 3, 4
Economics 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2, 3 Choose three of the following courses:
Economics elective* 300- or 400-level course in Economics. 3 3, 4 Economics 332 Managerial Economics
Finance 333 Corporate Finance. . . . . . . . . . . . . . . . . . 3 2 Marketing 311 Elements of Integrated Marketing Communications
Management 101 .Introduction to Contemporary Business 3 1 Marketing 313 Market Research
Management 201 Principles of Business Management I. . 3 2 Marketing 412 .Sales Management and Personal Selling
Management 202 Principles of Business Management II. 3 2 Marketing 415 International Marketing
Management 301 Intermediate Business Management. . . 3 3 Marketing 300 Selected Topics in Marketing
Management 451 Advanced Principles of Management. . 3 4 or 400
Elective* .300- or 400-level elective in Accounting, Marketing 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . 9 3, 4
Economics, Finance, Management, or 12
Marketing. . . . . . . . . . . . . . . . . . . . . . . 3 3, 4
Mathematics 143 .Mathematical Analysis for Business and CONCENTRATION IN RISK MANAGEMENT AND INSURANCE
& 144 Economics I and II RMI 273 .Introduction to Risk Management and
or Insurance . . . . . . . . . . . . . . . . . . . . . . . 3 2,3
Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 or 6 1, 2 RMI 483 Risk Management. . . . . . . . . . . . . . . . . . 3 4
45 – 48 Choose two of the following courses:. . . . . . . . . . . . . . . . . . . . . . . . . . . .
RMI 325 .Principles of Insurance: Life, Health and Annuities
Concentration RMI 326 Principles of Insurance: Property and Liability
Day students should select one concentration from among General Management, RMI 367 Derivatives Markets
Human Resources Management, Marketing Management, and Risk Management RMI 375 .Quantitative Financial Analysis of Risk
and Insurance. Continuing Education students must select the General Management RMI 470 Internship in Risk Management and
concentration. Insurance . . . . . . . . . . . . . . . . . . . . . . . 6 3,4
12
Concentration in General Management
Choose two courses in Management at the 300- or 400-level Electives
(One of these may be Management 470, Internship) The student must complete sufficient elective courses to earn at least the minimum
Choose one 300- or 400-level course from each of two of the credit hours required for this degree, and at least 60 credit hours of the 120 required
following areas: Accounting, Economics, Finance, Marketing . . . . . . 12 3, 4 must be in the liberal arts and sciences. Students are encouraged to select electives that
will complement their major course of study, for example, courses in Anthropology,
Concentration in Human Resources Management Communications, Government and Politics, History, International Studies, Law, and
Management 371 Human Resources Management. . . . . . 3 3, 4 Sociology.
Choose three of the following courses: *Must be a course other than the one used in the concentration.
Economics 344 Labor Problems
Economics 375 Health Economics
Management 375 Collective Bargaining
Minor in Management Academic Requirements

The minor in management is designed to allow students who are majoring in other (See also General Education Core in the “Undergraduate Program” section of this
areas to explore the field of management in an organized and coherent way. Skills in catalog.)
organizing and managing groups can be an important preparation for careers in busi-
ness, non-profit, and public organizations. Credit Year
Total credit hours required for minor: 21 Hours Taken
Credit General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
Hours
Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3 General Program
Economics 131 Principles of Microeconomics. . . . . . . . 3 Major Course Requirements
Management 101 Introduction to Contemporary Business 3 Mathematics 201, 202,
Management 201 Principles of Business Management I. . 3 301, 302 Calculus I, II, III, IV. . . . . . . . . . . . . . . . 12 1,2
Management 202 Principles of Business Management II. 3 Mathematics 305 Fundamental Structures of Mathematics 3 2
Mathematics 321 Probability and Statistics . . . . . . . . . . . . 3 3,4
Choose two of the following courses: Mathematics 331 Linear Algebra. . . . . . . . . . . . . . . . . . . . . 3 2,3
Business Law 301 The Legal Environment of Business. . . 6 Mathematics 334 Abstract Algebra . . . . . . . . . . . . . . . . . . . 3 3,4
Finance 333 Corporation Finance Mathematics 401 Real Analysis I. . . . . . . . . . . . . . . . . . . . . 3 3,4
Management elective .Any 300- or 400-level Management course Three Advanced Mathematics electives (300/400 level). . . . . . . . . . . . . 9 3,4
Marketing elective .Any 300- or 400-level Marketing course 36
21
Major-Related Course Requirements
Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 1,2
Major in Mathematics Physics 261 Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1,2
(Bachelor of Arts Degree) 7
Faculty: Behforooz, Craig, Emmons, Wassink
Mathematics is a universal part of human culture. Its universality makes it a
Concentration for Prospective Math Teachers
powerful tool in a variety of endeavors including the study of the natural sciences, the Major Course Requirements
social sciences, computer science, business, and economics. Studied for its own sake, Mathematics 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3 1
mathematics is appreciated as much for its elegance and beauty as for its practicality. Mathematics 201, 202,
Mathematics is the science of discovering patterns yet unlike the other sciences math- 301, 302 Calculus I, II, III, IV. . . . . . . . . . . . . . . . 12 1,2
ematics offers a standard of certainty through mathematical rigor and proof. The study
Mathematics 303 History of Mathematics . . . . . . . . . . . . . 3 2,3
of mathematics is one of the cornerstones of a liberal education, training the mind in
logical thought, precise expression, and critical thinking. Mathematics 305 Fundamental Structures of Mathematics 3 2
The mathematics curriculum at Utica College is designed to meet the needs of stu- Mathematics 313 Mathematics: A Heuristic Approach . . 3 3,4
dents who have one of the following objectives: (1) to pursue graduate study in math- Mathematics 331 Linear Algebra. . . . . . . . . . . . . . . . . . . . . 3 2,3
ematics; (2) to prepare for careers as mathematicians in industrial or governmental Mathematics 334 Abstract Algebra . . . . . . . . . . . . . . . . . . . 3 3,4
laboratories, and in fields which rely mainly on mathematics such as actuarial work, Two Advanced Mathematics electives (300/400 level). . . . . . . . . . . . . . 6 3,4
statistical analysis, and economics; (3) to teach mathematics in elementary and second- 36
ary schools; (4) to contribute to their liberal education by studying the language and
fundamental methods of mathematics. Major-Related Course Requirements
The mathematics department of Utica College offers two concentrations for the Choose two of the following:
major in mathematics. The General Mathematics Curriculum offers a sound founda-
Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 1,2
tion in pure and applied mathematics for those seeking careers in mathematical fields
and those who plan to continue their study of higher mathematics in graduate school. Physics 261 Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1,2
The Concentration for Prospective Math Teachers is intended for those students who Physics 262 Physics II. . . . . . . . . . . . . . . . . . . . . . . . . . 4 1,2
are preparing for careers teaching mathematics. 7–8
Electives The nursing program is fully accredited by the National League for Nursing
The student must complete sufficient elective courses to earn at least the minimum Accrediting Commission, is a member of the League’s Council of Baccalaureate
credit hours required for this degree, and at least 90 credit hours of the 120 required and Higher Degree Programs, and is approved by the New York State Education
must be in the liberal arts and sciences. Department. Graduates are eligible to take the National Council Licensure
Examination for Registered Nursing (NCLEX-RN).
The RN-BS option offers the RN an opportunity to continue her or his education
toward a baccalaureate degree in nursing. Learning experiences are designed to meet
Minor in Mathematics the educational, career, and personal needs of each student. New areas of knowledge
A minor in mathematics is designed to provide an introduction to the methods of build upon the student’s educational and clinical experience.
mathematics and a complement to majors that have a strong quantitative component Students may earn a maximum of 30 hours of competency or experience credit
such as the natural sciences, computer science and business economics. A minor in toward the baccalaureate degree. Competency and experience credit are determined by
mathematics may be used by students who wish to develop their ability to reason logi- various academic departments.
cally and form habits of precise thought and expression. Because mathematics is the Major course requirements for RNs working towards a baccalaureate degree differ
underlying language of an ever more technological society, courses in the minor will and are listed separately below. All other requirements (special requirements, academic
help provide students with the tools to solve significant problems in many academic requirements, major-related requirements, and electives) are the same as for the basic
areas. Students should consult their major advisors and faculty in the mathematics baccalaureate program.
department about the appropriateness of this minor to their course of study. For placement opportunities, please contact the program director.
Total credit hours required for minor: 21 Total hours required for degree: 128
Credit
Hours
Mathematics 201, 202, 301 Calculus I, II, III . . . . . . . . . . . . . . . . . . . 9 Special Requirement
Mathematics 305 Fundamental Structures of Mathematics 3 The student in nursing is required to achieve a minimum of C in each major and
Mathematics 331 Linear Algebra. . . . . . . . . . . . . . . . . . . . . 3 major-related course.
One course from Mathematics 317, 321, 334, 341 . . . . . . . . . . . . . . . . . 3
One additional Mathematics course chosen from 300- or 400-level. . 3
21 Academic Requirements
catalog.)
Medicine Credit Year
(See “Preparation for Graduate and Professional Schools” and “Joint Health Professions
Programs.”)
Hours Taken

Major in Nursing (basic baccalaureate)
(Bachelor of Science Degree) Nursing 101 Introduction to Professional Nursing. . 1 1
Faculty: Abounader, Allard, Becker, Brownell, Culyer, Gleasman, Love-Williams, Nursing 201 Health Assessment and the Nursing
Vaccaro Process . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
Professional nurses are liberally educated practitioners who function as primary Nursing 206 Fundamentals of Nursing Practice. . . . 3 2
providers of health care services to individuals, families, groups, and communities.
Nursing 206C Fundamentals of Nursing Practice –
Nurses work collaboratively with physicians, social workers, therapists, and other
health professionals. Clinical . . . . . . . . . . . . . . . . . . . . . . . . . 1 2
The nursing program is designed to provide students with a liberal education as Nursing 334 Nursing Care of the Adult I. . . . . . . . . . 4 3
well as a professional foundation integrating nursing theory with skills required for Nursing 334C Nursing Care of the Adult I – Clinical. 2 3
nursing practice. Graduates of the program have opportunities in a variety of settings Nursing 336 Nursing Care of the Chronically
including acute care, community agencies, home care, and schools. Ill Client. . . . . . . . . . . . . . . . . . . . . . . . 3 3
Clinical experiences for students begin in the second semester of the sophomore Nursing 336C Nursing Care of the Chronically
year and continue throughout each remaining semester of the program. All students Ill Client – Clinical . . . . . . . . . . . . . . 1 3
enrolled in clinical courses must hold current certification in CPR, Basic Life Support, Nursing 372 Childbearing Family Nursing . . . . . . . . 3 3
have health and liability insurance, and meet the health requirements of the respec- Nursing 372C Childbearing Family Nursing –
tive agencies. Transportation is the responsibility of the student. Details about these
Clinical. . . . . . . . . . . . . . . . . . . . . . . . . 2 3
requirements are available from the program office.
Nursing 375 Psychiatric/Mental Health Nursing . . . 3 3 Health Studies 245 Human Development Across the Life Span
Nursing 375C Psychiatric/Mental Health Nursing – or
Clinical. . . . . . . . . . . . . . . . . . . . . . . . . 1 3 Psychology 223 Life Span Developmental Psychology . 3 1,2
Nursing 435 Nursing Care of the Adult II. . . . . . . . . 3 4 Health Studies 445 Clinical Research. . . . . . . . . . . . . . . . . . . 3 4
Nursing 435C Nursing Care of the Adult II – Clinical. 2 4 Philosophy 107 Ethics
Nursing 447 Childrearing Family Nursing. . . . . . . . . 3 4 or
Nursing 447C Childrearing Family Nursing – Clinical 2 4 Philosophy 108 Professional Ethics. . . . . . . . . . . . . . . . . . 3 1,2,3
Nursing 472 Trends and Issues in Psychology 101 Introduction to Psychology. . . . . . . . . . 3 1,2
Professional Nursing. . . . . . . . . . . . . . 2 4 Sociology 151 Human Society. . . . . . . . . . . . . . . . . . . . . 3 1,2
Nursing 474 Community Health Nursing. . . . . . . . . 3 4 Mathematics 112 Basic Statistics 2,3
Nursing 474C Community Health Nursing – or
Clinical. . . . . . . . . . . . . . . . . . . . . . . . . 1 4 Psychology/Sociology 211 Statistics in the Behavioral Sciences. . . 3 2,3
Nursing 475 Nursing Management in the 43
Community. . . . . . . . . . . . . . . . . . . . . 3 4
Nursing 475C Nursing Management in the Major-Related Requirements
Community – Clinical Practicum . . 2 4 (RN to BS Completion Option Only)
Nursing 478 Critical Care Nursing . . . . . . . . . . . . . . . 3 4 ANT 415 Cultures, Health and Healing . . . . . . . . 3
Nursing 478C Critical Care Nursing – Clinical. . . . . . 2 4 BIO 101,102 Human Anatomy and Physiology I & II 8
53 BIO 203 Microbiology and Lab. . . . . . . . . . . . . . . 4
BIO 113 Human Genetics. . . . . . . . . . . . . . . . . . . 3
Major Course Requirements HLS 445 Clinical Research. . . . . . . . . . . . . . . . . . . 3
(RN to BS completion option only) PHI 107 Ethics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Nursing 201 Health Assessment and the Nursing PHI 108 Professional Ethics. . . . . . . . . . . . . . . . . . 3
Process . . . . . . . . . . . . . . . . . . . . . . . . . 3 PSY 101 Introduction to Psychology. . . . . . . . . . 3
Nursing 345 Clinical Pharmacology. . . . . . . . . . . . . . 3 SOC 151 Human Society. . . . . . . . . . . . . . . . . . . . . 3
Nursing 351 Conceptual Framework for Nursing One from the following group:
Practice. . . . . . . . . . . . . . . . . . . . . . . . . 3 MAT 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3
Nursing 472 Trends and Issues in Professional or
Nursing. . . . . . . . . . . . . . . . . . . . . . . . . 2 PSY 211/SOC 211 Statistics in the Behavioral Sciences . . 3
Nursing 474 Community Health Nursing. . . . . . . . . 3
Nursing 474C Clinical Practicum. . . . . . . . . . . . . . . . . . 1 Electives
Nursing 475 Nursing Management in the The student must complete sufficient elective courses to earn at least the minimum
Community. . . . . . . . . . . . . . . . . . . . . 3 credit hours required for this degree, and at least 60 credit hours of the 128 required
Nursing 475C Clinical Practicum. . . . . . . . . . . . . . . . . . 2 must be in the liberal arts and sciences.
20
NOTE: Nursing electives may be required to equal 53 credit hours in nursing depend- Nursing Electives (open to any major)
ing on number of transfer credits in nursing. Nursing 337 Care of the Human Spirit. . . . . . . . . . . . 3 1,2,3,4
Nursing 355 Basic Cardiac Dysrhythmias I. . . . . . . . 3
Major-Related Requirements Nursing 361 Theoretical Bases for Professional
(for baccalaureate only) Forensic Nursing. . . . . . . . . . . . . . . . . 3 2,3,4
(Some of the following may be used to satisfy the core requirement.) Nursing 365 Forensic Psychiatric/Mental Health
Anthropology 415 Cultures, Health, and Healing. . . . . . . . 3 2,3 Nursing. . . . . . . . . . . . . . . . . . . . . . . . . 3 2,3,4
Biology 101, 102 Human Anatomy and Physiology I, II. 8 1 Nursing 400 Special Topics in Nursing. . . . . . . . . . . . 1-3 3,4
Biology 203 Microbiology. . . . . . . . . . . . . . . . . . . . . . 4 2
Biology 205 Human Nutrition. . . . . . . . . . . . . . . . . . . 3 2
Biology 208 Pharmacology and Pathophysiology . . 3 2
Chemistry 211 General Chemistry I. . . . . . . . . . . . . . . . 4 1,2
Major in Philosophy A 9 credit hour elective sequence in liberal arts or sciences

approved by the adviser. These courses must not overlap with
(Bachelor of Arts Degree) courses counted toward core requirements. . . . . . . . . . . . . . . . . . . . . . . 9
Faculty: Fryc, Halliday, Zammiello, Zong 15
The study of philosophy has been fundamental to the education of people in all
great civilizations. The major offers a thorough grounding in philosophy together with
(When a student has completed a second major or minor in a liberal arts field, the elec-
intensive training in philosophic analysis. It entails an examination of the nature and
tive sequence requirements for the philosophy major will be satisfied.)
historical development of our fundamental ideas concerning the universe and our rela-
tion to it. Systematically studying major theories of ethics, metaphysics, knowledge,
and logic trains students to develop their own ideas and to understand and defend
Electives
their beliefs. The abilities to think logically and systematically and to evaluate the com- The student must complete sufficient elective courses to earn at least the minimum
peting claims of different value systems and alternative world views are fundamental credit hours required for this degree, and at least 90 credit hours of the 120 required
tools of the educated, rational person. must be in the liberal arts and sciences. Students are strongly urged to follow a
Students considering public school teaching as a career should refer to the pro- sequence in foreign languages, advanced courses in literature, and a two-course
grams in education, listed alphabetically in this section of the catalog. sequence in science. At least 15 credit hours of electives must be taken at the 300-level
or above.
Academic Requirements Minor in Philosophy

This minor is designed to provide an introduction to the discipline of philosophy
and to complement major programs of study in other disciplines. Students should con-
catalog.)
sult their major advisers and faculty in the philosophy department about the appropri-
Credit Year ateness of this minor. Students must complete sections 1 through 5.
Hours Taken Total credit hours required for minor: 21
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 Credit Year
Hours Taken
Major Course Requirements One of the following:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Students must complete components A through D. Philosophy 101 Critical Thinking 1,2
A. Philosophy 101 Critical Thinking. . . . . . . . . . . . . . . . . . . 3 1 Philosophy 103 Problems in Philosophy 1,2
Philosophy 205 History of Ancient Philosophy. . . . . . . 3 2,3,4
Philosophy 206 History of Modern Philosophy. . . . . . . 3 2,3,4 One of the following:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Philosophy 315 Theories of Knowledge. . . . . . . . . . . . . . 3 2,3,4 Philosophy 205 History of Ancient Philosophy 1,2
Philosophy 345 Political Ethics. . . . . . . . . . . . . . . . . . . . . 3 3,4 Philosophy 206 History of Modern Philosophy
Philosophy 490 Readings in Philosophy . . . . . . . . . . . . . 3 4
One of the following:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
B. One of the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Philosophy 107 Ethics 1,2
Philosophy 103 Problems in Philosophy 1,2 Philosophy 108 Professional Ethics
Philosophy 104 Philosophy of Religion 1,2
Three philosophy courses at the 300 level or above. . . . . . . . . . . . . . . . 9 2,3
C. One of the following: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Philosophy 107 Ethics 1,2 Philosophy 400 Advanced Topics in Philosophy . . . . . . 3 3,4
Philosophy 108 Professional Ethics 1,2 21
D. Three philosophy courses at the 300-level or higher

33
Major-Related Course Requirements

History 145 or 165 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
History and Philosophy of Science 126 or 127 . . . . . . . . . . . . . . . . . . . . 3
Major in Physics Common Academic Requirements for

(Bachelor of Arts Degree, Bachelor of Science Degree in Physics and Programs in Physics and Engineering
Engineering) (see also General Education Core in the “Undergraduate Program” section of this cata-
Faculty: Dake, Day log)
Utica College offers B.A. and B.S. degrees in physics, and both 2 – 2, and 3 – 2
transfer options in engineering. All programs share a common body of courses for the Credit Year
first two years. Hours Taken
Physics is the science concerned with the nature of matter, energy, and the inter- General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
relationships between them. Common cross-disciplines include engineering physics,
chemical physics, geophysics, biophysics, and mathematical physics. Major Course Requirements
Engineering is the application of physics to real-world problems. Engineers are
the people who design the automobiles, the bridges, the computer chips, the electronic Physics 163 How Things Work. . . . . . . . . . . . . . . . . . 3 (in core) 1
devices, the artificial limbs, and all of the other technological wonders of our civiliza- Physics 261 Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . 4 (in core) 2
tion. Physics 262 Physics II. . . . . . . . . . . . . . . . . . . . . . . . . . 4 2
Between these two fields, there is a mixed area that might be called applied physics Physics 363 Modern Physics. . . . . . . . . . . . . . . . . . . . 4 3
or research engineering. It calls for people with a practical physics background who do Physics/Engineering 323 Statics & Dynamics. . . . . . . . . . . . . . . . . 4 2,3
engineering-development and research in industry. Physics/Engineering 351 Electrical Engineering. . . . . . . . . . . . . . . 4 3
Students considering public school teaching as a career should refer to the pro- 23
The B.A. in physics is intended for students who plan to teach or who wish to have Major-Related Course Requirements
a good scientific background for use in technology-related careers in business, law,
Mathematics 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3 (in core) 1
management, optometry, or medicine. It provides a broader base of general science and
allows for more course electives in other disciplines than the B.S. program. Mathematics 202 Calculus II . . . . . . . . . . . . . . . . . . . . . . . . 3 1
The B.S. in physics is designed for students who wish to practice applied physics or Mathematics 301 Calculus III. . . . . . . . . . . . . . . . . . . . . . . . 3 2
research engineering in government or industry, pursue a graduate degree in physics, Mathematics 302 Calculus IV. . . . . . . . . . . . . . . . . . . . . . . . 3 2
engineering, or education; or who simply want a more intensive background in physics Chemistry 211 General Chemistry I. . . . . . . . . . . . . . . . 4 (in core) 1
for careers in technical management, high school physics teaching, and other technical Chemistry 212 General Chemistry II. . . . . . . . . . . . . . . 4 1
fields. Computer Science 101 Computer Science I. . . . . . . . . . . . . . . . . 3 1
The 2 – 2 transfer option in engineering provides the basic courses typically 23
found in the first two years of engineering programs. Students have the advantages of
small classes and close contact with the faculty as they master their foundation courses Additional Course Requirements
in science, mathematics, and introductory engineering at Utica College. After two
2 – 2 OPTION IN ENGINEERING:
years, students transfer to an engineering school to complete their work at the junior-
senior level, and they will receive their degree from that institution. Utica College No additional requirements at Utica College
students have successfully transferred into engineering programs at Syracuse, Clarkson,
RIT, and Union among others. 3 – 2 OPTION IN ENGINEERING (B.A. from Utica College, 128 Hours):
The 3 – 2 transfer option in engineering is similar to the 2 – 2 program but Physics (any level) Physics Electives . . . . . . . . . . . . . . . . . . . 6 2,3
includes another year of study at Utica College in which students take more physics, Physics (300,400 level) Physics Electives . . . . . . . . . . . . . . . . . . . 3 3
math, and core courses for a total of at least 96 hours. With this additional course work, Mathematics 317 Ordinary Differential Equations. . . . . . 3 3
students will transfer to an engineering school where they will take junior level engi- 12
neering courses. Upon the completion of 32 hours at the transfer college (and receipt B.A. IN PHYSICS (128 Hours):
of an official transcript), students will earn a B.A. in physics from Utica College. When Mathematics 317 Ordinary Differential Equations. . . . . . 3 3,4
the students have satisfied the requirements from the engineering school, typically after
Biology 211 General Biology I
another year of study there, they will earn a second degree, in engineering. In effect,
one year of college work counts for the degree at two institutions, and students will or or
have a liberal arts degree in addition to the engineering degree. This degree should be Geology 225 Physical Geology. . . . . . . . . . . . . . . . . . . 4 (in core) 2,3
considered by those seeking a career in technical management. 7
B.S. IN PHYSICS (128 Hours):

Physics 461 Classical Mechanics. . . . . . . . . . . . . . . . . 3 3,4
Physics 462 Electricity & Magnetism. . . . . . . . . . . . . 3 3,4
Physics 471 Introduction to Quantum Physics I. . . 3 3,4 Credit Year

Physics (300,400 level) Physics Elective. . . . . . . . . . . . . . . . . . . . 3 3,4 Hours Taken
Mathematics 317 Ordinary Differential Equations. . . . . . 3 3 General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55
15
Free Electives Psychology 101 Introduction to Psychology. . . . . . . . . . 3 1
Students in the 3 – 2 engineering option must take a sufficient number of free elec-
Psychology 211 Statistics in the Behavioral Sciences. . . 3 2
tives to reach a total of 96 hours at UC. They must transfer 32 hours to UC from their
engineering school. Students majoring in physics take sufficient free electives to reach Psychology 213 Reading and Writing in Psychology. . . 1 2
a total of 128 hours at UC and should consult with their adviser on elective courses of Psychology 312 Research Methods in Psychology. . . . . 4 2,3
particular interest for a specific career path. Psychology 461 History of Psychology. . . . . . . . . . . . . . . 3 4
One course from each category. At least one of these courses

Major in Psychology must include a psychology laboratory.. . . . . . . . . . . . . . . . . . . . . . . . . . . 19 3,4
Clinical
(Bachelor of Arts Degree or Bachelor of Science Degree) Psychology 311 Psychological Testing and Assessment
Faculty: T. Brown, Ferguson, Lindsey, Lundquist, Roberts, S. Smith, Specht, Psychology 311L Laboratory in Psychological Testing and Assessment
Vespo, Yanowitz Psychology 361 Abnormal Psychology
Psychology is the scientific study of behavior. While most psychologists are inter- Psychology 462 Theories of Personality
ested primarily in human behavior, many focus much of their research on the behavior
of animals. All, however, use carefully controlled methods of observation, such as the
Developmental
survey or the experiment, in their effort to understand behavior. Psychology, like other Psychology 223 Life Span Developmental Psychology
sciences, seeks to describe, explain, predict and control the events it studies. Thus, psy- Psychology 321 Infancy and Childhood
chology attempts to answer questions about the underlying processes that determine Psychology 322 Adolescence
the complexity of behavior. Psychology 327 Adulthood and Aging
The major in psychology offers a variety of career opportunities in at least three Social/Cognitive
different areas, (1) teaching: university, community college, elementary school; (2) Psychology 331 Social Psychology
research: social psychologists, psychometrics, industrial/organizational, educational, Psychology 331L Laboratory in Social Psychology
and experimental psychologists; and (3) public service/professional: clinical, child clini- Psychology 337 .Industrial and Organizational Psychology
cal, counseling, school, and mental health assistant. Psychology 354 .Cognitive Psychology (includes Laboratory)
Most of the careers require training in addition to a major in psychology, and this
curriculum provides a broad background in psychology for those students intending to
Neuroscience
pursue advanced studies in graduate or professional institutions and to seek employ- Psychology 343 Sensation and Perception (includes Laboratory)
ment as psychologists in research, industry, college teaching, clinical applications, and Psychology 347 Basic Psychobiology
as school psychologists and guidance counselors. Students interested in advanced train- Learning
ing should investigate the specific requirements for entrance into their professions or Psychology 256 Principles of Behavior Change
professional schools and carefully plan their pre-professional curricula in consultation Psychology 351 .Learning and Behavior (includes Laboratory)
with their advisers. Psychology 352 Motivation and Emotion
The major in psychology also provides a general liberal education with a diversity Psychology 453 Theories of Learning
of career opportunities for students wishing to seek more immediate employment. Senior Experience*
Students planning participation in ancillary professions such as social, human, or com- Psychology 411 Senior Seminar
munity services (with no plans for graduate study) should plan their curricula in accor-
Psychology 412 Research Seminar
dance with their advisers’ recommendations and their own particular needs.
Students considering public school teaching as a career should refer to the pro- Psychology 470 Practicum in Psychology
Total credit hours required for degree: 120 * Students considering graduate study in psychology are encouraged to take two. Students enrolled in the
Major Honors in Psychology program must complete the Honors Tutorial, Psychology 489-499, in lieu of the
Psychology 411, 412, or 470 requirement. Consult your adviser and the catalog for other requirements.
catalog.)
Psychology Electives Psychology 347 Basic Psychobiology

(May include ANT 375, PCL 323, PCL 373, PCL 374, PCL 375, Learning
PCL 377, PCL 423). . . . . . . . . . . . . . . . . 6 3,4 Psychology 256 Principles of Behavior Change
Psychology 351 Learning and Behavior (includes Laboratory)
Elective Sequence Psychology 352 Motivation and Emotion
Nine hours of related coursework approved by the student’s Psychology 453 Theories of Learning
adviser. Courses used in this sequence must be outside of the 18
Psychology major, may be in one department or interdisciplinary,
may not be in Psychology Child-Life, and may not be used to
fulfill the student’s core requirements. Completion of a double major Major in Psychology-Child Life
or a minor fulfills this requirement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3,4 (Bachelor of Science Degree)
Faculty: C. Brown, Moltman, Santoro, Vespo
Additional Course Requirements This program is designed for individuals who wish to enhance their understand-
Students desiring to earn the B.S. degree in Psychology must ing of children and families. The major features an interdisciplinary approach, drawing
take two additional courses in the major at the 300- or 400-level. . . . 6 3,4 from the fields of psychology, early childhood education, sociology, and anthropology.
48-54 The faculty includes professionals from all of these disciplines. Students gain knowl-
edge of normal human development while working with healthy children in applied
settings.
The child life specialists concentration prepares students to meet the psychological
Minor in Psychology needs of children and adolescents who are chronically or acutely ill. Child life special-
The minor in psychology is designed to provide an additional area of competency ists help ease the trauma of hospitalization by providing emotional support for patients
for those students majoring in other areas. Students should consult their major advisers and their families; structuring a program of therapeutic play and activities; working
about the appropriateness of this minor for their major. with parents; using knowledge of child development to enhance the hospital environ-
Total credit hours required for minor: 18 ment; and acting as the child’s and family’s advocate in the often confusing world of the
hospital.
Required Courses Specialized course work focuses on human relations skills, the management of
death-related concerns, designing an activities program, and the special characteristics
Credit of disabled and hospitalized young people. The concentration culminates in an intern-
Hours ship in a hospital or other health care facility. The program is based on the guidelines
Psychology 101 Introduction to Psychology. . . . . . . . . . 3 formulated by the professional organization of child life specialists – The Child Life
Council.
Psychology Electives The child studies concentration considers the impact on children of a number
To be selected from at least four of the following five categories.. . . . . 15 of common stressful situations. Students completing this concentration will have an
Clinical opportunity to expand their repertoire when supporting children in settings such as
Psychology 311 Psychological Testing and Assessment day care centers, schools, community agencies, and facilities serving emotionally dis-
Psychology 311L Laboratory in Psychological Testing and Assessment turbed children and youth. This concentration culminates in an internship in one of
the above mentioned agencies.
Psychology 361 Abnormal Psychology
Students in the child life specialty concentration must pass Bio 101 and Bio 102.
Psychology 462 Theories of Personality All majors must achieve a minimum of C in each of the other major and major related
Developmental courses.
Psychology 223 Life Span Developmental Psychology Students completing the B.S. in psychology-child life (either track) may be admit-
Psychology 321 Infancy and Childhood ted directly into the M.S. program in childhood education if they meet predetermined
Psychology 322 Adolescence criteria. Students should see the director of teacher education or the director of psy-
Psychology 327 Adulthood and Aging chology-child life for further information.
Social/Cognitive For placement opportunities, please contact the program director.
Psychology 331 Social Psychology Total credit hours required for degree: 120
Psychology 331L Laboratory in Social Psychology
Psychology 337 .Industrial and Organizational Psychology
Psychology 354 Cognitive Psychology (includes Laboratory) Academic Requirements
Neuroscience (See also General Education Core in the “Undergraduate Program” section of this
Psychology 343 Sensation and Perception (includes Laboratory) catalog.)
Credit Year Senior Year Experience:

Hours Taken Psychology-Child Life 475 Child Life Internship. . . . . . . . . . . . . . . . 12
Major Course Requirements Child STUDIES CONCENTRATION

(Some of the following may be used to satisfy core requirements.) Psychology-Child Life 377 Children Under Stress. . . . . . . . . . . . . . . 3
Psychology 101 Introduction to Psychology. . . . . . . . . . 3 1 Psychology-Child Life 423 Childhood Disorders . . . . . . . . . . . . . . . 3
Psychology-Child Life 123 Childhood Services. . . . . . . . . . . . . . . . . 1 1 Psychology 311 Psychological Assessment and Testing. 3
Psychology-Child Life 214 Developmental Research Methods. . . . 3 2 Psychology 311L Lab in Psychological Assessment and
Psychology 256 Principles of Behavior Change . . . . . . . 3 2,3 Testing. . . . . . . . . . . . . . . . . . . . . . . . . . 1
Psychology-Child Life 272 Community Practicum. . . . . . . . . . . . . . 2 2,3 Psychology-Child Life 471 Introduction to Child Life Internship I. 1
Psychology 321 Infancy and Childhood . . . . . . . . . . . . . 3 2 Psychology-Child Life 472 Introduction to Child Life Internship II 1
Psychology-Child Life 323 Early Intervention. . . . . . . . . . . . . . . . . . 3 3 Senior Year Experience:
Psychology 322 Adolescence. . . . . . . . . . . . . . . . . . . . . . . 3 2 Psychology-Child Life 475 Child Life Internship. . . . . . . . . . . . . . . . 12
Psychology 366 Individuals with Disabilities . . . . . . . . . 3 3 24
Psychology-Child Life 373 Play as Curriculum. . . . . . . . . . . . . . . . . 3 3
Electives
Psychology-Child Life 374 The Helping Relationship. . . . . . . . . . . . 3 3
30
Choose one of the following: must be in the liberal arts and sciences.
Psychology 237 Group Dynamics: Introduction to Group
Development and Group Process, or 3 *Students wishing information about the psychology-child life retention policy should consult with their aca-
Psychology 276 Addictions Counseling, or demic adviser.
Sociology 233 The Family . . . . . . . . . . . . . . . . . . . . . . . . 3
Choose one of the following:

Anthropology 415 Cultures, Health, and Healing, or. . . . . 3 Major in Public Relations
Sociology 252 Racial and Cultural Minorities, or . . . . 3 (Bachelor of Science Degree)
Communication Arts 325 Intercultural Communication. . . . . . . . 3 Faculty: MacArthur, Swann
Public relations is a dynamic field that involves expertise in building and manag-
Choose one of the following: ing relationships between an organization and its specific publics or audiences such as
Education 314 Children’s Literature, or. . . . . . . . . . . . . 3 employees, consumers, communities, and government. Public relations practitioners
Therapeutic Recreation 152 Recreational and Adventure Activities, or 4 are highly sought after in business, government, education, sports, health care, and
human service organizations.
Criminal Justice 221 Issues in Juvenile Justice. . . . . . . . . . . . . 3
Public relations professionals are skilled in counseling, problem solving, conflict
39/40 resolution, writing, speaking, and campaign/event planning. Their efforts create under-
standing and acceptance of policies, decisions, products, and services that strengthen
Major-Related Concentration reputation and result in organizational success.
(Each major must select one of the following concentrations.) UC public relations majors are provided with a broad general education as well
as specialized training in public relations principles and practices, research, strategic
Child-LIFE SPECIALIST CONCENTRATION planning, writing, and media techniques. UC public relations graduates are working in
Psychology-Child Life 271 Introduction to the Child Life Speciality 3 all segments of the field: as public relations counselors and public relations firm execu-
Biology 101, 102 Anatomy and Physiology . . . . . . . . . . . 8 tives; corporate communications directors and specialists; media relations and event
Psychology-Child Life 474 Psychosocial Care of Hospitalized Children planners; writers, editors, and desktop publishers; researchers and department heads
for Fortune 500 companies; sports marketing and promotion; and fund raising and
and Adolescents. . . . . . . . . . . . . . . . . . 3
not-for-profit public relations.
Health Studies 309 Medical Conditions. . . . . . . . . . . . . . . . . 3
Psychology-Child Life 375 Death, Dying and Bereavement . . . . . . 3 Total credit hours required for degree: 120
Psychology-Child Life 471 Introduction to Child-Life Internship I. 1
Pscyhology-Child Life 472 Introduction to Child-Life Internship II 1
Academic Requirements SPORTS COMMUNICATION CONCENTRATION

Public Relations 285 Introduction to Sports & The Media . . 3 1,2
catalog.)
Select one from:
Credit Year Journalism 241 Introduction To The Sports Report . . . 3 2,3
Hours Taken Journalism 374 Sportswriting. . . . . . . . . . . . . . . . . . . . . . 3 2,3,4
Select one from:
Major Course Requirements Public Relations 395 Sports Information & Public Relations. 3 3,4
Journalism Studies 181 Introduction to Mass Communication. 3 1 Public Relations 396 Sports Marketing Communication
Journalism Studies 261 Newswriting. . . . . . . . . . . . . . . . . . . . . . . 3 1,2 and Promotion. . . . . . . . . . . . . . . . . . . 3 3,4
Journalism Studies 365 Publication Design . . . . . . . . . . . . . . . . . 3 3,4 Public Relations 397 .Sports Event Planning & Management 3 3,4
Public Relations 182 Introduction to Public Relations. . . . . . 3 1,2
Public Relations 372 Publicity and Public Relations Writing. 3 3,4 Select one from:
Public Relations 375 .Public Relations Research and Planning 3 3,4 Public Relations 300 Topics In Sports Communication. . . . . 3 3,4
Public Relations 385 Public Relations Campaigns . . . . . . . . . 3 3,4 Public Relations 433 The Olympics. . . . . . . . . . . . . . . . . . . . . . 3 3,4
Public Relations 450 Field Work in Public Relations. . . . . . . 3 4 Public Relations 435 Sports and Television . . . . . . . . . . . . . . . 3 3,4
Public Relations 482 .Cases and Problems in Public Relations 3 3,4
27 Select one from:
Public Relations 454 The Business of Sports . . . . . . . . . . . . . . 3 3,4
Concentrations Public Relations 456 .Athlete Management & Representation 3 3,4
Students must select one concentration from either General Public Relations or Sports Public Relations 458 Sports Law . . . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Communication. 15
GENERAL PUBLIC RELATIONS CONCENTRATION

Electives
Choose 5 courses from the following: The student must complete sufficient elective courses to earn at least the minimum
Management 101 Introduction to Contemporary Business 3 1,2,3
Management 201 Principles of Business Management. . . 3 1,2,3
Marketing 311 Elements of Advertising . . . . . . . . . . . . 3 3,4
Journalism 363 Magazine Article Writing. . . . . . . . . . . . 3 3,4 *Students wishing information about the public relations retention policy should consult with their academic
adviser.
Journalism 364 Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3,4
Journalism 372 Essentials of News Photography. . . . . . 3 3,4
Journalism 467 Communication Law . . . . . . . . . . . . . . . 3 3,4
Journalism 461 Writing for the Web . . . . . . . . . . . . . . . . 3 3,4 Major in Public Relations-Journalism Studies
Public Relations 400 Public Relations Topics . . . . . . . . . . . . . 3 3,4 (Bachelor of Science Degree)
Communication Arts 305 Group Problem Solving and
Faculty: Chanatry, Friend, Landon, MacArthur, Swann
Decision Making . . . . . . . . . . . . . . . . 3 3,4 Experience has demonstrated that there is a great deal of cross-over among profes-
Communication Arts 325 Intercultural Communication . . . . . . . 3 3,4 sionals who make their careers in public relations and journalism, and therefore the
Communication Arts 341 Organizational Communication . . . . . 3 3,4 combined program in public relations and journalism studies is devised to provide
Psychology 237 Group Dynamics. . . . . . . . . . . . . . . . . . . 3 2,3 graduates with an educational background that will make them proficient in both
Government and Politics 215 Public Opinion and Political Behavior. 3 2,3,4 fields. Required courses in the combined program include the basic courses which are
15 required in both public relations and journalism. Graduates of the combined program
find positions in public relations, daily and weekly publications, radio, television, and
* Note: A maximum of four Journalism courses can be applied to this concentration. the magazine field.
Total credit hours required for the major (of which at least half must be at the 300
level or above): 48
Academic Requirements Electives

(See also General Education Core in the “Undergraduate Program” section of this The student must complete sufficient elective courses to earn at least the minimum
catalog.) credit hours required for this degree, and at least 60 credit hours of the 120 required
Credit Year
Hours Taken *Students wishing information about the public relations-journalism studies retention policy should consult
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 with their academic adviser.

Public Relations 182 Introduction to Public Relations 3 1, 2
Public Relations 372 Publicity and Public Relations Writing.. 3 3, 4
Minor in Recreation Leadership
Public Relations 375 Public Relations Research and Planning 3 3, 4 This minor is designed to provide students with skills, adaptability, and creativity
for working is a variety of settings. It is especially suitable for those students majoring
in programs such as: Criminal Justice, Health Studies, Psychology, and Psychology-
Public Relations 482 Cases and Problems in Public Relations 3 3, 4 Child Life. The curriculum has been carefully designed to include theory and practical
Journalism Studies 181 Introduction to Mass Communication.. 3 1 application.
Journalism Studies 259 Broadcast News Writing. . . . . . . . . . . . . 3 1, 2
Journalism Studies 261 Newswriting . . . . . . . . . . . . . . . . . . . . . . 3 1, 2
Journalism Studies 262 Reporting . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 Required Courses:
Journalism Studies 364 Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3, 4
Therapeutic Recreation 106 History and Philosophy of Recreation . 3
Journalism Studies 365 Publication Design. . . . . . . . . . . . . . . . . 3 2, 3, 4
Therapeutic Recreation 152 Recreational and Adventure Activities . 4

Therapeutic Recreation 156 Recreational Services and Leadership . 3
One from:
Therapeutic Recreation 301 Outdoor Recreational Pursuits. . . . . . . 3
Journalism Studies 362 Reporting of Public Affairs. . . . . . . . . . 3 2, 3, 4
Therapeutic Recreation 302 Leisure Counseling . . . . . . . . . . . . . . . . . 3
Journalism Studies 371 Advanced Reporting Techniques. . . . . 3 2, 3, 4
or
Therapeutic Recreation 405 Fitness Programming and
Recreation Management . . . . . . . . . . 3
One from:
Journalism Studies 467 Communications Law. . . . . . . . . . . . . . . 3
Journalism Studies 401 Media Ethics. . . . . . . . . . . . . . . . . . . . . . . 3 3, 4
Major in Risk Management and Insurance
One from: (Bachelor of Science Degree)
Public Relations 450* Field Work in Public Relations. . . . . . . 3 4 (Concentrations in Insurance and Risk Management)
Journalism Studies 450* Field Work in Journalism . . . . . . . . . . . 3 3, 4 Faculty: Hurley
39 The Risk Management and Insurance Major is designed to prepare undergraduates
for positions within the risk management and insurance industry. This is an exciting
Major Electives discipline that has tremendous opportunities and applications. Students will learn
about the quantitative aspects of risk and portfolio valuation, risk management best
Select three courses from the following:
practices for corporations, risk transfer, risk retention, alternative methods, and insur-
Journalism Studies 372 Essentials of News Photography. . . . . . 3 2, 3, 4 ance operations. Addressing risk through measurement and management reduces
Journalism Studies 381 Censorship . . . . . . . . . . . . . . . . . . . . . . . . 3 2, 3, 4 uncertainty that corporations, individuals, and small businesses are confronted with. A
Journalism Studies 400 Topics in Journalism Studies . . . .. . . . .. 3 2, 3, 4 thorough understanding of risk management is a valuable asset in business. Students
Public Relations 385 Public Relations Campaigns . . . . . . . . . 3 3, 4 are encouraged to select career options in insurance including claims, underwriting,
Public Relations 400 Topics in Public Relations . . . . . . . . . . . . 3 3, 4 and customer representatives. Careers in risk management and portfolio analysis or
Journalism Studies 276 TV News Field Reporting and Production I 3 2, 3, 4 financial planning are also possibilities. For students with an interest in a specialized
Journalism Studies 241 Introduction to the Sports Report . . . . 3 2, 3, 4 sector of insurance or health care they may be interested in health care administra-
Journalism Studies 378 TV News Field Reporting and Production II 3 3, 4 tion. Entrepreneurial ventures benefit from sound risk management policies. There are
Journalism Studies 461 Web Writing and Design. . . . . . . . . . . . 3 3, 4 numerous applications for the quantitative and qualitative skills that are included in
this major.
9
Academic Requirements Concentration in Risk Management

(See also General Education Core in the “Undergraduate Program” section of this Select four of the following:
catalog.) FIN 352 Investments
RMI 367 Derivative Markets
Credit Year RMI 375 Quantitative Analysis of Risk
Hours Taken RMI 445 Enterprise Risk Management
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 RMI 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,4
Elective 300- or 400-level course in Economics, Finance, or
Major Course Requirements Risk Management and Insurance
ACC 201 Financial Accounting. . . . . . . . . . . . . . . 3 2 34-55
ACC 202 Managerial Accounting . . . . . . . . . . . . . 3 2
BUL 302 Law of Business: Transactions and Electives
Organizations. . . . . . . . . . . . . . . . . . . . 3 2,3 The student must complete sufficient elective courses to earn at least the minimum
ECN 131 Principles of Microeconomics. . . . . . . . 3 1 credit hours required for this degree, and at least 60 credit hours of the 120 required
ECN 141 Principles of Macroeconomics . . . . . . . 3 1 must be in the liberal arts and sciences.
ECN 241 Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2
ECN/FIN 343 Money and Banking. . . . . . . . . . . . . . . . 3 3,4
FIN 333 Corporate Finance. . . . . . . . . . . . . . . . . . 3 3,4 Minor in Risk Management and Insurance
FIN 351 Financial Management The minor in risk management and insurance is designed to allow students who
or or are majoring in other areas to explore this field and its many career potentials.
ECN 348 Business and Economic Forecasting. . . 3 3,4 Total credit hours required for minor: 21
FIN 357 Financial Planning and Portfolio Analysis 3 3,4
MAT 143 & 144 Mathematical Analysis for Business and Required Courses
Economics I and II . . . . . . . . . . . . . . . . . Credit
or or
Hours
MAT 201 Calculus I. . . . . . . . . . . . . . . . . . . . . . . . . 3-6 2
RMI 273 Introduction to Risk Management Accounting 201 Financial Accounting. . . . . . . . . . . . . . . 3
and Insurance . . . . . . . . . . . . . . . . . . . 3 2,3 Finance 333 Corporate Finance. . . . . . . . . . . . . . . . . . 3
RMI 483 Risk Management. . . . . . . . . . . . . . . . . . 3 4 RMI 273 Introduction to Risk Management
One 300- or 400-level course in Accounting, Economics. Finance, Management, and Insurance . . . . . . . . . . . . . . . . . . 3
Marketing, or Risk Management and Insurance., or one course in Mathematics at the RMI 325 Principles of Insurance: Life, Health,
200-level or higher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3,4 and Annuities . . . . . . . . . . . . . . . . . . . 3
42-45 RMI 326 Principles of Insurance: Property and
Liability. . . . . . . . . . . . . . . . . . . . . . . . . 3
RMI 483 Risk Management. . . . . . . . . . . . . . . . . . 3
Concentration in Insurance
Select four of the following: Choose one of the following courses:
RMI 325 Principles of Insurance: Life, Health, and Annuities Business Law 301 The Legal Environment of Business
RMI 326 Principles of Insurance: Property and Liability RMI 367 Derivatives Markets
RMI 415 Employee Benefits RMI 375 Quantitative Financial Analysis of Risk
RMI 445 Enterprise Risk Management RMI 470 Internship in Risk Management and
RMI 470 Internship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,4 Insurance . . . . . . . . . . . . . . . . . . . . . . . 3
Elective 300- or 400-level course in Economics, Finance, or 21
Risk Management and Insurance
12
Major in Sociology and Anthropology GENERAL CONCENTRATION

Students who complete a minor in Gender Studies, Government, History, Human
(Bachelor of Arts Degree) Rights, or Philosophy are exempted from the General Concentration major-related
Faculty: Blouet, Crist, DeAmicis, Johnsen, Ross, P. Smith requirements.
Anthropology and sociology are closely related sciences which seek to understand
the human world. Traditionally, anthropology has studied human biology and lan- Courses at the 200-level or above in Economics, Geography,
guage, as well as culture, with an emphasis on pre-industrial societies. Sociology has Government and Politics, History, International Studies, Philosophy
concentrated on social institutions and social behavior, with an emphasis on contem- or Social Studies. Also Biology 221, 225, Film 303, 304, French 247,
porary industrial nations. Together they provide a broad, holistic understanding of the Psychology 237, 331, 354, 361, 461, 462, Spanish 247. A maximum of
nature of human beings, human culture, and human social organization. 9 credit hours in any one of these fields may be applied. Students
A major in sociology and anthropology is designed to meet the needs of those who who have not taken Anthropology/English 351 (Language and
are interested in pursuing social service, business, government, education, or academic Culture) may apply either English 313 (American Social Dialects)
careers in which knowledge of social processes is necessary. or English 318 (Introduction to Linguistics). . . . . . . . . . . . . . . . . . . . . . 12 2,3,4
grams in education, listed alphabetically in this section of the catalog. TEACHER EDUCATION CONCENTRATION
Total credit hours required for degree: 120 Students who complete the minor in History are exempted from the Teacher Education
Concentration major-related requirements. [Note: students who are pursuing social
studies certification in middle childhood (grades 5 – 9) or adolescence (grades 7 – 12)
Academic Requirements must have at least 21 credit hours in History in their total curriculum, only 12 of which
will be satisfied by this concentration.]
(See also General Education Core in the “Undergraduate Program” section of this History 124 America Before the Twentieth Century. 3
catalog.)
History 125 America in the World. . . . . . . . . . . . . . . 3
Credit Year A course in European history . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Hours Taken A course in Non-Western history. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Major Course Requirements Electives

Anthropology 101 Introduction to Cultural Anthropology 3 1,2
Sociology 151 Human Society. . . . . . . . . . . . . . . . . . . . . 3 1,2 must be in the liberal arts and sciences. At least 18 credit hours in the sociology and
Anthropology 205 Human Beings in Evolutionary anthropology major must be taken at or above the 300 level.
Perspective. . . . . . . . . . . . . . . . . . . . . . 3 2,3
Sociology/Psychology 211 Statistics in the Behavioral Sciences NOTE: Students in the education program who intend to student teach history or
or social studies should note that they must maintain a minimum overall grade point
Mathematics 112 Basic Statistics . . . . . . . . . . . . . . . . . . . . . 3 2,3 average of 2.75 (4.0 scale) and have no grade lower than C (2.0) in any required major
Sociology 312 Social Science Research Methods. . . . . 3 3,4 course in order to receive a favorable recommendation.
Sociology 405 Sociological Theory. . . . . . . . . . . . . . . . . 3 3,4
Anthropology and Sociology electives (15 hours; at least six
credit hours from each field). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2,3,4 Minor in Sociology
33 This minor is designed to improve the career opportunities of students majoring in
Students pursuing social studies teacher certification in middle childhood (grades 5 areas that deal with people, such as Health Studies, criminal justice, and psychology.
– 9) or adolescence (grades 7 – 12) must select either Anthropology 251 or Sociology Total credit hours required for minor: 18
252 as one elective.
Required Courses
Major-Related Course Requirements Credit
Select one of the following sets of major-related course requirements: General Hours
Concentration or Teacher Education Concentration. Students who are pursuing certi- Sociology 151 Human Society. . . . . . . . . . . . . . . . . . . . . 3
fication in middle childhood (grades 5 – 9) or adolescence (grades 7 – 12) must select
the Teacher Education Concentration.
Sociology 312 Social Science Research Methods Required Courses

or Theatre 115 Introduction to Theatre . . . . . . . . . . . . . 3
Sociology 405 Sociological Theory. . . . . . . . . . . . . . . . . 3 Theatre 136 Elements of Acting . . . . . . . . . . . . . . . . . 3
Sociology Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Theatre 333 Production in the Theatre . . . . . . . . . . . 3
18 9
Four of the following courses

Minor in Spanish All-College 377 London Learning Experience . . . . . . . . 3
Spanish is one of the primary languages of the western hemisphere and is effec- English 367 Shakespearean Drama. . . . . . . . . . . . . . . 3
tively the second language of the United States. In addition to its cultural value, the English/Theatre 375 Literature of the Theatre. . . . . . . . . . . . . 3
study of Spanish has practical usefulness to Utica College students enrolled in certain Theatre 130 Practicum*. . . . . . . . . . . . . . . . . . . . . . . . 3
career and liberal arts areas (e.g., Health Studies, criminal justice, international studies, Theatre 340 Theatre Workshop*. . . . . . . . . . . . . . . . . 1–3
international business, government and politics, psychology, and education).
Theatre 336 Advanced Acting. . . . . . . . . . . . . . . . . . . 3
Total credit hours required for minor: 15 Theatre 400 Topics in Theatre. . . . . . . . . . . . . . . . . . . 3
Prerequisite: Spanish 202 or equivalent. Theatre 441 Directing in the Theatre. . . . . . . . . . . . . 3
Theatre 455 & 456 Theatre History I & II. . . . . . . . . . . . . . . 3
Required Courses 12
Select five courses from the following: *No more than 3 credits of Theatre 130 and 340 can count towards the minor.
Spanish 215 Business Spanish. . . . . . . . . . . . . . . . . . . 3
Spanish 227 Spoken Spanish I. . . . . . . . . . . . . . . . . . . 3
Spanish 300 Topics in Spanish and Latin American
Cultures and Literatures. . . . . . . . . . . 3 Major in Therapeutic Recreation
Spanish 311 Spanish and Latin American Film . . . . 3 (Bachelor of Science Degree)
Spanish 327 Spoken Spanish II.. . . . . . . . . . . . . . . . . . 3 Faculty: Burnett-Wolle, Impicciatore
Spanish 337 .Spanish Composition and Grammar Review 3 Therapeutic recreation at Utica College is one of a very few nation-wide programs
Spanish 347 Introduction to Spanish Culture. . . . . . 3 designed specifically to educate students to be therapeutic recreation specialists. The
Spanish 348 .Latin American Cultures and Civilizations 3 curriculum combines liberal arts components with professional preparation courses
Spanish 388 Introduction to Literature in Spanish.. 3 and “hands-on” experiences. The courses have been uniquely designed to provide every
Spanish 490 Independent Study . . . . . . . . . . . . . . . . . 3 student with in-depth knowledge of technical and theoretical skills essential for entry-
level professional competence.
Therapeutic recreation is a human service profession that focuses on providing care
Or four courses from the above and to individuals who have cognitive, physical, psychological, or social needs. The special-
one from the following Related Requirements [taught in English] . 3 ist possesses recreational activity and facilitation skills that he or she utilizes to bring
Anthropology/English 351 Language and Culture about a change in the individual. The therapist will employ skills based upon consumer
English 318 Introduction to Linguistics needs and the service provided will be treatment, leisure education, and/or recreation
History 266 Modern Europe participation. Therapeutic recreation graduates work in rehabilitation centers, psychiat-
ric hospitals, long-term care facilities, penal institutions, senior centers, drug and alco-
*Other courses may be substituted with departmental approval. Participation in a study abroad program (such hol rehabilitation facilities, nursing homes, community recreation, children and youth
as DIPA, Syracuse University) is highly recommended. centers, and day treatment centers.
For placement opportunities, please contact the program director.
Minor in Theatre
The minor in theatre covers both aspects of production and performance (acting,
design, directing) and the history and literature of the theatre. There are opportunities Special Requirements
for performance and production both as a cocurricular activity and for credit. In addi- The student in therapeutic recreation is required to achieve a minimum of C in each
tion to broadening a student’s understanding of the field of theatre, a minor is also par- major course, a C average in major-related courses, and at least a B in the internship
ticularly useful to educators, lawyers, and anyone in the communication field. experience. Students must comply with the internship site rules and regulations regard-
Total credit hours required for minor: 21 ing physical examinations and immunizations. Malpractice insurance is required for an
internship course.
Academic Requirements Electives

(See also General Education Core in the “Undergraduate Program” section of this The student must complete sufficient elective courses to earn at least the minimum
catalog.) credit hours required for this degree, and at least 60 credit hours of the 124 required
Credit Year
Hours Taken * Students wishing information about the therapeutic recreation retention policy should consult with their aca-
General Education Core. . . . . . . . . . . . . . . . . . . . . . . . 34 – 55 demic adviser.

Therapeutic Recreation 101 Introduction to Therapeutic Recreation 3 1
Therapeutic Recreation 106 History and Philosophy of Recreation. 3 1
Minor in Writing
Therapeutic Recreation 152 Recreational and Adventure Activities. 4 1,2 The minor in writing is designed to develop the student’s proficiency in a variety
of forms of written communication and is open to English and non-English majors.
Therapeutic Recreation 156 Recreational Services and Leadership . 3 1,2
Although the minor does not purport to be a training program for professional writ-
Therapeutic Recreation 301 Outdoor Recreational Pursuits. . . . . . . 3 2,3 ers, students will find the minor helpful in preparing for careers in business and the
Therapeutic Recreation 302 Leisure Counseling: Theory and Practice 3 3,4 sciences since these require an ability to effectively use written language. Also, because
Therapeutic Recreation 303 Therapeutic Recreation Program Design writing skills increasingly are emphasized in English classes at all educational levels,
and Intervention Techniques. . . . . . . 3 3,4 students interested in teaching will find this minor particularly useful.
Therapeutic Recreation 352 Assessment and Evaluation in Total credit hours required for minor: 15
Therapeutic Recreation . . . . . . . . . . . 3 3,4
Therapeutic Recreation 401* Internship in Therapeutic Recreation. . 12 4 Required Courses
Therapeutic Recreation 406 Organization, Administration, and English 304 Advanced Composition. . . . . . . . . . . . . 3
. Supervision in Therapeutic Recreation 3 3,4 English 311 Modern English Grammar. . . . . . . . . . . 3
40 6
Major-Related Requirements Any three of the following courses
(Some of the following may be used to satisfy core) Any three of the following courses:
Biology 101, 102 Human Anatomy and Physiology I & II 8 1,2 English 307 Beginning Creative Writing. . . . . . . . . . 3
Psychology 101 Introduction to Psychology. . . . . . . . . . 3 1 English 315 Writing in the Professions. . . . . . . . . . . 3
Health Studies 105 Applied Techniques in Emergency Care 2 1,2,3 English 372 Studies in Short Fiction . . . . . . . . . . . . . 3
Health Studies 245 Human Development Across the Life Span English 374 Forms and Arts of Poetry. . . . . . . . . . . . 3
or English 406 Advanced Fiction Workshop. . . . . . . . . 3
Psychology 223 Human Development Across the Life Span 3 1,2,3 English 407 Advanced Poetry Workshop. . . . . . . . . 3
Health Studies 445 Clinical Research. . . . . . . . . . . . . . . . . . . 3 4 Journalism Studies 261 Newswriting. . . . . . . . . . . . . . . . . . . . . . . 3
Psychology 237 Group Dynamics. . . . . . . . . . . . . . . . . . . 3 2,3,4 Journalism Studies 262 Reporting . . . . . . . . . . . . . . . . . . . . . . . . . 3
Psychology 361 Abnormal Psychology. . . . . . . . . . . . . . . 3 1,2,3 Journalism Studies 363 Magazine Article Writing. . . . . . . . . . . . 3
Fine Arts Music, Theatre, Art electives. . . . . . . . . 6 1,2,3 9
31
Suggested Minors
Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Gerontology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Communication Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Courses of Instruction ◆ 265
Accounting ACC 307 – Accounting Information

Courses of ACC 201 – Financial Accounting 3
Systems 3
Accounting information and technology;
Instruction* Financial statement communication,

information processing, measuring busi-
elements of an accounting system; inter-
nal controls; business processes; docu-
mentation; systems planning and analy-
Page # Page # ness income. Measurement and analysis
sis; systems implementation and control.
Accounting . . . . . . . . . . . . . . . . . . . . . . 260 Health Studies. . . . . . . . . . . . . . . . . . . . 303 of gross margin, short-term and long-
Prerequisite: Accounting 202, Computer
All-College . . . . . . . . . . . . . . . . . . . . . . 261 History. . . . . . . . . . . . . . . . . . . . . . . . . . 305 term liabilities, cash flow.
Science 217, and junior standing.
Anthropology . . . . . . . . . . . . . . . . . . . . 263 History and Philosophy of
Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . 265 Science and Technology . . . . . . . . . . 308 ACC 202 – Managerial Accounting 3
ACC 401 – Auditing 3
Using accounting information for
Biochemistry (see Chemistry) Human Rights Advocacy . . . . . . . . . . 308 Study of audit standards and techniques
managerial decisions. Product costing,
Biology. . . . . . . . . . . . . . . . . . . . . . . . . . 265 Humanities . . . . . . . . . . . . . . . . . . . . . . 309 in the conduct of an audit examination.
activity-based costing and activity-based
Business (see Management) International Studies . . . . . . . . . . . . . . 309 Theory and practice of auditing is stud-
management. Cost behavior and deci-
Business Law. . . . . . . . . . . . . . . . . . . . . 269 Italian. . . . . . . . . . . . . . . . . . . . . . . . . . . 310 ied from both internal and external audit
sion making, budgeting, capital invest-
Chemistry and Biochemistry. . . . . . . 269 Journalism Studies . . . . . . . . . . . . . . . 310 points of view. Prerequisite: Accounting
ment decisions, performance evaluation,
302
Chinese . . . . . . . . . . . . . . . . . . . . . . . . . 272 Latin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Prerequisite: Accounting 201
College Learning . . . . . . . . . . . . . . . . . 272 Liberal Studies . . . . . . . . . . . . . . . . . . . 313 ACC 402 – Auditing Case Study 1
Communication (see Communication Literature. . . . . . . . . . . . . . . . . . . . . . . . 313 ACC 301 – Intermediate
Comprehensive audit case study includ-
Arts, Journalism Studies, and Management. . . . . . . . . . . . . . . . . . . . . 314 Accounting 3
ing system of internal control, testing
Accounting theory and financial state-
Public Relations) Marketing . . . . . . . . . . . . . . . . . . . . . . . 315 procedures, preparation of audit adjust-
ment disclosure requirements relat-
Communication Arts. . . . . . . . . . . . . . 272 Mathematics . . . . . . . . . . . . . . . . . . . . . 316 ment and audit report. Emphasis on
ing to current and long- lived assets.
Computer Engineering. . . . . . . . . . . . 274 Military Science . . . . . . . . . . . . . . . . . . 319 computer as auditing tool. Prerequisite:
Compound interest concepts and their
Computer Science . . . . . . . . . . . . . . . . 274 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Accounting 401.
use. Prerequisites: Computer Science 117
Construction Management. . . . . . . . . 276 Nursing . . . . . . . . . . . . . . . . . . . . . . . . . 321 and Accounting 202 ACC 403 – Accounting for
Criminal Justice . . . . . . . . . . . . . . . . . . 278 Occupational Therapy . . . . . . . . . . . . 324 Multinational Business 3
Economic Crime Management . . . . . 281 Physical Education. . . . . . . . . . . . . . . . 324 ACC 302 – Intermediate Accounting
Financial instruments, derivatives,
Economics. . . . . . . . . . . . . . . . . . . . . . . 281 Philosophy. . . . . . . . . . . . . . . . . . . . . . . 326 II 3
hedging, financial statement transla-
Education. . . . . . . . . . . . . . . . . . . . . . . . 283 Physical Therapy . . . . . . . . . . . . . . . . . 328 Continuation of Accounting 301.
tion, substantial influence investments,
Liabilities and equities accounting for
Engineering . . . . . . . . . . . . . . . . . . . . . 289 Physics . . . . . . . . . . . . . . . . . . . . . . . . . 329 controlled subsidiaries, merger account-
income taxes, pensions, leases revenue
English. . . . . . . . . . . . . . . . . . . . . . . . . . 289 Psychology . . . . . . . . . . . . . . . . . . . . . . 332 ing and goodwill, consolidated financial
recognition and statement of cash flows.
Environmental Science. . . . . . . . . . . . 293 Psychology Child Life. . . . . . . . . . . . . 335 statements in multinational business.
Prerequisite: Accounting 301
Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Public Relations . . . . . . . . . . . . . . . . . . 337 Prerequisite: Accounting 302 or the
Finance . . . . . . . . . . . . . . . . . . . . . . . . . 294 Reading . . . . . . . . . . . . . . . . . . . . . . . . . 339 ACC 303 – Cost Management 3 equivalent.
Fine Arts (See also Risk Management and Insurance. . . . 339 Decision models and methods for esti-
ACC 404 – Public Sector Financial
Music and Theatre) . . . . . . . . . . 295 Russian . . . . . . . . . . . . . . . . . . . . . . . . . 340 mation and management of business
Management 3
French . . . . . . . . . . . . . . . . . . . . . . . . . . 295 Social Studies . . . . . . . . . . . . . . . . . . . . 340 costs, budgeting, activity-based cost
Public sector resource flows. Financial
Geology. . . . . . . . . . . . . . . . . . . . . . . . . 296 Sociology. . . . . . . . . . . . . . . . . . . . . . . . 341 systems, strategic cost management.
planning, budgeting, cost management,
Prerequisite: Accounting 202
Geoscience (see Geology) Spanish . . . . . . . . . . . . . . . . . . . . . . . . . 343 financial reporting, and financial state-
German . . . . . . . . . . . . . . . . . . . . . . . . . 299 Sports Communication (See Public . ACC 304 – Income Tax Accounting 3 ment analysis of governmental, health,
Gerontology . . . . . . . . . . . . . . . . . . . . . 299 Relations) Federal tax regulations and their appli- educational, and not-for-profit organiza-
Government and Politics. . . . . . . . . . . 300 Theatre . . . . . . . . . . . . . . . . . . . . . . . . . 344 cation to the taxation of individuals. tions. Prerequisites: Accounting 202 and
Health Care Administration. . . . . . . . 303 Therapeutic Recreation . . . . . . . . . . . 345 Prerequisite: Accounting 202 Finance 333.
ACC 305 – Advanced Income Tax ACC 405 – Accounting Problems 3

*The figure following the title of the course indicates the credit hours per term. Courses that extend Accounting 3 Problems selected for value in furnish-
through two terms are shown as follows: 3, 3. Courses that are one term only are shown by: 3. Courses Study of federal tax regulations and their ing a comprehensive review of account-
with variable credit are shown with the range of credit available, for example: 1-6.
application to the taxation of partner- ing principles and practices taken from
The College reserves the right to cancel any course if registration does not justify continuance and to ships, corporations, estates and trusts. Certified Public Accounting examination
make changes in curricula at any time. Prerequisite: Accounting 304 of the American Institute of Certified
264
266 ◆ Courses of Instruction Courses of Instruction ◆ 267
Public Accountants. Prerequisite: UCC 101 – First Year Seminar 1 UCC 300 – Selected Topics 1-3 UCC 370 – Internship 1-12
Accounting 403 or permission of Introduction to college life and work. Exploration of a topic (to be determined) Participation in a discipline - or subject -
instructor. Academic skills development, values not covered by the standard curriculum, related experience. Evaluation by written
clarification, critical thinking, problem but of interest to faculty and students in or oral reports or examination. Written
ACC 406 – Forensic Accounting & solving, communication skills, conflict a particular semester. permission of instructor and approval
Fraud Auditing 3 management, and cultural diversity. of the division dean required. Limited
Integration of accounting, auditing and UCC 301 – Student Assistantship 1-3 to juniors and seniors in good stand-
fraud investigative skills. Resolution of UCC 200 – Selected Topics 1-3 Student assist faculty members in teaching. If this is a paid work experience,
accounting “irregularities.” Use of audit- Exploration of a topic (to be determined) ing courses they have already completed also register for UCC 310 - Cooperative
ing case studies for analyzing documents not covered by the standard curriculum, with a grade of A or B. Open to juniors Education.
and internal controls, tracing funds, but of interest to faculty and students in and seniors in good academic standing.
examining business interruption losses, a particular semester. Credits vary and are not determined by UCC 377 – London Learning
and preserving and preparing evidence. the credits of the course for which the Experience 3
Prerequisite: Accounting 302. UCC 201 – College Elective 1-12 student is assisting. May be taken only
College Elective once for credit regardless of the number UCC 380 – Immersion Spanish in
ACC 491 – Current Topics in of credits assigned to the assistantship. Cuernavaca, Mexico at the Universidad
Accounting 1 UCC 259 – Honors Seminar 3 Internacional 1-12
Update on current changes in pro- Open to students in the Utica College UCC 310 –Cooperative Education 0 Following placement test adminis-
nouncements of the AICPA, FASB, SEC, Honors Program or by invitation. Application of classroom learning in tered on-site, students will be placed in
and GASB and analysis of their effects Explore various topics from the points of business, industry, government, and ser- appropriate level. Seven hours of daily
on the contemporary accounting envi- view of different academic disciplines. vice organizations. Client Organizations classes. Home stay with Mexican family.
ronment. Prerequisite senior standing. select students from among competitive Successful completion will be equivalent
UCC 260 – Experience Credit 1-6 applications and supervise their work. of SPA 101, 102, 201, 202, 237 or 337.
ACC 501 – Introduction to Credit for past participation (prior to See Career Services and Cooperative
Accounting 3 admission) in a discipline or subject- Education for information about place- UCC 390 – Independent Study 1-6
Introduction to financial statement com- related experience. Student’s skills or ment. To receive academic credit stu- Exploration of a problem, or problems,
munication, information processing, knowledge must be verified by exami- dents must register for an internship in depth. Individual independent study
measuring business income, and intro- nation conducted by the department supervised by a faculty member.
duction to use of accounting information and approved by both the dean of the UCC 400 – Selected Topics 1-3
for managerial decisions. Topics include division in which the student is major- UCC 320 –Service Learning 1 Exploration of a topic (to be determined)
financial statements, cash flows, budgeting and the vice president for academic Students complete 20 hours of service not covered by the standard curriculum,
ing, and performance evaluation. affairs and dean of the faculty before with a community organization or but of interest to faculty and students in
credit is given. Advance permission project, meet weekly with the course a particular semester.
ACC 541 – Corporate Financial required. Repeatable, but may not exceed instructor, and complete written assign-
Reporting 3 one-quarter of the total hours required ments stipulated on the course syllabus. UCC 402 – Research Assistant 1-3
Financial reporting system for business for the degree. Prerequisite: Permission of Instructor.
entities; environment, information sys- UCC 460 – Experience Credit 1-6
tem, financial statements, current assets UCC 270 – Internship 1-12 UCC 360 –Experience Credit 1-6 Credit for past participation (prior to
and liabilities, income measurement, Participation in a discipline - or sub- Credit for past participation (prior to admission) in a discipline or subject-
long-term finance, shareholders’ equity, ject - related experience. Evaluation by admission) in a discipline or subject- related experience. Student’s skills or
and taxation. written or oral reports or examination. related experience. Student’s skills or knowledge must be verified by exami-
Written permission of instructor and knowledge must be verified by examination conducted by the department
approval of the division dean required. nation conducted by the department and approved by both the dean of the
All-College Limited to juniors and seniors in good and approved by both the dean of the division in which the student is major-
academic standing. If this is a paid work division in which the student is majoring and the vice president for academic
experience, also register for UCC 310 - ing and the vice president for academic affairs and dean of the faculty before
UCC 099 – Problem Solving
Cooperative Education. affairs and dean of the faculty before credit is given. Advance permission
Workshop 0
credit is given. Advance permission required. Repeatable, but may not exceed
The workshop introduces the use of
UCC 290 – Independent Study 1-6 required. Repeatable, but may not exceed one-quarter of the total hours required
solver/listener pairs to solve problems.
Exploration of a problem, or problems, one-quarter of the total hours required for the degree.
The major goals are to show participants
in depth. Individual independent study for the degree.
the skills needed to answer standard
multiple
UCC 470 – Internship 1-12 understanding of human culture, and to ANT 351 – Language & Culture 3 changes occurring in the modern world,
Participation in a discipline - or sub- archaeology and physical anthropology The Interrelation of culture and lan- their causes, and consequences.
ject - related experience. Evaluation by as fields of study. guage; consideration of language impact
written or oral reports or examination. on cultural behavior, cognition, and ANT 449 – Anthropology of Aging 3
Written permission of instructor and ANT 251D – Native American Culture perception. Introduction to problems of Aging in a variety of cultures. Cultural
approval of the division dean required. & History 3 socio-linguistics and communication. differences in beliefs and practices
Limited to juniors and seniors in good Survey of cultures of native North Same as ENG 351 related to the aged. Critical evaluation
academic standing. If this is a paid work Americans, from original peopling of of aging in industrial society and of cul-
experience, also register for UCC 310 - the continent to the present. Emphasizes ANT 361U – Women and Culture 3 tural- bound theories of aging.
Cooperative Education. dynamism, ingenuity, and integrity of
Native American cultures, and the his- ANT 362 – Magic & Religion in ANT 500 – Contemporary Topics 3
UCC 480 – International Course 1-12 tory of their contact with Europeans. Preliterate Societies 3
Offered through the Utica College Religious and magical behavior in non- ANT 535 – Forensic Anthropology 3
Office of International Programs or ANT 254 – Peoples & Cultures of Sub- western societies. Emphasis on tribal Basics of crime scene archeology and
the Syracuse University Division of Saharan Africa 3 culture, magic, and religion in folk soci- human remains recovery. Skeletal analy-
International Programs Abroad by edu- Survey of the indigenous populations of ety; shamanism, witchcraft, sorcery, ritu- sis; personal identification; courtroom
cational institution outside the United sub-Saharan Africa; emphasis on East al, and tabu; myths of origin, world view, testimony; police procedures; mass fatal-
States. Student registers for the course Africa, Nigeria, and South Africa; analy- and values in cross-cultural perspective. ity incident planning.
at the foreign institution and is graded sis of political, economic, religious, and
according to that institution’s practice. family institutions; consideration of the ANT 375 – Culture & Personality 3 ANT 545 – Historical Archeology 3
OIP or DIPA works with the UC aca- relationship between the traditional and The individual in society, and the role of Archeological exploration of social his-
demic discipline to assign appropriate the present. environmental, social, and cultural fac- tory of European, African, and Asian
course level, title, and grade for the stu- tors in the development of personality. peoples in North America after 1500
dent’s transcript. ANT 283 – Urban Anthropology 3 Cross cultural use of projective and other C.E. Field excavation; site interpretation;
Introduction to the diversity of city life type of psychological tests. The role of archived research; artifact identification.
UCC 490 – Independent Study 1-6 around the world and through history, culture in perception, cognition, and
Exploration of a problem, or problems, especially as it reflects the social, politi- mental illness. ANT 547 – Archeological Field
in depth. Individual independent study cal, and economic organization of the School 6
larger society. Detailed examinations of ANT 400 – Special Topics in Practical experience in archeological
UCC 501 – College Elective 1-9 urban anthropological research methods. Anthropology 1-3 fieldwork. Exploration of regional his-
Topics in various aspects of anthropolo- tory and cultural tradition through field
UCC 590 – Independent Study 1-6 ANT 300 – Selected Topics 1-3 gy (social, physical, archaeological). The trips and documentary research. Project
Admission by consent of supervising exact topics may vary from year to year locations may vary, and may include
discipline, academic division, and gradu- in response to the needs and interests of both domestic and international sites.
ate program director. Individual reading ANT 314 – Native American students and instructors. Prerequisite:
or research in a topic of interest between Languages 3 instructor may determine reasonable ANT 551 – Contemporary Issues of
the student and the instructor. Provides an overview of the indigenous prerequisites for the specific topic. May Native American Life 3
languages of the Americas including be repeated with different topics. Relationships of Native Americans to
their structure, classification, history, larger society at the beginning of the 21st
Anthropology endangerment, revitalization, writing, ANT 415 – Cultures, Health, & century. Focus on identity, economic
and reflection of cultural features in Healing 3 development, health, environment, and
expressions of animacy, respect, count- Examination of effects of culture on legal and political issues. Seminar for-
ANT 101D – Introduction to Cultural
ing systems, kinship terms, possession, health and beliefs and the practices relat- mat. Prerequisite: One of the following:
Anthropology 3
and vocabulary. ed to illness and healing. Prerequisite: ANT 101, SOC 151, SOC 252, SOS 101,
Overview of anthropology. Study and
Anthropology 101 or Sociology 151 or or permission of instructor
comparison of cultures around the world
ANT 347 – Archaeological Field permission of instructor.
from small tribal communities to indus-
School 6
trial societies.
Practical experience in archeological ANT 425 – Cultural Change 3 Arabic
ANT 205 – Human Beings in fieldwork. Exploration of regional his- Cultural change as viewed from a variety
Evolutionary Perspective 3 tory and cultural tradition through field of perspectives including small scale ARB 101 – Beginning Arabic I 3
Introduction to the physical and cultural trips and documentary research. Project change, planned change, acculturation Pronunciation and aural comprehension,
evolution of our species, to evolution- locations may vary, and may include and evolutionary change. Analysis of elementary grammar, oral and written
ary theory and its implications for the both domestic and international sites.
practice, reading of simple prose, cul- BIO 111L – Human Ecology Lab 1 isms, their role in disease, their inhibi- count as a major elective for biology
tural overview. Language lab required. Scientific methodology and its appli- tion and destruction; principles and majors. Same as Gerontology 214.
cations for the non- science major. techniques of bacteriology. Not open to
ARB 102 – Beginning Arabic II 3 Biodiversity, symbiosis, evolution, popu- biology majors. Prerequisites: Biology BIO 231 – Research Methods I 3
Continuation of ARB 101 and develops lation dynamics, genetics, energy, PH, 101 and 102. Introduction to experimental design
further all skills, speaking, writing, and and site visits. Co-requisite: BIO 111. and analysis. Evaluate merit and content
listening, to complete the novice profi- BIO 205 – Human Nutrition 3 of primary literature, critique oral pre-
ciency level of Arabic. BIO 112 – Human Sexuality 3 Study of dietary factors required for sentations by researchers, use computer
Exploration of the nature and histori- human growth and health, underlying spreadsheets and statistical software
ARB 201 – Intermediate Arabic I 3 cal perceptions of human sexuality, its bases of these requirements, and specific for data organization, graphical and
Reading; grammar review; oral work; biological foundations, social and components available to meet these written presentation, and data analysis.
translation; simple composition. behavioral implications, cross-cultural needs. Prerequisites or co-requisites: Co-requisites: Biology 211 or 212, or
Prerequisite ARB 102 or equivalent. comparisons, encouraging personal Chemistry 211 and Biology 102. permission of instructor.
refection and self-discovery while
improving interpersonal communication BIO 208 – Pharmacology & BIO 232 – Research Methods II 3
Biochemistry and understanding. Open to all majors Pathophysiology 3 Research design and presentation.
(see Chemistry) but may not count as a major elective for Relationship between physiology, Writing research papers using specific
biology major. Same as Psychology 207. pathophysiology, and pharmacology. journal format and word processing
Theoretical understanding of physi- software, graphical and oral presentation
BIO 113 – Human Genetics 3 cal assessment in clinical practice. of research projects, writing letters of
Biology Fundamental principles of human genet- Prerequisite: Biology 101, Biology 102, application and resumes, and critiqu-
ics and the social, medical, and moral Chemistry 211, or permission of instruc- ing oral presentations of researchers.
BIO 090 – Pre-Anatomy & issues raised by current research in such tor. Prerequisites: Biology 231 or permission
Physiology 0 areas as race, behavior, intelligence, and of instructor.
genetic engineering. (Lecture only). BIO 211 – General Biology I 0,4
BIO 101 – Anatomy & Physiology Open to all majors, but may not count as Study of life as characterized by cell BIO 321 – Genetics 0,4
I 0,4 a major elective for biology majors. organization and structure, release and The fundamental mechanisms of inheri-
Structure and function of the human utilization of energy, photosynthesis tance and their consequences as viewed
body, including cells, tissues, skin, and BIO 201 – Gross Anatomy 0,4 growth and reproduction, interaction from the molecular, cellular, organismal,
the skeletal, muscular, and nervous Human anatomy with emphasis on with the environment, Mendelian inheri- and population levels. Laboratory exer-
systems. May not be taken by biology structure and function of the neuro- tance, genetic technology, and change cises explore classical patterns of inheri-
majors except by special permission. musculoskeletal system of the extremi- over time. Laboratory experiences reflect tance in sexually reproducing organisms.
ties and back. Laboratory involves lectures and expose students to scientific Prerequisites Biology 211, Chemistry
BIO 102 – Anatomy & Physiology examination and identification of these methodology, hypothesis building and 211 and 212, and college algebra or its
II 0,4 structures through dissection of human testing, various qualitative and quantita- equivalent.
A continuation of BIO 101examining cadavers. Open only to students accepted tive data collection and analysis.
the structure and function of the human in Occupational Therapy or Physical BIO 322 – Developmental Biology 0,4
body including the endocrine, reproduc- Therapy programs or with permission of BIO 212 – General Biology II 0,4 The principles of growth and develop-
tive, cardiovascular, lymphatic, respira- the instructor. Prerequisite: Biology 101 Diversity of life approached through ment of plants and animals; analysis and
tory, urinary, and digestive systems. and 102. the unifying theme of evolution. formation of organ systems. The labora-
Comparative study of the form and func- tory involves a descriptive and experi-
BIO 111 – Human Ecology 3 BIO 202 – Neuroanatomy & tion of representative species. Laboratory mental study of the general principles
The principles of ecosystem function Neurophysiology 0,4 emphasizes comparative anatomy studies of development in plants and animals.
covering such topics as energy flow, Study of the structures and function of of the structural components of various Prerequisites: Biology 211 and 212.
flood chains, nutrition and nutrient the human nervous system as a basic for organisms. Prerequisite: Biology 211 or
cycling, populations, and communities. clinical treatment techniques. May not permission of instructor. BIO 323 – Principles of Ecology 0,4
Knowledge of these principles will be be taken by biology majors except by Environmental relationships of plants
applied to the human species and its role special permission. Prerequisite: Biology BIO 214 – Biology of Aging 3 and animals, emphasizing community
in ecosystems. (Lecture only.) Open to 201 or permission of instructor. Study of the effects that age related and structure, population interactions and
all majors, but may not count as a major age associated cellular and organismic dynamics, energy relationships, and
elective for biology majors. BIO 203 – Microbiology 0,4 changes have on the human aging pro- nutrient cycling. Laboratory devoted to
Introduction to microbiology with cess. Open to all majors, but may not field studies of local communities and
emphasis on pathogenic micro-organ-
populations. Prerequisites: Biology 211 BIO 362 – Endocrinology 3 bial growth. Prerequisites: Biology 211 department only. May be repeated once
and 212. Advanced study on the functional inter- and Chemistry 211 and 212. for credit.
relationships of the endocrine system
BIO 324 – Animal Physiology 0,4 within biological organisms. Emphasis BIO 433 –Parasitology 0,4 BIO 453 – Molecular Biology 0,4
The basic physiological principles of on the endocrine system’s response to Parasitism, host-parasite interactions, Emphasis on structure, function and
the neurological, endocrinological, external and internal stimuli in main- life cycles. Classification, recovery and repair of DNA, regulation of gene
muscular, cardiovascular, digestive, taining homeostasis. Phylogeny of indentification techniques, microscopic expression in bacteria and viruses,
reproductive, and respiratory systems. hormones and clinical dysfunction. examination. Human and veterinary and applications in biotechnology.
Emphasis is given to the interrelation- Prerequisite: Biology 324 or permission parasitology: socio-economic factors Laboratory exercises employ techniques
ships of the physiological process among of instructor. and the spread of parasites, vectors and in recombinant DNA technology in
these systems through biofeedback disease signs and symptoms; treatment a gene cloning project. Prerequisite:
control in maintaining homeostasis. BIO 363 – Biochemistry 3 of parasites. Lecture and laboratory. Biology 321 or permission of instructor.
Laboratory topics concurrent with Chemical and biological properties of Prerequisites: Biology 211, 212 or per-
lecture. Prerequisites: Biology 212 and the principal components of cellular mission of instructor. BIO 454 – Immunology 3
Chemistry 212. metabolism. Emphasis on the inter- Advanced study of the immune system
relation and controls of the metabolic BIO 434 –Mycology 0,4 in animals. Emphasis on immunochem-
BIO 325 – Botany 0,4 pathways involved in energy utilization. Introduction to the Kingdom Fungi istry, cellular immunity, immunopa-
Plant biology investigating plant anat- Same as Chemistry 363. Prerequisites: including yeasts, molds, mushrooms, thology, and role of immune system in
omy, morphology, ecology, geography, Chemistry 331 and 332. lichens. Taxonomy, life cycles, anatomy, transplantation, cancer, and AIDS.
physiological adaptations, and systemat- physiology. Diseases of humans, domes- Prerequisite: Biology 327 or permission
ics. Lecture, field, and laboratory exer- BIO 400 – Special Topics in Life ticated animals, plants. Beneficial uses of of instructor.
cises. Prerequisites: Biology 211, 212, or Science 1 fungi, mycorrhizae, impact on forestry,
permission of instructor. Mini-course on varied topics to be deter- environmental applications. Laboratory BIO 455 – Virology 3
mined by the department each semester. includes field work. Prerequisites: Biology of bacterial, plant and animal
BIO 327 – Cell Biology 0,4 Format is lecture/discussion with guest Biology 211 and 212. viruses. Virus structure, infective and
Study of the cell as an organism. speakers and current literature or labo- replicative cycles, virus-host interactions.
Organization and function of sub-cellu- ratory work. May be repeated once for BIO 436 – Biology of Vertebrates 0,4 Role of viruses in infectious disease and
lar organelles and cellular interactions credit. Prerequisite: Biology 211 and Vertebrate animals from an evolution- cancer. Viruses as vehicles in biotechnol-
in tissues, emphasis on experimental 212, or permission of instructor. ary perspective. Laboratory emphasizes ogy and gene therapy.
methodology. Laboratory introduces comparative anatomy including gross
methodology and instrumentation to BIO 423 – Freshwater Biology 0,4 anatomical and histological material. BIO 470 – Practicum in Biology 3
investigate structure-function relation- Inland freshwater habitats covering phys- Lecture includes ecology, behavior, Applied experience in a specific field of
ships in cellular structures. Prerequisites: ical, chemical, and biological interrela- anatomy, and evolutionary relationships. study. Interns will work with or shadow
Biology 211, Chemistry 211 and 212. tionships. Sampling and identification Prerequisite: Biology 212. a professional in an applied area of
of microscopic and macroscopic biota; biology, prepare a manuscript and oral
BIO 329 – Evolution 3 energy cycling; morphometry; measure- BIO 437 –Biology of presentation describing the experience.
Modern evolutionary analysis of micro- ment and analysis of light; temperature, Invertebrates 0-4 Prerequisite: 25 credits in Biology.
evolution, macroevolution, molecular dissolved ions and gases. Laboratory Survey of invertebrate animals from an
evolution, population genetics, and and field work. Prerequisites: Biology evolutionary perspective, including the BIO 489 – Honors Tutorial 3
phylogeny reconstruction. Philosophy 211, 212, Chemistry 211, 212, Biology ecology of behavior, anatomy, and evo- Open to students in the Utica College
of science and experimental design are 323 or permission of instructor. lutionary relationships of major groups. Honors Program. Original laboratory
studied as they relate to evolutionary Laboratory emphasizes comparative or theoretical research with a faculty
biology. (Lecture Only.) Prerequisite: BIO 432 – Principles of study of form and function of represen- member. May meet as Biology 450 or as
Biology 212. Microbiology 0,4 tative species. Prerequisite: Biology 212. Biology 495. Prerequisite: Biology 211
Survey of microbial groups including and senior standing.
BIO 336 – Histology 0,4 bacteria, viruses, fungi, protists, and BIO 450 – Senior Research in
Microscopic anatomy of mammals, some invertebrate parasites. Bacterial Biology 3 BIO 490 – Independent Study 1-3
focusing on tissue morphology, develop- structure, physiology, genetics, infec- Supervised independent research at Individually supervised research and
ment and organization in major organ tion and disease, and immune response. approved facilities. Two semester com- study.
systems. Structural aspects of differen- Laboratory experience in isolation, mitment recommended. Applications
tiated tissues and related physiologi- culturing, morphological and biochemi- must be submitted the semester prior BIO 495 – Senior Seminar 3
cal function. Lecture and Laboratory. cal characterization and identification; to starting date. May satisfy Honors Critical analysis of research literature
Prerequisites BIO 211 and 212. chemical and physical control of micro- Program requirements. Permission of and integration of diverse disciplines
to foster a more comprehensive under- BIO 590 – Independent Study 0-6 CHE 212 – General Chemistry II 0,4 Prerequisite: Chemistry 212. Chemistry
standing of issues in the biological sci- Individual reading or research in a topic Chemical equilibrium, kinetics, acids/ 331 prerequisite to Chemistry 332
ences. Prerequisites: 25 credits of Biology of interest between the student and the bases, oxidation/reduction, metals, non-
coursework. instructor. Must be approved in advance metals, organic chemistry, biochemistry. CHE 345 –Physical Chemistry I:
by the appropriate graduate program Three hours of lecture/demonstration/ Thermodynamics & Kinetics 3 3
BIO 499 – Honors Tutorial 3 director. discussion and three hours of laboratory Classical thermodynamics, electrochem-
Open to Students in the Utica College per week. Prerequisite: Chemistry 211 istry, and reaction kinetics. Applications
Honors Program. Original; laboratory to chemical and biological phenomena.
or theoretical research with a faculty Business Law CHE 213 –Introduction to Chemical Same as Physics 345. Prerequisites:
member. May meet as Biology 450 or as Research Methods 3 Chemistry 212, Math 202 and one year
Biology 495. Prerequisite: Biology 211 BUL 301 – The Legal Environment of How chemists perform and com- of college physics.
and senior standing. Business 3 municate research. Experimental
design, chemical analysis, use of CHE 346 –Physical Chemistry II:
Introduction to the legal system, sources
BIO 524 – Tropical Ecology 3 chemical literature, use of chemical Structure 3
of law, dispute resolution, government
Study of relationship between tropical data. Communication methods includ- Quantum chemistry, spectroscopy, kinet-
regulation of business, law related to
organisms and their environment, with ing writing in ACS style, graphing and ic theory, Maxwell-Boltzmann statistics.
employment, the environment, product
special emphasis on biological diversity, importing of graphs, written and oral Prerequisite: Math 202 and one year of
liability, securities and antitrust.
and population, community, and ecosys- presentations. Prerequisite: Chemistry college physics.
tem ecology of tropical environments. BUL 302 – Law of Business 211. Corequisite: Chemistry 212.
Required field trip to the tropics. CHE 346L – Physical Chemistry
Organizations 3
CHE 263 – Introduction to Organic & Laboratory 1
Law of business transactions: contracts,
BIO 528 – Science and Fiction 3 Biochemistry 0,4 Laboratory work in thermodynamics,
agency, negotiable instruments, insur-
Popular fiction, cinema and video as a Basic concepts of organic and biochemis- kinetics, spectroscopy, and molecular
ance, property, and professional liability.
teaching and learning tool in biology. try. Structure, chemistry, and importance modeling to accompany Chemistry
of selected carbon compounds, aspects 346. Prerequisites: One year of physics
of cellular metabolism. Relationship Chemistry 332 and Chemistry 345 pre-
BIO 538 – Animal Behavior 3 Chemistry and between medicine and chemistry. ferred. Co-requisite: Chemistry 346
Evolutionary and ecological approach Biochemistry Lecture and laboratory. Prerequisite:
to the study of behavior in animals. Chemistry 211. Does not count toward CHE 350 – Research Methods 1-3
Identification of major patterns and pro- CHE 103 – Chemistry and Society 3 the major in biology, chemistry or phys- Chemical and biochemical research
cesses of animal behavior and discussion Study of the chemical principles neces- ics. under the direction of a faculty member.
of classical and current methodologies sary to understand examples drawn from Each student and her or his research
for studying animal behavior. students’ daily experiences and current CHE 323 – Quantitative Analysis 0,5 adviser must submit a proposal to the
news items such as nuclear power, plas- Fundamental and modern chemi- department for approval prior to enroll-
BIO 538L – Animal Behavior tics, food, genetic technology, ozone cal analysis. Laboratory applications ment. Students must submit a research
Laboratory 1 depletion, acid precipitation, greenhouse and interpretations of analytical data. summary to the department at the end
Contemporary experimental methods effect, drugs, cosmetics, poisons, house- Gravimetry, titrimetry, optical, and elec- of the semester and present an oral
using an ecological and evolutionary hold chemicals. Lecture/discussion/ troanalytical methods. Lecture, discus- report to a session of Chemistry 400.
approach to the study of animal behav- demonstration. Model building with kits sion, problem solving. Six hours of labo-
ior. Observational and experimental supplied. ratory per week. Prerequisite: Chemistry CHE 363 –Biochemistry 3
procedures will be used to study animal 212. Chemical and biological properties of
behavior in the laboratory and natural CHE 211 – General Chemistry I 0,4 the principal components of cellular
habitats. Atomic & molecular structure used to CHE 331 – Organic Chemistry I 0,4 metabolism. Emphasis on the interrela-
develop fundamental principles of physi- Chemistry of carbon compounds. tion and controls of the metabolic path-
BIO 543 – Neuroscience 3 cal and chemical properties of all matter. Structure, mechanism, synthesis, instru- ways involved in energy utilization. Same
The nervous system, from building Modern applications of chemistry. States mentation. Three hour laboratory. as Biology 363. Prerequisites: Chemistry
blocks to brain, including disciplines of of matter, symmetry, reactivity, kinetics, Prerequisite: Chemistry 212. Chemistry 331 and 332.
anatomy, physiology, cell biology, and oxidation/ reduction, acid/base, organic 331 prerequisite to Chemistry 332.
psychophysics. Critical analysis of the and biochemical structures. Lecture and CHE 363L – Biochemistry
primary literature. laboratory. High school chemistry and CHE 332 – Organic Chemistry II 0,4 Laboratory 1
algebra helpful but not required. Chemistry of carbon compounds. Biochemistry laboratory techniques: iso-
Structure, mechanism, synthesis, instru- lation and purification of biomacromole-
mentation. Three hour laboratory. cules, characterization and measurement
of proteins, enzymes, carbohydrates, CHE 433 – Advanced Organic Safe handling, storage, and disposal of series of selected expository and persua-
lipids, and other compounds. Historical Chemistry 3 chemicals in a laboratory environment. sive speeches.
and contemporary methods of biochemi- Mechanism and structure in organic
cal analysis. Co-requisite: Biology 363 or chemistry. Use of chemical literature. CHE 514 – History of Chemistry 3 COM 130 – WPNR Practicum 1
Chemistry 363. Three lecture/discussion hours per week. Study of the growth of chemistry from Participation on the staff of the campus
Prerequisite: Chemistry 332 the 1600s to 1950 using readings about radio station WPNR (90.7) Weekly class
CHE 390 – Independent Study 1-3 and by the originating philosophers and meeting required. Open to all majors.
Directed studies in specialized areas of CHE 433L – Advanced Organic researchers, including historically signifi- May be taken four times for credit.
chemistry. Each student and her or his Chemistry Laboratory 1 cant experiments.
research adviser must submit a proposal Special problems in organic chemis- COM 181 – Introduction to Human
to the department for approval prior try. Three hours per week. Laboratory CHE 590 – Independent Study 1-6 Communication 3
to enrollment. Students must submit a reports required. Co-requisite: Individual reading or research in a topic How the development of communication
written report to the department at the Chemistry 433 of interest between the student and the practices, technologies, and institutions
end of the semester and present an oral instructor. Must be approved in advance shape the evolution of personal identity,
report to a session of Chemistry 400. CHE 463 – Biochemistry II 3 by the appropriate graduate program organizations, and societies; student self-
Biological Membranes and Transport, director. assessment and exploration of communi-
CHE 400 – Topics in Chemistry 1 Biosignaling, Metabolic Regulation, cation careers.
Topics may include safety and environ- Urea Cycle, Biosynthesis of Amino
mental issues; professional expectations Acids, Lipid Biosysthesis, Oxidative and Chinese COM 235 – Introduction to Oral
and ethics; employment and career Photophosphorylation, Integration of Interpretation 3
opportunities; graduate school; current Metabolism. Prerequisite: BIO/CHE CHI 101 – Beginning Chinese I 3 Development of intellectual and emo-
directions in chemical and biochemical 363. Pronunciation and aural comprehension; tional responsiveness to rhetorical, nar-
literature; and student research. Only elementary grammar; oral and written rative, poetic, and dramatic materials,
two credit hours may be applied toward CHE 473 – Inorganic Chemistry 0,4 practice; reading of simple prose. leading to the development of expressive
the major. May not be used toward the Selected topics in theoretical and skills of voice and body.
minor in chemistry. Prerequisites: 16 descriptive inorganic chemistry. CHI 102 – Beginning Chinese II 3
hours of chemistry and junior or senior Bonding, periodic trends, acid-base Continuation of Chinese 101. COM 261 – Broadcasting and the
standing. theory, ligand field theory, molecular Prerequisite: Chinese 101 or equivalent. Public Interest 3
orbital theory, transition metal coordina- Evaluation of television and radio as
CHE 405 – Environmental tion chemistry. Laboratory emphasizes factors in society. Foreign systems of
Chemistry 3 synthesis and instrumental characteriza- broadcasting, government regulations,
Sources, reactions, transport, effects and tion. Prerequisite: Chemistry 345 (may
College Learning station and network operation, and audi-
fates of chemical species in water, soil, be taken concurrently.) ence analysis, with consideration of roles
and air environments. From global and CLS 090 – College Learning 0 played by radio and television in educa-
regional problems to localized concerns. CHE 489 – Honors Tutorial 3 tion, politics, government, and other
Safe handling, storage, and disposal of Open to students in the Utica College aspects of our society.
chemicals in a laboratory environment. Honors Program. Laboratory or theo- Communication Arts
Prerequisite: Chemistry 332 retical creative research with a faculty COM 300 – Topics in Communication
supervisor. COM 101 – Interpersonal Arts 3
CHE 423 – Instrumental Methods 0,5 Communication 3 Application of concepts and skills of
Theory and principles of modern ana- CHE 499 –Honors Tutorial 3 Examines communication in everyday communication arts to specific situ-
lytical instruments and techniques. Open to students in the Utica College life. Provides a theoretical framework for ations, such as gender or non-verbal
Optical and electrochemical methods, Honors Program. Laboratory or theo- developing interactional skills; focus on communication. May be repeated once
chromatography, mass spectroscopy and retical creative research with a faculty verbal and non-verbal message systems, provided the topic is not the same.
magnetic resonance. Three hours lec- supervisor. meaning and interpretation, persuasion,
ture and six hours laboratory per week. relationships, conflict. COM 301 – Advanced Interpersonal
Prerequisites: Chemistry 323 and 345. CHE 505 – Environmental Communication 3
(Chemistry 345 may be taken concur- Chemistry 3 COM 103 – Introduction to Public Selected theories and research find-
rently.) Sources, reactions, transport, effects and Speaking 3 ings. Students select aspects of inter-
fates of chemical species in water, soil, Study of fundamental principles with personal communication theory and
and air environments. From global and emphasis upon organization and pre- report on their findings. Prerequisite:
regional problems to localized concerns. sentation. Practice in preparing outlines Communication Arts 101.
and in presenting extemporaneously a
COM 303 – Public Speaking II 3 achieving higher levels of efficiency and COM 461 – Rhetorical Theory and Computer Science
Advanced performance course focus- effectiveness in this system. Criticism 3
ing on ability to research, prepare, and History and theories of rhetoric.
COM 365 –Writing and Announcing CSC 101 – Computer Science I 0,3
deliver expository speeches. Applies Understanding what rhetoric is and how
for Radio/Television 3 Overview of computer science.
basic principles of public speaking to rhetorical criticism helps analyze and
Introduction to radio and television Introduction to algorithms, elementary
situations which will confront the busi- evaluate society.
as media for the writer; study of skills data structures, program design, and
ness or public relations person as well as
required for announcer and performer. COM 470 – Communication programming utilizing a block struc-
the other individuals with public contact.
Students prepare material for com- Internship 1-3 tured programming language. Lecture
Prerequisite: Communication Arts 103.
mercial and public service and practice On-site experience in an organizational and laboratory.
COM 305 – Group Problem Solving delivery in the campus radio studio. setting (governmental, corporate, ser-
CSC 102 – Computer Science II 0,3
and Decision Making 3 vice, broadcast). Focus on applying and
COM 368 – Broadcast News and Continuation of Computer Science
Study of group problem-solving process- developing skills. Student and teacher
Society 3 101. Introduction to pointers, linked
es, the nature of individual and group determine specific learning objectives
Critical examination of mode, structure, lists, stacks, queues, and trees.
reflective thinking; techniques of defini- and solicit sponsoring organization.
discourse, and practices of broadcast Introduction to sorting and search-
tion, research, and analysis; the nature of Prerequisite: permission of instructor.
news. Role of broadcast news in democ- ing algorithms. Lecture and laboratory.
evidence; evaluation of effectiveness in
racy. COM 481 – Senior Seminar 3 Prerequisite:Computer Science 101.
discussion. Prerequisite: Communication
Arts 101 or 103. Critical analysis of selected topics.
COM 375 – Introduction to Radio CSC 117 – Microcomputers and
Major project requiring the synthesis of
Production 3 Application Software 3
COM 310 – The Motion Picture 1 communication proficiency and career
Fundamentals of radio production. Introduction to basic terminology and
Informal exposure to independent, for- possibilities. Prerequisite: permission of
Training in the creative use of studio and applications of computers including:
eign language, experimental and classic instructor.
control room equipment. Construction operating systems, word processing,
motion pictures. Weekly attendance at
of programs. Emphasis on local station COM 490 – Independent Study 1-3 spreadsheets, and presentation software.
Thursday evening film series required.
May be taken three times for credit. production practices.
CSC 118 – The Internet: Information
Same as Film 310. COM 490 – Independent Study (3) IR Retrieval and Organization 3
COM 385 – Political
Communication 3 Basic concepts and usage of databases.
COM 325 – Intercultural
The role of communication in all phases Understanding and using the Internet
Communication 3
Differences and commonalities among of politics: political socialization; public Computer Engineering with special emphasis on the use of
opinion and polling; electoral cam- search engines and directories to locate
cultural systems for interacting and
paigns; social movements; congressional CSE 161 – Digital Logic Design 3 information. Using databases to orga-
interpreting; ethnocentrism and conflict
and judicial processes; role of the news Number representation, Boolean algebra. nize information.
development of intercultural communi-
cation competencies. and entertainment media; impact of new Design, analysis, and minimization of
combinational and synchronous sequen- CSC 201 – Discrete Mathematics I 4
technologies.
tial networks. First course in abstract mathematical
COM 335 – Advanced Oral
COM 403 – Argumentation 3 structures with emphasis on material
Interpretation 3
Types, forms, construction, and criticism CSE 181 – Computer Programming 3 needed for applications to computer sci-
Advanced interpretation of various
of argument. Theories of and approaches Introduction to the use of computers, ence. Introduction to different number
forms of literature designed to increase
to study of argumentation and debate. programming language. General prin- systems, data types, computer arithme-
student’s expressive and critical abilities.
Prerequisite: Communication Arts 103. ciples of program organization and engi- tic, Boolean algebra, direct and indirect
Prerequisite: Communication Arts 235
neering applications. proofs, and mathematical induction.
or permission of instructor.
COM 411 – Communication Lecture and Recitation.
COM 341 – Organizational Theory 3 CSE 182 – Computer Applications 3
Theories of human communication Applications of computers to engineer- CSC 217 – Computer Programming for
Communication 3
including definitions, functions, and ing problems. Prerequisite: Computer Business Applications 3
Human communication in the modern
levels. The role of communication in the Engineering 181. Computer aided problem solving in the
organization (government and industry):
development of the individual. business environment. Efficient use of
the communication process, commu-
spreadsheet software. Macro program-
nication skills useful to the individual
ming. Creating solutions from built-in
in the organization, ways and means of
functions and features. Prerequisite:
analyzing the organization’s communica-
Computer Science 117.
tions system, and ways and means of
CSC 225 – Intro to the UNIX Op nents, applications, protocols, standards, tion, deadlock handling); file systems; tions, components, design techniques,
System 0,3 internetworking and routing concepts, virtual memory techniques; and disk and methodology of building. Quantity
Architecture of UNIX: organization, file OSI Model, TCP/IP, LAN and WAN scheduling. Prerequisite: Computer takeoffs of various construction com-
system, process management, UNIX networking technologies. Prerequisites: Science 303. ponents. Students will quantify all
Shells and Shell programming, network- Computer Science 101, 102, and the materials for the building struc-
ing, security, and the Internet. Lecture 303. May be taken concurrently with CSC 432 – Computer and Network ture, surrounding area, and utilities.
and Laboratory. Computer Science 303. Security 4 Co-requisite: CMG 103.
Fundamentals of securing computers
CSC 300 – Topics in Computer CSC 325 – Programming and networks. Includes security objec- CMG 117 – Construction Graphics and
Science 1-3 Languages 3 tives, threats, vulnerabilities, types of Applications 3
Current topics in the development of A comparative study of programming attacks, authentication methods, access Application of word processing, spread
new hardware and software technology. languages and paradigms. This survey control methods, encryption, intrusion sheet, and presentation software.
May be repeated twice for credit in dif- will include block-structured, proce- detection, VPNs, firewalls and security AutoCAD software in a mechanical and
ferent topic areas. dural, functional, object-oriented, and as it relates to the WWW. Prerequisites: architectural environment. Presentations
declarative programming languages. Criminal Justice 333 and Computer to faculty and industry personnel.
CSC 301 – Discrete Mathematics II 3 Formal language specification and Science 323. Prerequisites: CMG 103, CMG 104.
Continuation of Computer Science 201. processing including Backus-Naur-
Set algebra, permutations, combinations, Form, lexical analysis, and parsing. CSC 433 – Software Engineering 2 CMG 221 – Methods and Materials
relations, functions, languages, and finite Prerequisites: Computer Science 102. Theory and practice of development of I 3
state machines. Prerequisite: Computer large software systems Concepts, tools, Methods and materials used in vertical
Science 201. CSC 343 – Database Systems 4 and techniques used for project defini- construction. Comprehensive analysis
Design, implementation, and man- tion through implementation and main- of materials, design, and specifications,
CSC 303 – Computer Organization & agement of database systems with an tenance. Development team approach installation methods, testing and inspec-
Programming 0,4 emphasis on practical applications. emphasized. Prerequisite: Computer tion, and appropriate construction meth-
Digital logic, micro-programming, Prerequisites: Computer Science 102 and Science 322. odology for application. Prerequisites:
machine and assembly language pro- 201. CMG 103, CMG 104.
gramming. Boolean logic and its rela- CSC 433L – Software Engineering
tionship to actual circuits such as adders, CSC 390 – Independent Study 1-3 Laboratory 1 CMG 222 – Methods and Materials
multiplexers, dimultiplexers, shifters, and Advanced concepts in computer science. Theory, tools, and techniques of software II 3
flip-flops. Hypothetical computer is used Individual independent study based on engineering applied to a major software Advanced methods and materials, focus-
to illustrate microprograms/interpreters. a plan of study submitted by the student development project. Co-requisite: ing on horizontal construction materials,
Lecture and Laboratory. Prerequisites: and approved by the instructor and the Computer Science 433. testing procedures, material properties,
Computer Science 101 and 201. school dean. An appropriate major proj- design, specification, and installation
ect will be expected to be completed. methods using certified standards and
CSC 316 – Object-Oriented Construction guidelines. Prerequisites: CMG 221,
Programming 3 CSC 411 – Artificial Intelligence 3 MAT 151.
Introduction to the object-oriented para- Introduction to the field of artificial Management
digm of programming. Objects, classes, intelligence. Topics chosen from sym- CMG 225 – Documents and
and inheritance. Prerequisite: Computer bolic pattern matching, goal reduction, CMG 103 – Introduction to Specifications 3
Science 101. constraint propagation, problem solving, Construction Management 3 Comprehensive overview of construc-
search techniques, knowledge repre- The construction industry, its historical tion contracts and legal principles and
CSC 322 – Data Structures and sentation, language understanding, rule background, the built environment, and practices used. Construction law and
Algorithms 3 based systems, and neural networks. industry professionals. Construction dispute resolution. Contract clauses,
The implementation of lists, linked lists, Prerequisites: Computer Science 102 and culture, themes and trends. Innovation exemptions, liabilities, documentation
pointers, stacks, queues, graphs, and 301. in materials, methodology, and building and records. Prerequisites: CMG 103,
trees. Includes the study of searching techniques. Needs, function, and wants CMG 104.
and sorting algorithms. Prerequisites: CSC 425 – Operating System that dictate why and how buildings are
Computer Science 102 and 301. Concepts 3 erected. Co-requisite: CMG 104. CMG 233 – Surveying 3
Principles of operating systems includ- Surveying techniques used in con-
CSC 323 – Introduction to ing: evolution to the present; concerns CMG 104 – Plan Reading and Quantity struction; introduction to geometrics.
Networks 3 for the future; multiprogramming and Takeoff 3 Students will develop the theory and
Topic include network types and com- the problems associated with it (memory Reading and comprehending construc- practical application of equipment and
munication models, hardware compo- management, CPU scheduling, protection drawings. Building systems, applica-
methodology to perform a site survey. CMG 415 – Construction Law 3 ship program. A minimum of 600 hours nile justice system, police handling of
Prerequisite: CMG 103, CMG 104. Principles and practices of construc- is required. Prerequisite: Permission of juveniles, the juvenile court, detention,
tion law through case study analysis. Internship Coordinator. and treatment of offenders. Prerequisite:
CMG 331 – Estimating I 3 Construction contracts, licensing, lien Criminal Justice 103 or equivalent.
Construction estimating fundamentals, laws, national labor laws, and dispute CMG 475 – Senior Seminar 3
defining and developing conceptual esti- resolution. Prerequisite: CMG 225. Students develop the project and prepare CRJ 224 – American Corrections 3
mates, square foot estimates, unit price a formal presentation to industry profes- Overview of probation, jails, prisons, and
estimates and productivity assignments. CMG 423 – Construction Finance 3 sionals guided by faculty advisors. Focus parole. Incarceration rationales, methods
Spreadsheets with materials, labor, and Financial aspects of construction indus- on construction management theory and of dealing with offenders, organizational
equipment needed for project costing try. Financial statements, budgets, cash critical thinking techniques to resolve theory, inmate social systems, and pro-
and work packages associated with each flow, earned value, and cost coding. issues in the project development program effectiveness.
CSI division. Prerequisite: CMG 222. Topical area includes cost accounting, cess. Prerequisite: CMG 447, CMG 470
industry practice, forecasting, and ration and senior status. CRJ 250 – Probation/Parole and
CMG 332 – Estimating II 3 analysis. Economic indicators and the Sentencing Alternatives 3
Bid strategies based on detailed cost effects on the construction industry. Major theoretical and operational con-
estimating techniques. Work packages Prerequisite: ACC 201. Criminal Justice cepts related to probation, parole, and
for CSI divisions and work breakdown alternatives to incarceration at state and
structures. Cost coding and detailed CMG 436 – Temporary Structures 3 CRJ 101 – Introduction to Criminal federal levels.
approaches to value engineering. Analysis and design of structural sup- Justice Research Methods 1
Balanced and unbalanced. Use of spe- ports, formwork, retaining walls, and CRJ 300 – Special Topics in Criminal
Basic research/writing principles that
cific estimating software. Prerequisite: cofferdams; their use in the construction Justice 1-3
should be applied to criminal justice as a
CMG 331 industry. Concrete, steel, heavy timber, Consideration of one or more contem-
field of study.
and masonry design and load calcula- porary topics. Tailored by individual
CMG 336 – Mechanical and Electrical tions for temporary and permanent field CRJ 103 – Introduction to Criminal instructors. Each variation may be taken
Systems 3 applications. Prerequisite: CMG 337. Justice 3 for credit.
Primary mechanical and electrical equip- History, theory, and structure of the
ment and systems. Selecting and sizing CMG 437 – Planning and CRJ 305 – Terrorism 3
criminal justice system emphasizing
various systems. Plumbing, heating, Scheduling 3 Overview of terrorism and counterter-
substantive and procedural criminal
ventilating, air conditioning, water sup- Theories and applications of the plan- rorism in global and domestic contexts.
law; police, prosecution, defense, courts,
ply, fire protection and sanitary sewage ning and scheduling processes, analysis Introduction to evolving definition and
institutional and community corrections;
systems. Basic principles of residential of cost, and sequencing of operations models of terrorism, causes, key events,
juvenile justice subsystem.
and commercial electricity and illumina- necessary to complete a project on time countermeasures. Origins, structure, and
tion. Prerequisite: CMG 222 and within budget. Use of construction CRJ 107 – Computer Hardware and activities of terrorism, and socio-cultural
estimating and construction scheduling Peripherals 3 environments that lead to terrorism.
CMG 337 – Statics and Strengths of software. Prerequisite: CMG 332. Computer hardware and peripherals and Prerequisites: CRJ 103, SOC 274.
Materials 3 other digital media used in commission
Comprehensive and quantitative analysis CMG 447 – Project Management and CRJ 307 – Homeland Security and
of cyber-crimes. Hands-on examination
of statics and strengths of materials used Safety 3 Counter Terrorism 3
of devices, including building, configur-
in the construction industry. Loadings, Administration and management theory, America’s National Critical
ing, upgrading, troubleshooting, diagno-
forces, action and reactions placed function, and documentation applied to Infrastructures. Safeguarding and man-
sis, and repair.
on materials in the building process. the construction process through prac- aging them when under threat. Key
Prerequisites: MAT 151, PHY 151. tical application of leadership, ethics, CRJ 212 – American Policing 3 asset identification, threat and vulnera-
organization and staffing. Laboratory Role of police in American society. bility analysis, risk assessment and man-
CMG 345 – Site Planning and exercises in safety procedures, equip- Topics include nature of police subcul- agement, crisis and consequence man-
Equipment 3 ment, and OSHA requirements for ture, professionalism, personnel selec- agement, and related Counter Terrorism
Horizontal construction. Cost principles construction. Prerequisites: CMG 332, tion, unionism and operational trends. technologies. Defense, government-
associated with owning and operating CMG 437. Prerequisite Criminal Justice 103 or wide, and non-government information
heavy equipment. Productivity, equip- equivalent. systems. Importance of strategic and
ment selection, and sizing equipment CMG 470 – Internship 3 contingency planning, systems integra-
as essential parts of costing heavy civil Experiential learning under the direc- CRJ 221 – Issues in Juvenile Justice 3 tion, and information sharing.
operations. Prerequisite: CMG 222. tion of an industry sponsor, meeting all Philosophy and methods of criminal
course requirements and guided course justice programs for the prevention and
study by career services and the intern- control of youth crime. History of juve-
CRJ 313 – Corruption and Organized CRJ 335 – Cyber Crime Law and and economic factors in past and current CRJ 438 – System Vulnerability
Crime 3 Investigations 3 trends in the adjudication of offenders. Assessments 3
Development of organized crime in the Cyber crimes, including computer Cross-cultural analysis of causes of crime Threats to information systems and pro-
United States and its impact on social, crimes, Internet fraud, e-commerce, and and systems of justice. Prerequisite: cess for performance of audits, assess-
economic, and political institutions. threats to the national infrastructure. Criminal Justice 103. ments, penetration tests, and architecture
Special focus on role of corruption Policies, legal issues, and investigative reviews. Use of tools for such studies
as a facilitator of crime. Prerequisite: techniques and strategies, and implica- CRJ 355 – Cyber Crime Investigations and practical experience in conducting
Criminal Justice 103 or equivalent. tions for investigation and enforcement and Forensics I 3 assessments and preparing reports.
on a global scale. Intrusion detection methodologies, tools
CRJ 314 – Modern Techniques in and approaches to incident response. CRJ 441 – Applied Legal Research and
Crime Investigation 3 CRJ 342 – Constitutional Law in the Computer forensic principles, includ- Communication 3
Theory and practice of modern inves- Criminal Process 3 ing operating system concepts, registry Develops analytical and practical skills
tigation methods for public and pri- Case study approach to theoretical and structures, file system concepts, boot appropriate for those desiring to work
vate sector agencies. Techniques and applied knowledge of constitutional process, and file operations. Introduction in the legal field. Case analysis, legal
procedures for evidence collection, issues affecting the criminal justice to forensic tools. research, preparation of legal memo-
preservation, and presentation. Reviews system. Develops research and ana- randa and appellate briefs. Moot court
investigation resources, including crime lytical skills for further study of the CRJ 356 – Cyber Crime Investigations experience is provided. Prerequisite:
laboratory and databases. Prerequisite: Constitution and its changing interpre- and Forensics II 3 Government and Politics 341 or permis-
Criminal Justice 103 or equivalent. tation. Prerequisite: Government and Digital information retrieval methods. sion of instructor.
Politics 341. Exercises for search, recovery, imaging,
CRJ 324 – Violence in the analysis, and preservation of evidence CRJ 455 – Cyber Crime Investigations
Workplace 3 CRJ 343 – Law of Economic Crime 3 on disk drives and other storage media. and Forensics III 3
Different types of violence and how they Government and judicial regulations Advanced topics such as disk geometry Theory and techniques for tracking
occur in the work setting. Designed to of financial institutions, commercial and analysis of UNIX systems. attackers across the Internet. Practical
accommodate many different areas of entities, their agents, and employees in exercises from case studies of Internet-
interest, not just law enforcement. relation to economic and business crime. CRJ 362 – Information System Threats, based crimes.
Constitutional issues in investigations Attacks and Defenses 3
CRJ 328 – Security Administration 3 by governmental and corporate entities Methods and motives of cyber-security CRJ 461 – Senior Seminar 3
Principles of administration of physical, in both a substantive and procedural incident perpetrators, and the counter- Selected topics of current interest.
human, and asset security. Risk assess- context. measures employed to organizations Emphasizes critical analysis of current
ment, training, emergency management, and agencies to prevent and detect those research literature and development of
disaster recovery, and the global aspects CRJ 345 – Criminal Evidence 3 incidences. Ethical obligations of secu- action projects by seminar members.
of security administration. Rules of evidence and trial procedures rity professionals. Integrates previous learning as a cap-
applicable to criminal cases at the state stone experience. Prerequisite: permis-
CRJ 333 – Information Security 3 and federal levels. Student mock trial CRJ 377 – Comparative Criminal sion of instructor.
Protection of proprietary information experience as witness and attorney. Justice: Study Abroad 3
in both the corporate and government CRJ 470 – Internship 6-15
sectors. Topics include: information as a CRJ 347 – Fraud Prevention and CRJ 382 – Administrative Issues in Participation on staff of criminal justice
resource, legal issues, policy formulation, Detection Technologies 3 Criminal Justice 3 agency under co-supervision of faculty
administrative and technical remedies, Types of proactive technology programs Issues in the organization and manage- and agency personnel. Field experience,
and case studies. and tools used to prevent and detect the ment of criminal justice agencies, includ- periodic conferences and seminars, writ-
occurrence of fraud in face-to-face trans- ing police departments, prosecutors ten and reading assignments designed
CRJ 334 – Economic Crime actions, e-commerce and e-business. offices, courts, jails, prisons, and com- to combine theory and professional
Investigation 3 Includes development and implementa- munity corrections. practice. Prerequisite: permission of
White collar crime in the United tion of business models for production instructor.
States. Emphasizes investigatory tech- of prevention and detection products CRJ 435 – Computer Forensics 3
niques related to these types of crime. and techniques. Root methods, forensic tools and pro- CRJ 475 – Senior Project 3-6
Prerequisite: Criminal Justice 103 or cedures used in analysis of digital evi- Senior level research project on policy
equivalent. CRJ 351 – Comparative Criminal dence in computer hardware, software issue determined after consultation with
Justice Systems 3 and peripherals. Rules applicable to faculty supervisor.
Design, operation, and legal basis for extraction and preservation of data and
systems of justice in other countries. digital evidence. Prerequisite: Computer
Governmental, political, demographic, Science 303.
CRJ 477 – Summer Study Abroad in Prerequisites: Completion of mathemat- ism, collective bargaining, and economic scale and scope, merger activity, transac-
China/South Korea 6 ics and computer requirements in com- insecurity. Prerequisites: Economics 131 tion costs of market exchange, alterna-
Comparative study of culture, society, ponent one of core. Students may not and 141 or permission of instructor. tive competitive strategies.
and criminal justice systems in South also take for credit Psychology/Sociology
Korea, China, and USA. Students will 211 or Mathematics 112. ECN 345 – History of Economic ECN 442 – Public Finance 3
visit metropolitan police headquarters, Thought 3 Economics of the public sector. Analysis
courts, prisons and interact with the ECN 300 – Selected Topics 3 The evolution of economic thought dur- of revenues and expenditures of federal,
appropriate professionals in those facili- ing the last 300 years. The socioeconom- state, and local governments: public
ties. ECN 331 – Intermediate ic milieu as well as the theories of major debt; tax incidence; tax policy; fiscal
Microeconomic Theory 3 writers are considered. Prerequisites: federalism; and public choice theory.
CRJ 490 – Independent Study 1-6 Study of the concepts and tools for Economics 131 and 141. Prerequisites: Economics 131 and 141.
analysis of the behavior of business firms
CRJ 490 – Independent Study (1/6) in their pricing, production, purchas- ECN 346 – Government and Economic ECN 443 – International Trade 3
IR ing, employment policies: relationship of Life 3 Study of trade theory, international
the individual firm to the general pric- Economic theory as applied to his- monetary problems, commercial pol-
ing process as applied to products and toric and current issues of public policy. icy. Critical study of world economic
Economic Crime productive agents under condition, and Governmental planning and control problems with special emphasis on
economic data. Prerequisites: Economics of industry, resources, prices, banking, international agencies and agreements.
Management 131 and 141. and business fluctuations. Prerequisite: Prerequisites: Economics 131 and 141.
Economics 141.
ECM 535 – Legal and Investigative ECN 332 – Managerial Economics 3 ECN 445 – Environmental
Issues for Fraud Management 3 Introduction to econometric models and ECN 348 – Business and Economic Economics 3
Case study analysis of business and eco- the tools of econometric inquiry, includ- Forecasting 3 Introduction to the problem of the eco-
nomic crimes, including cyber crime, ing the mathematics of estimating future Study of methodology of forecasting nomic obstacles in cleaning the environ-
criminal liability of business entities, changes in national income, unemploy- business activity of individual firms, ment. Emphasizes the deficiencies of
management and employees, investiga- ment levels, and other economic vari- industries, and the economy. Emphasizes economic theory in not accounting for
tion and prosecution. ables. Prerequisites: Economics 131, 141, forecasting of business cycles and pre- the waste products of our production.
and 241. diction of political and social events Prerequisites: Economics 131 and 141.
which might enter into business deci-
Economics ECN 341 – Intermediate sions. Prerequisites: Economics 241 ECN 447 – Comparative Economic
Macroeconomic Theory 3 and Mathematics 144 or permission of Systems 3
ECN 131 – Principles of National product and income concepts, instructor. Comparative analysis of the different
Microeconomics 3 measurements, and relationships: inter- ways that countries solved their funda-
Principles of economics with major relationships of the major segments of ECN 349 – Urban Economics 3 mental economic problems. Covers all
emphasis on the theory of the market the general level of economics activity. The theory of the location of economic systems from capitalism to communism.
system (microeconomics), the econom- Prerequisites: Economics 131 and 141. activity in urban areas. Applications of Prerequisites: Economics 131 and 141.
ics of international trade, and current location theory and welfare economics to
economic problems. ECN 343 – Money and Banking 3 problems of poverty, human resources, ECN 449 – Foreign Trade
Introduces student to general principles housing, transportation, and discrimina- Management 3
ECN 141 – Principles of of banking and theories of money. tion. Urban growth and development. Practical knowledge of essential tech-
Macroeconomics 3 Subjects covered are organization and Prerequisite: Economics 131. niques in export and import manage-
Principles of economics with major control of the banking system, com- ment. Prerequisites: Economics 131 and
emphasis on the system as a whole (mac- mercial bank functions and operation, ECN 375 – Health Economics 3 141.
roeconomics) and the role of govern- monetary theory. Students may not take Economic problems faced by health
ment through fiscal, monetary, and other both Economics 343 and Finance 343 care industry. Production of health care, ECN 470 – Internship 3-12
policies to maintain full employment for credit. Prerequisites: Economics 131 market for health care, impact of health
without inflation. and141. insurance, and role of government regu- ECN 470 – Internship (3-12) IR
lation.
ECN 241 – Statistics 3 ECN 344 – Labor Problems 3 ECN 474 – Economics Research
Application of statistical methods in A study of the theory and operation of ECN 401 – The Economics of Proposal 1
management and economics. Descriptive the American labor market with particu- Competitive Strategy 3 Reviewing the literature, developing
statistics, probability, normal curve lar attention to problems of unemploy- Application of microeconomic principles data sources and developing a research
sampling, confidence, and regressions. ment wage determination, trade union- to managerial strategy. Economics of proposal.
ECN 475 – Research Methods in Education Instructional planning, assessment Standards. 20 hours of fieldwork in high-
Economics 3 and evaluation, diagnostic procedures, needs schools required.
Research methods used by economists. cultural and linguistic differences, writ-
EDU 111 – Introduction to EDU 317 – Math/Science Methods:
Statistical skills, computer applications, ing to learn, English/Language Arts
Teaching 1 Birth-Childhood 3
library work, methods of organizing and Learning Standards. 20 hours of field-
Becoming a teacher: ethical guidelines; Objectives, content, instructional materi-
analyzing data will be studied. Research work required.
identifying and reporting child abuse; als, activities, and theoretical principles
project required. Prerequisite: Economics
prevention of child abduction; alcohol, EDU 303 – Literacy and for teaching mathematics, science and
131, 141, 241, 331 or 332, 341 or 343,
tobacco, and drug abuse; safety educa- Comprehension: Middle- technology use in pre-school through
474.
tion fire and arson prevention; current Adolescence 3 grade six. Math, Science, and Technology
ECN 490 – Independent Study 3 issues. Graded on a pass/fail basis Advanced theory and methods of Learning Standards. 20 hours of field-
Individually supervised research and literacy development, grades 7 - 12. work required.
EDU 201 – Applied Educational
study. Provides opportunity for students Instructional planning, assessment
Psychology 3 EDU 321 – Foundations of American
to engage in original research or to and evaluation, diagnostic procedures,
Cognitive processes, memory and con- Education 3
pursue scholarly investigations beyond cultural and linguistic differences, writ-
cepts, problem solving, creativity, moral Examination of American public edu-
the boundaries of established courses. ing to learn, English/Language Arts
development, self concept, behaviorism, cation. Includes organization, finance,
Arranged by agreement between the Learning Standards. 20 hours of field-
motivation, social learning, classroom administration, curriculum implementa-
student and his or her instructor, subject work required.
management, and exceptional students. tion; student evaluation; application of
to approval of division dean. May be
Twenty hours of field work required. EDU 304 –Tutoring Young Scholars 1 technology to English and Social studies;
repeated once for credit, though with
a different topic. Prerequisite: junior Tutoring in local schools through the interdisciplinary planning.
EDU 215 – Diversity, Disabilities, and
standing. Young Scholars Program. Students who
Success 3 EDU 325 – Assessment of Children and
enroll must make a full semester com-
Nature of students with full range of dis- Youth with Special Needs 3
ECN 511 – Economic Analysis of mitment to tutor on a regular basis at
abilities and special health care needs. Assessment process in special education:
Public Policy Issues 3 least one time a week. May be repeated
Includes disabled, socio-economically observational assessment; norm-refer-
Basic tools of economics to examine and once.
disadvantaged, and English language enced standardized test; criterion- refer-
analyze selected contemporary public
learners. Effect of disabilities and needs EDU 312 – Practical Teaching enced assessments, performance-based,
policy issues. Prerequisites: ECN 131
on learning and behavior. Identifying Methodologies 3 authentic, and portfolio assessment. 10
and ECN 141.
strengths, individualizing instruction, Effective teaching practices, questioning hours fieldwork required.
ECN 535 – The Economics of Health collaboration, instructional strategies. 20 techniques, professional development,
and Health Care Policy 3 hours of fieldwork in high-needs schools writing and learning, oral communica- EDU 326 – Childhood Special
Health economics and health care policy required. tion skills. 20 hours of fieldwork in high- Education Methods 3
which applies the basic tools of micro- needs schools required. Special education services for grades 1-6:
EDU 218 – Curriculum and Individualized Education Plans, teaching
economic analysis toward understanding
Instruction 3 EDU 314 – Children’s Literature 3 practices, curriculum implementation,
the market behavior of the major players
Goals and objectives of primary/elemen- Survey of children’s and adolescent lit- assessment, assistive technology, service
in health care markets including con-
tary education; teaching and learning erature with special emphasis on criteria delivery models, team collaboration. 15
sumers, providers, insurers, and govern-
theories; basic content areas; and inter- for book selection. Traces history of hours of fieldwork required.
ment entities.
relationships. Taught on site at Kernan children’s books, conducts an in-depth
ECN 565 – Economics of Global Elementary School. appraisal of Newberry and Caldecott EDU 327 – Adolescence Special
Economy 3 Award winners, presents concept tech- Education Methods 3
EDU 301 – Foundations of Literacy 3 Special education services for grades
Application of microeconomics to niques of bibliotheraphy. Taught on site
Theory and methods of literacy develop- 7-12: Individualized Education Plans and
global economic issues, globalization, at King Elementary School.
ment. Assessment and diagnostic proce- transitional planning, teaching practices,
free trade, barriers to trade, economic
dures. Development of critical thinking EDU 316 – Social Studies/Literacy curriculum implementation, assessment,
interdependence, macroeconomic policy,
and individualized reading programs. 20 Methods: Birth-Childhood 3 assistive technology, services delivery
economic development. Prerequisite:
hours of fieldwork in high-needs schools Application of literacy skills to the models, team collaboration. 15 hours of
ECN 141.
required. content and instructional materials fieldwork required.
used to teach social studies in pre-
EDU 302 – Literacy and
school through grade six. Social studies
Comprehension: Birth-Childhood 3
and English Language Arts Learning
Advanced theory and methods of lit-
eracy development, age 0 - grade 6.
EDU 328 – Methods and Curriculum: mentation; student evaluation; appli- or Business and Marketing Education. Learning Standards. 20 hours of field
Pervasive Disabilities 3 cation of technology to business and Co-requisite: EDU 476. Permission of work required.
Characteristics of students with per- marketing education; interdisciplinary director required.
vasive disabilities. Authentic assess- planning. 20 hours of fieldwork required. EDU 503 – Literacy and
ment, Individualized Education Plans. EDU 476 – Student Teaching II 6 Comprehension: Middle-
Class- room accommodations, assistive EDU 343 – Adolescent Foreign Supervised teaching experience Adolescent 3
technology, positive behavior supports in Language Methods 3 in either elementary or secondary Advanced theory and methods of
inclusive environments. Collaboration, Lesson, unit, and course planning for schools with seminars and confer- literacy development, grades 7 - 12.
community-base instruction, and educa- teaching languages other than English; ences required. Includes discussions, Instructional planning, assessment
tional transitions. 10 hours of fieldwork classroom management; curriculum written assignments, and evaluations. and evaluation, diagnostic procedures,
required. implementation; assessment; application Graded on a pass/fail basis. Prerequisite: cultural and linguistic differences, writ-
of theory to practice. 20 hours of field- The preparation course sequence in ing to learn, English/Language Arts
EDU 333 – Adolescent English/ work required. Early Childhood, Childhood, Middle Learning Standards. 20 hours of field
Language Arts Methods 3 Childhood, Adolescence, Teaching work required.
Lesson, unit and course planning; EDU 344 – Science and Technology English to Speakers of Other Languages,
classroom management; curriculum Methods: Birth-Childhood 3 or Business and Marketing Education. EDU 506 – Foundations of
implementation; student evaluation; Objectives, content, instructional materi- Co-requisite: EDU 475. Permission of Teaching 0-9
application of technology to English; als, activities, and theoretical principles director required. Pre-service course of study. Role of
interdisciplinary planning. 20 hours of for teaching science and technology use education. Rights and responsibili-
field work required. in pre-school through grade six. Math, EDU 477 – Mentored Internship I 6 ties. Child development and learning.
Science, and Technology Learning For students with a full-time teaching Instructional planning. Effective teach-
EDU 334 – Adol Social Studies Standards. 20 hours of fieldwork position in the area of certification for ing strategies. State Learning Standards.
Methods 3 required. a minimum of eight weeks. Supervised Teaching children with special needs.
Lesson, unit and course planning; class- teaching experience with seminars and School organization and classroom
room management; curriculum imple- EDU 345 – Mathematics Methods: conference required. Includes discus- management. Educational technology.
mentation; student evaluation; applica- Birth-Childhood 3 sions, written assignments, and evalua- Reporting child abuse and maltreatment.
tion of technology to Social Studies; Objectives, content, instructional materi- tions. Preventing alcohol, tobacco and drug
interdisciplinary planning. 20 hours of als, activities, and theoretical principles abuse; child abduction; and improving
field work required. for teaching mathematics in pre-school EDU 478 – Mentored Internship II 6 safety. This course is taught in mod-
through grade six. Math, Science, and For students with a full-time teaching ules. All modules must be successfully
EDU 335 – Adolescent Mathematics Technology Learning Standards. 20 position in the area of certification for completed in order to earn credit for this
Methods 3 hours of field work required. a minimum of eight-weeks. Supervised course.
Lesson, unit and course planning; teaching experience with seminars and
classroom management; curriculum EDU 471 – Student Teaching conferences required. Includes discus- EDU 507 – Mentoring I 1
implementation; student evaluation; Seminar 0 sions, written assignments, and evalua- Mentored teaching experience. Monthly
application of technology to mathematic Discuss issues relevant to student teach- tions. observations. Weekly seminar.
including use of graphing calculator; ing. Classroom management, profes- Co-requisites: EDU 524 (Methods of
interdisciplinary planning. 20 hours of sional behavior, certification supervision, EDU 501 – Foundations of Literacy 3 Teaching in the Content Areas) & full-
fieldwork required. portfolio development, and professional Theory and methods of literacy develop- time teaching assignment.
portfolio. Meets weekly. Co-requisites: ment. Assessment and diagnostic proce-
EDU 337 – Adolescent Science EDU 475,476 dures. Development of critical thinking EDU 508 – Mentoring II 1
Methods 3 and individualized reading programs. 20 Mentored teaching experience. Monthly
Lesson, unit and course planning; EDU 475 – Student Teaching I 6 hours field work req. observations. Weekly seminar.
classroom management; curriculum Supervised teaching experience Co-requisites: EDU 503 (Literacy and
implementation; student evaluation; in either elementary or secondary EDU 502 – Literacy and Comprehension: Middle Adolescence)
application of technology to the sciences; schools with seminars and confer- Comprehension: Birth-Childhood 3 & full-time teaching assignment.
interdisciplinary planning. 20 hours of ences required. Includes discussions, Advanced theory and methods of Prerequisite: EDU 507 Mentoring I.
fieldwork required. written assignments, and evaluations. literacy development age 0 - grade
Graded on a pass/fail basis. Prerequisite: 6. Instructional planning, assessment EDU 51 – Introduction to Teaching 1
EDU 338 – Business and Marketing The preparation course sequence in and evaluation, diagnostic procedures, Ethical guidelines; identifying and
Education Methods 3 Early Childhood, Childhood, Middle cultural and linguistic differences, writ- reporting child abuse; prevention of
Lesson, unit and course planning; class- Childhood, Adolescence, Teaching ing to learn, English/Language Arts child abduction; alcohol, tobacco &
room management; curriculum imple- English to Speakers of Other Languages, drug abuse prevention; safety educa-
tion, fire and arson prevention; violence enced assessments, performance-based, EDU 535 – Adolescent Mathematics Meets weekly. Co-requisites: EDU 575
prevention; current issues. Students are authentic, and portfolio assessment. 10 Methods 3 and 576.
advised to take this course early in their hours of field work required. Lesson, unit and course planning;
sequence of study. classroom management; curriculum EDU 575 – Student Teaching I 6
EDU 526 – Childhood Special implementation; student evaluation; Supervised teaching experience in either
EDU 512 – Practical Teaching Education Methods 3 application of technology to mathemat- elementary or secondary schools with
Methodologies 3 Special education services for grades 1-6: ics including use of graphing calculator; seminars and conferences required.
Basic lesson planning; effective teach- Individualized Education Plans, teaching interdisciplinary planning. 20 hours of Includes discussions, written assign-
ing; oral communication skills; writing practices, curriculum implementation fieldwork required. ments, and evaluations. Graded on a
and learning; school-to-work; classroom assessment, assistive technology, service pass/fail basis. Prerequisite: The prepa-
technology; learning standards. 20 delivery models, team collaboration. 15 EDU 537 – Adolescent Science ration course sequence in Childhood, or
hours of field work required. hours of field work required. Methods 3 Adolescence Education. Permission of
Lesson, unit and course planning; director required.
EDU 516 – Social Studies/Literacy EDU 527 – Adolescence Special classroom management; curriculum
Methods: Birth-Childhood 3 Education Methods 3 implementation; student evaluation; EDU 576 – Student Teaching II 6
Application of literacy skills to the Special education services for grades application of technology to the sciences; Supervised teaching experience in either
content and instructional materials 7-12: Individualized Education Plans and interdisciplinary planning. 20 hours of elementary or secondary schools with
used to teach social studies in pre- transitional planning, teaching practices, fieldwork required. seminars and conferences required.
school through grade six. Social studies curriculum implementation assessment, Includes discussions, written assign-
and English Language Arts Learning assistive technology, service delivery EDU 543 – Adolescent Foreign ments, and evaluations. Graded on
Standards. 20 hours of field work models, team collaboration. 15 hours of Language Methods 3 a pass/fail basis. Prerequisite: The
required. field work required. Lesson, unit, and course planning for preparation course sequence in Early
teaching languages other than English; Childhood, Childhood, Middle
EDU 517 – Math/Science Methods: EDU 528 – Methods and Curriculum: classroom management; curriculum Childhood, Adolescence, Business
Birth-Childhood 3 Pervasive Disabilities 3 implementation; assessment; application and Marketing, or Teaching English to
Objectives, content, instructional materi- Characteristics of students with per- of theory to practice. 20 hours of field Speakers of Other Languages Education.
als, activities, and theoretical principles vasive disabilities. Authentic assess- work required. Permission of director required.
for teaching mathematics, science, and ment, Individualized Education Plans.
technology use in pre-school through Classroom accommodations, assistive EDU 544 – Science and Technology EDU 577 – Mentored Internship I 6
grade six. Math, Science, and Technology technology, positive behavior supports in Methods: Birth-Childhood 3 For Students with a full-time teaching
Learning Standards. 20 hours of field inclusive environments. Collaboration, Objectives, content, instructional materi- position in the area of certification for
work required. community-based instruction, and edu- als, activities, and theoretical principles a minimum of eight weeks. Supervised
cational transitions. 10 hours of field for teaching science and technology teaching experience with seminars and
EDU 521 – Foundations of American work required. use in pre-school through grade six. conferences required. Includes discus-
Education 3 Math, Science, and Technology Learning sions, written assignments, and evalua-
Examination of American public educa- EDU 533 – Adolescent English/ Standards. 20 Hours of field work tions.
tion. Includes organization, finance, Language Arts Methods 3 required.
administration, curriculum, and current Lesson, unit and course planning; EDU 578 –Mentored Internship II 6
issues. Professional portfolio. classroom management; curriculum EDU 545 – Mathematics Methods: For students with a full-time teaching
implementation; student evaluation; Birth-Childhood 3 position in the area of certification for
EDU 524 – Methods of Teaching in the application of technology to English; Objectives, content, instructional materi- a minimum of eight weeks. Supervised
Content Areas 3 interdisciplinary planning. 20 hours of als, activities, and theoretical principles teaching experience with seminars and
Lesson unit, and course planning; class- field work required. for teaching mathematics in pre-school conferences required. Includes discus-
room management; curriculum imple- through grade six. Math, Science, and sions, written assignments, and evalua-
mentation; student evaluation; applica- EDU 534 – Adolescent Social Studies Technology Learning Standards. 20 tions.
tion of technology to the content areas; Methods 3 hours of field work required.
interdisciplinary planning. Lesson, unit and course planning; class- EDU 590 – Independent Study 1-6
room management; curriculum imple- EDU 571 – Student Teaching Individual reading or research in a topic
EDU 525 – Assessment of Children and mentation; student evaluation; applica- Seminar 0 of interest between the student and the
Youth with Special Needs 3 tion of technology to Social Studies; Discuss issues relevant to student teach- instructor. Must be approved in advance
Assessment process in special education: interdisciplinary planning. 20 hours of ing. Classroom management, profes- by the appropriate graduate program
observational assessment; norm-refer- field work required. sional behavior, certification, super- director.
enced standardized tests; criterion- refer- vision, and portfolio development.
Engineering ENG 135 – Introduction to ENG 303 – Perspectives on Traditional ENG 315 – Writing in the
Literature 3 Grammar 3 Professions 3
Study of literary genres: fiction, poetry, Study of traditional grammar from a Practice, theory, and research concern-
EGR 323 – Statics and Dynamics 4
drama, basic strategies for better under- variety of perspectives, including hand- ing writing techniques in scientific, and
Composition and resolution of forces
standing and enjoyment. book definitions and exercises, sentence technical disciplines. Letters, reports,
and torques, conditions of static equilib-
parsing, grammar and language learning, abstracts, technical manuals, charts
rium of particles and rigid bodies, fric- ENG 195 – American Literature and and grammar and literacy pedagogy. and graphs, outlines, and proposals.
tion, laws of motion, work and energy, Culture 3 Documentation required in industry,
momentum and impulse, applications. Exploration of this country’s hopes, ENG 304 –Advanced Composition 3 science, and technical management.
Same as PHY 323 failures, and achievements as depicted Practice in various techniques of exposi- Prerequisite: English 102.
in major poetry, prose, drama, cinema, tory writing combined with analysis of
EGR 351 – DC and AC
painting. the expository, descriptive, argumenta- ENG 316 – Principles and Practice of
Electronics 0-4
tive, and narrative modes, with the intent ESL 3
Analysis of DC, AC, LRC, filter and ENG 235H – Studies in Literature 3 of helping each student develop an indi- Theory of second language acquisition;
resonant circuits, and their instru- Introduction to literary genres, periods, vidual and effective prose style. linguistics, as relevant to TESL; teaching
mentation. Kirchhoff ’s laws; network or themes. Authors and works vary from approaches and methods, including test-
theorems; branch, loop, and nodal term to term. Extensive writing. Core lit- ENG 307 – Beginning Creative ing, in speaking, reading, writing, com-
analysis. Laboratory includes oscillo- erature requirement for Honors students. Writing 3 munication, and culture.
scopes, signal generators, power supplies, Open by permission to other students Writing projects in poetry, short story,
digital/analog multimeters, soldering for elective credit. and drama. Reading assignments to ENG 317 – ESL Through the Subject
and breadboarding. Same as PHY 351. illustrate each genre, exercises to develop Areas 3
Prerequisite: PHY 262. ENG 245 – Major Figures in English creative skills, and regular writing. Provides materials and techniques for
Literature: Through the 18th Frequent presentations of student work teaching ESL through mathematics, sci-
Century 3 in class. ence, and social studies, and language
English British literature from the Anglo Saxon arts. Prerequisite ENG 316 or permission
period through the Restoration. May ENG 311 – Modern English of instructor.
ENG 100 – Writing Skills 1-2 include Beowulf, Chaucer’s Grammar 3
Provides in-depth review of grammar, The Canterbury Tales, poetry, An extensive study of the structure of ENG 318 – Introduction to
improvement of mechanical accuracy, prose, and drama from 16th and 17th the English language using structural- Linguistics 3
emphasis on sentence writing, and con- centuries. Milton’s Paradise Lost, ist and transformational models with a An introduction to the systematic nature
struction of paragraphs. Two credits and selected writings from other authors. short introduction to the development of language and methods of analysis of
during regular semester and one credit of the traditional school grammars. the system of sound, word formation and
during summer sessions. By permission ENG 246 – Major Figures in English Recommended for prospective teachers. syntax. Includes analysis of non-English
of Academic Support Services Center. Literature: Since the 18th Century 3 languages.
British authors from the Romantic ENG 313 – American Social
ENG 101 – Written Communication movement to the beginning of 21st Dialects 3 ENG 335 – Literature of the Tudor
I 3 century. Authors covered may include A practical introduction to the study of Period 3
Practice in college-level writing, focusing Wordsworth, Keats, Austen, Tennyson, geographic, social, and urban dialectol- Major British writers 1485-1603.
on the expository essay. Browning, George Eliot, Dickens, ogy with an emphasis on the relationship Development of drama, poetry and
Conrad, Woolf, Yeats, T.S. Eliot, Larkin, to the students’ field of interest such as prose. Transition from medieval to
ENG 102 – Written Communication Heaney, Byatt, and Murdoch. social work, sociology education, and modern modes of thought as reflected in
II 3 others. literature.
Further practice in college-level, focus- ENG 295 – Major Figures in American
ing on research. Literature 3 ENG 314 – Native American ENG 336 – Literature of the Early
Major American writers from colonial Languages 3 Stuart Period 3
ENG 103 – Introduction to the English times to present. May include Bradstreet, Provides an overview of the indigenous Major poetry, prose and drama, includ-
Language 3 Franklin, Hawthorne, Emerson, languages of the Americas including ing Milton, from 1603- 1660. Influence
An examination of the influence of Whitman, Dickinson, Wharton, their structure, classification, history, of political, social, scientific, and reli-
language on attitude and perception, Hemingway, Faulkner, Arthur Miller, endangerment, revitalization, writing, gious conflicts on development of liter-
manipulative use of language, types of Ginsberg, Morrison. and reflection of cultural features in ary forms.
change within English, and writing sys- expressions of animacy, respect, count-
tems. The course involves no technical ing systems, kinship terms, possession,
linguistic concepts or theories and vocabulary.
ENG 345 – Restoration and Eighteenth ENG 373 – The Novel 3 Style and technique examined within to term. May count only once toward
Century Literature: 1660-1792 3 Historical development of the novel in context of inherited traditions. English major.
Reading in the poets, novelists, and dra- either the British, American, or Western
matists of the Restoration and 18th cen- literary tradition. Topics include point of ENG 398 – Literary Criticism and ENG 420 – Topics in Language and
tury (1660-1792) may include Dryden, view, narrative voice and technique, idea Theory 3 Literature 1
Congreve, Swift, Pope, Gay, DeFoe, and form, and character. History of literary criticism and theory, A series of mini-courses treating aspects
Fielding, Sterne, Johnson Boswell, from Plato to the contemporary scene. of language and literature especially
Goldsmith, and Sheridan. ENG 374 – Forms and Art of Poetry 3 Recommended for students intending suitable to relatively brief and concen-
Intensive reading and critical analysis graduate study. trated study. Topics may vary from term
ENG 351 – Language and Culture 3 of selected short poems in English with to term. May count only once toward
The interrelation between culture and emphasis on technique and prosody. ENG 400 – Studies in Language and English major.
language; consideration of language Literature 3
impact on cultural behavior cognition, ENG 375 – Literature of the Theatre 3 Concentrated study emphasizing a spe- ENG 430 – Topics in Language and
and perception. Introduction to problem Forms of drama (tragedy, comedy, tragi- cific period, genre, author, or theme. Literature 1
of socio-linguistics and communication. comedy, and others) from ancient Greece Possible offerings include Chaucer, A series of mini-courses treating aspects
Same as ANT 351 to the present. Same as Theatre 375. Milton, Elizabethan and Jocobean of language and literature especially
drama, the Mystery Novel, the English suitable to relatively brief and concen-
ENG 355 – Literature of the Romantic ENG 385 – American Literature: 1820- Bible. May count twice toward English trated study. Topics may vary from term
Period 3 1860 3 major, provided sub-specialties are not to term. May count only once toward
Novels, poetry and essays of such Advanced survey of Irving, Cooper, the same. English major.
authors as Scott, Radcliffe, Austen, Emerson, Poe, Hawthorne, Melville,
Wordsworth, Coleridge, Blake, Thoreau, Whitman, and others. ENG 406 – Advanced Fiction ENG 466 – Chaucer 3
Wollstonecraft, and Shelley. Emphasis Workshop 3 Study of Chaucer’s language, of selected
on modes of literary expression and ENG 386 – American Literature: 1860- Advanced practice, analysis, and study minor poems, and of the majority of
Romantic attitudes and ideas. 1910 3 in writing fiction as well as overview of Paradise Lost.
Advanced survey of Dickinson, Mark mechanics and markets of current fiction
ENG 356 – Literature of the Victorian Twain, Chopin, James, Howells, publishing. Prerequisites: ENG 307 with ENG 468 – Milton 3
Period 3 Wharton, Crane, and others. a grade of C or better or permission of Milton’s major prose, minor poetry, and
Novels, essays, and poetry of such instructor. Paradise Lost.
authors as Tennyson, Browning, ENG 392 – The African-American
Hopkins, Ruskin, Pater, Dickens, George Novel 3 ENG 407 – Advanced Poetry ENG 477 – Sr Seminar in Creative
Eliot, Wilde, and Hardy. Consideration Major African-American novelists from Workshop 3 Writing 3
of pervasive Victorian ideas and atti- Charles Chestnutt to Toni Morrison. Advanced practice, analysis, and study Preparation of a collection of short sto-
tudes. Emphasis on development of a literary in writing poetry as well as overview of ries, or of a novel.
tradition, critical responses, and domi- mechanics and markets of current poetry
ENG 357 – Modern British nant themes and styles. publishing. Prerequisites: ENG 307 with ENG 478 – Sr Sem Creative
Literature 3 a grade of C or better or permission of Writ:Poetry 3
Major British writers and works from ENG 395 – American Literature: 1910- instructor. Preparation of a poetry chapbook or
1900 to the present viewed in a historical 1945 3 portfolio; analysis of literary models and
context. All genres will be included. In-depth survey of Stein, Anderson, ENG 408 – History of the English publishing marketplace.
Fitzgerald, Cather, Hurston, Hemingway, Language 3
ENG 367 – Shakespearean Drama 3 Faulkner, Wright, others. A study of the evolution of English from ENG 489 – Honors Tutorial 3
Selected comedies, histories, trag- earliest to modern times, with emphasis Students work with a faculty supervisor
edies, and romances. Emphasis on ENG 396 – American Literature: 1945- on sound, word-formation, and syntactic on a challenging academic or creative
Shakespeare’s development as a dramatist to the Present 3 changes and some attention to the exter- project. By invitation only.
within context of English Renaissance. In-depth survey of major contributions nal history and social forces.
by American poets and fiction writers ENG 490 – Independent Study 1-3
ENG 372 – Studies in Short Fiction 3 since the Second World War. ENG 410 – Topics in Language and Independent Study (3) F,S* Also see
Interpretations of earlier to contempo- Literature 1 courses listed under World Literature.
rary short stories. Includes techniques of ENG 397 – Contemporary American A series of mini-courses treating aspects
short fiction writing. Poetry 3 of language and literature especially ENG 499 – Honors Tutorial 3
Ethnic, experimental, feminist, imag- suitable to relatively brief and concen- Students work with a faculty supervisor
istic, mythic, populist, and surrealist trated study. Topics may vary from term on a challenging academic or creative
approaches to contemporary poetry. project. By invitation only.
ENG 500 – Selected Topics: 3 ENV 393 – Seminar in Environmental proliferation of films in which reading of FIN 351 – Financial Management 3
Science 3 written texts is central. Problems and procedures of financial
ENG 516 – Studies in Literacy and Comprehensive understanding of issues management encountered in the nor-
Lit 3 in environmental sciences through FLM 303 – Blacks and Film 3 mal operations of a corporation. These
Reading/ studying/teaching literature; analysis of research literature in diverse In-depth exploration of the history of include financial budgeting and control,
developing integrated curricula. disciplines. Prerequisites: ENV 201, a African-Americans as film imagery and acquisition and management of work-
one-year sequence in laboratory science, as filmmakers. ing capital, equipment replacement,
ENG 533 – Mohawk Valley Writing and junior standing or above. and dividend and expansion policies.
Project Summer Institute 3 FLM 304 – Women and Film 3 Prerequisite: Finance 333.
Professional development program avail- ENV 450 – Senior Research in In-depth exploration of the history of
able to area K-12 and college teachers by Environmental Science 3 women as film imagery and as film- FIN 352 – Investments 3
invitation. Writing workshops, teaching Original laboratory or theoretical makers. Designed both for those who expect to
demonstrations, research in writing and research with a faculty member. Two- enter financial work and for those who
learning. During school year following semester commitment recommended. FLM 310 – The Motion Picture 1 wish a knowledge of investments for per-
the Summer Institute, teacher consul- Applications must be submitted the Informal exposure to independent, for- sonal use. After an initial consideration
tants share learning through inservice semester prior to the starting date. May eign language, experimental, and classic of basic investment principles, attention
presentations. satisfy Major Honors requirement. May motion pictures. Weekly attendance at is devoted to various types of investment
be repeated once for credit. Prerequisites: Thursday evening film series required. media, analysis of industries and securi-
ENG 567 – Approaches to Permission of instructor. May be taken three times for credit. ties, and investment management of spe-
Shakespeare 3 Same as Communication Arts 310. cific funds. Individual and institutional
Introduction to critical and theoretical ENV 470 – Internship in problems are considered. Prerequisite:
approaches to the plays of Shakespeare Environmental Science 3-12 FLM 400 – Topics in Journalism 3 Finance 333 or permission of instructor.
and the culture in which he wrote. Participation in a professional work envi-
ronment under co- supervision of faculty FIN 357 – Financial Planning &
ENG 590 – Independent Study 0-6 and placement personnel. Reflective Finance Portfolio Analysis 3
Individual reading or research in a topic statements, interim and final reports, Financial planning for individuals and
of interest between the student and the public presentation. Repeatable once for FIN 101 – Personal Finance 3 families; retirement planning, estate
instructor. Must be approved in advance maximum combined total 12 credits. Overview of personal financial planning, planning, special circumstances savings
by the appropriate graduate program Prerequisites: Permission of instructor. budgeting, and cash flow management. goals, managing cash flow and debt,
director. Debt management, credit, insurance evaluating credit, and the appropriate
applications, retirement planning, mort- application of insurance or annuity prod-
ENG 596 – Ethnic American
Fiction 3
Film gages, lease vs. purchase decisions, and ucts. Prerequisites: RMI 273, FIN 333,
foundations of present value. ACC 201.
Study of the formal properties of ethnic
literature including narrative structure, FLM 201 – The Language of Film 3
Exploration of the film experience and FIN 333 – Corporate Finance 3 FIN 533 – Corporate Finance 3
cultural detail, distinct language patterns. General principles of business finance as Principles, concepts, and analytical tools
Emphasis on themes such as formation its ability to create meaning, using a sur-
vey of historical periods, a broad range related to small or medium-sized corpo- of finance; corporate governance; cash
of American identity, cultural authentic- ration, pertinent phases of government flow analysis for capital budgeting; hur-
ity, connections between memory and of film types, and a variety of theoretical
approaches. regulation and effects of general business dle rates; raising capital through invest-
history. conditions on financial plans and opera- ment banks; financial restructuring;
FLM 300 – Film Genres 3 tions. Promotion, methods of raising acquisitions. Semester project: estimating
*Also see courses listed under World Literature
In-depth exploration of a particular film fixed capital, various types of securities, the value of a company.
genre: comedy, horror, the western, eth- administration of income, expansion,
and financial difficulties. Prerequisites:
Environmental Science nographic film, animation, experimental
film. (May be repeated once, provided Accounting 201, or permission of Fine Arts
topic is changed.) instructor.
ENV 201 – Introduction to
FIA 115 –Introduction to Art 3
Environmental Issues 3 FLM 301 – Film and Literature 3 FIN 343 – Money and Banking 3 Experiencing and understanding art
Scientific principles relating to the study Exploration of relationships between See Economics 343. Students cannot take through the study of elements, tech-
of environmental issues. Examination literature and film, including adapta- both Economics 343 and Finance 343 for niques, styles and ideas.
of natural systems and processes and tion of literary works to film, influence credit.
impacts of human activities. of film and literature on each other, and FIA 151 – General Drawing 3
Introduction to the principles and prac-
tices of drawing. Lecture periods, class
discussions, demonstrations, research FIA 490 – Independent Study 1-3 and genres. Conducted in French. FRE 490 – Independent Study 3-6
assignments and studio assignments. Exploration of a problem, or problems, Prerequisite: French 202 or permission
in depth. Individual independent study of instructor. FRE 490 – Independent Study IR
FIA 245 – History of Art I 3 upon a plan submitted by the students.
Art from pre-history to medieval times. Admission by consent of supervising dis- FRE 300 – Topics in French
Placement and continuous development cipline and the academic school. and Francophone Cultures and Geology
of style, purpose and iconography of Literatures 3
major art objects and monuments. Concentrated study emphasizing a GOL 105 – Society, Earth, and the
FIA 246 – History of Art II 3
Foreign Study specific period, genre, culture or theme Environment 3
within French and Francophone cultures Relationship of society to the earth.
Proto-Renaissance to the present. and literatures. Taught in French or Examination of natural phenomena,
FST 380 – Foreign Study: Syracuse
Placement and continuous development English. Maybe repeated once, provided such as earthquakes, landslides, flooding,
University Division of International
of style, purpose and iconography of topics are not the same. and volcanic activity and how they affect
Programs Abroad 0-12
major art objects and monuments. mankind. Analysis of past and present
FRE 311 – French Film 3 occurrences as a means of predicting
FIA 251S – General Drawing II 3 FST 480 – Foreign Study 1-12 French film in cultural and historical future disasters. Study of the technol-
Emphasis on interpretive relationship contexts. Taught in French or English. ogy, sociology, and politics of pollution,
between the student and his/her work.
energy and resources.
Encourages student to explore subject French FRE 327 – Spoken French 3
matter from a conceptual point of view, Conversational practice based upon GOL 115 – Elementary
experimenting with a variety of mate- FRE 101 – Beginning French I 3 selected aspects of French life and cul- Oceanography 3
rials and techniques. Studio course. Pronunciation and aural comprehen- ture. An advanced course in vocabulary Fundamental topics and contemporary
Prerequisite: Fine Arts 151 sions; elementary grammar; oral and building, oral comprehension, and use problems pertaining to the oceans.
written practice; reading of simple prose. of idiomatic French. Prerequisite: French Physical, chemical, biological, and geo-
FIA 300 – Topics in Studio Art 3 Language lab required. 237 or equivalent or permission of logical aspects of the science of the sea,
Exploring personal visual language instructor. including exploration, ocean basin con-
through various formats/media. May be FRE 102 – Beginning French II 3 figuration and origin, properties of sea
repeated for credit, provided topics are Continuation of French 101; prerequi- FRE 337 – Advanced French
water, currents and circulation, sedimen-
not the same. site: French 101 or equivalent. Composition and Grammar Review 3
tation, economic resources and exploita-
In-depth review of grammar, emphasis
FIA 344S – Creative Expression 3 tion, and life within the sea. Weather
FRE 201 – Intermediate French I 3 on the more problematic grammatical
Examination and use of common and climate relationship to the oceans.
Reading; grammar review; oral work; structures. Improvement of mechani-
images/ symbols/devices used in the Political and environmental concerns.
translation; simple composition. cal accuracy and style in written work.
visual arts. Projects emphasize exploring, Prerequisite: French 102 or equivalent. Prerequisite FRE 202 or permission. GOL 225 – Physical Geology 0,4
using, and making personal images and
Understanding and appreciation of the
symbols. FRE 202 – Intermediate French II 3 FRE 347 – French Civilization and
earth upon which we live; its composi-
Continuation of French 201. Culture 3
FIA 351S – Advanced Drawing 3 tion, structure, and landforms and the
Prerequisite: French 201 or equivalent. An introduction to the culture and
Refinement of drawing skills to include physical, chemical, and biological agen-
traditions of France and other French-
still life, landscape, cityscape, and cies active in their production. Lectures,
FRE 237 – French Conversation and speaking countries. Lectures with films
the objects that occupy these spaces. laboratories, field trips.
Grammar Review 3 and slides; oral and written reports, and
Methods to develop fantasy, narra- Thorough conversational practice. term projects related to student’s cultural GOL 226 – Historical Geology 0,4
tive, and traditional finished drawings. Training in oral comprehension and use interests. Prerequisite: French 202 or The history and development of the
Permission of instructor. of the French language; pronunciation, equivalent. earth and the origin and evolution of
grammar review; and vocabulary for the life upon the earth with emphasis
FIA 400 – Studies in Art History 3 everyday use. Prerequisite: French 202 or FRE 388 – Masterpieces of French
Intensive study in a single period, on North America. Lectures, laboratory,
equivalent (in turn, French 237 is a pre- Literature 3
school, or aesthetic. Topics will vary field trips.
requisite for French 327). Readings and critical analysis of rep-
from term to term. May be repeated for resentative works. Discussion of their GOL 313 – Introduction to
credit, provided topics are not the same. FRE 288 – Introduction to French importance in representative Literary Paleobiology 0,4
Permission of instructor. Literature 3 movements. Oral and written reports. Fossil invertebrates and some plants
Critical reading and discussion of major Conducted in French. Prerequisite: and vertebrates, including dinosaurs.
works belonging to various movements French 202 or equivalent. Fossil record as a tool for stratigraphy,
paleoecology, paleoenvironmental and Prerequisite: Geology 225 or permission GOL 415 – Stratigraphy and Reflective statements, interim and final
paleoclimatological reconstructions, of instructor. Sedimentation 0,4 reports, public presentation. Repeatable
and understanding evolution and mass Basic principles governing the interpre- once for a maximum combined total of
extinctions. Lectures, laboratory, field GOL 373 – Sedimentology and tation, correlation, and classification of twelve credits. Prerequisites: Completion
trips. Prerequisites: Geology 225 or 226 Stratigraphy 0,4 stratigraphic units. Laboratory and field of major course requirements exclusive
or Biology 212 or permission of instruc- Basic principles governing the interpre- study of the properties of sediments and of the capstone experience AND junior
tor. tation, correlation, and classification of sedimentary rocks. Interpretation of or senior standing, OR permission of
stratigraphic units. Laboratory and field the origin, mode of transportation, and instructor.
GOL 323 – Hydrology and Society 0,4 study of the properties of sediments and environment of deposition from physical
Spatial and temporal variation of water sedimentary rocks. Interpretation of characteristics. Lecture, laboratory, field GOL 505 – Earth System Science 3
in terrestrial, oceanic and atmospheric the origin, mode of transportation, and trips. Prerequisite: GOL 225. Earth’s hydrosphere / cryosphere, geo-
environments. Physical, chemical and environment of deposition from physical sphere, atmosphere, biosphere (includ-
biological processes affecting water characteristics. Lecture, laboratory, field GOL 423 – Geophysics: Theory and ing anthrosphere) with emphasis on
movement or quality. Human interac- trips. Prerequisite: GOL 225. Application 0,4 understanding linkages between them.
tion with the water cycle. Prerequisite: Theoretical justification of four geophysi- Patterns, causes, evidence and effects of
Geology 105 or Geology 225. GOL 390 –Independent Study 1-6 cal methods commonly used to explore naturally occurring and human- induced
Independent study in areas not covered the shallow and deep subsurface: gravity, environmental changes through time.
GOL 325 – Mineralogy 0,4 by regularly offered courses. Student sub- magnetics, seismic, and electrical resis-
Introduction to the wide variety of natu- mits a plan of study, meets periodically tivity. These methods are applied to real GOL 590 – Independent Study 1-6
rally-occurring minerals, their physical, with an instructor, and submits a final world situations in lab. Prerequisites:
crystallographic, and optical charac- report in addition to problems and/or GOL 225, GOL 398, PHY 151, MAT 201.
teristics, chemical composition, and exams. Maximum of three credit hours Co-requisite: PHY 262. German
environmental and economic impacts. per semester. Prerequisites: permission
Prerequisites: Geology 225, CHE 211. of the division and at least a 3.0 average GOL 450 – Research in GER 101 – Beginning German I 3
in geology courses. Geoscience 1-3 Pronunciation and aural comprehen-
GOL 326 – Petrology: Rocks and Original laboratory or theoretical sion; elementary grammar: oral and
Environments 0,4 GOL 398 – Structural Geology and research with a faculty member. Two- written practice; reading of simple prose.
Classification of ingenous, sedimentary Tectonics 0,4 semester commitment recommended. Language lab required.
and metomophic rocks, with emphasis Identification and interpretation of rock Applications must be submitted the
on their petrogenesis and the influence deformation features. Emphasis on cur- semester prior to the starting date. May GER 102 – Beginning German II 3
of environmental conditions on chemical rent debates and understanding of defor- satisfy Major Honors requirement. May Continuation of German 101.
composition. The lab deals with identifi- mation mechanisms according to global be repeated once for credit. Prerequisite: Prerequisite: German 101 or equivalent.
cation of hand and microscopic samples. tectonics. Lectures, laboratory, field trips. Completion of all Geoscience major
Prerequisites: GOL 225, GOL 325, CHE Prerequisite: Geology 225. course requirements OR permission of GER 201 – Intermediate German I 3
211. instructor. Reading and grammar review; oral
GOL 405 – Earth System Science 3 work; translation; simple composition.
GOL 333 – Weather and Climate 0,4 Overview of earth’s hydrosphere/ GOL 460 – Field Experience in Prerequisite: German 102 or equivalent.
Examination of the atmosphere; its cryosphere, geosphere, atmosphere, Geoscience 3-6
origin, structure, composition, evolu- biosphere (including anthrosphere) with Hands-on experience including in-field GER 202 – Intermediate German II 3
tion, processes, and spatial patterns. particular emphasis on understanding observation; data analysis; and integra- Continuation of German 201.
Short-term weather forecasting. Modern the linkages between each. Examination tive problem-solving. It may include Prerequisite: German 201 or equivalent.
climate, patterns and causes of climate of patterns, causes, evidence and effects mapping an material sampling and anal-
change through time, reconstruction of of naturally-occurring and human- ysis. Prerequisite: Completion of major GER 290 – Independent Study 3
past climate, and prediction of future induced environmental changes through course requirements exclusive of the cap-
climate. Prerequisites: GOL 225 or GOL time. Prerequisites: a 2-course (8-credit) stone experience AND junior or senior GER 290 – Independent Study (3) IR
226, MAT 104. sequence in laboratory science. standing, OR permission of instructor.
GOL 343 – Geomorphology 0,4 GOL 410 –Geoscience Seminar and GOL 470 – Internship in Gerontology
Study of the origin, history, and char- Current Topics 1 Geoscience 3-12
acteristics of landforms produced by Presentations and discussions on current Educational experience whereby students GNT 101 – Introduction to Aging 3
exogenic and endogenic processes geoscience topics. May be repeated for apply classroom learning in a profession- Historical overview of aging in the
acting upon earth materials and struc- credit up to three times. al work environment under co-supervi- United States; its influence on; the devel-
tures. Lectures, laboratory, field trips. sion of faculty and employer personnel. opment of current social policies; and
the impact of changing Demographics GNT 411 – Aging and Mental GOV 200 – Selected Topics 3 Techniques of case method, briefing, and
on future social and economic policies. Health 3 statutory analysis.
Personality, adjustment, and devi- GOV 211 – Introduction to Human
GNT 214 – Biology of Aging 3 ant modes of development in old age. Rights 1 GOV 251 – Congress and the
Biological changes in the cellular and Etiology and treatment including drugs Introduction to contemporary human Legislative Process 3
organismic system and their effects on and drug effects. Prerequisites: Biology/ rights problems and the global response Analysis of salient features of legislative
drug tolerance and nutrition. Emphasis Gerontology 214 and Gerontology 101. to these issues. Same as Human Rights process & their influence on public pol-
is places on the human aging process. Advocacy 211. icy. Representation, formal procedures,
Open to all majors, but may not count GNT 470 – Experiences in folkways, committee structure, party
as a major elective for biology majors. Gerontology 3 GOV 212 – American Political Parties organization, legislative leadership.
Same as Biology 214. Exploration of gerontology issues and Elections 3
through an individualized plan that inte- Analysis of the role of political parties GOV 261 – International Relations 3
GNT 218 – Rural Elderly 3 grates theory with practical experience. and elections in American democracy. International cooperation and conflict
Discusses what is meant by “rural,” Includes discussion of voter participa- including the evolution of international
focusing on the service needs of the GNT 503 – Perspectives in tions, characteristics of political parties political system, problems of war and
rural elderly and the barriers to provid- Gerontology 3 as organizations nominations and elec- peace, diplomacy, nuclear weapons,
ing those services. Special service issues Literature relevant to the study of ger- tions, and issues confronting the elector- international economics, international
among rural racial and ethnic minority ontology: an overview of current aging al system. Prerequisite: Government and organizations, and international law.
elders are discussed in each unit. issues; current career opportunities; and Politics 101 or permission of instructor.
aging in the future. Seminar format. GOV 271 – European Politics 3
GNT 270 – Introduction to Aging GOV 215 – Public Opinion and Politics and government in the United
Network - Community Placement 1-3 GNT 505 – Culture, Gender, and Political Behavior 3 Kingdom, France, Germany, and the
Introduction to range of settings in Aging 3 Examination of what is meant by the European Union. Political culture, par-
aging network. Each course focuses on Beliefs, attitudes, and practices related to American public. Discussion of mean- ties, institutions, and electoral politics.
a different setting. Includes in-class and the aged within a comparative and cross- ing and function of public opinion and
field experience. May be repeated three cultural framework, engendering deeper political behavior and the relationship of GOV 281 – Political Ideas and
times in different settings. Permission of insight into the diversity of cultural tra- both to democratic theory. Prerequisite: Ideologies 3
instructor required. ditions and worldviews. Government and Politics 101 or permis- Introduction to major political phi-
sion of instructor. losophers. Topics include democracy,
GNT 300 – Special Topics in socialism, fascism, communism, and
Gerontology 3 Government and Politics GOV 221 – State and Local anarchism.
Issues affecting the aged, such as envi- Government 3
ronmental accessibility, aging in special Examination of the structure, poli- GOV 313 – Campaign Management 3
GOV 101 – Introduction to Politics
populations, and administration of ser- tics, policy process, and problems of Principles and problems underlying
and American Government 3
vices. American state and local governments as the conduct of political campaigns.
The study of political phenomena and
they function within the federal system. Analysis of techniques used in fund -
discussion of the nature and meaning of
GNT 315 – Aging and Intellectual/ raising; campaign organization; advance
democracy with emphasis on American
Developmental Disabilities 3 GOV 235 – Civil Rights, Public Policy, work; use of mass media; legal aspects;
national government.
Discusses intellectual/developmental and Social Change 3 ethical considerations. Prerequisite:
disabilities (IDD) from a lifespan per- GOV 102 – Introduction to People, events, and issues of civil rights Government and Politics 212 or permis-
spective using a health and wellness Comparative Politics 3 struggle in United States, including sion of instructor.
approach. Includes discussion of specific Comparison of governmental institu- impact on democratization and social
risk factors along with possible preven- change in American society and forma- GOV 332 – Public Administration 3
tions and the political process in several
tion options for older persons with IDD. tion of public policy. Same as Social Introduction to principles and problems
contemporary national political sys-
Studies 235. of administering government agen-
tems, both Western and non-Western.
GNT 400 – Special Topics in cies. Included: nature of bureaucracy,
Attention given to the methods used in
Gerontology 3 GOV 242 – Jurisprudence and the bureaucratic politics, inter-governmental
studying comparative politics.
Exploration of gerontology issues American Legal System 3 relations, organization theory, decision-
through an individualized plan that inte- Introduction to court system, appellate making, leadership, personnel manage-
grates theory with practical experience. process, and interrelationship of federal ment, budgeting, regulation, program
and state courts. Includes penal law , implementation, ethics, and account-
criminal procedure law, correctional law, ability.
and basics of civil law and procedure.
GOV 333 – American Public Policy 3 and Politics 261 or permission of GOV 382 – American Political ulty and agency staff persons. Periodic
Examination of relationship of gov- instructor. Concepts 3 conferences, readings, and written work
ernment units to their environment. American political concepts, especially required. Prerequisites, dependent
Exploration of the way policy is formu- GOV 366 – International Criminal justice and liberty, in their relation to on setting: Government and Politics
lated, adopted, & implemented in the Law 3 courts and other political institutions 212,242, 251,332 or permission of
political system. Laws governing the behavior of indi- Emphasis on development, under social instructor.
viduals and their accountability to the and economic pressure, of American
GOV 341 – Jurisprudence of the international community and states. ideas concerning fundamental rights and GOV 473 – Administrative
Criminal Law 3 Development of a body of law and of procedures for giving effect to them. Internship 3,6
Criminal law as process for dispute enforcement mechanism for piracy, war Participation as staff member in an
settlement and maintenance of order by crimes, and terrorism. Role of interna- GOV 400 – Contemporary Intl established administrative agency under
the state. Emphasis on legal reasoning, tional criminal tribunals. Problems 1-3 co-supervision of designated faculty and
legal process, and necessity to maintain agency staff persons. Periodic conferenc-
historical continuity and doctrinal con- GOV 368 – International Political GOV 435 – Political Leadership and es, readings, and written work required.
sistency. Economy 3 the American Presidency 3 Prerequisite: Government and Politics
Relationship between politics and eco- Study of political leadership as it relates 332 or permission of instructor.
GOV 345 – Constitutional Law in the nomics in the international sphere. to the American Presidency. Analysis
Governmental Process 3 Trade, monetary management, foreign of the institution, decision-making pro- GOV 474 – Judicial Internship 3,6
Principles underlying American con- aid, multinational corporations, econom- cesses, exercise of power, and theories Participation on judicial staff under co-
stitutional government with special ic institutions, dependency and develop- of presidential personalities. Seminar supervision of designated faculty person
reference to interpretation of the Federal ment in the international setting. format. Prerequisites: Government and and court personnel. Periodic conferenc-
Constitution. Prerequisite: Government Politics 101, 212, and 251 or permission es, readings, and written work required.
and Politics 101. GOV 372 – Modern Russia 3 of instructor. Prerequisites: Government and Politics
From Tsarist Russia on the eve of 242,345,346, or permission of instructor.
GOV 346 – Civil Liberties 3 Bolshevik Revolution though rise, devel- GOV 464 – International Protection of
Problems of civil liberties as interpreted opment and demise of USSR, to emer- Human Rights 3 GOV 475 – Legislative Internship 3-9
by the Courts, as implemented by legisla- gence of post-Soviet Russia. Emphasis Exploration of human rights protection Participation on legislative staff under
tion, and as discussed as public issue on governmental structures and political as an increasingly internationalized pro- co-supervision of designated faculty and
processes. Same as HIS 372. cess and its limitations on sovereignty. legislative staff persons. Possible par-
GOV 363 – International Successes and failures of international ticipation in New York State Legislative
Organizations 3 GOV 373 – African Politics 3 and regional inter-governmental efforts Intern Programs. Periodic conferences,
Development, organization, and opera- Examination of such major trends in to monitor control and remedy abuse of readings, and written work required.
tion of social, economic, and political Africa as political development, social- sovereign power. Same as Human rights Prerequisite: Government and Politics
institutions. Prerequisite: Government ism, the one-party state, the role of the Advocacy 464. 251 or permission of instructor.
and Politics 261. military, and the interaction between
Africa and the West. GOV 471 – Campaign Internship 3,6 GOV 490 – Independent Study 1-6
GOV 364 – International Law 3 Participation as staff member in cam- Exploration of political problems in
Principles and rules concerning the GOV 374 – Latin American Politics 3 paign organization under co-supervision depth. Individual independent study
conduct of nation-states including use Comparative study of major institutions of designated faculty person and cam- on plan submitted by the student.
of force, status of nationals, jurisdic- and forces in Latin American politics. paign personnel. Periodic conferences to Prerequisite: permission of instructor.
tional questions, status and functions of Includes role of parties, military, church, discuss relationship between experience (Maximum credit of six hours with no
governmental personnel, treaties, and elites, and political economy; role of and campaign management principles more than three in any semester.).
organizational questions. Prerequisite: United States. Selected case studies follow intensive , two-month, supervised
Government and Politics 261 or permis- from South and Central American and internship. Readings and written work GOV 563 – International
sion of instructor. Caribbean. required. Prerequisites Government and Organizations 3
Politics 212 and 313 or permission of Development, organization, and opera-
GOV 365 – American Foreign GOV 375 – Political Change in instructor. tion of social, economic, and political
Policy 3 Developing Nations 3 institutions.
Concepts and development of U.S. for- Comparative study of political change in GOV 472 –Public Interest
eign policy. Historical overview, U.S. the context of selected African, Asian, Organization Internship 3,6
policies toward specific regions, and and Latin American nations. Emphasis Participation as staff member in an
problems of policy-making and imple- on both the process of development, and established public interest organization
mentation. Prerequisite: Government the structures of political competition under co-supervision of designated fac-
Health Care HLS 105 – Applied Techniques in HLS 204 – American Sign Language HLS 345 – Clinical Pharmacology:
Emergency Care 2 II 3 Application to Practice 3
Administration Knowledge and practical experience Advanced study of ASL and deaf culture. Pharmacological agents used in the
in administering emergency care to Prerequisite: Health Studies 203. health care practitioner practice setting.
HCA 521 – Health Care Systems: A the sick and injured. Students receive Reality based scenarios will be used to
Continuum of Care 3 both the Advanced First Aid and HLS 213 – Physical Health and promote application of drug knowledge.
Broad aspects of health care systems: Cardiopulmonary Resuscitation cer- Wellness 2 Prerequisites BIO 101, BIO 102, HLS 309
Human Dynamics (R), mental models, tificates upon satisfactory completion. Overview of the five main components or Nursing Major.
systems thinking, organizational learn- Includes lecture and laboratory. of physical fitness: cardiovascular endur-
ing, organizational design and behavior, ance, muscular endurance, muscular HLS 381 – Kinesiology 0,3
and their relationship to health care, and HLS 113 – Understanding Alcoholism, strength, flexibility, and body composi- Science of human motion, including
demographic issues facing health care. Chemical Dependency, and Mental tion. Includes analysis and prescription basic anatomic and mechanical princi-
Health 3 of personal fitness, goals, and lifestyles. ples. Prerequisites: Biology 101 and 102
HCA 525 –Organizational Alcoholism and other drug dependen- and Physics 151.
Leadership 3 cies, their effect on the community HLS 245 – Human Development
Broad aspects of organizational leader- and the mental health of families and Across the Life Span 3 HLS 384 – Pathokinesiology 3
ship and its relationship to health care; individuals, and discussion of various Study of normal sequences of neuro- Application of principles of analysis in
focus areas include Human Dynamics treatment modalities with emphasis on muscular, perceptual, socio-cultural biomechanics and biomechanical prop-
(R), and personal mastery. Governance- community based support groups. development, and their relationship erties of primary tissues of the muscu-
structure, roles, responsibilities, and to behavior from infancy through old loskeletal system; mechanics of normal
alignment to leadership as it affects the HLS 200 – Current Topics in Health age. Recognition of development and movement and the effects of impair-
health care system. Care 1-3 life tasks in developmental continuum. ments on the pathomechanics of move-
Topics which focus on current issues and Students may not also take Psychology ment. Cannot take HLS 381 and HLS
HCA 527 – Ethical and Legal Issues 3 research in health care. Emphasis will be 223 for credit. 384 for credit.
Legal principles of development, applica- on consumer, professional, and societal
tion and assessment in health care orga- impact of current trends. Open to all HLS 309 – Medical Conditions and HLS 400 – Contemporary Topics in
nizations. Leadership in applying ethics students. Implications 3 Health Care 1-3
in business and clinical decision making, Medical conditions across the life span. Current and emerging issues in health
and adherence to the codes of ethics of HLS 201 – Manual Communication Implications for function, medical care will be addressed in depth. Topics
health care professionals. I 3 management, and precaution for safety will vary by semester in response to
Expressive and receptive skills in sign- in practice. Completion of Psychology the needs and interests of students and
HCA 531 – Leadership in Marketing ing and fingers spelling using English 223 or Health Studies 245 prior to faculty. May be repeated with different
and Strategic Planning 3 language syntax. Hearing impairment, enrollment strongly recommended. topics.
Broad aspects of service sector manage- needs of the hearing impaired, and inter- Prerequisite: Biology 102.
ment, and strategic planning, including vention with hearing impaired. HLS 401 – Senior Seminar 3
the customer’s role in service delivery, HLS 331 –Adapted Sports 3 Critical analysis of current health science
designing the service offering, service HLS 202 – Manual Communication Explores fundamentals associated with topics, integrating previous learning, cul-
recovery, strategic plans, and strategy’s II 3 engaging in a variety of sports adapted minating in a capstone project.
impact on successfully delivering health Recognition, recall, and production of for individuals with conditions or dis-
care. Same as MGT 531. signs accurately and fluently. Emphasis abilities, including basketball, rugby, HLS 445 – Clinical Research 3
on application of total communication curling, football, golf, tennis, track & Research methods employed in clini-
skills in simulated and actual life situa- field. Includes program development, cal settings. Quantitative and qualita-
Health Studies tions. Prerequisite: Health Studies 201. grant writing, and experiential learning. tive methods; research designs related
to clinical situations. Prerequisites:
HLS 101 – Introduction to Health HLS 203 – American Sign Language HLS 337 – Care of the Human Mathematics 112 or Psychology/
Professions 1 I 3 Spirit 3 Sociology 211; senior standing.
Orientation to health care professions, Basic receptive and expressive language Relationship between spirituality and
including history and philosophy, eth- skills in American Sign Language (ASL) health and its relevance to professional
ics, development of health care teams, including signs, grammar, syntax and practice.
professionalism and professional organi- finger spelling. Deaf history and culture.
zations, communication, patient rights,
practice arenas, and wellness concepts.
History HIS 202 – Introduction to East Asian HIS 315 – The City in the United HIS 335 – History of Modern South
History 3 States 3 Africa 3
Survey of East Asian traditions and The rise of the city in America as an eco- How social dynamics, industrialization,
HIS 124 – America Before the
modern development in the Asian- nomic, political, and cultural institution nationalism, and gender shaped South
Twentieth Century 3
Pacific region. from the colonial times to the present Africa.
American history from early colonial
with special emphasis on the problems of
times to late 19th century. Emphasis on HIS 266 – Modern Europe 3 HIS 343 – Modern Japan 3
the twentieth century.
colonial life, Revolutionary Era, Civil Europe in the nineteenth and twenti- Social, economic, and political his-
War and Reconstruction, and Industrial eth centuries. Emphasis on liberalism, HIS 316 –America’s Industrial tory of Japan since Tokugawa times.
Revolution. socialism, nationalism, fascism, commu- Revolution 3 Development of capitalism, struggles for
nism, and democracy. Social, economic, intellectual, techno- human rights and democracy, ultrana-
HIS 125 – America and the World 3
logical, and cultural causes and effects of tionalism and world war, the economic
Surveys major social, economic and HIS 270 – History Internship 1-6 America’s Industrial Revolution. miracle and it aftermath, and popular
political events since the late nineteenth
culture.
century. Special focus on foreign policy HIS 300 – Selected Topics 1-3 HIS 322 – America’s Aged through
international economic relations, and Topics in various aspects of history. May History 3 HIS 344 – Modern China 3
cross-cultural comparisons. vary from year to year. Place of aged in three phases of The revolutionary transformations that
American history; rural stage, industrial have dominated the experience of 20th
HIS 135D – Africa and the Atlantic HIS 305 – Civil War and age, and post-World War II period. century Chinese people. Imperialism,
World 3 Reconstruction 3 Attention to popular attitudes toward nationalism, status of women, commu-
How contentious relationship between Background and causes of the Civil War, older people, demographic changes, and nism, cultural revolution, the “capital-
Africans, Amerindians, Europeans, and major campaigns,and civilian war effort; rise of pensions and retirement. ist road,” and China’s present ascent to
Arabs transformed the cultural, eco- political, economic,and social problems world power.
nomic, philosophical, political, religious, of reconstruction. HIS 323 – Civil Rights and African
and social institutions of Africa, the American Nationalism 3 HIS 345 – Constitutional Law in the
Americas, Europe and the Middle East. HIS 308 – The United States in the Development of civil rights and black Governmental Process 3
World 3 power movements, and how liberal and Principles underlying American con-
HIS 145D – Asia and the World 3 Development of United States foreign nationalist ideology shaped the politics, stitutional government with special
World history from an Asian perspec- policy from the Early National period to economics, and culture of the African reference to interpretation of the Federal
tive. Cross-cultural interaction, political, present, emphasizing popular thought American community. Constitution. Prerequisite: Government
economic, social, and cultural exchange and different concepts of the national and Politics 101.
from the eastern Mediterranean region interest. HIS 324 – Resistance, Race, and
to Pacific Ocean. Labor 3 HIS 347 – Japanese Imperialism and
HIS 311 – History of New York Race and its impact on the development the Pacific War 3
HIS 155 – Introduction to Historical State 3 of the American working class. Japanese imperialism from 1895-1945
Research Methods 1 Study of economic, social, and political Modernization, expansion, the Sino-
History as a field of study, including developments with particular emphasis HIS 325 – Making Public History 3 Japanese War, Russo-Japanese War,
basic methods of historical research and on local history. Students will combine research on local imperialism and World War II in the
writing,and familiarity with different topics with hands-on-experience to cre- Pacific theatre.
schools of historical thought. HIS 312 – American Immigration and ate a professional quality radio or televi-
Migration 3 sion spot or an on-line exhibition. HIS 348 – Science, Technology, and
HIS 165D – Europe and the World 3 Analysis of (1) sources, impact, and Industry in East Asia 3
World history from a European perspec- assimilation of immigrants from colonial HIS 334 – History of Colonial Transformation of traditional science
tive. Developments in Europe in a cross- times; (2) internal migration, focus- Africa 3 and technology in China and Japan.
cultural context and their influence on ing on movement of black population African societies and European powers Westernization and rise of industry.
other parts of the world. and Puerto Ricans to urban areas since from 1870 to present. Africans’ resis-
World War II. tance to and accommodation of colonial- HIS 367 –Central Europe 3
HIS 200 – Selected Topics 1-3
ism; use of African labor; rise of African The Hapsburg Empire, its dissolution
Topics in various aspects of history. May HIS 313 – U.S. Women’s History 3 nationalism and independence move- in 1918, and the nation-states which
vary from year to year. Prerequisite: Comparative historical study of ments; and post-colonial conditions. replaced it. Emphasis on the post-World
Permission of the instructor. American women and gender across War I states of Austria, Hungary, and
time and in a diverse range of communi- Czechoslovakia. Discussion also of
ties. Power, work, family, and sexuality.
Germany, Poland, Romania, Yugoslavia, HIS 400 – Selected Topics 1-3 HIS 517 – National and Ethnic Identity Human Rights Advocacy
and Italy. Topics in various aspects of history. May in Europe 3
vary from year to year. Prerequisite: Nationalism and national identity in
HIS 371 –Russian History 3 HRA 200 – Selected Topics 3
Permission of the instructor. Europe. Reading and analyzing theoreti-
The origins and development of the cal works. HRA 211 – Introduction to Human
Russian peoples and state to the eve of HIS 443 – Japan in the Age of the
Rights 1
the Bolshevik Revolution. Warrior 3 HIS 518 – Historiography 3
Introduction to contemporary human
Social and political origins of the warrior Introduction to modern historiography.
HIS 372 – Modern Russia 3 rights problems and the global response
class from earliest times to 19th century.
From Tsarist Russia on the eve of HIS 590 –Independent Study 0-6 to these issues. Same as Government and
Prerequisite: History 145 or 165 or 202,
Bolshevik Revolution though rise, devel- Individual reading or research in a topic Politics 211.
or permission of instructor.
opment and demise of USSR, to emer- of interest between the student and the
HRA 400 – Contemporary Intl
gence of post-Soviet Russia. Emphasis HIS 455 – Historical Methods 3 instructor. Must be approved in advance
Problems 1-3
on governmental structures and political Training in historical research involving by the appropriate graduate program
processes. Same as GOV 372. location of sources, their critical evalua- director. HRA 464 – International Protection of
tion, organization and writing of schol- Human Rights 3
HIS 375 – War and the Military in arly papers. Also an introduction to Exploration of human rights protection
Historical Perspective 3 work of the more significant historians History and Philosophy as an increasingly internationalized pro-
Evolution of warfare and military estab- of the past. Prerequisite: Junior standing
lishments in the western world from or permission. of Science and cess and its limitations on sovereignty.
Successes and failures of international
Greek and Roman times to the present. Technology and region inter-govenmental efforts to
HIS 456 – Guided Historical
HIS 376 – British History 1688 to the monitor, control, and remedy abuse of
Research 3 HPS 105 – Computers and Society 3
Present 3 sovereign power. Same as Government
Continuation of History 455. Substantial An introductory course to the role of
Britain from eighteenth to twentieth cen- and Politics 464.
piece of original research written the computer, its uses in society, and its
turies with emphasis on political events, to professional standards required. future. The course will attempt to place HRA 470 – Internship 1-12
technological and economic develop- Prerequisite: History 455. the computer within the context of sci-
ments, Napoleonic Wars, reform move- ence and technology and also within a HRA 490 – Independent Study 1-3
ments, Victorian period, colonialism, HIS 490 – Independent Research and broad socio-cultural perspective.
and loss of international authority. Study 3 HRA 500 – Selected Topics 3
Individual reading or research in a his- HPS 126 – The Rise of Modern
HIS 381 – Germany in the Nazi Era 3 torical topic of interest, with the program Science:Aristotle to Newton 3
Historical antecedents in the Empire, to be arranged by agreement between the
World War I, and Weimar Republic. student and his or her instructor. May
A survey of Greek science, the history Humanities
of astronomy from Eudoxus to Kelper,
Analysis of social organization, political be repeated. Prerequisites: upper level selected problems in the history of
structure, and economy before and dur- (junior or senior) status and permission HUM 110 – Topics in Ethnic
mechanics to Newton. Studies 1
ing World War II. Diplomacy, military of instructor.
operations, occupation regimes, resis- A series of mini-courses focusing on one
HPS 127 – The Development
tance movements, the “final solution,” HIS 500 – Selected Topics 3 or more of the following topics: the his-
of Modern Science: Newton to
and aftermath of the war. tory of a given ethnic group in the ‘old
Einstein 3
HIS 515 – The African-American country’, in America, and locally; the
The scientific revolution; history of
HIS 385 –Russian History 3 Experience 3 cultural, social, and religious groupings
theories of electricity, heat and optics,
The origins and development of the African-American experience in the within the given ethnic heritage; the lit-
the chemical revolution, developments
Russian peoples and state to the eve of United States, with emphasis on the erature, the arts and sciences, and other
in biology; the structure of scientific
the Bolshevik Revolution. post-1865 period. cultural contributions, including the
revolutions.
folk culture, of the given ethnic group.
HIS 386 – History of Soviet Russia 3 HIS 516 – Public History 3 Emphasis will be placed where possible
Survey of the origins. Detailed study Public history is history, designed to on the production of basic research data
of the Bolshevik seizure, consolidation, reach a wide audience, presented outside for the writing of the local area ethnic
and exploitation of power. Emergence the classroom or a textbook. We examine histories. Up to six credits, provided the
of USSR as a “Very Great Power.” monuments, museums, battlefields, oral topics are not the same. Same as Social
Communist strategies and tactics. histories, web sites, and movies. Some Studies 110, 120, and 130.
Domestic developments and problems. research is required at local institutions.
HUM 120 – Topics in Ethnic HUM 490 – Independent Study 3 economy, and business. Permission of to College regulations concerning inde-
Studies 1 As arranged with a faculty member. instructor required. pendent study for guidelines.
A series of mini-courses focusing on one More detailed guidance may be found in
or more of the following topics: the his- sections for individual courses of study. IST 300 – Topics in Chinese Studies 3
tory of a given ethnic group in the ‘old Intensive study of primarily contempo- Italian
country’, in America, and locally; the HUM 499 – Honors Tutorial 3 rary issues in Chinese life and culture.
cultural, social, and religious groupings Students work with a faculty supervisor No knowledge of Chinese language ITA 101 –Beginning Italian I 3
within the given ethnic heritage; the lit- on a challenging academic or creative required. Pronunciation and aural comprehension;
erature, the arts and sciences, and other project in the humanities area other than elementary grammar; oral and written
cultural contributions, including the English or in an interdisciplinary project IST 377 – Comparative Criminal
practice; reading of simple prose
folk culture, of the given ethnic group. within the humanities. By invitation Justice: Study Abroad 3
Emphasis will be placed where possible only. Comparative study of criminal justice ITA 102 – Beginning Italian II 3
on the production of basic research data institutions in other countries. Students Continuation of Italian 101.
for the writing of the local area ethnic will visit institutions and interact with Prerequisite: Italian 101 or equivalent.
histories. Up to six credits, provided the International Studies professional in the agencies and facilities.
topics are not the same. Same as Social ITA 200 – Selected Topics 3
Studies 110, 120, and 130. IST 400 – Contemporary International
IST 101D – World Regional
Problems 1-3 ITA 300 – Advanced Italian II 3
Geography 3
HUM 130 – Topics in Ethnic Consideration of one or more contem-
Interdisciplinary survey of world geogra-
Studies 1 porary problems which are international
phy and cultures. Overview of the physi-
in scope. Prerequisite: permission of
A series of mini-courses focusing on one cal, political, and economic geography of
instructor.
Japanese
or more of the following topics: the his- world regions.
tory of a given ethnic group in the ‘old
country’, in America, and locally; the IST 470 – Internship in International JPN 101 – Beginning Japanese I 3
IST 225 –Chinese Civilization and
cultural, social, and religious groupings Studies 3-6
Culture 3
within the given ethnic heritage; the lit- Guided experience in international firm
Introduction to ancient and modern
erature, the arts and sciences, and other Chinese culture as evident in literature,
or agency. Written reports and periodic Journalism Studies
cultural contributions, including the meetings with adviser and field supervi-
art, music, education, marriage, health
folk culture, of the given ethnic group. sor. Prerequisites: Upper level standing JLM 130 – Tangerine Practicum 1
care, and other areas. No knowledge of
Emphasis will be placed where possible and permission of instructor and divi- Participation on the staff of the campus
Chinese language required.
on the production of basic research data sion dean. newspaper, the Tangerine. Weekly class
for the writing of the local area ethnic IST 235 – Russian Civilization and meeting required. Open to all majors.
histories. Up to six credits, provided the IST 471 –Internship in Japanese
Culture 3 May be taken four times for credit.
topics are not the same. Same as Social Studies 3
Introduction to ancient and modern
Studies 110, 120, and 130. Guided experience in a Japanese busi- JLM 181 – Introduction to Mass
Russian culture as evident in literature,
ness or government office. Written Communication 3
art, music, education, marriage, health
HUM 290 – Independent Study 3 reports, readings, and periodic meetings Introduction to study of mass communi-
care, and other areas. No knowledge of
As arranged with a faculty member. with adviser and field supervisor. Offered cation, including theories, effects, mass
Russian language required
More detailed guidance may be found in only as part of the Japan summer pro- media industries, government regulation,
sections for individual courses of study. IST 247 –Japanese Civilization and gram at Osaka International University. and career opportunities.
Culture 3
HUM 390 – Independent Study 3 IST 487 –Senior Seminar in JLM 241 – Introduction to the Sports
Introduction to modern Japan, Japanese
As arranged with a faculty member. International Studies 3 Report 3
society and culture economy and busi-
More detailed guidance may be found in Consideration of one or more interna- Instruction and experience producing
ness, politics and diplomacy. Offered
sections for individual courses of study. tional problems. and delivering broadcast sports reports
only as part of the Japan summer pro-
gram at Osaka International University. on radio and television newscasts.
HUM 489 – Honors Tutorial 3 IST 490 –Independent Study 1-6
Emphasis on sports writing for broadcast
Students work with a faculty supervisor Exploration of an international problem
IST 248 – American Civilization and and studio work.
on a challenging academic or creative in depth. Individual independent study
Culture 4
project in the humanities area other than on plan submitted by student. (No more
Interdisciplinary introduction to modern
English or in an interdisciplinary project than three hours in any semester.) Refer
American culture, geography, history,
within the humanities. By invitation and society. Emphasis on multicultur-
only. alism, U.S. politics and government,
JLM 259 – Broadcast News Writing 3 making strategies of commercial televi- JLM 373 –Digital Photography & of contemporary media. Discussion of
Introductory instruction and experience sion, radio, and cable systems, at the Photoshop Techniques 3 various media codes of ethics and their
writing news stories for radio and TV. network, corporate, and local levels, and Use of still cameras, scanners and large applications. Prerequisite: Journalism
Emphasis on writing anchor copy and non-commercial media. Prequisite: JLM manipulation software to produce pho- Studies 262.
field packages including soundbites. 181 or permission of instructor. tographs for print and digital media.
Discussion of current photojournalistic JLM 450 – Field Work in
JLM 261 –Newswriting 3 JLM 362 – Reporting of Public practice and techniques. Journalism 3
Elements of news, leads, style and struc- Affairs 3 Total of 140 hours during semester at a
ture of news stories. Instruction and experience in report- JLM 374 – Sportswriting 3 Central New York media site. One-hour
ing politics, police, courts, government, Examines changes in nation’s sports weekly class meeting. Topics include
JLM 262 – Reporting 3 education, environment, and other pages, methods used to cover commu- resumes, cover letters, portfolios, job-
Instruction and experience in gather- special topics related to communities. nity, college, amateur and professional hunting. Prerequisites JLM 261, 262,
ing and reporting news. Emphasis on Prerequisite: Journalism Studies 262. athletics. Students work for area media. 364; Grade of ‘C’ in each. Permission of
developing stories in depth, interviewing Prerequisite: Journalism Studies 261. instructor required.
skills, following a beat. Writing for cam- JLM 363 –Magazine Article Writing 3
pus newspaper required. Prerequisites: Non-fiction magazine articles and the JLM 378 – TV News Field Reporting JLM 461 – Web Writing and Design 3
JLM 261 or permission of instructor. marketplace today, article ideas and and Production II 3 Writing and editing stories for online
types, query letter writing, network- Producing news stories for broadcast. presentation as well as examination of
JLM 276 – TV News Field Reporting ing, copyright, interviewing, search for Emphasis generating stories, reporting, the theoretical, ethical and legal issues
and Production I 3 illustrations, writing styles, and research spot news, interviewing writing to video, involved in working on the Web. Topics
Techniques and skills needed to produce techniques. production and port-production. include online story structure, linking
TV news stories. Emphasis on camera strategies, and Web usability and design.
work, audio recording, and video edit- JLM 364 – Editing 3 JLM 381 –Censorship 3 Prerequisite: JLM 261
ing. Skills and techniques required in edito- History and analysis of censorship in
rial positions. Copy editing, headline the United States. Impact on the press, JLM 467 – Communications Law 3
JLM 290 – Independent Study 3 writing, photo selection and editing. broadcasting, literature, film, and the First Amendment theory, prior restraint,
Individually supervised research and Prerequisite: Journalism Studies 261. fine arts. libel, privacy, free press/fair trial, con-
study. Provides opportunity for students fidentiality of sources, government
to engage in original research or to JLM 365 – Publication Design 3 JLM 390 –Independent Study 3 regulation of broadcasting, Internet,
pursue scholarly investigations beyond Principles and techniques of design with Individually supervised research and advertising. Prerequisites: ENG 102 or
the boundaries of established courses. hands-on experience producing feature study. Provides opportunity for students permission of instructor.
Arranged by agreement between the newspaper pages, computer-designed to engage in original research or to
student and his or her instructor, subject newsletters, and web pages. Integrating pursue scholarly investigations beyond JLM 470 – Internship 1-12
to approval of division dean. May be text photos, art-work and other graphic the boundaries of established courses. On-site experience with media. On-site
repeated once for credit, though with a elements. Arranged by agreement between the hours determined by credits. Weekly
different topic. student and his or her instructor, subject journals and paper required. Permission
JLM 371 – Advanced Reporting to approval of division dean. May be of instructor required. Prerequisites: JLM
JLM 300 – Selected Topics 1-3 Techniques 3 repeated once for credit, though with a 261 and 262. Minimum grade of ‘C’ in
Topics in various aspects of journalism. Instruction and practice in advanced different topic. each. Course may be repeated up to a
May vary from year to year. Prerequisite: reporting techniques. Each course offer- total of 12 credits.
Permission of the instructor. ing will have a single focus, rotating JLM 400 – Topics in Journalism
among investigative reporting, database Studies 1-6 JLM 490 – Independent Study 1-3
JLM 325 – Making Public History 3 reporting or feature writing. Prerequisite: Advanced consideration of selected top- Individually supervised research and
Students will combine research on local Journalism Studies 262. ics in journalism. May be repeated up study. Provides opportunity for students
topics with hands-on-experience to cre- to six credit hours provided topics are to engage in original research or to
ate a professional quality radio or televi- JLM 372 – Essentials of News not the same. Prerequisite: Journalism pursue scholarly investigations beyond
sion spot or an on-line exhibition. Photography 3 Studies 261 or permission of instructor. the boundaries of established courses.
Use of still cameras to record news Arranged by agreement between the
JLM 336 –Media Programming events and create feature photos for print JLM 401 – Media Ethics in student and his or her instructor, subject
Strategies 3 media. Discussion of modern photo- Contemporary Society 3 to approval of division dean. May be
Theory and practice of broadcast, cable, graphic methods. Techniques of photo- Ethical and moral considerations as repeated once for credit, though with a
and Internet program evaluation, selec- journalism. Students are responsible for they apply to media and journalists; different topic.
tion, and scheduling. Includes decision- regular access to a 35mm film camera. acceptable and unacceptable practices
Latin Goethe, Flaubert, Dostoevsky, Ibsen, MGT 201 – Principles of Business MGT 375 – Collective Bargaining 3
Mann, and Kafka. Management 3 Collective bargaining as a basic process
Integrative nature of fundamentals of of the determination of wages and other
LAT 101 – Beginning Latin I 3 LIT 334 – Greek & Roman management; functions, principles, terms of employment; the mechanics
Introduction to Latin grammar and Mythology 3 concepts, theories, practices. Emphasis followed by unions and management;
syntax with an emphasis on vocabu- A study of those myths which have had on issues changing world of business. the role of government and law; the
lary building and English derivatives. significant influence on later literature Prerequisite: Management 101. administration of collective agreements.
Reading of simple prose and study of and art. Readings in translation selected Prerequisite: MGT 202
aspects of Roman culture. from the great authors of antiquity. MGT 202 – Principles of Business
Management II 3 MGT 400 – Selected Topics 1-3
LAT 102 – Beginning Latin II 3 LIT 347 – Images of Women in Continuation of integrative approach
Continuation of Latin 101. Prerequisite: Literature 3 MGT 401 – Management Science 3
to business fundamentals. Prerequisite:
LAT 101. Examination of women’s roles in texts Quantitative methods used in business
Management 201.
by authors of both genders. Critical problem solving and decision making.
views of female characters in literature. MGT 300 – Selected Topics 1-3 Includes linear programming, trans-
Liberal Studies Understanding of gender roles in litera- portation and assignment, forecasting,
ture of various cultures. MGT 301 – Intermediate Business project scheduling, inventory models,
LST 500 – Selected Topics 0 Management 3 waiting line models, simulation, and
LIT 356 – From Fairy Tale to Modern Integrated presentation of all business Markov processes. Prerequisites: Math
LST 503 – Graduate Liberal Studies Fantasy 3 functions at the strategic management 144, Economics 241 or their equivalent
Seminar 1 Study of the fairy tale from its Romantic level. Prerequisite: Management 202. and MGT 202 or permission of the
Explores the significance of interdisci- European forms to modern British and instructor.
plinary approaches to Liberal Education, American developments. Readings MGT 322 – Managing Information
emphasizes critical thinking and con- include: Grimm, Anderson, E.T.A. Systems 3 MGT 422 –Management of
nections across subject areas, and gives Hoffmann, MacDonald, Tolkien, LeGuin. Principles of databases and information Technology 3
students insight into how interdisciplin- systems from the following perspec- Development of strategic competitive
ary studies are designed, executed, and LIT 358 – World Literature in tives; accounting, executive, marketing, advantage through management of infor-
presented. English 3 manufacturing, financial, and human mation technology, electronic commerce,
Modern and contemporary litera- resources. Includes decision support and data warehousing, data mining, knowl-
LST 540 – Contemporary Topics in ture in English from Africa, Asia, the knowledge-based systems. Prerequisite: edge management, customer relation-
Science 3 Caribbean, and the Pacific. All genres; Computer Science 117 or exemption, ship management, enterprise resource
Critical analysis of topics drawn from may include works by Achebe, Narayan, MGT 202 or permission of instructor. planning, supply chain management, and
the popular media (television, newspa- Rushdie, Soyinka, Head, Salkey, and oth- mobile, wireless, and pervasive comput-
per, radio, Internet) using primary scien- ers. MGT 371 – Human Resource ing. Prerequisites: CSC 117, or exemp-
tific literature. Topics chosen will reflect Management 3 tion and MGT 202
scholarly interests of specific faculty. LIT 400 – Topics in World Advanced examination of HRM func-
Literature 3 tions, its role in organizations, and its MGT 428 – Strategic Management 3
Concentrated study - primarily in trans- future implications for managers and Business policy-making and administra-
Literature lation - of genres, masterpieces, move- others. Emphasis on areas of HRM spe- tion from point of view of top manage-
ments, periods, or themes. Topics will cialization. Prerequisite: Management ment. Integrates and builds upon the
LIT 205 – Masterpieces of vary from term to term. 202 or equivalent. management core. Open only to man-
Western Literature: Through the agement seniors who have completed all
Renaissance 3 MGT 372 – Operations major and major-related courses with the
May include Greek and Roman epic, Management Management 3 exception of upper level economics and
lyric, drama, comedy, and pastoral as Operational process design, planning courses required of concentration.
well as works by Chretien de Troyes, MGT 101 –Introduction to and control. Includes project manage-
Dante, Cervantes, and others in transla- Contemporary Business 3 ment, process analysis, forecasting, MGT 451 – Advanced Principles of
tion. Integrative nature of business; impact of inventory control, manufacturing pro- Management 3
external forces; providing excellence in cess selection and design, aggregate Application of accumulated business
LIT 206 – Masterpieces of Western products and services, including results; sales and operations planning, material knowledge and skill in real world and
Literature: Since the Renaissance 3 and managing change. requirements planning and scheduling. simulated environments. Prerequisite:
Literature after 1650 in translation. Management 301.
Typically includes Moliere, Voltaire,
MGT 459 – International Business impact on successfully delivering health nel selection decisions. Prerequisite: MAT 107 – Introduction to
Management 3 care. Restricted to HCA majors. Same Management 202. Mathematics 3
In-depth exploration of strategic, opera- as HCA 531. Basic principles and techniques of math-
tional, and tactical decision-making in MKT 415 – International ematics. May include theory of sets,
international business environment. Marketing 3 logic, number theory, geometry, prob-
Specific emphasis on inter-related stra- Marketing In-depth exploration of marketing prac- ability and statistics, consumer math-
tegic choices forced upon any firm faced tices. Focus on managerial and opera- ematics. Emphasis on unity of thought
with internationalization of its markets. MKT 300 – Selected Topics 1-3 tional problems of world enterprise with and consistency of approach to prob-
Lectures, case studies, readings, and dis- emphasis on the ethnic and cultural dif- lem solving. History and relevance of
cussions. Prerequisite: ECN 443, MGT MKT 311 – Elements of Integrated ferences influencing marketing strategy. mathematics for growth of civilizations.
301 or permission of instructor. Marketing Communication 3 Prerequisite: Management 202. Prerequisite: MAT 100, or satisfactory
Discussion of the various tools of mar- performance in Mathematics Placement
MGT 470 – Internship 3 keting communication, their strengths MKT 481 – Marketing Management 3 Test administered by mathematics
Guided experience in approved positions and weaknesses, how to measure their A study of the broad aspects of dis- department, or permission of instructor.
with cooperating organizations. Written effectiveness, and the legal and ethical tribution on a decision- making level.
assignments, periodic conferences, and aspects of marketing communication Analysis and forecasting of demand, MAT 112 – Basic Statistics 3
evaluation statement required. Pass/ efforts. structure of distribution, selection of For non-mathematics majors. Probability
fail grading. Open to senior manage- channels of distribution, and promo- theory topics, binomial distribution,
ment majors with a 2.8 GPA or higher. MKT 313 – Marketing Research 3 tional procedure are some of the topics normal distribution, descriptive statis-
Permission of dean required. Readings, lectures, and discussion of covered. Prerequisites: Marketing 211 tics, frequency distribution, measures
cases based on the application of market and 313. of central tendency, hypothesis testing.
MGT 471 – Organizational research techniques to marketing prob- Confidence intervals, correlation, and
Behavior 3 lems. Prerequisites: Management 202, prediction. Prerequisite: MAT 100, or
Cases and problems associated with Economics 241 and Mathematics 144. Mathematics satisfactory performance in Mathematics
understanding and managing people Placement Test administered by math-
at work. Emphasis on administrative MKT 400 – Advanced Topics 3 MAT 100 – Basic Mathematics 1-2 ematics department, or permission of
process and developing human rela- Review of arithmetic and algebra: num- instructor. Students may not also take for
tions skills. Explores the psychological MKT 401 – Retail Marketing 3 ber systems, operation with signed num- credit Psychology 211, Economics 241 or
and organizational behavior factors An overview of retail marketing at bers, fractions, decimals and percents, Sociology 211
affecting individual and group effi- the operational level Prerequisite: exponents, radicals, operations with
ciency. Prerequisites: Psychology 101 Management 202. algebraic expressions, factoring, linear MAT 131 – Plane Trigonometry 3
and Management 201 or permission of equations, solutions of word problems. Trigonometric functions, identities, relat-
instructor. MKT 404 – Industrial Marketing 3 Two credits during regular semesters ed angles, degree and radian measure,
Marketing requirements for those orga- and one credit during Summer Institute. graphs, compound and multiple angles,
MGT 490 – Independent Study 1-6 nizations addressing and serving the Admission by Mathematics Placement equations, inverse functions, oblique
needs of industrial, institutional and Test. triangles, complex numbers, DeMoivre’s
MGT 501 – Management and governmental markets. Prerequisite: Theorem. Prerequisite: MAT 104, or
Marketing 3 Management 202. MAT 104 – Intermediate Algebra 3 satisfactory performance in Mathematics
Emphasis on broad basic principles in Operation with polynomials, solution Placement Test administered by math-
managerial and marketing functions and MKT 412 – Sales Management and of equations and verbal problems, expo- ematics department, or permission of
processes in business environments. An Personal Selling 3 nents and radicals, quadratic equations, instructor.
interdisciplinary approach to identifying Planning, organizing, supervising, train- systems of linear equations, graphing
key issues and developing appropriate ing, and administrative functions of sales techniques. Mathematics 104 may not MAT 143 – Mathematical Analysis for
solutions. Case study methodology will force. Basic theories of inter-personal be taken for credit after receiving a grade Business & Economics I 3
be used heavily in course. relationships, communication organiza- of C or better in Mathematics 151 or For business and economics majors.
tion. Prerequisite: Management 202 or above. Prerequisite: Mathematics 100 or Topics include algebra, analytic geom-
MGT 531 – Leadership in Marketing equivalent or permission of instructor. etry, applications, elements of linear pro-
satisfactory performance in Mathematics
and Strategic Planning 3 gramming, and mathematics of finance.
Placement Test administered by math-
Broad aspects of service sector manage- MKT 414 – Marketing Channels 3 Prerequisite: Mathematics 104, or sat-
ematics department, or permission of
ment, and strategic planning, including A study of the evolutionary aspects of isfactory performance in Mathematics
instructor.
the customer’s role in service delivery, marketing channels, the environmental Placement Test administered by math-
designing the service offering, service factors that cause channel evolution, ematics department, or permission of
recovery, strategic plans, and strategy’s and the consideration underlying chan- instructor.
MAT 144 – Mathematical Analysis for MAT 303 – History of Mathematics 3 MAT 331 – Linear Algebra 3 be repeated once. Permission of instruc-
Business & Economics II 3 Study of mathematical concepts in his- Systems of linear equations, matrices, tor required.
Continuation of Mathematics 143. torical perspective lives, character, and determinants, vectors vector spaces and
Topics include functions in business and contributions of the mathematicians and subspaces, linear independence, basis MAT 401 – Real Analysis I 3
economics, fundamentals of differential the relation of mathematics to other sci- and dimension, orthonormal bases, Foundations of the real number system,
and integral calculus with selected appli- ences. Prerequisite: Mathematics 202 or Gram-Schmidt process, eigenvalues functions and sequences, limits, continu-
cations. Prerequisite: Mathematics 143. permission of instructor. and eigenvectors, diagonalization, ity and differentiability. Prerequisites:
linear transformations, applications. Mathematics 302 and 305 or permission
MAT 151 – Pre-Calculus 3 MAT 305 – Fundamental Structures of Prerequisite: Mathematics 202 or per- of instructor.
Elementary functions and their graphs Mathematics 3 mission of instructor.
including polynomial, rational, exponen- Logic, sets, relations, functions, cardinal MAT 402 – Real Analysis II 3
tial, logarithmic and trigonometric func- numbers, algebraic systems. Emphasis MAT 334 – Introduction to Abstract Integration, series, uniform conver-
tions, quadratic curves, and introduc- on concepts and methods of proof. Algebra 3 gence. Additional topics may include:
tion to analytic geometry. Prerequisite: Prerequisite: Mathematics 202 or per- Elementary theory of groups, rings, transformations in Euclidean spaces,
Mathematics 104, or satisfactory perfor- mission of instructor. domains, and fields, including the inte- Fourier series, metric spaces and prin-
mance in Mathematics Placement Test gers and polynomial rings and their ciples of general topology. Prerequisite:
administered by mathematics depart- MAT 313 – Mathematics: A Heuristic applications. Quaternians and the Cayley Mathematics 401.
ment, or permission of instructor. Approach 3 numbers. Prerequisite: Mathematics 305
Historical and developmental perspec- with grade of C or better, or permission MAT 413 – Mathematics: A Heuristic
MAT 201 – Calculus I 3 tives. Problem solving and pattern of instructor. Approach: Practicum 4
Review of analytic geometry and trigo- recognition. Motivational techniques. Students apply the principles learned
nometric functions. Limits, derivatives, Practical applications, emphasis on MAT 341 – Number Theory 3 in Mathematics 313 in a Mathematics
maxima and minima, related rates, knowledge and understanding of sub- Topics include prime numbers, greatest 100 classroom, participating in plan-
graphs, differentials, mean value theo- ject matter. Diagnostic tools to detect common divisors, congruences, Wilson’s, ning, preparation, presentation, and
rem. Prerequisite: Mathematics 151 or and correct common misconceptions. Fermat’s and Euler’s Theorems, poly- assessment. Discussion and analysis.
satisfactory performance in mathematics Assessment and statistical interpretation nomial congruences, perfect numbers, Daily journal required. Prerequisite:
placement test administered by math- of errors. Prerequisite: Mathematics 305 primitive roots, indices, quadratic resi- Mathematics 313. By invitation only.
ematics department, or permission of or permission of instructor. dues, Legendre symbol, quadratic reci-
instructor. procity law. Prerequisite: Mathematics MAT 484 – Complex Variables 3
MAT 317 – Ordinary Differential 305 or permission of instruct Analytic functions. Harmonic functions.
MAT 202 –Calculus II 3 Equations 3 Cauchy’s Theorem, Cauchy Integral for-
Indefinite integration, definite integrals First and second order differential equa- MAT 351 – Euclidean & Non-Euclidean mula, series representations of analytic
and applications; logarithmic, expo- tions, linear equations of higher order, Geometries 3 functions, calculus of residues, confor-
nential, hyperbolic functions and their power series solutions. Existence of solu- Euclidean geometry examined as a mal mappings, applications. Prerequisite:
inverses, l’Hopital’s rules; improper tions. Systems of differential equations. system of carefully formulated axioms, Mathematics 401.
integrals and methods of integration. Application of differential equations. precise definitions, and rigorous proofs
Prerequisite: Mathematics 201. Prerequisite: Mathematics 301. of theorems in plane and solid geom- MAT 486 – Numerical Analysis I 3
etry. History, foundation and applica- Iteration, interpolation, and approxima-
MAT 300 – Selected Topics 1-3 MAT 321 – Probability & Statistics 3 tions of the non-Euclidean geometries: tion. Numerical solutions of equations
Mathematical models of random experi- Lobatchevskian and Reimannian. and systems of equations. Numerical
MAT 301 – Calculus III 3 ments, discrete and continuous random Prerequisite: Mathematics 305 or per- differentiation and integration.
Vectors, parametric equations, polar variables. Bivariate and multivariate mission of instructor. Prerequisites: Mathematics 302 and
coordinates, infinite series, elementary distributions. Prerequisite: Mathematics Computer Science 101, or permission of
differential equations. Prerequisite: 301. MAT 390 – Independent Study 1-3 instructor.
Mathematics 202. Independent Study (1-3) IR
MAT 322 – Mathematical Statistics 3 MAT 487 – Numerical Analysis II 3
MAT 302 – Calculus IV 3 Random sampling, The Central Limit MAT 400 –Topics in Higher Difference equations. Numerical
Analytic geometry of three dimensions, Theorem, estimation of parameters, Mathematics 3 solutions of differential equations.
functions of more than one variable, confidence intervals, tests of hypotheses, In-depth discussion of current problems Approximations by spline func-
partial differentiation, multiple integrals, least squares, regression, and contingen- and developments in particular branch tions. Least squares approximation.
line and surface integrals. Prerequisite: cy tables. Prerequisite: Mathematics 321. of mathematics. Content may vary Prerequisite: Mathematics 486.
Mathematics 301. according to specialty of instructor. May
MAT 490 – Independent Study 1-3 Military Science MST 302 – Advanced Leadership MUS 120 – Band 1
Independent Study (1-3) IR Course and Leadership Study, rehearsal, and performance of
Laboratory 0,2 music for band and, as instrumentation
MAT 503 – History of Mathematics 3 MST 101 – Basic Leadership Course
Junior and senior level courses permits, stage band as well. Three hours
Origin of numbers and changing views and Leadership Laboratory 0,1
which expand on basic subject areas. of rehearsal a week. May be taken four
of mathematics, pre-civilization through Basic drill and ceremony, mountaineer-
Leadership and management develop- times for credit.
the early twentieth century. ing, orienteering, first aid, communica-
ment, with classes on command, control,
tions, weapons familiarization, and small MUS 200 – Top in Music:Beginner
staff operations, planning and organiz-
MAT 505 – Problem Solving in unit tactics. Taught in each semester of Drumming 1
ing. Taught in each semester of the
Mathematics 3 the Basic Course (first two years) of the
Advanced Course (last two years) of the
Principles of problem solving, math- curriculum. MUS 230 – Jazz Ensemble 1
curriculum.
ematical thinking and mathematical rea- Techniques of jazz performance and jazz
soning, deductive and inductive reason- MST 102 – Basic Leadership Course styles (from the 1940s to the present),
MST 401 – Advanced Leadership
ing, mathematical induction, solutions and Leadership Laboratory 0,1 including the development of improvisa-
Course and Leadership
of recurrence relations. Detecting math- Basic drill and ceremony, mountaineer- tion through listening, discussion, and
Laboratory 0,2
ematical fallacies and flaws. Modeling ing, orienteering, first aid, communica- performance. Experience in jazz medium
Junior and senior level courses
problems, psychological strategies for tions, weapons familiarization, and small required. Audition may be necessary.
which expand on basic subject areas.
overcoming math anxiety. unit tactics. Taught in each semester of
Leadership and management develop-
the Basic Course (first two years) of the MUS 245 – History of Music I 3
ment, with classes on command, control,
MAT 517 – Early Childhood/ curriculum. Survey of Western music from its Greek
staff operations, planning, and orga-
Elementary Education: nizing. Taught in each semester of the origins through the Baroque period,
Mathematics 3 MST 201 – Basic Leadership Course emphasizing the development of styles
and Leadership Laboratory 0,1 Advanced Course (last two years) of the
Basic mathematical concepts. curriculum. and forms and the relationships between
Mathematics standards, math phobia. Basic drill and ceremony, mountaineer- music and the other arts and their times.
Internet resources, Word, Excel, Power ing, orienteering, first aid, communica-
MST 402 – Advanced Leadership
Point. tions, weapons familiarization, and small MUS 246 –History of Music II 3
Course and Leadership
unit tactics. Taught in each semester of Survey of Western music from the latter
Laboratory 0,2
MAT 535 – Contemporary the Basic Course (first two years) of the part of the Baroque period to the pres-
Junior and senior level courses
Mathematics 3 curriculum. ent, emphasizing the development of
which expand on basic subject areas.
Mathematics relevant to business, Leadership and management develop- styles and forms and the relationships
politics, history and the social sciences. MST 202 – Basic Leadership Course between music and the other arts and
and Leadership Laboratory 0,1 ment, with classes on command, control,
Realistic approach to problem solving. staff operations, planning, and orga- their times.
Basic drill and ceremony, mountaineer-
ing, orienteering, first aid, communica- nizing. Taught in each semester of the
MAT 551 –Classical and Modern Advanced Course (last two years) of the
tions, weapons familiarization, and small
Geometry 3
unit tactics. Taught in each semester of curriculum. Nursing
Geometric structures. Formal geom-
etries and models. Theoretical develop- the Basic Course (first two years) of the
curriculum. NUR 101 –Introduction to Professional
ment of geometric concepts. Geometric
constructions. Locus of points. Conic
Music Nursing 1
MST 301 –Advanced Leadership A survey of the history, philosophy, and
sections. Fractal geometry. Geometry in practice of nursing for majors and non-
nature and real life. Discovering geom- Course and Leadership MUS 110 – Choir 1
Laboratory 0,2 The study, rehearsal, and performance of majors. Nursing science as foundation
etry by technology. for nursing process. Field experience in
Junior and senior level courses choral music. Three hours of rehearsal
which expand on basic subject areas. a week. May be taken four times for diverse community settings.
MAT 590 –Independent Study 1-6
Individual reading or research in a topic Leadership and management develop- credit.
ment, with classes on command, control, NUR 201 – Health Assessment and the
of interest between the student and the Nursing Process 0,3
instructor. Must be approved in advance staff operations, planning, and orga- MUS 115 – Introduction to Music 3
nizing. Taught in each semester of the Introductory study covering a variety of Assessment of physical, psychologi-
by the appropriate graduate program cal, social, cultural, and environmental
director. Advanced Course (last two years) of the types of music, including works by major
curriculum. composers from various historic periods. aspects of clients. Focuses on well- indi-
Emphasis on development of structured vidual, with reference to illness. Includes
listening based on the elements of music. laboratory. Prerequisites: Biology 101,
102, or permission of instructor.
NUR 206 –Fundamentals of Nursing NUR 334C –Nursing Care of Adult I - NUR 355 – Basic Cardiac health and illness and nursing care to
Practice 0,3 Clinical 2 Dysrhythmias 1 promote adaptive coping to emotional
Overview of professional nursing. Clinical experiences with patients and Course provides essential information stressors. Prerequisite: Nursing 336.
Introduction to nursing theory and families in acute care setting. Graded on regarding the interpretation of basic Co-requisite: Nursing 375C.
research. Basic principles of stress and a pass/fail basis. Prerequisite: Nursing cardiac dysrhythmias, as well as current
adaptation, and human interaction in 206C. Co-requisite: Nursing 334 collaborative treatment modalities. Will NUR 375C – Psychiatric/Mental Health
context of the nursing process. Basic be offered as a nursing elective every Nursing - Clinical 1
clinical skills practiced in labora- NUR 336 – Nursing Care of the fall. Prerequisites: BIO 101, BIO 102 or Clinical experiences provided in acute
tory. Not open to RNs (see Nursing Chronically Ill Client 0,3 RN-BS student. and chronic care and community men-
351). Prerequisites: Biology 101, Nursing process with adults and families tal health settings. Graded on a pass/
102, Chemistry 211, Psychology 101, living with chronic conditions such as NUR 361 – Foundations of Forensic fail basis. Prerequisite: Nursing 336C.
Sociology 151. Co-requisites: Nursing diabetes mellitus, hypertension, arthri- Nursing: Theory, Practice, and Future Co-requisite: Nursing 375.
201, 206C, Biology 203, 208. (Sociology tis, and alcoholism. Role of nurse as Implications 3
151 may be co-requisite.) teacher emphasized. Includes laboratory. History, theory, and philosophy of foren- NUR 376 – Gerontological Nursing 3
Prerequisite: Nursing 201, 206; Biology sic nursing. A biopsychosocial approach Specific nursing care needs of the elderly.
NUR 206C – Fundamentals of Nursing 203, 205, 208; and Health Studies 245 or to role definition, forensic education, Emphasizes physical and psychosocial
Practice - Clinical 1 Psychology 223. Co-requisite: Nursing and standards of care. Ethical-legal issues changes.
Provides opportunity to implement 336C and cultural diversity in providing health
theory in acute care setting. Graded on care to incarcerated individuals. NUR 400 – Impact of Culture on
a pass/fail basis. Co-requisite: Nursing NUR 336C – Nursing Care of the Professional Practice 1-3
206. Chronically Ill Client - Clinical 1 NUR 365 – Forensic Psychiatric/Mental Advanced study of selected topics in
Selected clinical experiences with Health Nursing 3 nursing. Topics may vary from year to
NUR 311C – Professional Nursing patients and families in such settings History, theory and philosophy of mental year in response to needs and interest of
Practicum 1-2 as hospitals, extended care homes, and health nursing practice. Legal and ethical students as well as changes in the nurs-
Clinical course which focuses on inte- private homes. Students experience com- issues, risk assessment, cultural diversity, ing profession. May be repeated up to six
grating nursing theory and science mon family patterns of adapting to actu- and their impact on the forensic mental credit hours. Prerequisite: Permission of
through the nursing process with the al or potential dysfunction. Graded on a health system. instructor.
individual client. Includes seminar. pass/fail basis. Co-requisite: Nursing 336
Junior status or permission of instructor NUR 372 – Childbearing Family NUR 435 – Nursing Care of the Adult
(for LPNs and RNs only). NUR 337 – Care of the Human Nursing 0,3 II 0,3
Spirit 3 Theories of human interaction skills, Identification of physiological and psy-
NUR 333 – Psychiatric Nursing 3 Relationship between spirituality and family dynamics, entered focus with chological stressors that affect patient
Concepts essential for effective mental health and it relevance to professional periodic attention to the individual. behavior. Interference with oxygen-
health nursing: Nurse-patient relation- practice. Laboratory focus on families experienc- ation, elimination, nutrition, endocrine
ship theory, group theory, creation of ing normal developmental/maturational and neurologic systems, sexuality and
therapeutic milieu, mental status exami- NUR 345 – Clinical Pharmacology: stressors. Prerequisite: Nursing 334. reproduction in relation to maturation
nation, nursing interventions for selected Application to Practice 3 Co-requisite: Nursing 372C. of individual and family. Lab com-
mental health disorders. For RNs only. Pharmacological agents used in the ponent relates classroom theory to
health care practitioner practice setting. NUR 372C – Childbearing Family nursing practice. Prerequisites: All 300-
NUR 334 – Nursing Care of Adult Reality based scenarios will be used to Nursing - Clinical 2 level required clinical nursing courses.
I 0,4 promote application of drug knowledge. Opportunity to work with childbearing Corequisites:NUR375C
Utilizes the nursing process to facilitate Prerequisites BIO 101, BIO 102, HLS 309 families in acute care settings, as well as
individual and family adaptation to or Nursing Major. in the community. Graded on a pass/ NUR 435C – Nursing Care of the Adult
acute stress. Alterations experienced in fail basis. Prerequisite: Nursing 334C. II - Clinical 2
surgery (perioperative nursing), mobil- NUR 351 – Conceptual Framework for Corequisite: Nursing 372. Clinical component of Nursing 435,
ity, digestion, elimination, metabolism, Nursing Practice 3 focuses on the acute care setting.
cancer fluid/gas transport, skin protec- Theoretical foundation for RNs entering NUR 375 – Psychiatric/Mental Health Knowledge from Nursing 435 applied to
tion. Includes laboratory. Prerequisites: the nursing program. Concepts of stress/ Nursing 0-3 client needs and problems. Graded on
Nursing 201, 206, Biology 203, 205, 208; adaptation systems, human interaction, Promotion and maintenance of mental a pass/fail basis. Prerequisites: All 300-
and Health Studies 245 or Psychology critical thinking, problem-solving, and health and alleviation of suffering in level required clinical nursing courses.
223. Co-requisite: Nursing 334. decision making. For RNs only. mental illness. Effect of psychosocial Corequisite: Nursing 435.
stressors on individual, family, group,
and community. Theories of mental
NUR 447 – Childrearing Family NUR 475 – Nursing Management in Occupational Therapy OCT 561 – Professional
Nursing 0,3 the Community 3 Roles:Development 3
The nurse’s role in preparing children Emphasizes role of nurse manager in Introduction and development of pro-
OCT 505 – Theoretical Basis of
and families for maturational stressors community. Students develop basic theo- fessional roles in practice settings with
Occupational Therapy 3
and assisting in coping with alterations retical knowledge of concepts of man- adults; emphasis on educator, researcher,
Theory and foundations of practice
in health status: perinatal complica- agement. Prerequisites: Nursing 435, 447 and administrator roles.
from historical and current perspec-
tions; well- child health promotion; and and Philosophy 107 or 108. Corequisite
tives; importance and role of occupation. OCT 571 – Occupational Performance
childhood illness. Includes laboratory. Nursing 475C.
Open only to students in the professional III: Adolescents and Young
Prerequisites: all 3000-level required
NUR 475C – Nursing Management in phase of the occupational therapy major. Adults 0,6
nursing courses. Co-requisite: Nursing
447. the Community - Clinical 2 Role of occupational therapy with ado-
OCT 506 – Human Occupations 3
Application of theoretical concepts lescents and young adults ages 13-40;
Exploration into the relationship
NUR 447C – Childbearing Family of management to nursing practice. evaluation and intervention.
between participation in human occu-
Nursing - Clinical 2 Individually selected clinical experiences
pation and quality of life throughout OCT 572 – Occupational Performance
Applies nursing process in clinical set- allows students to explore managerial
the lifespan. Includes activity analysis, IV: Adults 0,6
tings to care of childbearing and chil- role of professional nurse. Graded on
assessment of occupational performance, Role of occupational therapy with adults
drearing families faced with maturation- a pass/fail basis. Prerequisite: Nursing
and the use of occupation to facilitate older than 40 years of age; evaluation
al and situational stressors. Graded on 435C, 447C. Corequisite: Nursing 475.
participation in life contexts. and intervention.
a pass/fail basis. Prerequisites: All 300-
level required clinical nursing courses. NUR 478 – Critical Care Nursing 0,3
OCT 525 – Case-Based Learning 3
Co-requisite: Nursing 447 Care of patients, families, groups, and
Principles of documentation, case-based
communities undergoing multiple
teaching and learning as applied to occu- Physical Education
NUR 472 – Trends and Issues in stressors. Cardiopulmonary surgery, Only three (3) PED credits may applied
pational therapy. Open only to students
Professional Nursing 2 neurosurgery, multiple trauma, and toward graduation degree requirements.
in the professional phase of the occupa-
Issues past and present as they impact on complex health problems emphasizing
tional therapy major.
practice of professional nursing. Topics biopsychosocial adaptation. Includes PED 107 –Physical Training 1
may include historical development of laboratory. Prerequisites: Nursing 435 OCT 549 –Research Seminar I 3 A basic physical fitness program
nursing profession; legal responsibility; and Philosophy 107 or 108. Co-requisite: Exploration of options for research proj- designed to increase the overall fitness
ethical issues; image of nursing; role of Nursing 478C. ect focused on occupation, culminating and team cohesion skills necessary to
nurse as political advocate; and develop- in submission of research proposal. meet the physical rigors and team cohe-
ment of professional role. NUR 478C – Critical Care Nursing - sion skills that are in demand. Course
Clinical 2 OCT 551– Community I 1 may be repeated twice for credit.
NUR 474 – Community Health Patient care of individuals, families, Experimental learning in community
Nursing 0,3 groups, and communities experienc- agencies; development and applica- PED 115 – Fitness 1
Community resources for effective ing multiple stressors. Application of tion of foundational skills; observation, Information about specific course offer-
adaptation of community as a whole knowledge and nursing process in care interpersonal communication, advocacy, ings and schedules is available from
to stressors affecting health. Teaching of patients with complex health prob- cultural competency, reflective practice, the office of the Director of Physical
primary, secondary, and tertiary preven- lems. Clinical experiences involve care of ethics. Includes 20 hours of fieldwork. Education. Up to three credit hours in
tion. Prerequisites: Nursing 435, 447, acute and critically ill patients and their physical education may be elected for
and Philosophy 107 or 108. Corequisite: families in Medical/Surgical Intensive OCT 553 – Fieldwork Level IA 1 credit. Topics may be repeated. (Subject
Nursing 474C. Care Unit, Coronary Care Unit, and Clinical application of course material to change.).
Intermediate Coronary Care Unit. through supervised involvement in a
NUR 474C – Community Health Graded on a pass/fail basis. Prerequisite: setting where therapeutic intervention is PED 120 – Aerobics 1
Nursing 1 Nursing 435C. Co-requisite: Nursing provided. Graded on a pass/fail basis. Information about specific course offer-
Experience in an appropriate agency, 478. ings and schedules is available from
visits to long term care family. Nursing OCT 555 –Emerging Issues in the the office of the Director of Physical
interventions with well families with NUR 489 – Nursing Honors 3 Community and Profession 3 Education. Up to three credit hours in
children. Graded on a pass/fail basis. Current issues relevant to the profession physical education may be elected for
Corequisite: Nursing 474. Prerequisites: NUR 499 – Nursing Honors 3 of occupational therapy with emphasis credit. Topics may be repeated. (Subject
Nursing 435C, 447C. on emerging practice and servies within to change.)
home and community-based settings.
Prerequisite: OCT 505, or OCT 506.
PED 125 – Aquatics 1 PED 155 – Karate I 1 credit. Topics may be repeated. (Subject the nature and role of religious experi-
Information about specific course offer- Information about specific course offer- to change.) ence, the connection between ethics and
ings and schedules is available from ings and schedules is available from religion and the language we use to talk
the office of the Director of Physical the office of the Director of Physical PED 190 – Weight Training 1 about religion.
Education. Up to three credit hours in Education. Up to three credit hours in Information about specific course offer-
physical education may be elected for physical education may be elected for ings and schedules is available from PHI 107 – Ethics 3
credit. Topics may be repeated. (Subject credit. Topics may be repeated. (Subject the office of the Director of Physical A critical and historical study of the
to change.) to change.) Education. Up to three credit hours in major ethical theories from the period
physical education may be elected for of Plato to the present. Analysis also of
PED 130 – Basketball 1 PED 156 – Karate II 1 credit. Topics may be repeated. (Subject problems present in the construction
Information about specific course offer- to change.) of ethical theories, the nature of moral
ings and schedules is available from PED 165 – Racquetball 1 judgment, and moral evaluation.
the office of the Director of Physical Information about specific course offer- PED 195 – Yoga 1
Education. Up to three credit hours in ings and schedules is available from Information about specific course offer- PHI 108 – Professional Ethics 3
physical education may be elected for the office of the Director of Physical ings and schedules is available from This course examines ethical dilemmas
credit. Topics may be repeated. (Subject Education. Up to three credit hours in the office of the Director of Physical encountered by professionals at work.
to change.) physical education may be elected for Education. Up to three credit hours in Journalism, health care, law, education,
credit. Topics may be repeated. (Subject physical education may be elected for computer science/information technol-
PED 135 – Fencing 1 to change.) credit. Topics may be repeated. (Subject ogy and public relations all provide
Information about specific course offer- to change.) examples.
ings and schedules is available from PED 170 – Self-Defense 1
the office of the Director of Physical Information about specific course offer- PED 203 – Aerobic Dance 1 PHI 200 – Great Philosophers 3
Education. Up to three credit hours in ings and schedules is available from An introduction to the major theories of
physical education may be elected for the office of the Director of Physical PED 205 – Bowling 1 a few selected great philosophers from
credit. Topics may be repeated. (Subject Education. Up to three credit hours in the classical, modern, and contempo-
to change.) physical education may be elected for PED 210 – Lifeguard Training 1 rary periods. Selection of philosophers
credit. Topics may be repeated. (Subject subject to change periodically. May be
PED 140 – Advanced Fitness 1 to change.) PED 215 – Jazz Dance 1 repeated once.
Information about specific course offer-
ings and schedules is available from PED 175 – Tae-Bo 1 PED 220 – Akido 1 PHI 205 – History of Ancient
the office of the Director of Physical Information about specific course offer- Philosophy 3
Education. Up to three credit hours in ings and schedules is available from A study of the development of philoso-
physical education may be elected for the office of the Director of Physical Philosophy phy from the period of Ancient Greece
credit. Topics may be repeated. (Subject Education. Up to three credit hours in to the beginning of the Christian era
to change.) physical education may be elected for PHI 101 – Critical Thinking 3 through the analysis of selected problems
credit. Topics may be repeated. (Subject Skills needed to read and write critically. and theories.
PED 145 – Weight Training 1 to change.) The different kinds of arguments and
Information about specific course offer- their relative weaknesses and strengths, PHI 206 – History of Modern
ings and schedules is available from PED 180 – Tennis 1 strategies for arguing well and spotting Philosophy 3
the office of the Director of Physical Information about specific course offer- and avoiding common fallacies will all A study of the history of philosophy
Education. Up to three credit hours in ings and schedules is available from be covered. from the Renaissance to the present
physical education may be elected for the office of the Director of Physical through an analysis of selected problems
credit. Topics may be repeated. (Subject Education. Up to three credit hours in PHI 103 – Problems in Philosophy 3 and theories.
to change.) physical education may be elected for A critical study of the problems that
credit. Topics may be repeated. (Subject have inspired philosophers and the solu- PHI 221 – Scientific Method 3
PED 150 – Golf 1 to change.) tions they have found. Subjects tackled Basic theoretical principles of modern
Information about specific course offer- include human nature, ethics, and the scientific method including: explana-
ings and schedules is available from PED 185 – Volleyball 1 nature of knowledge. tion, deduction, induction, analogy,
the office of the Director of Physical Information about specific course offer- facts, hypotheses, mathematical truth,
Education. Up to three credit hours in ings and schedules is available from PHI 104 – Philosophy of Religion 3 probability,causality, and determination.
physical education may be elected for the office of the Director of Physical Examination of some of the philosophi-
credit. Topics may be repeated. (Subject Education. Up to three credit hours in cal issues raised by religion. Arguments
to change.) physical education may be elected for for and against the existence of God,
PHI 225 – Eastern Thought and PHI 365 – Theories of Value 3 Physical Therapy culoskeletal pathologies. Co-requisites:
Culture: Buddhism 3 A critical examination of philosophic PHT 541, 543, 544, 548, 549.
Buddhism’s role as the most significant theories purporting to deal with the
PHT 538 – Introduction to Teaching PHT 548 – Therapeutic
culture-shaping factor in Asian his- nature of value in general, the nature
and Learning 1 Foundations 1
tory. Focuses on philosophical side of of evaluative or normative criteria,
Learners participate in seminars with Basic techniques and foundational
Buddhism as well as impact of these and the manner in which the latter are
facilitator(s) to develop an understand- skills for examination and intervention
ideas in shaping Asian societies. determined. Prerequisite: permission of
ing of theoretical constructs behind through case study of individuals with
instructor.
PHI 226 – Eastern Thought and problem-based learning and self- simple diagnoses across practice set-
Culture: Confucianism 3 PHI 375 – Symbolic Logic 3 direction in learning. Characteristics tings. Students apply knowledge, acquire
Introduces basic philosophical A study devoted to the construction of of the adult learner including readiness clinical skills, and develop professional
ideas of Confucianism and explores systems of logic, formal systems of proof, for learning and learning styles are dis- behaviors. Co-requisites: PHT 541, 543,
Confucianism’s multifaceted and com- and their application to various subject cussed. Co-requisites: PHT 541, 543, 544, 545, 549.
plex impact on Chinese, Japanese, and matters. Prerequisite: Philosophy 101 or 544, 545, 548, 549.
Korean societies. permission of instructor. PHT 549 – Caring for the Community
PHT 541 – Case Based Discussion I 6 I 1
PHI 300 – Contemporary PHI 400 – Advanced Topics in Discussion groups integrate foundational Students introduced to prevention
Philosophy 3 Philosophy 3 and clinical sciences using case studies. and wellness in community program.
A critical and comparative study of Individual study of a particular philoso- Emphasis on theoretical constructs that Selected elements of assessment and
important philosophical contributions phy, philosophical movement, or prob- support autonomous clinical practice. intervention practiced under supervision
within the contemporary period. May lem. Individual investigation on the part Primary patient diagnoses involve the of physical therapy program faculty and
be repeated for credit if successive of the student directed by an instructor. musculoskeletal system. Co-requisites: Module V students. Prerequisites: PHT
offerings cover different philosophies. Prerequisite: permission of instructor. PHT 543, 544, 545, 548, 549. 541, 543, 544, 545, 548,
Prerequisite: permission of instructor.
PHI 490 – Readings in Philosophy 3 PHT 543 – Clinical Laboratory I 0,3 PHT 551 – Case Based Discussion
PHI 315 – Theories of Knowledge 3 Individual study of a particular philoso- Students integrate knowledge, acquire II 6
A critical examination of the theories phy, philosophical movement, or prob- basic clinical skills and develop profes- Discussion groups integrate foundational
which have arisen in the history of lem. Individual investigation on the part sional behaviors through application of and clinical sciences using case studies.
philosophy with regard to the nature of the student directed by an instructor. the patient/client management process Emphasis on theoretical constructs that
of knowledge and belief. Prerequisite: Philosophy majors only. Prerequisite: consistent with autonomous clinical promote autonomous clinical practice.
Philosophy 101. permission of instructor. practice expectations for individuals Primary patient diagnoses involve the
with primary musculoskeletal diagnoses. neuromuscular system. Co-requisites:
PHI 317 – Theories of Art 3 PHI 503 – Environmental Ethics 3 Co-requisites: PHT 541, 544, 545, 548, PHT 553, 554, 555, 557 559. Prerequisite:
Introduction to aesthetic theories from Interconnectedness in ethics and nature, 549. PHT 549
Plato to the present. Prerequisite: per- holistic ethical theories, relationship
mission of instructor. between environmental and traditional PHT 544 – Anatomy I 0,3 PHT 553 – Clinical Laboratory II 3
ethics, and nature of value. Human cadaver dissection and discus- Students integrate knowledge, acquire
PHI 325 – Medieval Philosophy 3 sion that explores structures of the tho- clinical skills and develop professional
A critical study of the major philosophi- PHI 504 –Evolution and its rax and extremities using regional and behaviors through application of the
cal problems of medieval philosophers Discontents 3 systemic perspectives. Students explore patient/client management process
from Plotinus to William of Ockham. Foundations and claims of neo-Dar- the clinical significance of these struc- consistent with autonomous clinical
Emphasis on such problems as the rela- winism. Application to ethics, religion, tures related to physical therapy practice. practice expectations for individuals
tion of faith and reason, God and cre- sociology, psychology, and philosophy, Co-requisites: PHT 541, 543, 545, 548, with primary neuromuscular diagnoses.
ation, knowledge and science, realism and attempts to refute it, particularly 549. Co-requisites: PHT 551, 554, 555, 557
and nominalism. intelligent design theory. 559. Prerequisite: PHT 549.
PHT 545 – Critical Inquiry Seminar
PHI 345 – Political Ethics 3 PHI 505 – Ethical Issues in I 3 PHT 554 – Anatomy II 0,3
A critical study of problems and theo- Contemporary Science and Group discussions, panel presentations Discussion and dissection provide basic
ries in social philosophy from Classical Technology 3 and focused lectures provide students scientific foundation of neuroanatomy
Greek thought to the present. Ethical issues at the intersection of con- with foundational and clinical science and neurophysiology, with introduction
temporary politics, science, and culture. knowledge, behavioral abilities, and to clinical consequences of insult to ner-
practice expectations to meet the needs vous system. Students explore the clinical
of patients/clients with primary mus- significance of these structures related to
physical therapy practice. Co-requisites: PHY 115 – Principles of Astronomy: ers, faucets, wood stoves, air condition- PHY 351 – DC and AC
PHT 551, 553, 555, 557, 559 Prerequisite: The Solar System 3 ers, flashlights, lasers, clocks, guitars and Electronics 0,4
PHT 549. Study of the sun, planets, meteors, com- microwave ovens. Some elementary Analysis of DC, AC, LRC, filter and
ets, their origins, the celestial sphere, algebra is used. Lecture/demonstration/ resonant circuits, and their instrumenta-
PHT 555 – Critical Inquiry Seminar ancient astronomy, and modern space discussion. tion. Kirchhoff ’s laws; network theo-
II 3 exploration. Construction and use of rems; branch, loop, and nodal analysis.
Group discussions, panel presentations models supplement lecture, readings, PHY 261 – Physics I 0,4 Laboratory includes oscilloscopes, signal
and focused lectures provide students films, and observation. Some arithmetic Calculus-based general physics. generators, power supplies, digital/ana-
with foundational and clinical science used. Introduction to principles of kinematics, log multimeters, soldering and bread-
knowledge, behavioral abilities and forces, statics, dynamics, rotation, work, boarding. Lecture and laboratory. Same
practice expectations to meet the need of PHY 116 – Astronomy: A Study of the energy, gravitation, equilibrium, scientif- as EGR 351. Prerequisite: Physics 262.
patients/clients with primary neuromus- Universe 3 ic methodologies and their development.
cular pathologies. Co-requisites: PHT Introductory astronomy. Celestial sphere Lecture and laboratory. Prerequisite: PHY 355 – Electronics 0,4
551, 553, 554, 557, 559. Prerequisite: and planetary positions; history of Mathematics 201 (may be taken concur- Kirchhoff ’s laws, complex phasors,
PHT 549. astronomy; survey of the solar system; rently). branch current, loop and nodal analysis,
the “message” of starlight; H-R diagrams; and network parameters. Theory and
PHT 557 – Professional Practice I 3 stellar evolution; quasars; cosmology PHY 262 – Physics II 0,4 applications of semiconductor devices.
Role, responsibility and accountability and the possibility of extraterrestrial life. Calculus-based general physics. Lecture, demonstrations, and laboratory.
of the autonomous practitioner relative No physics or astronomy background Electricity and magnetism, radiation, Prerequisites: Physics 261,262, and 351
to the current health care environment is required. Some elementary algebra is optics, and elementary atomic physics. or permissions of instructor.
Emphasis on theoretical constructs used. Lecture and laboratory. Prerequisites:
underlying models of health care deliv- Physics 261 and Mathematics 202 (may PHY 363 – Physics III 0,4
ery, reimbursement and public and PHY 123 – Physics for Liberal Arts 3 be taken concurrently). The physics developed in the 20th cen-
political systems. Co-requisites: PHT Exploration of what the physical world tury by Einstein, Schrodinger, Planck
551, 553, 554, 555, 559. Prerequisite: is like, how it fits together, and some of PHY 323 – Statics and Dynamics 4 and others. Relativity theory, thermal
PHT 549. its implications. The course covers clas- Composition and resolution of forces physics, introduction to quantum
sical mechanics and modern physics and torques, conditions of static equilib- theory, atomic, molecular and nuclear
PHT 559 – Caring for the Community (special relativity and quantum physics). rium of particles and rigid bodies, fric- theory. Lecture, laboratory. Prerequisite:
II 1 No formal mathematics will be used, but tion, laws of motion, work and energy, Physics 262 Prerequisite or co-requisite:
Students participate in assessment all the central concepts will be there. No momentum and impulse, applications. Mathematics 302.
and intervention in local community prerequisites. Same as EGR 323
program. Students practice selected ele- PHY 390 – Independent Study in
ments of the client management process PHY 151 – General Physics I 0,4 PHY 345 – Physical Chemistry I: Physics 1-3
under supervision of physical therapy Introduction to principles of kinematics, Thermodynamics & Kinetics 3 3 Independent study in areas not covered
program faculty members and Module dynamics, machines, energy, momen- Classical thermodynamics, electrochem- by regularly offered courses. Students
IV students. tum, heat, oscillations, waves, sound, and istry, and reaction kinetics. Applications must submit a plan of study, meet peri-
fluids. Applications to biomechanics and to chemical and biological phenomena. odically with an instructor, and submit a
to energy generation, storage, and trans- Same as Chemistry 345. Prerequisites: final report in addition to problems and/
Physics fer. Lecture and three-hour laboratory. CHE 212, MAT 202 and one year of col- or exams. Prerequisites: permission of
lege physics. the department and at least a 3.0 average
PHY 111 – Intelligent Life in the PHY 152 – General Physics II 0,4 in physics courses.
Introduction to principles of electric- PHY 350 – Research 1-3
Universe 3
ity, magnetism, optics and radiation, An introduction to a field of physics PHY 400 – Current Topics in
Examines probability of extraterrestrial
atomic and nuclear physics. Applications research under the guidance of a staff Physics 2
intelligence. Topics include star and
to electronics and instrumentation. member. Students must submit a plan A seminar course on current topics in
planet formation, habitable conditions,
Lecture, laboratory, and demonstrations. of work for approval, hand in a final the physics literature Meetings will be
physics and biochemistry of carbon-
Prerequisite: Physics 151. report, and perhaps give a colloquium. held weekly under the guidance of a staff
based life and intelligence, technical
Prerequisite: permission of the staff. May member to discuss topics and prepare
civilizations, and methods of communi-
PHY 163 – How Things Work 3 be repeated. colloquia. May be taken twice for credit.
cation with extraterrestrial civilizations.
Practical introduction to science in Prerequisites: Physics 261 and 262.
everyday life. Discover how things work
using case-studies of real-world objects
such as baseballs, rockets, vacuum clean-
PHY 455 – Physical Electronics 3 spectra, masers and lasers, Band Theory, Psychology infancy through old age. Emphasis
Vacuum, gaseous, solid state, and and applications to semiconductors. placed on recognition of development
quantum electronics including charged Prerequisite: Physics 363. and life tasks in the developmental con-
PSY 101 – Introduction to
particle dynamics, the band theory of tinuum. Students may not also take for
PHY 472 – Introduction to Quantum Psychology 3
solids with application to semiconduc- credit Health Studies 245. Prerequisite:
Physics II 3 Survey of the various fields of psychol-
tor devices, electron emission, assem- Psychology 101.
Eigenvalues, Orthonormal functions, ogy including human development,
blies of particles and gaseous processes,
superposition principle, potential well, learning and memory, sensation and PSY 237 – Group Dynamics -
plasma physics and modem amplifiers.
harmonic oscillator, Heisenberg pic- perception, psychopathology and psy- Introduction to Group Development &
Prerequisites: Physics 261, 262 and 363.
ture, Schrodinger picture, perturbation chotherapy, physiology and behavior, Group Process 3
PHY 461 – Classical Mechanics 3 theory, degeneracies, one electron atoms, social psychology, psychological testing, Study of the development of, and
Fundamentals of Newtonian dynamics, angular momentum, quantum numbers, motivation and emotion. interaction within, groups with special
work-energy concepts, conservation many electron atoms, coupling, multi- emphasis on small, task-oriented groups.
PSY 207 – Human Sexuality 3
laws, an introduction to Hamilton’s plicities, magnetic and electric interac-
Exploration of the nature and histori- PSY 256 –Principles of Behavior
Principle and Lagrange’s Equations. The tions. Prerequisite: Physics 471.
cal perceptions of human sexuality, its Change 3
study of oscillatory motion, central force
PHY 475 – Nuclear Physics 3 biological foundations, social and Study of laboratory-derived techniques
motion, rigid body dynamics, and accel-
Basic properties of nuclei, radioactivity, behavioral implications, cross-cultural used in the modification of human
erated reference systems. Prerequisites:
Alpha, Beta, and Gamma decay, nuclear comparisons, encouraging personal behavior. Emphasis placed on the
Physics 261 and 262. Prerequisite or co-
reactions, nuclear forces, nuclear models, reflection and self-discovery while application of behavioral techniques to
requisite: Mathematics 317.
nuclear instrumentation, and elementary improving interpersonal communication maladaptive behavior, with extensions
PHY 462 – Electricity & Magnetism 3 particles. Prerequisite: Physics 363. and understanding. Open to all majors to one’s own behavior and society as
The classical theory of static and dynam- but may not count as a major elective for a whole. Theory and application dis-
ic electricity and magnetism including PHY 477 –Introduction to Solid State biology majors as Biology 112. Same as cussed. Prerequisite: Psychology 101.
solution of Maxwell’s equations for spe- Physics 3 Biology 112.
cial cases. Prerequisites: Physics 262 and The fundamental properties of the solid PSY 270 –Introduction to Community
state from a microscopic point of view. PSY 211 – Statistics in the Behavioral Field Work 1
Mathematics 302.
Includes crystal structure, lattice vibra- Sciences 3 Volunteer assistance in community
PHY 465 – Physical Optics 3 tions, theory of metals, magnetism, and Application of statistical methods in service agency to experience work-
Wave theory of interference, diffrac- special topics culled from current areas psychological research. Descriptive sta- ing with children and /or adolescents.
tion, polarization, and double refrac- of interest. Prerequisite: Physics 363. tistics, tests of significance, correlation, Prerequisite: transfer status with course
tion. Propagation of light in crystals, simple analysis of variance, chi-square, work in infancy and childhood, adoles-
magneto-optics, and electro-optics. PHY 503 – The History of Physics 3 and some nonparametric methods. cence, the exceptional individual, and/
Prerequisites: Physics 261 and 262. The development of physics since the Same as Sociology 211. Students may or therapeutic use of play, without field-
time of Aristotle and the early Greek not also take for credit Economics 241, work. Permission of instructor required.
PHY 467 – Introduction to Statistical scientists. Emphasis on physical theories Mathematics 112. Prerequisite: core
Mechanics 3 and their historical significance. component I Mathematics. PSY 276 –Addictions Counseling 3
Maxwell-Boltzmann statistics, applica- Techniques of addictions counseling.
tions, Fermi Dirac statistics, applications, PHY 517 – Principles of Physical PSY 213 – Reading & Writing in In-depth study of addictions disease
temperature and entropy, thermody- Science 3 Psychology 1 process, relapse prevention and sup-
namics and gases, applications of sta- Important principles of physics, chem- Organization of scientific reports in port services, individual counseling
tistical thermodynamics, the Canonical istry, earth science. Historical contexts. the behavioral sciences. Psychological techniques, treatment assessments and
Ensemble. The Grand Canonical Integration of principles to address com- reference works and databases. APA plans, and self-help groups. Prerequisite:
Ensemble. Prerequisite: Physics 345. plex global problems. citation format and proofreading. Psychology 101
Clarity in writing style and arguments.
PHY 471 – Introduction to Quantum PHY 590 –Independent Study 0-6 Prerequisite: PSY: 101. Corequisite: PSY PSY 300 – Topics in Psychology 1-3
Physics I 3 Individual reading or research in a topic 211. Open only to psychology majors or Advanced consideration of selected top-
Wave particle duality, uncertainty princi- of interest between the student and the with permission of instructor. ics in psychology. Involves lecture and
ple, atomic structure, Black Body Theory, instructor. Must be approved in advance discussion of areas with contemporary
quantization, Bohr Theory, Schrodinger by the appropriate graduate program PSY 223 – Life Span Developmental interest. Prerequisites: Psychology 101
equation, Vector coupling, Stern-Gerlach director. Psychology 3 and permission of instructor. Up to six
experiment, periodic table, atomic spec- Study of normal sequences of biologi- credits, provided the topic is not the
tra, selection rules, bonding, molecular cal and socio-cultural development and same.
their relationship to behavior from
PSY 311 –Psychological Assessment & PSY 331 – Social Psychology 3 PSY 352 –Motivation and Emotion 3 the criteria for disabilities. Prerequisite:
Testing 3 Theories and related research in areas of Biological drives such as hunger, thirst, Psychology 321 or permission of instruc-
General principles, applications, and social learning, attitude change, inter- sleep, and sex; psychological drives such tor.
issues of psychological testing and personal and self perception, aggres- as curiosity and arousal; and learned
assessment. It is recommended that sion, prejudice, and group behavior. social drives such as academic achieve- PSY 372 – The Counseling and
psychology majors take Psychology 311L Prerequisite: Psychology 101. ment, affiliation, altruism, and aggres- Interviewing Process 3
concurrently in order to obtain a prac- sion; experimental study of emotion. Developing interpersonal skills and com-
tical knowledge of testing theory and PSY 331L – Laboratory in Social Prerequisite: Psychology 101. petencies for working with individuals.
procedures. Prerequisites: Psychology Psychology 1 Particular emphasis placed on working
101 and 211. Research methods in social psychology PSY 354 – Cognitive Psychology 0,4 with reluctant, difficult, and hostile cli-
emphasizing field and laboratory studies, Basic principles underlying discovery ents. Participants assess personal atti-
PSY 311L – Laboratory in laboratory experience included to prac- and retention of new modes of human tudes and beliefs in relations to enhanc-
Psychological Assessment and tice field and experimental setup, data behavior. Topics include attention, infor- ing their interpersonal style. Students
Testing 1 collection, and analysis. Prerequisite or mation processing, language learning, may not also take Psychology-Child Life
Practical laboratory experience in the co-requisite: Psychology 331. concept formation, sources of forgetting, 374 for credit. Prerequisite Psychology
administration, interpretation, and and dynamics of memory. Laboratory 101
construction of psychological tests. PSY 337 – Industrial and supplements lecture with emphasis on
Prerequisite or co-requisite: Psychology Organizational Psychology 3 information processing in human sub- PSY 410 –Independent Research in
311. Behavior in industrial work environ- jects. Prerequisite: Psychology 101. Psychology 1-6
ments; attitudes toward work, organiza- Individually supervised laboratory
PSY 312 –Research Methods in tional climate, performance and inter- PSY 361 – Abnormal Psychology 3 research and study. Provides opportuni-
Psychology 0,4 est appraisal, engineering psychology, Approaches to classification which are ties for those who want to engage in
Principles of experimental design and worker efficiency, accident behavior, consistent with current diagnostic cri- original research or to pursue scholarly
methods. Laboratory in data analysis. leadership styles, and effectiveness. terion will be covered. Correlated work investigations beyond the boundaries
Three lecture hours and one three - hour Prerequisite: Psychology 101. will include major theoretical approaches of established courses. Junior or senior
lab period weekly. Students design an to causation and treatment of maladap- standing and written approval of instruc-
original experiment proposal to be con- PSY 343 – Sensation and tive behavior. Prerequisite: Psychology tor.
ducted in psychology 412. Prerequisites: Perception 0,4 101.
Psychology 101 and 211. Study of the senses, including back- PSY 411 –Senior Seminar 3
ground in sensory physiology, develop- PSY 363 –Health Psychology 3 Selected topics of current interest.
PSY 321 –Infancy and Childhood 3 ment of perceptual abilities, and appro- Research, theory, and methods of health Critical analysis of current research liter-
Principles of growth and develop- priate research methodology. Laboratory psychology. Includes health behaviors, ature and integration of diverse psychol-
ment from conception to twelve years. emphasis on elementary research on risk detection and prevention, social sup- ogy subfields in understanding complex
Requires 20 hours of volunteer work sense-organ functioning and perceptual port and health, stress and stress man- behavior. Integrates previous learning
with normal children. Prerequisite: phenomena. Prerequisite: Psychology agement, management of chronic illness, in small group settings. Prerequisite:
Psychology 101. 101 or permission of instructor. and the patient-practitioner relationship. Psychology 312 or permission of instruc-
Prerequisite: Psychology 101. tor.
PSY 322 –Adolescence 3 PSY 347 – Basic Psychobiology 3
Growth and development from puberty First course in physiological psychol- PSY 365 – Forensic Psychology 3 PSY 412 –Research Seminar 3
to young adulthood. Requires 20 vol- ogy. Focus on anatomy, biochemistry, Techniques of criminal investigation, Critical analysis of current research
unteer hours with normal adolescents. and physiology of biological systems in criminal profiling, eyewitness identifica- and integration of psychology subfields
Prerequisite: Psychology 101 or permis- terms of relevance to study of behavior. tion, police interrogation, jury selec- in understanding complex behavior.
sion of instructor. Prerequisites: Psychology 101. tion, trial preparation, and assessing Students conduct original research based
competency to stand trial. Prerequisite: on proposal generated in Psychology
PSY 327 –Adulthood and Aging 3 PSY 351 – Learning and Behavior 0,4 Psychology 101. 312. Prerequisites: Psychology 211, 312.
Growth and development from young Classical and operant conditioning.
adulthood through old age. Development Schedules of reinforcement, aversive PSY 366 –Individuals with PSY 413 –Program Evaluation 3
tasks as well as changes in cognition, control; biological constraints on learn- Disabilities 3 Methods and principles of program
perception, learning, and performance. ing. Research data discussed in relation Emotional, physical, and mental devia- evaluation in a public setting including
Prerequisite: Psychology 101. to theory. Laboratory emphasis on basic tions and their relationship to psycho- quantitative and qualitative methodol-
learning process in animal subjects. logical and social functioning across the ogy, process and outcome studies, design
Prerequisite: Psychology 101. lifespan. Requires 20 hours of volunteer of evaluation, and appropriate use of
work with a population which meets resulting data. Prerequisites: Psychology/
Sociology 211 and Psychology 312 or for the general psychology degree. PCL 271 – Introduction to the Child Practice with basic listening skills and
permission of instructor. Prerequisite: Psychology-Child Life 271, Life Specialty 3 reflective self analysis. Students may
senior psychology-child life majors, child Introduction to the role of child life not also take Psychology 372 for credit.
PSY 453 – Theories of Learning 3 life specialists only. specialists in health care settings; basic Permission of instructor required.
Examination of the most important psy- knowledge required to function as a
chological theories concerning the learn- PSY 489 – Honors Tutorial 3 child life specialist; application of general PCL 375 – Death, Dying and
ing process including the behavioristic Open to students in the Utica College psychological and human development Bereavement 3
positions (Thorndike, Guthrie, Skinner, Honors Program. Work with a faculty principles to the care of hospitalized Investigations of psychosocial aspects
Hull), the Gestalt positions (Lewin, supervisor on a challenging academic or children and adolescents. May not be of death and grief; understanding ways
Tolman), and recent developments lead- creative project. used as a major elective for the gen- death is viewed in contemporary society;
ing to modern scientific psychology. eral psychology degree. Prerequisites: dealing supportively with dying and
Prerequisite: Psychology 101. PSY 490 – Independent Study 1-6 Psychology 101, 321, and permission of grieving persons; understanding one’s
Exploration of psychology problems instructor. own feelings about death; explaining
PSY 461 – History of Psychology 3 in-depth. Individual independent study death to children; funerals and other
Historical review of inquiry and thought on plan submitted by student. Refer to PCL 272 – Community Practicum 2 death-related customs.
concerning the causes of human behav- College regulations concerning indepen- Minimum of 100 hours of volunteer ser-
ior, from ancient to recent times. Major dent study for guidelines. vice in community agency working with PCL 377 – Children Under Stress 3
emphasis is placed on developments children and/or adolescents and their Effects of various social; conditions
leading to modern scientific psychol- PSY 499 – Honors Tutorial 3 families. Hospital placement required such as divorce, separation, hospitaliza-
ogy. Prerequisite PSY 101. Open only to Open to students in the Utica College for child life specialty. Written work and tion, and death upon children will be
senior psychology majors or with per- Honors Program. Work with a faculty evaluations. Open only to psychology- addressed. Students will have an oppor-
mission of instructor. supervisor on a challenging academic or child life majors with permission of the tunity to develop an understanding of
creative project. instructor. PreRequisite Child Studies children in crisis situations and explore
PSY 462 – Theories of Personality 3 concentration PSY 321, Child Life ways to provide appropriate support.
Systematic study of the concept of per- PSY 507 – Psychology and the Visual Specialist PCL 271. Prerequisite: PSY 223, PSY 321, PSY 322
sonality. Theories, empirical research, Arts 3 or equivalent.
and methodological problems in the area Introduces students to elements of PCL 323 – Early Intervention 3
will be covered. Prerequisite: Psychology design and how they create psychological Theoretical, applied, and empirical issues PCL 423 – Childhood Disorders 3
101 or permission of instructor. effects. Introduces students to influential focusing on the delivery of early inter- Developmental-ecological approach to
artists and their creative works. Affords vention initiatives. Contexts and settings developmental psychopathology, includ-
PSY 470 – Practicum in students opportunities to explore their in which early intervention takes place ing origins of developmental disorders,
Psychology 3,6 creative and expressive potentials. and empirical literature on the effective- developmental pathways, risks and
Participation in a discipline- or subject- ness of early intervention. Prerequisites: protective factors, and interventions.
related experience. Evaluation by written PSY 223 or PSY 321 or permission of Prerequisites: PSY 223, 321, 322 or HLS
or oral reports or examination. Written Psychology-Child Life instructor. 245
permission of instructor and approval
of the division associate dean required. PCL 123 – Childhood Services 1 PCL 373 – Play as Curriculum 3 PCL 471 – Introduction to Child Life
Limited to junior and seniors in good A survey of professions involving the Developmental interaction approach Internship I 1
academic standing. care of children and families. Theory, to curriculum planning. The teacher’s Preparation for internship and profes-
research, and practice in each profession role in helping children move toward sional practice, including exploration of
PSY 474 – Psychosocial Care will be examined. developmental goals. Equipment selec- professional issues and behavior, choos-
of Hospitalized Children and tion, environmental design, and daily ing sites, setting goals, writing resumes,
Adolescents 3 PCL 214 – Developmental Research schedules. Application to children expe- and interviewing. Child Life majors only.
Young people’s reactions to hospitaliza- Methods 3 riencing health care encounters, chronic
tion at each stage of development; inter- Theoretical principles and standard illnesses, and disabilities. Requires 20 PCL 472 – Introduction to Child Life
ventions initiated by child life specialists methods of evidence-based practices hours of fieldwork. Prerequisite: PSY Internship II 1
and other health care professional to used by developmental psychologists 321. Preparation for internship and profes-
lessen the stress of hospitalization; role and child life specialists. Open to sional practice, including child abuse
of parents; preparing young patients for Psychology-Child Life majors only. PCL 374 – The Helping training and universal precautions; writ-
hospital admission and medical proce- Relationship 3 ing internship goals and agreement; dis-
dures; planning and conducting thera- Developing counseling and human rela- cussion of professional/ethical issues and
peutic play and recreation programs. tions skills for working with children and behavior, supervision, and certification
May not be used as a major elective adolescents, families, and professionals. requirements. Child Life major only.
PCL 474 – Psychosocial Care PRL 300 – Topics in Sports context. Topics include developing mar- relations strategies used to promote the
of Hospitalized Children and Communication 3 keting strategies, implementing market- Olympics and athletes. Prerequisites:
Adolescents 3 Concentrated areas of study designed to ing plans, licensing, advertising, promo- PRL 285, or permission of instructor.
Young people’s reactions to hospitaliza- enhance the knowledge of sports, sports tions and sales. Prerequisites: PRL 182,
tion at each stage of development; inter- communication and public relations, and PRL 285 and PRL 372 or permission of PRL 435 –Sports and Television 3
ventions initiated by child life specialists the role of sports in society. Prerequisite instructor. Complex symbiotic relationship between
and other health care professional to PRL 182, PRL 285 or permission of sports and television producers and
lessen the stress of hospitalization; role instructor. PRL 397 – Sports Event Planning and programmers, including network, cable,
of parents; preparing young patients Management 3 regional sports networks, and pay-per-
for hospital admission and medical PRL 372 – Publicity and Public Planning, designing, operating, market- view suppliers. Impact of televised sports
procedures; planning and conducting Relations Writing 3 ing, publicizing, promoting, and imple- on society. Prerequisites: PRL 285 and
therapeutic play and recreation pro- Write news releases and publicity tools, menting sporting events. Prerequisites: JLM 181, or permission of instructor.
grams. May not be used as a major newsletter article online copy, propos- PRL 182, PRL 285 and PRL 372 or per-
elective for the general psychology als, and other public relations material. mission of instructor. PRL 450 – Field Work in Public
degree. Prerequisite: PCL 271, senior Discussion of the public relations writing Relations 1-6
psychology-child life majors, child life process, media relation, and publicity PRL 400 – Topics in Public Work in a public relations capacity with
specialists only. planning and techniques. Prerequisites: Relations 3-6 organizations in the Mohawk Valley
Public Relation 182 and Journalism Concentrated areas of study designed to to carry out a variety of public rela-
PCL 475 – Child Life Internship 12 Studies 261. enhance practical knowledge of the pub- tions tasks and assignments. Regular
Supervised experience in a hospital lic relations profession. Addresses timely submission of written reports meetings
or other health care facility (child life PRL 375 – Public Relations Research issues important to the PR field. May with instructor. May be repeated for a
specialists) or a community agency deal- and Planning 3 be repeated provided topics are not the total of six credits. Prerequisites: Public
ing with children and/or adolescents Conduct public opinion research and same. Prerequisites: Public Relations 372, Relations 182,372,375, and Journalism
(child development) affiliated with the do strategic planning for regional orga- 375 or permission of instructor. Studies 261,365 with a grade of “C” or
program. Written work, project, and nizations. Discussion of public relation better. Permission of instructor required.
periodic evaluations; 12 credits for a research principles and techniques, goal PRL 422 – Bateman Competition I 1
minimum of 525 hours. Permission of setting, strategy development, budget- The Bateman Competition Course is PRL 454 – The Business of Sports 3
child life faculty required. May not be ing, and printing/production processes. based on a national case study com- Problems facing sports business lead-
used as a major elective for the general Prerequisites: Public Relations 182 and petition through the Public Relations ers from a public relations viewpoint,
psychology degree. Public Relations 372 or permission of Student Society of America. Groups of 4 including ownership structure and fran-
instructor. to 5 students will exercise the analytical chises, economics and finance, stadium
and strategic skills required for public management and funding, broadcast
Public Relations PRL 385 – Public Relations relations problem-solving. Prerequisite: rights, licensing, and labor relations.
Campaigns 3 Permission of instructor. Prerequisites: PRL 182, PRL 285 and 372
Planning and implementing a public or permission of instructor.
PRL 182 – Introduction to Public PRL 423 – Bateman Competition II 2
relations campaign, program, or special
Relations 3 The Bateman Competition Course is PRL 456 – Athlete Management and
event.
The concept, role and practice of public based on a national case study com- Representation 3
relations in American society. Public PRL 390 – Independent Study 1-3 petition through the Public Relations Issues facing sports agents, including cli-
relations as a process: research; public Student Society of America. Groups of 4 ent acquisition and retention, contract
opinion; programming; communication; PRL 395 – Sports Information and to 5 students will implement a campaign negotiations, endorsement deals, the
evaluation; ethical considerations. Public Relations 3 plan in the community (based on the regulation of sports agents, and business
Public Relations principles, practices, Bateman I course) and perform a cam- ethics. Prerequisites: PRL 182, PRL 285
PRL 285 – Introduction To Sports and and skills as applied in a sports infor- paign evaluation. The results of this cam- and 372 or permission of instructor.
The Media 3 mation setting. Emphasis on writing, paign will be packaged into a portfolio
Relationship between sports and media media relations, and crisis management. PRL 458 –Sports Law 3
for national judging. Prerequisites: PRL
from historical, cultural, and busi- Prerequisites PRL 182, 285 and 372 or Legal issues in sports settings, includ-
422X or permission of instructor.
ness perspectives. Topics include the permission of instructor. ing torts, contracts, antitrust, labor law,
presentation of sports, race relations, PRL 433 – The Olympics 3 intellectual property, Title IX, athlete-
gender issues, violence and aggression, PRL 396 – Sports Marketing Historical and contemporary view of the agent relationships and liability.
free agency, drug use and the economic Communications and Promotion 3 Olympics as a sociological, marketing, PRL 285 and 372 or permission of
impact of sports. Prerequisite ENG 102, Marketing and promotional concepts and business phenomenon. Emphasis on instructor.”
or permission of instructor. applied within a sports public relations marketing communication and public
PRL 470 – Internship 1-12 Risk Management and subjected to qualified plan regulations. RUS 342 – Russian Literature and
Serve as an intern with cooperating Prerequisite: RMI 273 Conversation 3
organizations for at least six weeks on a Insurance Emphasis on reading and translating
full-time basis outside the academic year. RMI 445 – Enterprise Risk Russian Literature; also on conversa-
Permission of instructor and division RMI 273 – Introduction to Risk Management 3 tional Russian. Prerequisite: Russian 202
dean required. Detailed report including Management and Insurance 3 Consists of pure and speculative risks or permission of instructor.
portfolio of work plus evaluation state- Principles of risk management and that confront firms. Various sources of
ment required upon completion. Pass/ insurance. Foundations, applications and risks and strategies for mitigating these
fail grading. Prerequisites: Journalism selection of life, health, property, and risks will be explored. Addresses new Science
Studies 261, Public Relations 182, 372. liability insurance. Enterprise risk business ventures and entrepreneurial
Minimum grade of “C” in each. Course financial risk management risks. Prerequisite: RMI 273
may be repeated once for credit. strategies to mitigate risk.” SCI 090 – Remedial Science 0
RMI 470 – Internship in Risk
PRL 482 – Cases and Problems in RMI 325 – Principles of Insurance: Management and Insurance 3
Public Relations 3 Life, Health, and Annunities 3 Internship Social Studies
Critical evaluation of public relations Life and health insurance, book build-
through analysis and discussion of cases ing, premiums, deductibles, regulations, RMI 483 – Risk Management 3 SOC 151D – Human Society 3
and situation drawn from actual prac- policy terms and structures, derivation Integrated risk management. Insurance, Introduction to sociology and United
tice. Prerequisite: Public Relations 182 or of premium structure. Funding of long- reinsurance, hedging, and capital mar- States society: social class, race, ethnic-
equivalent. term care. Role of private insurance and kets as tools to manage or mitigate risk. ity, sex, age, family, education, religion,
annuities. Enterprise risk management. sub-cultures, polity, economy, deviance,
PRL 490 – Independent Study 1-3 urban life, collective behavior, popula-
Individually supervised research and RMI 326 – Principles of Insurance: tion, bureaucracy, social groups, and
study. Provides opportunity for students Property and Liability 3 Russian social change.
to engage in original research or to Policies, premium structure, constitution
pursue scholarly investigations beyond of insurable risks, underwriting, reinsur- RUS 101 – Beginning Russian I 3 SOC 211 – Statistics in the Behavioral
the boundaries of established courses. ance, claims, and regulatory environ- Grammatical structure of Russian lan- Sciences 3
Arranged by agreement between the ment. guage; readings of simple accented texts; Application of statistical methods in
student and the instructor, subject and vocabulary building. Language lab sociological research. Descriptive sta-
to approval of division dean. May be RMI 367 – Derivatives Markets 3 required. tistics, tests of significance, correlation,
repeated once for credit, though with Options, forwards, futures, swaptions, simple analysis of variance, chi-square,
a different topic. Prerequisites: junior and exotics. Risk management using RUS 102 – Beginning Russian II 3 and some non-parametric methods.
standing. FIN 333 Continuation of Russian 101 Same as Psychology 211. Students may
MAT 143 Prerequisite: Russian 101 or equivalent. not also take for credit Economics 241,
MAT 144 or MAT 201.” Mathematics 112.
Reading RMI 375 – Quantitative Financial
RUS 201 – Intermediate Russian I 3
Reading; grammar review; oral work; SOC 233 – The Family 3
Analysis of Risk 3 translation; simple composition. The family as a social institution, its
REA 100 – Reading and Study Applied principles of management with
Strategies 1 Prerequisite: Russian 102 or equivalent. place in different cultures and social
specialized tools to assess and mitigate strata, family functions, courtship, mate
Provides general background in reading risk:
abilities and study skills. Emphasizes RUS 202 – Intermediate Russian II 3 selections; the family in transition.
stress testing Continuation of Russian 201.
individual student needs. Areas cov- investment
ered: Comprehension skills, vocabulary, Prerequisite: Russian 201 or equivalent. SOC 242 – Urban Sociology 3
and insurance industry applications.” Origins and social structure of United
organizing course material for learning
RUS 237 – Russian Conversation 3 States cities; theories of urban ways of
retention and recall, note-taking, and RMI 415 – Employee Benefits 3 Thorough conversational practice. life; social psychology of urban living;
critical thinking skills. By permission of Understanding of corporate sponsored Training in oral comprehension and use race, social class, ethnicity, and subcul-
Academic Support Services Center. benefits. Rationale for offering competi- of the Russian language; pronunciation, tures in cities; urban problems; Utica as a
tive employee benefits and administra- grammar review, and vocabulary for representative city.
tion of those benefits. Includes pension everyday use. Prerequisite: Russian 202
plans, payroll, health care costs, and or equivalent.
employer sponsored plans that are
SOC 252 – Racial and Cultural policy evaluations. Computer appli- SOC 552 – Minority Exper in Amer erature, the arts and sciences, and other
Minorities 3 cations in processing data and data Society 3 cultural contributions, including the
Sociological analysis of the interrelation- analysis. Prerequisites Sociology 274 and Minority experience in American soci- folk culture, of the given ethnic group.
ships among religious, national, and Sociology/Psychology 211 or Math 112. ety from historical and contemporary Emphasis will be placed where possible
racial minority groups and their domi- perspectives. Theories of dominant/ on the production of basic research data
nant majorities in America; international SOC 405 – Sociological Theory 3 minority group relations. Contemporary for the writing of the local area ethnic
comparisons. The development of sociology and criti- issues and public policy. Intersection histories. Up to six credits, provided
cal survey of ideas about society from of race, ethnicity, gender, social class. the topics are not the same. Same as
SOC 274 – Criminology 3 early thinkers through the present time. Prerequisite: One of the following: ANT Humanities 110, 120, and 130.
Crime as a form of deviant behavior, its Prerequisite: Sociology 151 or permis- 101, SOC 151, SOC 252, SOS 101, or
relation to social values and social struc- sion of instructor. permission of instructor. SOS 200 – Selected Topics 3
ture, types of criminal behavior, theories
of treatment and control, correctional SOC 435 –Health and Gender 3 SOS 110 – Topics in Ethnic Studies 1 SOS 203 – Introduction to Gender
methods, and the administration of The gender system as an integral part of A series of mini-courses focusing on Studies 3
justice. social organization influencing group one or more of the following topics: the Gender and its impact on development,
and individual health behavior. history of a given ethnic group in the cognition, philosophy, behavior, and
SOC 300 – Selected Topics 1-3 “old country,” in America, and locally; social institutions.
SOC 470 –Sociology Internship 1-6 the cultural, social religious groupings
SOC 312 – Social Science Research Students serve on the staffs of estab- within the given ethnic heritage; the lit- SOS 207 – Social Organization of the
Methods 3 lished agencies under co-supervision erature, the arts and sciences, and other U.S. Health Care System 3
Application of scientific methods to of designated agency staff person and cultural contributions, including the Nature and function of U.S. health care
study human behavior; surveys diverse appropriate faculty person. Periodic con- folk culture, of the given ethnic group. system and health professionals. Impact
research methods used in sociology, psy- ferences, relevant reading assignments, Emphasis will be placed where possible of social, political, economic, ethical,
chology, and other behavioral sciences; and papers analyzing internship experi- on the production of basic research data professional, legal, and technological
students originate, design, and conduct ence required. Prerequisite: Sociology for the writing of the local area ethnic forces.
research projects. 151,312, and permission of instructor histories. Up to six credits, provided
and division dean. the topics are not the same. Same as SOS 215 – Women’s Past, Present, and
SOC 333 –American Utopian Humanities 110, 120, and 130. Future 3
Societies 3 SOC 490 – Independent Study 3 Interdisciplinary examination of the
Emphasis on Oneida Community and Individually supervised research and SOS 120 – Topics in Ethnic Studies 1 roots of women’s experiences, current
Shakers. Father Divine Movement, study. Provides opportunity for students A series of mini-courses focusing on one issues pertinent to women, and trends
Hutterites, Mormons, and Old Order to engage in original research or to or more of the following topics: the his- impacting women’s future, specifically in
Amish are included. Two field trips pursue scholarly investigations beyond tory of a given ethnic group in the “old the United States.
required. the boundaries of established courses. country,” in America, and locally; the
Arranged by agreement between the cultural, social, and religious groupings SOS 235 – Civil Rights, Public Policy,
SOC 342 – Urban Sociology 3 student and the instructor, subject within the given ethnic heritage; the lit- and Social Change 3
This course will explore 1) what it means to approval of coordinator and divi- erature, the arts and sciences, and other People, events, and issues of civil rights
to be a city; 2) how cities are structured; sion dean. May be repeated once for cultural contributions, including the struggle in United States, includ-
3) what it is like to live in an urban set- credit, though with a different topic. folk culture, of the given ethnic group. ing impact on democratization and
ting; and 4) the problems faced by urban Prerequisite: junior standing. Emphasis will be placed where possible social change in American society and
places. on the production of basic research data formation of public policy. Same as
SOC 537 –Science & Social Power 3 for the writing of the local area ethnic Government and Politics 235.
SOC 367 – Social Stratification 3 Critical examination of science as a histories. Up to six credits, provided
Patterns and theories of unequal distri- primary locus of social power. Socio- the topics are not the same. Same as SOS 490 – Independent Study 1-3
bution of power, property, and prestige. historical development of science as a Humanities 110, 120, and 130.
Focus on American society. power project; influence of socially con-
structed scientific reality in production SOS 130 – Topics in Ethnic Studies 1 Sociology
SOC 376 – Criminological Research & maintenance of inequality. Seminar A series of mini-courses focusing on one
Methods 3 format. Prerequisites: ANT 101, SOC or more of the following topics: the his- SOC 151D – Human Society 3
Emphasis on reading studies in scien- 151, or permission. tory of a given ethnic group in the “old Introduction to sociology and United
tific journals, understanding quantita- country,” in America, and locally; the States society: social class, race, ethnic-
tive methods and their applications cultural, social, and religious groupings ity, sex, age, family, education, religion,
in crime study, hypothesis testing and within the given ethnic heritage; the lit- sub-cultures, polity, economy, deviance,
urban life, collective behavior, popula- students originate, design, and conduct SOC 435 – Health and Gender 3 Spanish
tion, bureaucracy, social groups, and research projects. The gender system as an integral part of
social change. social organization influencing group
SOC 333 – American Utopian SPA 101 – Beginning Spanish I 3
and individual health behavior.
SOC 211 – Statistics in the Behavioral Societies 3 Pronunciation and aural comprehen-
Sciences 3 Emphasis on Oneida Community and SOC 470 – Sociology Internship 1-6 sion; elementary grammar: oral and
Application of statistical methods in Shakers. Father Divine Movement, Students serve on the staffs of estab- written practice; reading of simple prose.
sociological research. Descriptive sta- Hutterites, Mormons, and Old Order lished agencies under co-supervision Language lab required.
tistics, tests of significance, correlation, Amish are included. Two field trips of designated agency staff person and
SPA 102 – Beginning Spanish II 3
simple analysis of variance, chi-square, required. appropriate faculty person. Periodic con-
Continuation of Spanish 101.
and some non-parametric methods. ferences, relevant reading assignments,
SOC 342 – Urban Sociology 3 Prerequisite: Spanish 101 or equivalent.
Same as Psychology 211. Students may and papers analyzing internship experi-
not also take for credit Economics 241, This course will explore 1) what it means ence required. Prerequisite: Sociology SPA 115 – Spanish for Medical and
Mathematics 112. to be a city; 2) how cities are structured; 151,312, and permission of instructor Paramedical Personnel 3
3) what it is like to live in an urban set- and school dean. Practice with vocabulary, structures,
SOC 233 – The Family 3 ting; and 4) the problems faced by urban
and cultural contexts that the medically
The family as a social institution, its places. SOC 490 – Independent Study 3
oriented student needs to communicate
place in different cultures and social Individually supervised research and
SOC 367 – Social Stratification 3 with Spanish-speaking patients.
strata, family functions, courtship, mate study. Provides opportunity for students
selections; the family in transition. Patterns and theories of unequal distri- to engage in original research or to SPA 201 – Intermediate Spanish I 3
bution of power, property, and prestige. pursue scholarly investigations beyond Reading; grammar review; oral work;
SOC 242 – Urban Sociology 3 Focus on American society. the boundaries of established courses. translation; simple composition.
Origins and social structure of United Arranged by agreement between the
SOC 376 – Criminological Research Prerequisite: Spanish 102 or equivalent.
States cities; theories of urban ways of student and the instructor, subject to
life; social psychology of urban living; Methods 3 approval of coordinator and school dean. SPA 202 – Intermediate Spanish II 3
race, social class, ethnicity, and subcul- Emphasis on reading studies in scien- May be repeated once for credit, though Continuation of Spanish 201
tures in cities; urban problems; Utica as a tific journals, understanding quantita- with a different topic. Prerequisite: junior Prerequisite: Spanish 201 or equivalent.
representative city. tive methods and their applications standing.
in crime study, hypothesis testing and SPA 215 – Business Spanish 3
SOC 252 – Racial and Cultural policy evaluations. Computer appli- SOC 537 – Science and Social Vocabulary and discourse related to
Minorities 3 cations in processing data and data Power 3 business. Oral and written practices,
Sociological analysis of the interrelation- analysis. Prerequisites Sociology 274 and Critical examination of science as a reading, Hispanic business culture,
ships among religious, national, and Sociology/Psychology 211 or Math 112. primary locus of social power. Socio- various business topics. Cross-cultural
racial minority groups and their domi- historical development of science as a awareness of Hispanic business world.
nant majorities in America; international SOC 377 – Social Gerontology: power project; influence of socially con- Taught in Spanish. Prerequisite: Spanish
comparisons. Fieldwork Seminar 3 structed scientific reality in production 202 or permission of instructor.
An analysis of various aspects of aging & maintenance of inequality. Seminar
SOC 274 – Criminology 3 in American society with emphasis on format. Prerequisites: ANT 101, SOC SPA 227 – Spoken Spanish I 3
Crime as a form of deviant behavior, its change and adjustments during the life 151, or permission. Conversational practice based upon
relation to social values and social struc- span. Student interviews with older selected aspects of Hispanic life and
ture, types of criminal behavior, theories persons on one- to-one basis. Same as SOC 552 – Minority Experience in culture. Vocabulary building, oral com-
of treatment and control, correctional Gerontology 377. American Society 3 prehension, use of idiomatic Spanish.
methods, and the administration of Minority experience in American soci- Prerequisite: Spanish 202 or permission
justice. SOC 405 – Sociological Theory 3 ety from historical and contemporary of instructor.
The development of sociology and criti- perspectives. Theories of dominant/
SOC 300 – Selected Topics 1-3 cal survey of ideas about society from minority group relations. Contemporary SPA 300 – Topics in Spanish and Latin
early thinkers through the present time. issues and public policy. Intersection American Cultures and Literature 3
SOC 312 – Social Science Research Prerequisite: Sociology 151 or permis- of race, ethnicity, gender, social class. Concentrated study emphasizing a spe-
Methods 3 sion of instructor. Prerequisite: One of the following: ANT cific period, genre, culture, or theme
Application of scientific methods to 101, SOC 151, SOC 252, SOS 101, or within Spanish and Latin American
study human behavior; surveys diverse permission of instructor. cultures and writings. Taught in Spanish
research methods used in sociology, psy-
or English. May be repeated once for
chology, and other behavioral sciences;
credit, provided topics are not the same.
Prerequisites: Spanish 288 or permission SPA 490 – Independent Study 3-6 THE 340 – Theatre Workshop 1 sure classes. Emphasis on the historical,
of instructor. Actors, actresses, dancers, lighting, sce- philosophical, and psychological aspects
SPA 490 – Independent Study IR nic and costume designers, playwrights, of therapeutic recreation. Field experi-
SPA 311 – Spanish and Latin American musicians, and film makers plan produc- ence with community agencies.
Film 3 tions and other theatrical activities and
Introduction to Spanish or Latin Theatre initiate and develop theatre experiments. TRC 106 – History and Philosophy of
American Film in cultural and historical Everyone will take part in some theatri- Recreation 3
context. Taught in Spanish or English. THE 115 – Introduction to Theatre 3 cal activity outside of class. Freshman by History and philosophy of the develop-
Examination of the various arts of the- permission of instructor only. May be ment of recreation, park resources, lei-
SPA 327 – Spoken Spanish II 3 atre: playwriting, directing, acting, scene repeated up to maximum of four credits. sure services profession, and the use of
Conversational practice based upon and human and natural resources.
selected aspects of Hispanic life and as individual arts and as part of the THE 375 – Literature of the Theatre 3
culture. An advanced course in vocabu- composite art of theatre leading to a Forms of drama (tragedy, comedy, tragi- TRC 152 – Recreational and Adventure
lary building, oral comprehension, and more perceptive critical view of theatre. comedy, and others) from ancient Greece Activities 4
use of idiomatic Spanish. Prerequisite: Practical work in at least one stage pro- to the present. Same as English 375. Assessment and Evaluation in
Spanish 237 or equivalent or permission duction required.” Therapeutic Recreation (3) F
of instructor. THE 400 – Topics in Theatre 3 concepts of learning
THE 130 – Practicum in Theatre 1 Specialized study in various topics in assessment
SPA 337 – Spanish Composition and Participation in dramatic productions. theatre. screening procedures
Grammar Review 3 Students selected by the faculty. May be and evaluation techniques. Field work
In-depth review of grammar, emphasis taken four times for credit. Permission of THE 441 – Directing in the Theatre 3 required. Prerequisites: Therapeutic
on the more problematic grammatical instructor required. An exploration of the methods of direct- Recreation 101
structures. Improvement of mechanical ing a play, beginning with the analysis
accuracy and style in written work. THE 136 – Elements of Acting 3 of the script and ending with the fin- TRC 156 – Recreational Services and
“Stage business” and movements, theatri- ished production. Each student will Leadership 3
SPA 347 – Introduction to Spanish cal projection, correlation of body and direct a short play as a term project. Study of the professional recreation field
Culture 3 voice, relation of the body to moods and Prerequisites: Theatre 115 and 136 or and its importance in human devel-
An introduction to the cultures and tra- emotions, and the application of these permission of instructor. opment and conservation of natural
ditions of Spain through readings, film, elements to individual and ensemble resources. Includes: organization and
and the media. Prerequisite: Spanish 202 scene work. THE 455 –Theatre History I 3 delivery of recreational and leisure ser-
or equivalent. Traces the development of the theatrical vices in public and private sector; park
THE 333 – Production in the art from rituals and storytelling to the resources movement; leadership experi-
SPA 348 – Latin American Cultures Theatre 3 Renaissance. Emphasis on the theatre’s ence in recreational programming for
and Civilizations 3 The study of the technical disciplines ties to social, political, and cultural well, able-bodied persons; and evalua-
This course is designed as an introduc- of the theatre (scene design, lighting, trends. Prerequisite: Theatre 115 or per- tion techniques.
tion to the cultures, civilizations and costume design, etc.) in relationship to mission of instructor.
history of Spanish-speaking countries. the entire production. Practical as well TRC 200 – Selected Topics 1-3
While the emphasis will be on Latin as theoretical work. A project will be THE 456 –Theatre History II 3
America, Spain will be included as a required of each student. Traces the development of the theatrical
point of reference and comparison. art from the Restoration to contempo- TRC 301 – Outdoor Recreational
THE 336 – Advanced Acting 3 rary theatre. Emphasis on the theatre’s Pursuits 3
SPA 388 – Introduction to Literature in Intensive study of character develop- ties to social, political, and cultural Theory and application of camping
Spanish 3 ment and various acting methods. trends. Prerequisites: Theatre 115 or per- and outdoor experiences for various
Readings and critical analysis of rep- Prerequisite: Theatre 136 or permission mission of instructor. populations. Therapeutic recreation
resentative works. Discussion of their of instructor. majors only. Prerequisite: Therapeutic
importance in representative literary Recreation 101.
movements and genres. Conducted in Therapeutic Recreation
Spanish. Prerequisite SPA 202 or permis- TRC 302 – Leisure Counseling: Theory
sion of instructor. TRC 101 – Introduction to Therapeutic and Practice 3
Recreation 3 Theoretical and practical foundations of
Historical survey of recreation with spe- leisure as related to the individual and
cial emphasis on current trends, prob- recreation and therapeutic recreation.
lems, and projected developments in lei- Development of leisure counseling skills,
352 ◆ Courses of Instruction
evaluation, and application to various

settings.
TRC 303 – Therapeutic Recreation

Program Design and Intervention
Techniques 3
Assessments, observations, and evalu-
ations of individuals with disabilities.
Development and design of comprehen-
sive and specific programs. Field experi-
ences with community agencies required.
Prerequisite: Therapeutic Recreation 101
TRC 352 – Assessment and Evaluation

in Therapeutic Recreation 3
Analysis of motor development theo-
ries, concepts of learning mechanics of
body movement and the performance
of tasks. Testing, assessment, screening
procedures, and evaluation techniques.
Field work required. Prerequisites:
Therapeutic Recreation 101, Biology 101
and 102.
TRC 401 – Internship in Therapeutic

Recreation 12
Experience in a community or clinical
agency, supervised by a certified thera-
peutic recreation specialist. Limited to
therapeutic recreation majors who have
completed all other degree requirements.
Second semester of senior year.
TRC 405 – Fitness Programming and

Recreation Management 3
Aspects of physical fitness and various
methods of measurement. Management
techniques of fitness center facilities,
health clubs, and recreation centers.
Includes laboratory practicum.
TRC 406 – Administration and

Supervision in Therapeutic
Recreation 3
Principles, methods, techniques, and
analysis of organizational patterns and
administrative problems involved in the
operation of recreational agencies.
Administrative
Officers and Staff
OFFICE OF THE PRESIDENT

Todd S. Hutton, Ph.D.�� President
Kim D. Lambert, B.A.�� Executive Assistant to the President
Jacqueline M. Lynch��Executive Secretary to the President
and Recording Secretary of the Board of Trustees
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS

AND DEAN OF THE FACULTY
Judith A. Kirkpatrick, Ph.D.�� Vice President for Academic Affairs
and Dean of the Faculty
Robert M. Halliday, D. Phil.��Assistant Vice President for Academic Affairs
James C. Brown, Ed.D. ��Assistant Vice President for Academic Affairs
Dean, School of Graduate and Extended Studies
Mary Ann LaBella��Executive Secretary
School of Arts and Sciences:

John H. Johnsen, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean, School of Arts and Sciences
Lawrence Aaronson, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Graduate Liberal Studies
Hossein Behforooz, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Mathematics
Bryant W. Buchanan, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Biology
Sherri Cash, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, History
Lawrence H. Day, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair Physics
Carol A. Downing, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . Chair, Communication Arts Program
Carol A. Downing, Ph.D. . . . . . . . . . . . . . . . . . . Head, Communication and Social Sciences
Janice Huss, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Computer Science
Mary Anne Hutchinson, Ph.D. . . . . . . . . . . . . . . . . . . . . . . Chair, Performing and Fine Arts
Mary Anne Hutchinson, Ph.D. . . . . . . . . . . . . . . . . . . . . . . Head, Humanities and Fine Arts
Sharon L. Kanfoush, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Geosciences
Lisa M. Orr, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Undergraduate Liberal Studies
Curtis R. Pulliam, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . Chair, Chemistry and Biochemistry
Polly Smith, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Sociology, Anthropology
Steve Specht, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Psychology
Sharon E. Wise, Ph.D.. . . . . . . . . . . . . . . . . . . . . . Head, Natural Sciences and Mathematics
David Wittner, Ph.D.. . . . . . Interim Chair, Government, Politics and International Studies
353
354 ◆ Administrative Officers and Staff Administrative Officers and Staff ◆ 355
Barbara Witucki, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, English Office of Student Success:

Frederick Zammiello, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Philosophy Stephen M. Pattarini, M.S...Dean for Student Success and Director of Student Development
Linda S. Zee, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Foreign Language Tracy Arnold, M.E.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Support Advisor
Kari Beane, M.E.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Math and Science Advisor
School of Business and Justice Studies: Judy Borner, M.S.W.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Learning Specialist
George E. Curtis, J.D.. . . . . . . . . . . . . . . . . . . . . Dean, School of Business and Justice Studies Carolyn M. Carstensen, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Counselor II
David Dubblede, Ph.D.. . . . . . . . . . . . . . . . . . Director, Construction Management Program Tyleah Castillo, M.B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Coaching Expert
Joseph Giordano, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . Director, Computer Forensics Research Lisa Davis, M.S.Ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Student Counseling
and Development Center Kateri T. Henkel, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Learning Services
Pamela Hurley, Ph.D.. . . . . . . . . . . . . . Director, Risk Management and Insurance Program Jarrett Kealey, M.E.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coordinator of Orientation
Richard D. Kelly, M.S.. . . . . . . . . . . . . . . . . . . . . . . Coordinator, Criminal Justice Internship Johnni F. Mahdi, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Opportunity Programs
Richard D. Kelly, M.S.. . . . . . . . . . . . Interim Director, Economic Crime Graduate Program Rosemarie Pupparo, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . Counselor/Tutorial Coordinator
Richard J. Racioppa, M.A.. . . . . . . . . . . . . . . . . . . Coordinator of First Year Student Support
Randall Nichols, M.S. Ch.E.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Cybersecurity Progam
Charleen Sangiacomo, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Administrative Assistant
Ingrid Norris, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Administrative Analyst
Courtney Witherspoon, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Coaching Expert
Herbert Rau, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, M.B.A. Program TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Coaching Expert
Donald J. Rebovich, Ph.D. . . . Acting Executive Director, Department of Economic Crime
and Justice Studies Special Academic Programs:
Donald J. Rebovich, Ph.D. . . . . . . . . . . . . . . . . . . . . . . Chair, Economic Crime Investigation Ralph Craig, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Mathematics/Science Center
Thomas M. Ryan, M.B.A.. . . . . . . . . . . . . . . . . Director, ECI-Cybersecurity Online Advising Nancy R. Hollins, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . Coordinator, Faculty Development
Divya Sharma, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Criminal Justice Program Mary Ann Janda, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Writing Center
Patricia Swann, M.S. . . . . . . . . . . . . . . . . . Chair, Public Relations and Journalism Program Diane Matza, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Honors Program
Gregory E. Walsh, M.A.. . . . Director, Criminal Justice Administration Graduate Program Theodore S. Orlin, J.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adviser, Pre-Law
Charles Whalen, Ph.D.. . . . . . . . . . Executive Director, Department of Business/Economics Adam Pack, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adviser, Pre-Medicine
Terri L. Provost, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coordinator, First-year Seminar
School of Graduate and Extended Studies: Carolynne Whitefeather, M.F.A. . . . . . . . . . . . . Director, Edith Langley Barrett Art Gallery
James C. Brown, Ed.D. ��Assistant Vice President for Academic Affairs
Dean, School of Graduate and Extended Studies Frank E. Gannett Memorial Library:
Evelyn Fazekas, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Credit Programs Beverly J. Marcoline, M.L.S.. . . . . . . . . Assistant Vice President for Library and Intergated
Debra McQueary, A.S.. . . . . . . . . . . . . . Coordinator, Corporate and Professional Programs Information Technology Services
Albert Orbinati, M.A. . . . . . Director of Graduate On-Line and Non-Traditional Programs Patricia K. Burchard, M.L.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reference Librarian II
Rose A. Patterson, M.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Instructional Technologist Nancy A. Virgil-Call, M.L.S.. . . . . . . . . Assistant Library Director and Reference Librarian
Joni L. Pulliam, M.S. . . . . . . . . . . Executive Director, Corporate and Professional Programs Coordinator of Circulation and Reserve Services and Assistant Librarian
Diane Shepherd, A.A.S.. . . . . . . . . . . . . . . . . . . Academic Advisor, Online Health Care Suite
Elizabeth J. Caraco, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coordinator of Circulation
Michelle Ward. M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . Director of eLearning Student Services
Anne M. Flynn, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist
Jeffrey Wetherill, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . Director of eLearning Faculty Services
Christee Pascale, M.L.I.S.. . Cataloging Librarian II and Coordinator of Technical Services
Lisa M. Rogers, M.S.L.I.S.. . . Distance Learning Librarian and Coordinator of Instruction
School of Health Professions and Education:
Deborah A. Seiselmyer, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Serials Cataloger
Dale L. Scalise-Smith. . . . . . . . . . . . . . . . Dean, School of Health Professions and Education
Janis C. VanCourt, M.L.J.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reference Librarian:
Catherine Brownell, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Nursing
Coordinator of Reference Services
Catherine Brownell, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . Director, Nursing RN/BSN Program
Office of International Programs:
Sandra B. Dimeo, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Health Studies
Laurence W. Roberts, Ph.D.��Associate Dean of International Education
Laura G. Dorow, Ed.D. . . . . . . . . . . . . . . . . . . . Director, Education Apprenticeship Program
Daniel O’Toole, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of International Programs
Lois A. Fisch, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Education Program
Lisa Tehan, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . International Education Program Specialist
Dana B. Hart, Ph.D.. . . . . . . . . . . . . . . . . . . Director, Graduate Health Care Administration
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UPP Program Coordinator
Darlene Heian, M.L.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Gerontology Program
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Asian Programs
Kirstin F. Impicciatore, C.T.R.S.. . . . . . . . . . . . . . . . . . . . . . . . Chair, Therapeutic Recreation
Shauna L. Malta, D.P.T.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Physical Therapy
Office of the Registrar:
Shauna L. Malta, P.T., M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . Physical Therapy ACCE Duties
Dominic Passalacqua, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Registrar
Denise McVay, D.P.T.. . . . . . . . . . . . . . Director, Transitional Doctorate of Physical Therapy
Daphne F. Davis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar for Student Systems
Melodee K. Moltman, M.S., CCLS . . . . . . . . . . . . . . . . . . . . . . Chair, Psychology-Child Life
Lynn Decker, M.B.A. . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar for Academic Services
Colleen Sunderlin, O.T.R.. . . . . . . . . . . . . . . . . . . Director, Health Studies-Human Behavior
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant to the Registrar
Sally C. Townsend, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair, Occupational Therapy
Young Scholars Liberty Partnerships Program: Institute of Applied Ethics:

Florence S. Mitchell, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director Frederick Zammiello, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairperson
Mary Hayes Gordon, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director
Judith Reyes, M.Ed.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Coordinator Institute of Gerontology:
K. Della Ferguson, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director
Office of Integrated Information Technology Services:
Beverly Marcoline, M.L.S.. . . . . . . . . . . . . . . . . . Assistant Vice President to the Library and Leadership Institute:
Information Technology Services Dana B. Hart, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director
Scott A. Humphrey, M.S.�� Director, College Information and Application Services
Kathleen Randall, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, IT Operations Mohawk Valley Center for Economic Education:
Multimedia and Computer User Services Richard G. Fenner, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director
Dominic Aiello, B.A.. . . . . . . . . . . . . . . . . . . AV Support Specialist and Evening Supervisor Raymond Simon Institute for Public Relations:
Michael Clapsadl, B.S.. . . . . . . . . . . . . . . . . . . . . . . . Coordinator of Computer User Services Raymond Simon, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Executive Director
Stephen Cromer, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programmer Analyst Kim Landon, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Co-Director
William M. Dundon, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programmer Analyst
James C. Farr, B.S. . . . . . . . . . . Information Security Officer and Instructional Technologist OFFICE OF THE VICE PRESIDENT FOR ENROLLMENT MANAGEMENT
Scott M. Getz, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Network/Computer Support Specialist Patrick A. Quinn, M.S. . . . . . . . . . . . . . . . . . . . . Vice President for Enrollment Management
John Kaftan, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Network Engineer
Jason Lewin, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AV Support Specialist Office of Admissions:
Stacy A. Ludwikowski, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programmer Analyst Kristen L. Bowers, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Admissions
Derek J. MacTurk, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Computer Support Specialist Bettina L. Bergmann, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Admissions
Diane M. Morisey, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programmer Analyst Karen Bertolini, B.P.S.. . . . . . . . . . . . . . . . . . . . . Assistant Director of Graduate Admissions
Candice Ossowski, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Web Developer Lisa Bronk, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Enrollment Operations
Jeffrey Ramsay, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . System Administrator Ryan Ciecko, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Admissions
Mark Santa Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Studio Manager Courtney Clarke, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Admissions
Matthew Talerico, A.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . AV Instructional Support Specialist Catherine M. Cominsky, M.S.Ed. . . . . . . . . . . . . . . . . Director of International Admissions
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IT Application Administrator Connor Downing, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Admissions
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Programmer Analyst Kyle Drypolcher, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Admissions
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . System Administrator Megan A. May, M.B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Admissions
Jessica R. Nelson, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . Senior Associate Director, Admissions
Special Institutes and Centers: John D. Rowe, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Graduate Admissions
Centro Studi Casauriensi:
Dottore Ada De Stefanis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Presidente OFFICE OF THE VICE PRESIDENT FOR FINANCIAL AFFAIRS
AND TREASURER
Center for Identity Management and Information Protection: R. Barry White, M.S., C.P.A.. . . . . . . . . . . . . . . . . . . . . . . Vice President for Financial Affairs
Donald J. Rebovich, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Executive Director and Treasurer
Laura Bedford, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . Director of Student Financial Counseling
Computer Forensics Research and Development Center: Stephanie Bonk, A.A.S. . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Counselor
Joseph Giordano, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director Susan Boucher, B.A.. . . . . . . . . . . . . . . . Assistant Director of Student Financial Counseling
Paul Boulanger II, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Counselor
Economic Crime Institute: Kelley Chadder, A.A.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Payroll Coordinator
George Curtis, J.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Executive Director Linda Clark, A.A.S.. . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Coordinator
Suzanne Lynch, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Executive Director Robert H. Cross Jr., B.T. . . . . . . . . . . . Director of Environmental Health and Conservation
Ryan Dembrow, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Coordinator
Ethnic Heritage Studies Center: Anita Kaminer Elliott, M.E.D.. . . . . . . . . . Executive Director of Student Financial Services
Frank Bergmann, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director Carol Fitzsimmons. . . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Coordinator
Connie S. Fiveash. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coordinator of Accounting Services
Institute for Excellence in Education: Anne M. Flynn, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Human Resources Assistant
Lois A. Fisch, Ph.D.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director Robert P. Grant, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comptroller and Assistant Treasurer
Michele Harris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Counselor
Donald L. Harter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Facilities Management Office of THE VICE PRESIDENT FOR
Katherine Hoover. . . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Coordinator PLANNING AND ANALYSIS
Heather Horton, B.S.. . . . . . . . . . . . . . . Assistant Director of Student Financial Counseling Carol Mackintosh, A.M.. . . . . . . . . . . . . . . . . . . . . Vice President for Planning and Analysis
Ed J. Lewandrowski Jr., M.S.. . . . . . . . . . . . . . . . . . . Director of Student Account Operations Brandy Gray, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Institutional Research Assistant
Karen Lorraine, A.A.S. �� Assistant Director of Student Financial Counseling,
eLearning Program OFFICE OF THE VICE PRESIDENT FOR STUDENT AFFAIRS
Karen Lorraine, A.A.S. . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Counselor Kenneth E. Kelly, Ed.D.. . . . . . . . . Vice President for Student Affairs and Dean of Students
Bernice A. Marconi, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Comptroller Emily R. Balcom, M.Ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Residence Life
Anne Patterson, M.E.D.. . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Counselor Eric Barnes, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resident Director
Ramona S. Rice, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Human Resources Stephen R. Cantine, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Career Services
Pamela Salmon, B.B.A., CPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Financial Analyst Donna L. Gerace, L.P.N.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Staff Nurse
James P. Saponaro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Campus Safety Elizabeth Hartzell, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Residence Life
Bobbi H. Smorol, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Manager of Purchasing Paul H. Lehmann, M.S.. . . . . . . . . . Director, Student Activities and Strebel Student Center
Brian Snyder, A.O.S.. . . . . . . . . . . . . . . . . . . . . . . .Assistant Director, Facilities Management Halina Lotyczewski, M.S.W.. . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Career Services
Rebecca Sullivan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coordinator of Student Employment Julie L. Murawski, R.N., M.S., A.N.P. . . . . . . . . . . . . . . . . . Director, Student Health Center
Wayne Sullivan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Safety Officer Maureen Murphy, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director, Student Activities
Regina Synakowski. . . . . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Coordinator Stephen M. Pattarini, M.S. . Dean for Student Success and Director of Student Development
Gail A. Tuttle. . . . . . . . . . . . . . . . . . . . . . . Assistant Director of Student Account Operations Louise Phelps, A.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Administrative Assistant
Darnell Thompson, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resident Director
Jennifer Urbanke, A.A.S.. . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services Counselor
Alane P. Varga, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Associate Dean of Students
Kathleen Warzala, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Administrative Assistant
Stephanie Weishaupt, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resident Director
JoAnne L. Williams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Benefits Coordinator Alberto Wimer, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resident Director
OFFICE OF THE VICE PRESIDENT FOR
INSTITUTIONAL ADVANCEMENT Office of Physical Education and Athletics
Laura M. Casamento, M.B.A.. . . . . . . . . . . . . Vice President for Institutional Advancement James A. Spartano, M.A.��Director
Kelly L. Adams, M.S. . . . . . . . . . . . . . . . . . . . . Director of Marketing and Communications Sarah Bergmann, M..A.��Women’s Field Hockey Coach
Trisha J. Barone, A.A.S.. . . . . . . . . . . . . . . . . . . . . Administrative Assistant and Coordinator Michael Brych, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cross Country Coach
Lori Calabrese, B.A.. . . . . . . . . . . . . . . Development Officer, Corporations and Foundations Gil R. Burgmaster, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sports Information Director
Jamie Callari, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Image Production Assistant Joseph Calabrese, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Men’s Soccer Coach
Julie Carroll, B.A.. . . . . . . . . . . . . . . . . . . . Assistant Director, Alumni and Parent Relations W. David Clausen, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Women’s Ice Hockey
Carl S. Dziekan, J.D., C.P.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Planned Giving Christopher Connolly, B.A. ��Men’s Basketball Coach
Katrena Freetage, B.S. . . . . . . . . . . . . . . Executive Director of Alumni and Parent Relations Michele L. Davis, B.A.�� Senior Women’s Administrator, Women’s Basketball Coach
and Annual Giving William Dundon, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Golf Coach
Barbara A. Friemann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Advancement Research Blaise Faggiano, M.E.D.��Head Football Coach
Wendy Giachetti. . . . . . . . . . . . . . . . . . . . . . . Advancement Services and Research Assistant Curtis Fitzpatrick, B.S.��Assistant Football Coach
Natalie Haig, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Development Associate, Annual Giving Gary J. Heenan, M.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Men’s Ice Hockey
Keith Henry, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communications Assistant Erin Knight, B.A.��Aquatics Director, Swimming Coach, Water Polo Coach
Christine Kisiel, M.B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Development Officer, Major Gifts Darin Lynch, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Volleyball Coach
Mark C. Kovacs, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . Director, Alumni and Parent Relations Claire McClain, B.S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Women’s Soccer Coach
Christine D. LeoGrande, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Media Relations Patrick Mineo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Softball Coach
Timothy J. Nelson, M.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Principal Gifts James B. Murnane, M.S. �� Assistant Director, Athletics/Intramural Director
Kathleen Novak, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Advancement Services John C. Nigro��Tennis Coach
Laurence P. Pacilio, B.A.. . . . . . . . . . . . . . . . . . . . Director of Publications and Photography Michael C. Parnell, B.A. ��Men’s Lacrosse Coach
Joseph Perry, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director of Creative Services George Penree, M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Football Coach
Marguerite F. Plescia, B.A. . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Government Programs, Jason Rose M.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . Track and Field and Cross Country Coach
Corporations, and Foundations Kristen St. Hilaire, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Women’s Lacrosse Coach
Anthony Villanti, B.S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Director, Development Daniel J. Sheffer, M.S., A.T.C.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Head Athletic Trainer
Kevin Waldron, B.F.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Director of Publications Christopher Warner�� Assistant Athletic Trainer
Andrew Weimer, B.A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Baseball Coach
TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Athletic Trainer
Board of Trustees ◆ 361
* Nancy Cantor, Ph.D. The Honorable Samuel D. Hester

Chancellor Oneida County Supreme Court
Syracuse University Rome, NY
Syracuse, NY
Cecelia M. Holloway-Smith ’79
John P. Casellini ’81 Managing Director, Head of Diversity
Director of Government Relations and Inclusion, Americas
The Roffe Group, P.S. UBS/OSI International Management,
Albany, NY Inc.
Stamford, CT
Board of Trustees
Harry J. Cynkus ’71
Chief Financial Officer and Treasurer Robert O. Hubbell ’66
Rollins, Inc. Executive Vice President (Retired)
Atlanta, GA. Rome Turney Radiator Company
Rome, NY
Mike Damsky
President * Todd S. Hutton, Ph.D.
Michael D. Damsky, CLU & Associates President
Officers Utica, NY Utica College
Chairperson Vice Chairperson Utica, NY
Lauren E. Bull ’74 Mark A. Pilipczuk ’88 William Doescher
CEO Managing Director President, CEO Dr. Brian Jackson ’85
Bull Brothers, Inc. MAP Consulting, LLC The Doescher Group Partner
Utica, NY Centreville, VA Scarsdale, NY Slavin, Jackson and Burns, DDS
Utica, NY
Vice Chairperson Secretary James F. DuRoss Jr.
Dominick D. Carbone Lawrence Gilroy Vice President Daniel B. Jones ’97
Vice President and CEO President Temco Service Industries, Inc. Chartered Financial Consultant (ChFC)
Carbone Auto Group Gilroy, Kernan, Gilroy Insurance Utica, NY Northwestern Mutual Financial Network
Utica, NY New Hartford, NY Utica, NY
William D. Eggers
Vice Chairperson Senior Counsel Christopher J. Kelly ’61
Marianne Gaige Nixon Peabody, LLP Vice President (Retired)
President and COO Rochester, NY Jay-K Independent Co.
Cathedral Corporation New Hartford, NY
Rome, NY Jo Ann Golden ’87
Partner Gary M. Kunath ’79
Dermody, Burke and Brown, CPA President and Chief Executive Officer
Members New Hartford, NY (Retired)
Charles A. Bacon III ’82 The Honorable Sherwood Boehlert ’61, The Summit Group
President and CEO D.L. (Retired) Gary F. Grates ’81 Roswell, GA
Limbach Facility Services LLC United States Congressman, 24th President and Global Managing Director
Warrington, PA District, NY Edelman Change Salina E. LeBris ’80
Washington, D.C. New York, NY President
Kenneth D. Bell ’75 Corporate Communications Public
Regional Director Robert A. Brvenik ’77 The Honorable Linda C. Griffin ’72 Corporate Communications and
Community Preservation Corporation President, CFO, Treasurer Rensselaer County Family Court Public Relations
Rochester, NY Prime Retail, Inc. Troy, NY Reed Business Information, U.S.
Baltimore, MD New York, NY
360
362 ◆ Board of Trustees Board of Trustees ◆ 363
Albert S. Mazloom ’58 Solade Rowe ’94 Former Members

President Principal Managing Consultant
Trenton Technology, Inc. Career Aspiration George F. Aney, Esq. John L. Martin ’59, Esq., D.L.
Utica, NY New York, NY Natalie L. Brown ’80 Theodore E. Martin ’61, D.C.S.
Robert T. Bullock ’69 Ronald E. Mason ’74
Frank A. Mondi ’62, V.M.D. Charles Sprock Sr. ’61 Michael D. Button ’75 Stanley Mattos ’77
President and Owner President, CEO, and Chairman of the Joseph R. Carucci Jeremiah McCarthy, Jr.
New Hartford Animal Hospital Board Owen Comora ’53 Cathy M. Newell
Washington Mills, NY Rome Savings Bank Eugene R. Corasanti Mary A. Packer ’74
Rome, NY Ronald A. Cuccaro ’66 Anthony Palumbo, M.D.
Thomas J. Nelson ’69/’90 Rosario Dalia ’63 William E. Parry ’73
President Howard Terrillion ’58 Susan Doolittle ’71 Nancy DePaolo Pattarini ’77
Thomas J. Nelson & Associates President (Retired) Frank Giotto ’71 Katherine Pyne
New Hartford, NY Terrillion Investments Steven Goldstein ’69 Eugene F. Quadraro Jr. ’71
Dallas, TX Andrew G. Guzzetti, ’69 J. Douglas Robinson
Russell J. Petralia Richard Holcombe ’69 Kenneth A. Shaw, Ph.D.*
President Michael J. Valentine ’66 George Jones ’60 The Honorable Norman I. Siegel
Ashford Management Group, Inc. President The Honorable Robert F. Julian ’71 Michael K. Simpson, Ph.D.*
Utica, NY Mele Manufacturing Company, Inc. Fred Knittle ’50 Theodore L. Tolles, Esq. (Deceased)
Utica, NY Joel S. Lisker Walter Williams ’61
John G. Pinto ’63 Daniel Lowengard Harry Wolfe
Partner Richard J. Zick Ronald Mack ’73 (Deceased) *Indicates ex-officio member
The Seneca Group President and CEO Edward Martin, Jr. ’62
Washington, DC Utica First Insurance
Oriskany, NY
James E. Reid ’73
Emeriti Directors of the Utica College Foundation
Managing Partner *Indicates ex-officio member
The Utica College Foundation was a separate legal entity incorporated to seek
Greene and Reid LLP funds and assets in support of the College’s needs. Members of the Board of
Syracuse, NY Trustees served simultaneously as directors of the Foundation.
Lansing G. Baker, Ph.D. Frank P. Mammone ’50

Linda E. Romano, Esq. Joseph J. Bialek Albert S. Mazloom, ’58
President The Honorable Sherwood Boehlert ’61, Donald C. McLoughlin ’52
Romano First Properties Group D.L. Paul F. McMahon ’68
Utica, NY Roswell W. Buckingham ’50 Murray L. Nusbaum, M.D.
Thomas J. Cahill Jr. ’49, D.H.L. F. Eugene Romano, D.L.
Emeriti Members (Deceased) William L. Schrauth
Ambrose J. deFlumere (Deceased) Thomas D. Sheldon, Ph.D. (Deceased)
Harold T. Clark Jr. ’65, D.L. The Honorable Vincent A. DeIorio ’52 Michael K. Simpson, Ph.D.
Vincent J. Coyne ’66 Rocco A. DePerno ’65, Esq. Joseph C. Talarico ’63
Carolyn Dalton ’74 John A. Donohue Sr. ’57 Dwight E. Vicks Jr.
Donald A. DeRosa ’54 Edward W. Duffy ’50, D.H.L. George B. Waters
John A. Donohue Sr. ’57 Charles A. Gaetano, D.L. Henry G. Williams ’51
Joseph P. Furgal ’50, D.H.L. (Deceased) Charles R. Getty
Sally L. Majka ’61 Mary K. Griffith
John J. Meehan ’61 Victor J. Grimaldi ’55 (Deceased)
Edward Mele (Deceased) M. Gilbert Hubbard, Esq. (Deceased)
Doris W. Miga William E. Jakes
John F. Millett ’52, D.D.S. (Deceased) John L. Knower
James Raymonda ’55 (Deceased) Richard B. Lewis ’65 (Deceased)
Stephen B. Waters
John R. Zapisek ’62
Alumni ◆ 365
Emeriti Members
James R. Bacher ’53 (deceased) Dr. Toffe M. Hadity ’52 (deceased)
Carolyn J. Berwald ’64 (deceased) Frank P. Mammone ’50
Margaret W. Betler ’57 Thomas J. Nelson ’69
Bruce A. Brodsky ’73 Sharon A. Oberriter ’64
Joseph Camerata ’49 (deceased) James A. Riccardi ’60 (deceased)
Harold T. Clark Jr. ’65 James R. Salamy ’73
Vincent J. Coyne ’66 Thomas W. Scirto ’81
Donald A. DeRosa ’54 Jane R. Tofalo ’54 (deceased)
Victor J. Fariello ’76 Philip G. Vanno Jr. ’73
Alumni Association/ Victor J. Grimaldi ’55
Dr. Louis M. Haddad ’51
Henry G. Williams ’51
Michael L. Yeoman ’83
National Alumni
Council 2009 – 2010
Office of Alumni and Parent Relations
Utica College
1600 Burrstone Road, Utica, New York 13502-4892
Phone: (315) 792-3025 or 1-800-456-8278
Fax: (315) 792-3245
e-mail: alumni@utica.edu
www.utica.edu/alumni
Officers Online Alumni Community: www.PioneerStation.com
President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John H. Snyder ’95
Vice President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Susan L. Murad ’91
Secretary/Committee Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mark J. Hathaway ’95
Council Members
William D. Callahan ’01 Dr. Scott F. Healy ’69
Ann Marie Teitelbaum Cassella ’92 Katie Henchir ’98
Timothy N. Coakley ’59 Paul A. Jarrett ’69
Michael S. Evolo Jr. ’90 Kimberly M. Kashian ’88
David S. Fontaine ’89 Faon M. Mahunik ’99
Judith A. Goldstone ’69 Attia Nasar ’08
Mary Hayes Gordon ’82 Roger A. Shapiro ’83
Frank H. Gruenewald ’54 Ann F. Wynne ’58
Alumni Trustees on the Board of Trustees

Daniel B. Jones ’97
364
Faculty ◆ 367
Michelle Boucher John D. Cormican

B.A. Case Western University B.A., M.A. Ball State University
B.S. Case Western University Ph.D. University of Michigan
Ph.D. Case Western Reserve University M.S.W. Syracuse University
Assistant Professor of Chemistry, 2005 Professor of English, 1974
Elizabeth Bradbury Ralph Craig

B.S. Brigham Young University B.S. Presbyterian College
M.S. State University of New York at M.S. North Carolina State University
Albany Assistant Professor of Mathematics, 2006
Faculty
Assistant Professor of Education, 2008
Molly H. Crist, P.T.
Thomas G. Brown B.A. State University of New York at
B.A. University of Virginia Buffalo
M.A. Hollins College M.P.T. Temple University
Ph.D. University of Maine at Orono D.P.T. Temple University
Professor of Psychology, 1975 Assistant Professor of Physical Therapy,
Full-time Faculty Annette Becker, R.N.
B.S.N. Hartwick University
Distinguished Professor of the College, 2001
1999
Lawrence R. Aaronson M.S. SUNY, Binghamton Thomas A. Crist
B.S. Florida State University Assistant Professor of Nursing, 2006 Catherine Brownell, R.N. B.A. Rutgers University
Ph.D. Rutgers University B.S.N. SUNY Institute of Technology M.A. University of South Carolina
Professor of Biology, 1987* Hossein Behforooz M.S. Syracuse University M.A., Ph.D. Temple University
Crisafulli Distinguished Teaching Award, B.S. Tehran University Ph.D. Binghamton University Associate Professor of Physical Therapy,
1996 M.S. Institute of Mathematics, Teachers Assistant Professor of Nursing, 2004 2001
Clark Award, 1997 Training University
M.S., Ph.D. Brunel, University of West Bryant W. Buchanan Linda M. Culyer, R.N., A.N.P.
Claudette Abounader, R.N., A.N.P. London B.S. University of Southern Mississippi B.S., M.S. State University of New York
A.A.S. Mohawk Valley Community Professor of Mathematics, 1987 M.S., Ph.D. University of Louisiana- Institute of Technology, Utica/Rome
College Clark Award, 2005 Lafayette A.N.P. Syracuse University
B.S., M.S. Syracuse University Associate Professor of Biology, 2001 Assistant Professor of Nursing, 2008
Assistant Professor of Nursing, 2002 Frank Bergmann
Neues Gymnasium Ravensburg, Paula D. Carey, O.T.R. George Curtis
Civita Allard, R.N. Germany B.S. Utica College B.A. Syracuse University
B.S. SUNY Utica M.A. University of Arkansas M.S. Syracuse University J.D. Brooklyn Law School
M.S. Russell Sage College Ph.D. University of Tübingen, Germany Associate Professor of Occupational Professor of Criminal Justice, 1999
Associate Professor of Nursing, 2009 Professor of English and German, 1969 Therapy, 1987
Crisafulli Distinguished Teaching Award, Linda S. Dake
John C. Anderson Sherri Goldstein Cash B.A. Whitman College, WA
1985
B.S., M.B.A., Ph.D. Syracuse University B.S. SUNY Buffalo M.S. Washington State University,
Clark Award, 1994
Visiting Professor of Accounting M.S. University of Arizona Ph.D. University of Maine
Jeffrey Berlin Ph.D. University of Arizona Associate Professor of Physics, 2002
Atasi Basu
B.A. Case Western Reserve University Assistant Professor of History, 2002
B.Sc. University, Baroda, India Lawrence H. Day
Ph.D. Case Western Reserve University
M.Stat. Indian Statistical Institute, David Chanatry B.A.Sc. University of Toronto
Assistant Professor of Chemistry, 2009
Kolkata, India B.A. Hamilton College M.S. University of Wisconsin-Madison
Ph.D. Indian Statistical Institute, Helen Blouet M.S. Syracuse University Ph.D. McGill University
Kolkata, India B.A. College of William and Mary Associate Professor of Journalism, 2003 Associate Professor of Physics, 1989
Ph.D. Syracuse University M.A. Syracuse University Crisafulli Distinguished Teaching Award,
Assistant Professor of Accounting, 2005 Assistant Professor of Anthropology, 2009 2009
* Year of appointment to Utica College
366
368 ◆ Faculty Faculty ◆ 369
Jan J. DeAmicis David Dubbelde Cecilia Friend Patrice W. Hallock

B.A. Dartmouth College B.S. Texas A&M University B.A. University of Maryland B.S. State University College
M.A., Ph.D. University of Massachusetts, M.Ed., M.S. Texas A&M University M.A. Syracuse University M.S. Plymouth State College
Amherst Ph.D. Texas A&M University Professor of Public Relations/ Journalism, Ph.D. University of New Hampshire
Professor of Sociology, 1977 Assistant Professor of Construction 1987 Assistant Professor of Education, 2004
Crisafulli Distinguished Teaching Award, Management, 2008 Clark Award, 2002
2006 Crisafulli Distinguished Teaching Award, Dana B. Hart
Ashraf Elazzazi, P.T. 2007 B.S. State University of New York
Jason R. Denman B.S. School of Physical Therapy, Cairo M.S., Ph.D. Syracuse University
B.A. University of California, Davis University Thomas Fryc Associate Professor of Health Care
M.A., Ph.D. University of California, M.S. Texas Woman’s University B.A. Union College Administration, 2008
Irvine Ph.D. Texas Woman’s University M.A. The John Hopkins University
Associate Professor of English, 2004 Assistant Professor of Physical Therapy, Ph.D. University of Massachusetts Jiajia He
2005 Assistant Professor of Philosophy B.A. Beijing International Studies
Thomas Diana University
B.S. Utica College Brad A. Emmons Mary Jean Gelsomino, P.T. M.A. Indiana University of Pennsylvania
M.S. Syracuse University B.A. Albion College B.S. Ithaca College Assistant Professor of English, 2009
Ph.D. Syracuse University Ph.D. Indiana University M.A. New York University
Assistant Professor of Education, 2005 Associate Professor of Mathematics, 2003 D.P.T. MGH Institute of Health Darlene Heian
Professions B.S. Millersville University
Sandra B. Dimeo, O.T.R. Dawn E. Evans, P.T. Associate Professor of Physical Therapy, M.L.S. Fort Hays State University
B.S. Utica College B.S. SUNY, Syracuse 2008 Assistant Professor of Gerontology, 2006
M.S. State University of New York at D.P.T. Utica College
Cortland Assistant Professor of Physical Therapy, Joseph Giordano James B. Heian
Associate Professor of Occupational 2006 A.A. Herkimer County Community B.A. Stanford University
Therapy, 1992 College Ph.D. University of Utah
Crisafulli Distinguished Teaching Award, Richard G. Fenner B.S. Utica College Associate Professor of Accounting, 2003
2002 B.A., M.B.A. Cornell University M.S. Education, Syracuse University
M.A., Ph.D. Syracuse University Assistant Professor of Criminal Justice Nancy R. Hollins, O.T.R.
Laura G. Dorow Associate Professor of Economics, 1989 B.S. University of Minnesota
B.A. Wells College Crisafulli Distinguished Teaching Award, Elizabeth B. Gleasman, R.N., F.N.P.-C. M.S. Syracuse University
M.A., Ed.D. Columbia University 2008 B.S.N. University of Rochester Associate Professor of Occupational
Teachers College M.S. Syracuse University Therapy, 1987
M.M. Florida State University K. Della Ferguson Associate Professor of Nursing, 1985
Professor of Education, 1994 B.G.S., M.S. University of Nebraska, Zhaodan Huang
Omaha David M. Habbel B.A. Renmin University of China
Carol A. Downing Ph.D. Kansas State University B.S. State University of New York College M.A. University of Saskatchewan
B.A., M.A. University of Dayton Professor of Psychology, 1978 at Brockport Ph.D. West Virginia University
Ph.D. Ohio University Crisafulli Distinguished Teaching Award, M.A., Ph.D. State University of New York Assistant Professor of Economics, 2004
Assistant Professor of Communication 1990 at Buffalo
Arts, 1985 Associate Professor of Communication Pamela Hurley
Crisafulli Distinguished Teaching Award, Lois A. Fisch Arts, 1987 B.S. University of South Carollina
1992 B.Ed. University of Wisconsin/Whitewater Honors College
M.Ed. National-Louis University Robert M. Halliday M.B.A., Ph.D. Rensselaer Polytechnic
Mary J. Drucker Ph.D. Northwestern University B.A. Stirling University Institute
B.A. Salem State College Professor of Education, 1995 D.Phil. Oxford University Assistant Professor of Risk Management
M.A. University of Massachusetts at Professor of Philosophy, 1991 and Insurance, 2006
Boston Linnea E. Franits, O.T.R.
Ph.D. Syracuse University B.S., M.A. New York University
Associate Professor of Education, 2003 Associate Professor of Occupational
Therapy, 1994
Janice E. Huss Sharon L. Kanfoush Gary Leising Paul MacArthur

B.A. Utica College B.S. Long Island University at B.A. University of Dayton, Ohio B.A., SUNY, Oswego
M.S. Syracuse University Southampton College M.F.A. University of South Carolina M.P.S. Syracuse University
Associate Professor of Computer Science, M.S. State University of New York Ph.D. University of Cincinnati Assistant Professor of Public Relations,
1983 College at Buffalo Associate Professor of English, 2005 2006
Ph.D. University of Florida
Mary Anne Hutchinson Associate Professor of Geology, 2002 Marijean E. Levering Teresa M. MacDonald
B.A. Utica College B.A. Loyola University Chicago B.S., M.S. Syracuse University
M.A., Ph.D. Syracuse University Kenneth E. Kelly M.A. Michigan State University Assistant Professor of Education, 2008
Professor of English, 1980 B.A., M.A. Cornell University Ph.D. Wayne State University
Ed.D. George Washington University Associate Professor of Theatre, 2000 Shauna Malta, P.T.
Todd S. Hutton Vice President for Student Affairs and B.S. Russell Sage College
A.B. Davidson College Dean of Students, 2002 Amy E. Lindsey M.S. Elmira College
M.Ed. University of Florida B.S. University of Pittsburgh at Bradford D.P.T. Utica College
Ph.D. Duke University Richard D. Kelly M.Ed. University of Pittsburgh Associate Professor of Physical Therapy,
President of the College, 1998 B.S. Cortland State University Ph.D. Vanderbilt University 2000
M.S. Utica College Assistant Professor of Psychology, 2004 Academic Coordinator of Clinical
Kirstin F. Impicciatore. C.T.R.S. Assistant Professor of Criminal Justice, Education, 1995
B.S.E. State University of New York at 2006 Marie-Noëlle D. Little Award for Excellence in Academic
Cortland Licence-es-Lettres, Lyon University, Advising, 2004
M.S. Utica College Jung Yeop Kim France
Assistant Professor of Therapeutic B.S. Sungkyunkwan University M.A. Indiana State University, Terre Samantha Marocco, P.T.
Recreation, 2001 M.S. South Dakota State University Haute B.S. Russell Sage College
Ph.D. University of Wyoming Ph.D. University of Massachusetts, M.S. Clarkson University
Nicholas D. Jackson Assistant Professor of Computer Science, Amherst D.P.T. Russell Sage College
B.A. Colgate University 2005 Professor of French, 1982 Assistant Professor of Physical Therapy,
Ph.D. Syracuse University Clark Award, 2001 2009
Visiting Assistant Professor of History Judith A. Kirkpatrick
B.A., M.A., Ph.D. Indiana University Cynthia Love-Williams, R.N. Diane Matza
Mary Ann Janda Vice President for Academic Affairs and B.S.N. Mississippi University B.A. University of Michigan
B.A., M.A., Ph.D. University of Illinois at Dean of the Faculty, 2004 M.S. Wright State University M.A. Wesleyan University
Chicago Assistant Professor of Nursing, 2009 Ph.D. Case Western Reserve University
Professor of English, 1987 Daniel B. Kurtz Professor of English, 1978
Clark Award, 2006 B.S. St. Lawrence University Arlene R. Lundquist Clark Award, 1996
Ph.D. Upstate Medical College B.A. University of North Carolina at
Sung Jun Jo Assistant Professor of Biology, 2003 Greenboro R. Bruce McBride
B.A., M.A. Korea University M.A.Ed. Wake Forest University B.A., M.A. State University of New York
M.S. Kookmin University Ronald E. LaBella Ph.D. University of Wisconsin at at Oswego
Ph.D., M.A. University of Minnesota B.A. Utica College Madison M.A., Ed.D. State University of New York
Assistant Professor of Management, 2009 M.S. Syracuse University Associate Professor of Psychology, 2000 at Albany
Associate Professor of Computer Science, Professor of Criminal Justice, 1987
John H. Johnsen 1982 Suzanne Lynch Clark Award, 2007
B.A., M.A. Case Western Reserve B.S. Wayne State University
University, Ohio Kim Landon M.S. Utica College Thomas M. McCarthy
Ph.D. State University of New York at B.A. Utica College Visiting Instructor of Criminal Justice B.S. Binghamton University
Buffalo M.A. Syracuse University M.S. University of West Florida
Professor of Anthropology, 1977 Associate Professor of Public Relations/ Qingkai Ma Ph.D. University of Kentucky
Journalism, 1979 B.S., M.S. Nankai University, P.R. China Associate Professor of Biology, 2004
Crisafulli Distinguished Teaching Award, Ph.D. University of Texas at Dallas
1991 Assistant Professor of Criminal Justice,
2004
Julie A. McLear Dorothy Obernesser Curtis R. Pulliam Thomas A. Rossi, P.H.R.

B.A. State University of New York at A.A. Mohawk Valley Community B.S. Western Illinois University B.S. Kings College
Plattsburgh College Ph.D. University of Wisconsin-Madison M.B.A. Monmouth College
Ph.D. University of North Carolina at B.A. Utica College Associate Professor of Chemistry, 1987 Associate Professor of Management, 1979
Chapel Hill M.A. Emerson College
Assistant Professor of Biology, 2008 Visiting Instructor of English Herbert Rau Thomas M. Ryan
B.S. State University of New York, B.S., M.B.A. State University of New
Denise McVay, P.T. Theodore S. Orlin Oneonta York at Oswego
B.S. Marietta College B.A. Brooklyn College M.B.A., Nasson College Assistant Professor of Criminal Justice,
B.S., M.S. D’Youville College J.D. State University of New York at Ph.D. Union Institute 2004
D.P.T. Utica College Buffalo Assistant Professor of Marketing, 2006
Assistant Professor of Physical Therapy, Professor of Criminal Justice/Government Tejashree Sayanak
2009 and Politics, 1983 Donald J. Rebovich B.A. Karnatak University, India
Crisafulli Distinguished Teaching Award, B.S. The College of New Jersey M.A. Gokhale Institute of Politics &
Jeffrey A. Miller 1993 M.A., Ph.D. Rutgers University Economics, India
B.A., M.A., Ph.D. State University of Clark Award, 2000 Associate Professor of Criminal Justice, M.S. East Carolina University
New York at Buffalo Harold T. Clark Professor of Human 2001 Assistant Professor of Economics
Associate Professor of Communication Rights Scholarship and Advocacy, 2005
Arts, 1997 Nathaniel Richmond Dale L. Scalise-Smith, P.T.
Lisa M. Orr B.A. State University of New York at B.S. Northeastern University
Melodee Moltman, CCLS B.A. Syracuse University Buffalo M.S., Ph.D. University of North Carolina
B.S. South Dakota State University M.A. State University of New York at M.A., Ph.D. George Washington Professor of Physical Therapy, 1996
M.S. Wheelock College Binghamton University
Associate Professor of Psychology-Child Ph.D. University of California, Los Professor of Government and Politics, James Scannell
Life, 1980 Angeles 1988 B.A. Middlebury College
Associate Professor of English, 1997 Crisafulli Distinguished Teaching Award, M.A. University of Virginia
David L. Moore 2005 Ph.D. State University of New York at
B.S., B.A. Eastern Nazarene College Adam K. Pack Stony Brook
M.S., Ph.D. Ohio State University B.S. Binghamton University Angel Rivera Associate Professor of English, 1998
Professor of Biology, 1976 Ph.D. State University of New York, B.Sc. University Centroccidental Award for Excellence in Academic
Clark Award, 1998 Health Science Center at Syracuse “Lisandro Alvarado,” Venezuela Advising, 2001
Crisafulli Distinguished Teaching Award, Associate Professor of Biology, 2001 M.S., Ph.D. Syracuse University
2003 Assistant Professor of Computer Science, David Schilling, P.T., O.C.S
Peter A. Pawson, P.T. 2005 B.S., D.P.T. Utica College
Victoria L. Nackley, O.T.R. D.E.C. Dawson College Assistant Professor of Physical Therapy,
B.S. University of New Hampshire B.S. Utica College Laurence W. Roberts 2009
M.S. Syracuse University B.Sc., Ph.D. McGill University B.A. Utica College
Assistant Professor of Occupational Associate Professor of Physical Therapy M.A., Ph.D. Syracuse University Adam Schoonmaker
Therapy, 2004 and Biology, 1993 Associate Professor of Psychology, 1989 B.A. Potsdam College
Crisafulli Distinguished Teaching Award, M.Sc. University of Vermont
Randall K. Nichols Stephen G. Peek 1997 Ph.D. State University of New York at
B.S.Ch.E. Tulane University B.A. State University of New York at Albany
M.B.A. University of Houston Plattsburgh Anamaria V. Iosif Ross Assistant Professor of Geophysics, 2007
M.S.Ch.E. Texas A & M University M.B.A. University of North Dakota B.S. Birmingham-Southern College
Associate Professor of Criminal Justice, Associate Professor of Management, 1987 Ph.D. Tulane University
2006 Assistant Professor of Anthropology, 2004
Terri L. Provost
B.S., M.S., Ph.D. Bowling Green State
University
Associate Professor of Biology, 2001
James Smith, P.T. Alyssa Thomas Jo Ellen Vespo Sarah Burnett-Wolle, C.T.R.S.
B.S. Northeastern University B.S. Heidelberg College B.A., Ph.D. State University of New York B.A. SUNY Purchase
M.A. University of Hartford Ph.D. Ohio University at Stony Brook M.S. SUNY Cortland
D.P.T. Simmons College Assistant Professor of Chemistry, 2009 M.A. University of Maryland Ph.D. Pennsylvania State University
Assistant Professor of Physical Therapy, Professor of Psychology and Psychology- Assistant Professor of Therapeutic
2005 John A. Thomas Child Life, 1987 Recreation, 2007
B.S. Clarkson University Award for Excellence in Academic
Polly J. Smith M.S. University of Vermont Advising, 2000 Jennifer L. Yanowitz
B.A. Utica College M.A., Ph.D. University at Albany, State Clark Award, 2004 B.A. SUNY, Oswego
Ph.D. State University of New York at University of New York M.A. James Madison University
Albany Ph.D. Massachusetts Institute of Gregory E. Walsh Ph.D. University of Minnesota, Twin
Associate Professor of Sociology, 2004 Technology B.S., State University of New York Cities
Assistant Professor of Spanish, 2008 Institute of Technology Assistant Professor of Psychology, 2006
R. Scott Smith M.A, State University of New York,
B.A. University of Rochester Dimitar Todorov Albany Paul C. Young
M.A., Ph.D. Duke University B.S., M.S. University of Architecture, Assistant Professor of Criminal Justice, 2008 B.A. University of Illinois at Chicago
Associate Professor of Psychology, 1991 Civil Engineering and Geodesy M.A., Ph.D. University of Iowa
Assistant Professor of Construction Huanglin Wang Assistant Professor of History/Black
Steven M. Specht Management, 2009 B.S. Zhengzhou College of Aviation Studies, 2001
B.S. State University of New York at Industry Management
Oswego Sally C. Townsend, O.T.R. M.A. Shanghai University of Finance and Frederick Zammiello
M.A., Ph.D. State University of New York B.S. Virginia Commonwealth University Economics B.A. Colgate University
at Binghamton M.A. College of St. Rose Assistant Professor of Management, 2009 M.A. Colgate University
Professor of Psychology, 1999 C.A.S., Ph.D. Syracuse University B.S. Utica College
Associate Professor of Occupational Bronlyn M. Wassink M.A., Ph.D. Syracuse University
Shawn St. Jean Therapy, 1991 B.A. State University of New York at Assistant Professor of Philosophy, 2004
B.A. Rhode Island College Geneseo
M.A. University of Connecticut Jennifer Trost M.A. Binghamton University Linda S. Zee
Ph.D. Kent State University B.A., Southwestern University Assistant Professor of Mathematics, 2008 B.A. Colby College
Assistant Professor of English, 2009 M.S., Ph.D., Carnegie Mellon University M.A. Purdue University
Associate Professor of Criminal Justice Charles Whalen Ph.D. Indiana University
Colleen Sunderlin, O.T.R. B.S. Cornell University Associate Professor of Spanish, 1997
B.A. Ithaca College Daniel E. Underwood Ph.D. University of Texas at Austin
M.A. Tufts University School of B.A. Lewis and Clark College Professor of Economics, 2008 Laurence G. Zoeckler
Occupational Therapy J.D., Ph.D. University of Oregon B.A. Hamilton College
Ph.D. Syracuse University Assistant Professor of Government and Sharon E. Wise M.A. St. Joseph’s Seminary
Associate Professor of Occupational Politics, 2008 B.S. University of Florida M.A. Syracuse University
Therapy, 1995 M.S., Ph.D. University of Louisiana Ph.D. Indiana University-Bloomington
Nancy Vaccaro, R.N. Associate Professor of Biology, 2001 Assistant Professor of Education, 2001
Patricia Swann B.S.N. Keuka College
B.A. Truman State University B.A., M.S. New School for Social David G. Wittner Desheng Zong
M.S. Syracuse University Research B.G.S. University of Connecticut B.A., M.A. Nankai University,Tianjin,
Associate Professor of Public Relations, Assistant Professor of Nursing, 2009 M.A., Ph.D. Ohio State University China
2002 Associate Professor of History, 2000 Ph.D. Tulane University
Assistant Professor of Philosophy, 2005
John C. Swanson Barbara Witucki
B.A. Boston University B.A. Hunter College, CUNY
M.A., Ph.D. University of Minnesota M.A. New York University
Associate Professor of History, 1997 M.A. Villanova Univeristy
Ph.D. New York University
Assistant Professor of English, 2002
Emeriti and Retired Alan E. Bessette

B.S. University of Vermont
Jerome D. Cartwright
B.A. Western Michigan University
George J. Dmohowski
M.S. Belgrade University, Yugoslavia
Faculty M.S. University of Oregon M.A. University of Michigan Professor Emeritus of Mathematics
James W. Albert, P.E. Ph.D. University of Maine at Orono Ph.D. University of Wisconsin
B.C.E. Clarkson College of Technology Distinguished Professor Emeritus of Professor Emeritus of English Bradford A. Dunn, C.P.A.
Associate Professor of Construction Biology B.S. Utica College
Management Clark Award, 1995 Lawrence C. Cerny B.S. Cornell University
Crisafulli Distinguished Teaching Award, B.S., M.S. Case Institute of Technology M.S. State University of New York
Mariarosa Allodi 2000 Ph.D. University of Ghent, Belgium Institute of Technology
B.S. Utica College Professor Emeritus of Chemistry Assistant Professor of Accounting
M.S. Syracuse University Joseph J. Bialek
Associate Professor Emerita of B.S., M.B.A. Syracuse University James L. Chamberlain Allyn R. Earl
Mathematics Associate Professor Emeritus of B.S. Cornell University B.A. Utica College
Crisafulli Distinguished Teaching Award, Accounting M.S. University of Massachusetts M.A. Syracuse University
1988 Ph.D. University of Tennessee Associate Professor Emeritus of Finance
William C. Blanchfield Professor Emeritus of Biology
Robert Anderson B.S., M.S. Rensselaer Polytechnic Helmut P. Echtermann
B.A., M.A., D.S.S. Syracuse University Institute Christine L. Channer B.A. Marburg University, Germany
Professor Emeritus of Political Science and Ph.D. State University of New York at B.S. State University of New York College M.A. Columbia University
Social History Albany at Cortland Associate Professor of Marketing
Professor of Economics, 1966 M.S. Syracuse University
Louis Angelini Ph.D. Arizona State University J. Richard Emmert
B.M. Ithaca College Patrick M. Boyd, M.T. (ASCP) Associate Professor of Education A.B. Hope College
M.M., Ph.D. Eastman School of Music B.S. State University of New York at Ph.D. Brown University
Professor Emeritus of Music Buffalo Anthony C. Checchi Associate Professor Emeritus of
Crisafulli Distinguished Teaching Award, M.S. Roswell Park Memorial Institute, B.S. State University of New York at Government and Politics, 1970
1989 Buffalo Oswego
Ph.D. State University of New York at M.S., Ph.D. Purdue University Ralph A. C. Fimmano, PE, PLS
Ronald G. Armstrong, A/A Binghamton Associate Professor Emeritus of Biology B.C.E. Clarkson College
B.Arch. Syracuse University Associate Professor of Chemistry, 1975 M.S. Syracuse University
Associate Professor of Construction Louis P. Cizza Adjunct Professor Emeritus of
Management Elizabeth Bradbury A.B. Hamilton College Construction Management
B.S., Brigham Young University B.A. Syracuse University
Marilyn H. Baissa M.S., State University of New York at M.S. Rensselaer Polytechnic Institute Anthony J. Garramone
B.A. Lycoming College Albany Adjunct Professor Emeritus of Physics and B.A. Utica College
M.A., Ph.D. George Washington Assistant Professor of Education Italian J.D. Syracuse University
University Adjunct Professor of Business Law
Associate Professor Emerita of James F. Caron Ronald L. Danilowicz
Government & Politics/Black Studies B.A. Assumption University of Windsor B.S. Rose Hulman Institute of Pauline E. Ginsberg
M.A., Ph.D. University of Toronto Technology B.A. Carnegie-Mellon University
Richard E. Becker Professor Emeritus of Philosophy B.A. Utica College M.S. Illinois State University
B.A. Harvard University M.S. John Carroll University Ph.D. Syracuse University
M.A., Ph.D. University of Chicago James J. Carrig Ph.D. Colorado State University Distinguished Professor Emerita of
Associate Professor of History B.A., M.A. Niagara University Professor Emeritus of Computer Science, Psychology
Ed.D. Syracuse University 1974 Clark Award, 2003
John C. Behrens Associate Dean Emeritus
B.S. Bowling Green State University Annette M. Dimon, C.P.A. Anne K. Goss
M.A. Pennsylvania State University B.S. State University of New York College B.A. Montclair State College
Professor Emeritus of Public Relations/ of Technology Assistant Professor Emerita of
Journalism M.B.A. Rensselaer Polytechnic Institute Mathematics
Associate Professor Emerita of Accounting
William H. Gotwald Jr. Edward J. Jones, C.P.A. Judith Mclntyre Stephen P. Neun
B.S. Millersville State College B.A. Utica College B.A. Carleton College B.A., M.A., Ph.D. University of
M.S. Pennsylvania State University M.B.A. Syracuse University M.A., Ph.D. University of Minnesota Connecticut
Ph.D. Cornell University Associate Professor Emeritus of Professor Emerita of Biology Distinguished Professor Emeritus of
Professor Emeritus of Biology Accounting Clark Award, 1992 Economics
Crisafulli Distinguished Teaching Award, Crisafulli Distinguished Teaching Award, Crisafulli Distinguished Teaching Award,
1979 Richard C. Joseph 1998 1994
Clark Award, 1991 B.S. Ithaca College Clark Award, 1999
M.S. Syracuse University Jane Metzger
Victor Grimaldi Assistant Professor Emeritus of B.S., M.A. Syracuse University Clara K. Nicholson
B.S. Utica College Therapeutic Recreation Adjunct Professor Emerita of Theatre B.A. Syracuse University
M.B.A. Syracuse University M.A. University of Massachusetts
Adjunct Professor Emeritus of Marketing Joan Kay, C.T.R.S. Doris Wester Miga Ph.D. Syracuse University
B.S. Murray State University A.B. State University of New York at Professor Emerita of Anthropology
Edween Ham B.S. Utica College Albany
B.S. State University of New York at M.A. Ball State University M.A. Syracuse University Barbara F. Oliver, O.T.R.
Geneseo Associate Professor Emerita of Therapeutic Professor Emerita of Sociology B.A. Manhattanville College
M.A., Ph.D. Syracuse University Recreation, 1982 Crisafulli Distinguished Teaching Award, B.S. Columbia University College of
Associate Professor Emerita of English Crisafulli Distinguished Teaching Award, 1980 Physicians & Surgeons
2004 M.S. Syracuse University
David M. Harralson Clement J. Moses Associate Professor Emerita of
A.B. Georgetown College Ronald Lucchino B.A. Hamilton College Occupational Therapy
A.M. Indiana University B.A. Mansfield State College M.S. Cornell University Crisafulli Distinguished Teaching Award,
Ph.D. Kent State University M.S., Ph.D. University of New Mexico Ph.D. State University of New York at 1995
M.S., M.L.S. Syracuse University Professor Emeritus of Biology Binghamton
Professor Emeritus of English Crisafulli Distinguished Teaching Award, Associate Professor Emeritus of Physics William F. Pfeiffer
2001 B.S. Wittenberg University
Hartwell C. Herring III Frank K. Mosher M.S. University of Wisconsin
B.B.A., M.S. University of Mississippi Scott MacDonald B.S., M.S., Ed.D. Syracuse University Ph.D. Case Western Reserve University
Ph.D. University of Alabama B.A. DePauw University Professor Emeritus of Education Professor Emeritus of Chemistry, 1970
Professor Emeritus of Accounting, 2000 M.A., Ph.D. University of Florida Crisafulli Distinguished Teaching Award,
Professor Emeritus of English and Film Joan Murphy, R.N. 1986
William M. Hickman Crisafulli Distinguished Teaching Award, B.S. Nazareth College
B.A. Williams College 1981 M.S. Boston University Harold W. Pier
M.B.A. Syracuse University Clark Award, 1993 Ed.D. Syracuse University B.S. Pennsylvania State University
Associate Professor of Marketing/ Professor Emerita of Nursing M.S., Ph.D. University of Delaware
Management, 1985 Gian Carlo Mangano Professor Emeritus of Chemistry
B.A. Catholic University, Milan, Italy Herman S. Muskatt Crisafulli Distinguished Teaching Award,
Lyn Hill, O.T.R., F.A.O.T.A. B.A. University of Rome, Italy B.S. City College of New York 1987
B.S. Wayne State University M.A. State University of New York at M.S., Ph.D. Syracuse University
M.S. Syracuse University Buffalo Professor Emeritus of Geology Roger R. Rockefeller
Associate Professor Emerita of M.S. Syracuse University M.E., M.S., Ph.D. Stevens Institute of
Occupational Therapy Ph.D. Columbia University Eugene Paul Nassar Technology
Associate Professor Emeritus of B.A. Kenyon College Professor Emeritus of Physics
Randall Huta, C.P.A. Mathematics M.A. (Oxon) Worcester College, Oxford
B.S. Utica College Ph.D. Cornell University Richard B. Rosen
M.B.A. Syracuse University Mary Katharine Maroney, R.N. Professor Emeritus of English B.S. Loyola University
Associate Professor Emeritus of B.S. Columbia University Clark Award, 1990 M.A. Georgetown University
Accounting M.S. Boston University Ph.D. University of California at
Ph.D. Syracuse University Berkeley
Distinguished Professor Emerita of Professor Emeritus of History
Nursing, 1991
Ralph N. Schmidt Charles H. Webster Robert L. Willard Civita A. Brown, CCLS

B.A. Carroll College B.A. Syracuse University Corinne G. Youda B.A., M.S. Utica College
M.A. Northwestern University M.A. San Diego State University Donald K. Zellner Adjunct Professor of Psychology-Child Life
Ph.D. Syracuse University Assistant Professor Emeritus of Coordinator of Internships, Psychology-
Professor Emeritus of Speech Mathematics Child Life Program
Communication Half-time and Part-
Jerome Weiss James C. Brown
Mary Lee Seibert B.A. Sarah Lawrence College time Faculty B.S. Utica College
B.S., M.S. Ed.D. Indiana University M.A. Teachers College, Columbia M.P.A. Sage Graduate School
Vice President for Academic Affairs and University Linda Aaronson Ed.D. University of Phoenix
Dean of the Faculty Emerita Associate Professor Emeritus of A.A.S University of South Florida Adjunct Instructor of Criminal Justice
Communication Arts and Dramatics B.S Florida State University
Raymond Simon B.S Utica College Cora Bruns, O.T.R.
B.S. University of North Carolina Sandra B. Welch, R.N. Adjunct Professor of Health Studies B.S. Utica College
M.S. Northwestern University B.S. State University of New York Insitute M.S. Utica College
D.H.L. Utica College of Technology Heather G. Abrams Adjunct Instructor of Occupational
Professor Emeritus of Public Relations M.S. Syracuse University B.A. Boston University Therapy
Crisafulli Distinguished Teaching Award, Associate Professor Emerita of Nursing Adjunct Professor of Fine Arts Fieldwork Coordinator, Occupational
1975 and 1984 Therapy Program
James Adasek
Donald M. Stasiw Deceased Emeriti B.S. Utica College
Adjunct Instructor of Math
Mary Campbell
B.S. Utica College B.A. State University of New York at
M.S. Case Westem Reserve University Faculty Buffalo
Ph.D. State University of New York Raymond J. Albert Susan Bartholomew, C.P.A. M.S. Lehigh University
College of Forestry, Syracuse Robert V. Anderson B.S. Utica College Adjunct Instructor of French, Spanish,
University Joseph J. Arlotto Adjunct Instructor of Accounting and Geology
Associate Professor Emeritus of Computer Harold Burger
Lindarae Bauer Nicholas Cardinale
Science Robert S. Connor
Virgil C. Crisafulli B.A. SUNY at Binghamton A.A.S. Mohawk Valley Community
Kalixt S. Synakowski Raymond J. Cristman M.Ed. University of Hawaii College
B.A. Hamilton College Edward B. Cutler Adjunct Instructor of Biology B.S. Utica College
M.A. Harvard University Ralph Fimmano Adjunct Instructor of Mathematics
Kathleen Bishop
Associate Professor Emeritus of Philosophy Frank Galime
B.S. State University of New York at Vincent Cattat
Crisafulli Distinguished Teaching Award, Anne Goss
Geneseo B.A. Curry College
1976 Victor Grimaldi
M.S. Syracuse University C.A.S. SUNY Cortland
Adolph B. Heller
Rosemary E. Ullrich Ph.D. Syracuse University Adjunct Instructor of Education
Harry F. Jackson
B.S. Mercyhurst College Adjunct Professor of Gerontology
Sidley K. Macfarlane
M.S. Syracuse University Robert W. Millett William Cesare
Lisa Blanchfield B.A. Utica College
Associate Professor Emerita of Business James C. Mills B.A. St Lawrence College M.S. State University of New York at
Frank K. Mosher M.A. Jersey City State College
JoElyn Wakefield-Wright Aaron Naftalevich Oswego
A.B. Pfeiffer College Psy.D. Southern California University for Adjunct Professor of Psychology
Jacob Oser Professional Studies
M.M. Indiana University Wayne N. Palmer
Adjunct Professor Emerita of Music Adjunct Instructor of Psychology Glenn Coin
Vladimir Polanskoy
B.S. Michigan State University
James Riccardo Martin Broccoli
Arthur Wasserman, C.P.A. M.A. Syracuse University
Owen Roberts B.S. Utica College
B.B.A. The College of the City of New Adjunct Instructor of Journalism
Charles Samuels M.S. State University of New York at
York
Ralph N. Schmidt Sr. Albany
Adjunct Professor Emeritus of Accounting
Donald L. Tripp Adjunct Professor of Marketing
Jerome Weiss
James S. Cowan, C.P.A. Richard D. Enders Jennifer Herzog Nancy Mandry

B.S. Utica College A.B. Catholic University of America B.S. Utica College B.A. Syracuse University
Adjunct Professor of Finance J.D. Cornell Law School M.S. Yale University School of Medicine M.S. SUNY at Cortland
Adjunct Professor of Government and Adjunct Instructor of Biology Adjunct Instructor of English
Harvey S. Cramer Politics
B.S. University of Michigan Rosa Hosp Anthony Martino
M.S. Syracuse University Frank Fazekas B.A. Utica College of Syracuse University B. A. SUNY Geneseo
Adjunct Professor of Biology B.S. Rensselaer Polytechnic Institute M.A. Middlebury College M.S. Utica College
M.S. Air Force Institute of Technology Adjunct Instructor of Spanish Adjunct Instructor of Criminal Justice
Shawkat J. Dallal Adjunct Professor of Mathematics and
B.A. Ithaca College Physics Douglas Houghton Paul Mastrangelo
J.D. Cornell University B.A. Utica College B.A. The Evergreen State College
Adjunct Professor of Business Kris T. Reape Foote M.S. College of New Rochelle M.F.A. Ohio University
B.S. Utica College Adjunct Instructor of English Adjunct Instructor of Theatre
Dominick L. DeMarco M.S.W., M.P.A. Syracuse University
B.S. Kent State University J.D. Syracuse University Linda Hughes Richard Moon
Adjunct Professor of Health Sciences Adjunct Instructor of Psychology and B.A. Utica College B.A. Utica College
Gerontology J.D. Syracuse University Adjunct Instructor of Education
Lawrence Dillon Adjunct Professor of Criminal Justice
B.A. Westminster College Grant Garramone Margaret Morgan-Davie
J.D. New York Law School B.A. Utica College Robert W. Jones B.A. Oberlin College
Adjunct Professor of Criminal Justice J.D. Syracuse University College of Law B.A. Capital University M.A. Cornell University
Adjunct Instructor of Business Law M.S. Utica College Ph.D. Cornell University
Michael Disotelle Adjunct Instructor of Economic Crime Assistant Professor of Economics
A.A.S. Herkimer County Community John C. Gazak
College B.S. Union College Kevin Kwiat Kathryn S. Muller
B.S. Utica College M.A. Syracuse University B.A., B.S. Utica College B.A. State University College, Oneonta
M.S. SUNY, Oneonta Adjunct Professor of Mathematics M.S., Ph.D. Syracuse University M.S. University of Washington, Seattle,
Adjunct Instructor of History Adjunct Professor of Mathematics WA
Mary A. Gazak Adjunct Instructor of Psychology
Susan Draves B.A. Utica College Mark J. Kwiat
B.S. LeMoyne College M.A. Syracuse University B.A. Utica College Mark Munroe
M.S. State University of New York at Adjunct Professor of Mathematics Adjunct Professor of Computer Science B.S. Calgary College
Oswego M.A. Syracuse University
Adjunct Instructor of Spanish Vincent Grieco Charles Lewis Adjunct Professor of Philosophy
B.A. SUNY at Buffalo B.A. Utica College
Steve Dunckel M.S. University of Florida Adjunct Instructor of Physical Education Darryl S. Neier
B.S. State University of New York, C.A.S. SUNY at Cortland B.S. William Paterson University
College of Environmental Science Adjunct Instructor of Geology Philip Lohre M.S. Utica College
and Forestry B.A., M.A. SUNY at Albany Adjunct Instructor of Economic Crime
M.S. Syracuse University David Guistina M.S. College of St. Rose
Adjunct Professor of Chemistry B.S. Utica College Adjunct Professor of History Jacquelin Osterman
M.A. State University of New York at B.A., M.A. SUNY Albany
Carl Dziekan, C.P.A. Albany Dianna Malecki Adjunct Professor of Theatre
B.S. Alfred University Adjunct Instructor of Communication B.A. State University of New York at
J.D. Union University Albany Law Arts Cortland Dominic Passalacqua
School M.S.W. State University of New York at B.A. Utica College
Adjunct Professor of Accounting Amy B. Haver, R.N. Albany M.A. Boston University
B.S. Utica College Adjunct Instructor of Psychology Adjunct Professor of Government and
M.S. Binghamton University Politics
Assistant Professor of Nursing
Rose M. Patterson Jan Marie Simpson, P.T. Faith M. Thompson R. Barry White, C.P.A.
B.A. Utica College B.S. Le Moyne College B.S. Albany College of Pharmacy B.S., M.S. State University of New York
Adjunct Professor of Mathematics B.S. State University of New York Health M.S. State University of New York at at Binghamton
Science Center at Syracuse Albany Adjunct Professor of Accounting
Robert J. Petrillo M.S. The New School University, New Adjunct Professor of Biology
B.S. University of Rochester York, NY R. A. Andy Wilson
M.B.A. University of Buffalo Assistant Professor of Physical Therapy, Alfred J. Valentini B.S. University of Tennessee
Assistant Professor of Accounting and 1995 B.A., M.A. State University of New York M.S. Utica College
Management at Albany Adjunct Instructor of Economic Crime
Mary Siniscarco, MS, OTR/L Adjunct Professor of Italian
Edward J. Potter B.S. Utica College Robert Zaykoski
B.S. Villanova University MS, SUNY Cortland Alane P. Varga B.S. Utica College
M.S. Utica College Assistant Professor of Occupational B.S., M.A. Slippery Rock University of Ph.D. The Ohio State University
Adjunct Instructor of Economic Crime Therapy Pennsylvania Adjunct Instructor of Chemistry and
Adjunct Instructor of Social Studies Physics
Frank Price Ellen Smith, R.N.
B.A. Hamilton College B.S. Saint Olaf College Michael J. Viana Regina Zdeb
Ph.D. University of Colorado, Boulder M.P.H. University of Minnesota A.A.S. Mohawk Valley Community B.A. Utica College
Adjunct Instructor of Biology Assistant Professor of Nursing College M.A. SUNY at Albany
B.S. Utica College Adjunct Instructor of Mathematics
Francis G. Reid Samuel C. Smith M.S. Syracuse University
B.S. Siena College B.A. University of Nebraska at Omaha Adjunct Instructor of Psychology
M.S. University of Nebraska M.A. Central Michigan University
Adjunct Professor of Business Adjunct Professor of Human Resources William Virkler
Management B.S. LeMoyne College
David Roberts M.B.A. Syracuse University
B.A. Utica College Anthony Sorbello Adjunct Instructor of Criminal Justice
M.S. State University of New York at A.A.S. Morrisville College
Albany B.S. University of Georgia Carl Wheat
Adjunct Professor of Psychology M.S., C.A.S., Ph.D. Syracuse University B.A. Hartwick College
Adjunct Instructor of Geology M.A. Western Michigan University
Peter Rocci M.A. Albany State University
B.S. SUNY Buffalo Delena Spann Adjunct Instructor of Mathematics
M.E. University of Idaho, Moscow ID B.L.S. Barry University
Adjunct Instructor of Mathematics M.S. Florida International University
Adjunct Instructor of Economic Crime
Sarah Rosenstein
B.A. Wellesley College Richard M. Stulmaker
Ph.D. Duke University B.A., M.A. State University of New York
Adjunct Professor of Chemistry at Albany
Adjunct Professor of Sociology
James R. Salamy
B.S. Utica College John D. Susenburger, CMA
M.S. State University of New York B.S. University of Missouri
Institute of Technology at Utica/ M.B.A. St. John’s University
Rome Adjunct Instructor of Business and
Adjunct Instructor of Human Resources Economics
Management
Honorary Degrees ◆ 387
Utica College May 2002

Judith Viorst
Honorary Degrees Honorary Doctor of Letters
(Conferred by Utica May 2003
College Board of Harold T. Clark Jr. ’65
Trustees) Honorary Doctor of Laws
(Utica College Honorary Degrees)
George W. Haley
1996 Honorary Doctor of Humane Letters
honorary degrees Dr. William Tolley

Honorary Doctor of Humane Letters
May 2004
The Honorable Sherwood Boehlert ’61
Degrees Awarded by Utica College of Dr. Virgil Crisafulli
Honorary Doctor of Laws
Syracuse University Honorary Doctor of Humane Letters
Joseph P. Furgal ’50
(Syracuse University Honorary Degrees) Honorary Doctor of Humane Letters
Raymond Simon
October 19, 1961 May 1993 Honorary Doctor of Humane Letters
Charles A. Gaetano
Moses G. Hubbard Dr. Frank Lentriccia Honorary Doctor of Laws
Honorary Doctor of Laws Honorary Doctor of Humane Letters Dr. Emlyn I. Griffith
Honorary Doctor of Laws May 2005
May 1974 Walter D. Edmonds Kate Oser
Allen H. Nucharth Honorary Doctor of Humane Letters May 1996
Honorary Doctor of Humane Letters David F. D’Alessandro ’72
Dr. Marilyn Jacox ’51 Honorary Doctor of Laws May 2006
May 1985 Honorary Doctor of Science Mike Farrell
Mstislave Rostropovich 1997
Honorary Doctor of Letters Dr. Eleanor Z. Baker ’51 Dr. Alfred Tector ’59
Honorary Doctor of Humane Letters Honorary Doctor of Science
Dr. Albert H. Shaheen ’49
May 1987
May 1998 Honorary Doctor of Humane Letters
Edward W. Duffy ’50 May 1994
Honorary Doctor of Humane Letters The Honorable Sherwood Boehlert ’61 Elsie Shemin-Roth ’50
May 2007
Honorary Doctor of Laws Honorary Doctor of Humane Letters
Colonel Eileen Collins
May 1989
Honorary Doctor of Science
Dr. Henry DiSpirito Dr. Prosper Igboeli ’74 John Martin ’59, Esq.
Honorary Doctor of Humane Letters Honorary Doctor of Humane Letters Honorary Doctor of Laws
Dr. Sandro Sticca ’57
May 1992 May 1999 Honorary Doctor of Humane Letters
May 1995
Thomas J. Cahill Jr. ’49 The Honorable Hugh R. Jones Theodore Martin ’61
May 2008
Honorary Doctor of Humane Letters Honorary Doctor of Laws Honorary Doctor of Commercial Science
Eugene R. Corasanti
May 2000 Honorary Doctor of Laws
Richard Benedetto ’65 Dr. John Flagler ’52
Honorary Doctor of Humane Letters Jan Schlictmann
Dr. Diane Doran ’78 May 2001
Honorary Doctor of Science Frank Deford
F. Eugene Romano
386
Index ◆ 389
Business Courses Conduct . . . . . . . . . . . . . . . . . . . 47

(See Management Courses) Confidentiality for Student
Business Economics Major . . . 173 Employees . . . . . . . . . . . . . . . 153
Business Law Courses . . . . . . . . 274 Confidentiality, Student
Business Major Records. . . . . . . . . . . . . . . . . . 148
(See Management Major) Construction Management
Calender, Academic . . . . . . . . . 1 Courses . . . . . . . . . . . . . . . 281
Campus . . . . . . . . . . . . . . . . . . . 8, 394 Construction Management
Campus Dining Services. . . . . . 48 Major . . . . . . . . . . . . . . . . . 182
Index Campus Safety . . . . . . . . . . . . . . 48

Career-Related Clubs. . . . . . . . . 55
Cooperative Education . . . .
Copyright Infringement . . . . . . 153
31
Career Services. . . . . . . . . . . . . . 52 Core, General Education . . . . . 19

Center for Historical Research. 39 Core, General Education Exemption
Center for Identity Management Criteria. . . . . . . . . . . . . . . . . . 23
& Information Protection . . 40 Costs (See Tuition)
Absences . . . . . . . . . . . . . . . . . . . 145 Advanced Credit
Centro Studi Casauriensi . . . . . 40 Counseling (See Academic Support
Academic Accommodations for Examinations . . . . . . . . . . 28, 146
Chemistry Courses . . . . . . . . . . 274 Services Center)
Students with Disabilities. . . 50 Advising (See also Academic
Chemistry Major . . . . . . . . . . . . 175 Courses of Instruction. . . . . . . . 264
Academic Calendar. . . . . . . . . . 1 Support Services Center). . . 49
Chemistry Minor . . . . . . . . . . . 178 Credit, Competency . . . . . . . . . 28
Academic Dismissal . . . . . . . . . 151 Affirmative Action . . . . . . . . . . i
Child Life Major (See Psychology- Credit, Experience . . . . . . . . 28
Academic Honesty. . . . . . . . . . . 152 Aid, Financial . . . . . . . . . . . . . . 82
Child Life Major) Credit Hour Loads . . . . . . . . 145
Academic, Major, and Career- All-College Courses. . . . . . . . . . 266
Chinese Courses . . . . . . . . . . . . 277 Credit Hours . . . . . . . . . . . . . 79, 140
Related Clubs . . . . . . . . . . . . . . 55 Alumni Association/National
Classification, Student. . . . . . . . 146 Criminal Justice Courses . . . . . 283
Academic Progress, Minimal. . 151 Alumni Council . . . . . . . . 53, 364
Clubs, Academic, Major, and Criminal Justice Major . . . . . . . 184
Academic Regulations. . . . . . . . 138 Anthropology Courses . . . . . . . 268
Career Related . . . . . . . . . . . 55 Criminal Justice - Economic Crime
Academic Requirements. . . . . . 19 Anthropology Minor . . . . . . . . 169
Clubs, Recreational . . . . . . . . . . 63 Investigation Major. . . . . . . . 186
Academic Skills, Basic. . . . . . . . 25 Applied Ethics, Institute of. . . . 43
Collegiate Science and Technology Cultural Activities . . . . . . . . . . . 68
Academic Standards . . . . . . . . 94, 96 Arabic Courses. . . . . . . . . . . . . . 269
Entry Program (CSTEP). . . 32 Cultural Organizations . . . . . . . 60
Academic Support Services Athletic Eligibility . . . . . . . . . . . 148
(See also Opportunity Programs) Cybersecurity and Information
Center. . . . . . . . . . . . . . . . . . . 49 Athletic Activities and
Combined Degrees. . . . . . . . . . . 140 Assurance. . . . . . . . . . . . . . . . 188
Acceleration of Study. . . . . . . . . 27 Facilities . . . . . . . . . . . . . . . . . 70
Communication Arts Courses. 277 Dean’s Honor Lists . . . . . . . . . . 143
Accounting Courses. . . . . . . . . . 265 Auditing . . . . . . . . . . . . . . . . . 147
Communication Arts Major. . . 178 Deferred Admission . . . . . . . . . 73
Accounting Major . . . . . . . . . . . 166 Averages. . . . . . . . . . . . . . . . . . . . 142
Communication Arts Minor . . 179 Deferred Payment . . . . . . . . . . . 78
Accounting - CPA Major . . . . . 168 Awards . . . . . . . . . . . . . . . . . 98, 133
Community . . . . . . . . . . . . . . . . 15 Dentistry. . . . . . . . . . . . . . . . . . . 190
Accreditation Information . . . . i Basic Academic Skills . . . . . . . . 25
Competency Credit. . . . . . . . . . 28 Deposits. . . . . . . . . . . . . . . . . . . . 81
Activities, Athletic. . . . . . . . . . . 69 Biochemistry Courses
Complaint Procedures. . . . . . . . 156 Dining Services, Campus . . . . . 48
Activities, Cultural. . . . . . . . . . . 68 (See Chemistry Courses)
Computer Engineering Disabilities, Students with . . i, 13, 50
Activities, Eligibility for. . . . . . . 147 Biochemistry Major. . . . . . . . . . 170
Courses. . . . . . . . . . . . . . . . . . 279 Discrimination Coordinators. . i
Activities, Student . . . . . . . . . . . 54 Biology Courses . . . . . . . . . . . . . 270
Computer Facilities. . . . . . . . . . 12 Dismissal, Academic . . . . . . . . . 151
Administrative Officers Biology Major . . . . . . . . . . . . . . 171
Computer Forensics Research and Dual Majors. . . . . . . . . . . . . . . . . 140
and Staff . . . . . . . . . . . . . . . . . 353 Board of Trustees. . . . . . . . . . . . 360
Development Center. . . . . . . 41 Early Admission . . . . . . . . . . . . 73
Admission to Utica College . . . 72 Business Administration Graduate
Computer Science Courses. . . . 279 Economic Crime Institute, The. 41
Admission Process . . . . . . . . . . 73 Programs . . . . . . . . . . . . . . . . 160
Computer Science Major . . . . . 180 Economic Crime Management
Admission Requirements . . . . . 73
Computer Science Minor . . . . . 182 (Graduate Program). . . . . . . 160
388
390 ◆ Index Index ◆ 391
Economics Courses . . . . . . . . . . 286 Gender Studies Minor. . . . . . . . 208 Health Studies – Human Behavior, Journalism Studies Courses . . . 315
Economic Education, Mohawk General Education Core. . . . . . 19 Major in. . . . . . . . . . . . . . . . . 220 Journalism Studies Major. . . . . 229
Valley Center for. . . . . . . . . . 43 General Education Core Exemption Health Studies – Management, (See also Public Relations-
Economics Major . . . . . . . . . . . 190 Criteria. . . . . . . . . . . . . . . . . . 23 Major in. . . . . . . . . . . . . . . . . 222 Journalism Studies Major)
Economics Minor. . . . . . . . . . . . 191 Geology Courses . . . . . . . . . . . . 301 Higher Education Opportunity Journalism Minor. . . . . . . . . . . . 231
Education Courses . . . . . . . . . . 288 Geoscience Courses (see Geology) Program (HEOP) . . . . . . . . . 32 Languages (See Chinese, English,
Education, Graduate Programs 161 Geoscience Major. . . . . . . . . . . . 209 (See also Opportunity Programs) French, German, International
Education, Undergraduate Geoscience Minor . . . . . . . . . . . 210 History Courses. . . . . . . . . . . . . 310 Studies Program, Italian, Russian,
Programs . . . . . . . . . . . . . . 192 German Courses . . . . . . . . . . . . 303 History Major. . . . . . . . . . . . . . . 224 Spanish)
Electives . . . . . . . . . . . . . . . . . . . 25 Gerontology, Certificate in . . . 213 History Minor. . . . . . . . . . . . . . . 225 Law. . . . . . . . . . . . . . . . . . . . . . . . 231
Eligibility, Athletic. . . . . . . . . . . 148 Gerontology Courses . . . . . . . . 303 History and Philosophy of Science Liberal Arts-Engineering
Eligibility for Activities. . . . . . . 147 Gerontology, Institute of. . . . . . 43 and Technology Courses. . . 313 (See Physics Major)
Eligibility for Field Experience. 148 Gerontology Major. . . . . . . . . . . 212 Honesty, Academic. . . . . . . . . . . 152 Liberal Studies Graduate
Emeriti Faculty. . . . . . . . . . . . . . 376 Gerontology Minor . . . . . . . . . . 214 Honor Lists. . . . . . . . . . . . . . . . . 143 Program. . . . . . . . . . . . . . . . . 163
Engineering (See Physics Major) Governing Bodies . . . . . . . . . . . 54 Honorary Degrees. . . . . . . . . . . 387 Liberal Studies Major. . . . . . . . . 231
Engineering Courses . . . . . . . . . 294 Government and Politics Honorary Societies. . . . . . . . . . . 67 Liberal Studies Courses. . . . . . . 318
English Courses . . . . . . . . . . . . . 294 Courses . . . . . . . . . . . . . . . . . 304 Honors, Graduation. . . . . . . . . . 144 Library. . . . . . . . . . . . . . . . . . . . . 9
English Major . . . . . . . . . . . . . . . 202 Government and Politics Major 215 Honors Program . . . . . . . . . . .25, 266 Literature Courses. . . . . . . . . . . 318
English Language Minor . . . . . 203 Government Minor. . . . . . . . . . 217 Housing Policy. . . . . . . . . . . . . . 46 Literature Minor . . . . . . . . . . . . 232
Environmental Science Grade Changes. . . . . . . . . . . . . . 142 Human Rights Advocacy Loans (see Financial Aid)
Courses. . . . . . . . . . . . . . . . . . 298 Grade Points . . . . . . . . . . . . . . . . 140 Courses. . . . . . . . . . . . . . . . . . 313 Major-Related Clubs . . . . . . . . . 55
Ethnic Heritage Studies Center. 42 Grade Report, Midterm. . . . . . . 151 Human Rights Advocacy Major Requirements . . . . . . . . . 24
Evening Courses (See Continuing Grades, Transcript of . . . . . 151 Minor . . . . . . . . . . . . . . . . . . . 225 Majors . . . . . . . . . . . . . . . . . . . . . 139
Education) Grading System . . . . . . . . . . . 140 Human Rights Advocacy Majors, Minors and
Examinations, Make-up . . . . . . 148 Graduate and Extended Studies, Program. . . . . . . . . . . . . . . . . 42 Special Programs . . . . . . . . . 158
Excellence in Education, School of, . . . . . . . . . . . . . . . . 38 Humanities Courses. . . . . . . . . . 313 Make-up Examinations . . . . . . 148
Institute for . . . . . . . . . . . . . 42 Graduate Schools, Immunization Requirements. . 51 Management Courses . . . . . . . . 318
Expenses . . . . . . . . . . . . . . . . . . 78 Preparation for . . . . . . . . . . . 33 Incompletes. . . . . . . . . . . . . . . . . 141 Management Major. . . . . . . . . . 233
Experience Credit . . . . . . . . 30 Graduate Degree Programs . . . 160 Independent Study . . . . . . . . 146, 267 Management Minor. . . . . . . . . . 236
Faculty. . . . . . . . . . . . . . . . . . . . . 366 Graduate-Level Courses . . . . . . 142 Institute for Excellence in Map, Campus . . . . . . . . . . . . . . . 294
Fees. . . . . . . . . . . . . . . . . . . . . . . . 80 Graduation Honors. . . . . . . . . . 144 Education, The . . . . . . . . . . . . 42 Marketing Courses. . . . . . . . . . . 320
Field Experience, Eligibility for. 148 Graduation Requirements. . . . . 144 Institute of Applied Ethics, The 43 Mathematics Courses . . . . . . . . 321
Film Courses. . . . . . . . . . . . . . . . 298 Grants. . . . . . . . . . . . . . . . . . . . . . 98 Institute of Gerontology, The. . 43 Mathematics Major . . . . . . . . . . 236
Film Studies Minor . . . . . . . . . . 204 Grievance Procedures. . . . . . . . 156 Insurance, Health. . . . . . . . . . . . 50 Mathematics Minor . . . . . . . . . 238
Finance Courses . . . . . . . . . . . . 299 Half-Time/Part-Time Faculty. . 381 Intellectual Rights. . . . . . . . . . . . 252 Maximum Credit Hour Loads. 145
Financial Aid . . . . . . . . . . . . . . . 82 Handicapped Accessibility (See International Opportunities Media. . . . . . . . . . . . . . . . . . . . . . 69
Financial Aid, Applying for . . . 93 Students with Disabilities) and Study Abroad. . . . 27, 267, 268 Media Center . . . . . . . . . . . . . . . 52
Financial Responsibility . . . . . . 79 Health Care Administration. . . 163 International Student Admissions 75 Medicine . . . . . . . . . . . . . . . . . . . 238
Fine Arts Courses . . . . . . . . . . . 299 Health Center . . . . . . . . . . . . . . 50 International Studies Courses . 314 Mid-Term Grade Report . . . . . 151
Food Service (See Dining Services) Health Insurance . . . . . . . . . . . . 50 International Studies Major . . . 226 Military Science Courses . . . . . 324
Fraternities . . . . . . . . . . . . . . . . . 66 Health Professions Programs, Internships. . . . . . . . . . . . . 31, 84, 266 Minimal Academic Progress 151
French Courses . . . . . . . . . . . . . 300 Joint. . . . . . . . . . . . . . . . . . . . 35, 76 Italian Courses. . . . . . . . . . . . . . 315 Minors . . . . . . . . . . . . . . . 25, 139, 158
French Minor . . . . . . . . . . . . . . . 207 Health Studies Courses. . . . . . . 308 Joint Health Professions Mission Statement . . . . . . . . . . . 4
Freshman Seminar. . . . . . . . . . . 266 Health Studies Major. . . . . . . . . 218 Programs . . . . . . . . . . . . . . . 35, 76
392 ◆ Index Index ◆ 393
Mohawk Valley Center for Economic Public Relations Courses . . . . . 342 Sociology and Anthropology Theatre Minor . . . . . . . . . . . . . . 260
Education. . . . . . . . . . . . . . . . 43 Public Relations Major . . . . . . . 251 Major . . . . . . . . . . . . . . . . . . . 258 Therapeutic Recreation
Music Courses . . . . . . . . . . . . . . 325 Public Relations- Sociology Minor . . . . . . . . . . . . 259 Courses . . . . . . . . . . . . . . . . . 351
National Alumni Council. . . . . 364 Journalism Studies Major . . 253 Software and Intellectual Therapeutic Recreation Major . 261
Non-Discrimination Policy . . . i Raymond Simon Institute for Rights . . . . . . . . . . . . . . . . . . . 152 Three-Year Study Option . . . . . 76
Non-Matriculated Students . . . 75 Public Relations, The . . . . . . 44 Sororities . . . . . . . . . . . . . . . . . . . 66 Topics Courses . . . . . . . . . . . 147, 266
Nursing Courses . . . . . . . . . . . . 325 Reading Courses . . . . . . . . . . . . 344 Spanish Courses . . . . . . . . . . . . 349 Transcripts . . . . . . . . . . . . . . . 80, 151
Nursing Major . . . . . . . . . . . . . . 238 Readmission . . . . . . . . . . . . . 77, 152 Spanish Minor . . . . . . . . . . . . . . 260 Transfer Student Admissions . 74
Occupational Therapy Courses 329 Recreation Leadership Minor 255 Special Admission Programs. . 76 Trustees, Board of . . . . . . . . . . . 360
Occupational Therapy Graduate Recreational Clubs . . . . . . . . . . 63 Special Students. . . . . . . . . . . . . 77 Tuition . . . . . . . . . . . . . . . . . . . . 78, 80
Program. . . . . . . . . . . . . . . 164 Refunds . . . . . . . . . . . . . . . . . 97, 150 Student Activities . . . . . . . . . . . 54 Tutorial Study . . . . . . . . . . . . . . 147
Occupational Therapy - Weekend (See also Housing Policy) Student Assistantship . . . . . . . . 267 Undergraduate Program. . . . . . 17
Program (Graduate Program) 164 Regulations, Academic . . . . . . . 138 Student Classification . . . . . . . . 146 Utica College in Brief. . . . . . . . . 5
Opportunity Programs . . . . . . . 76 Religious Activities . . . . . . . . . . 51 Student Employees, Variable Length Courses. . . . . . 143
Other Institutions, Study At. . . 149 Repeating a Course . . . . . . . . . . 143 Confidentiality for. . . . . . . . . 156 Veterans, Admission . . . . . . . . . 76
Parking. . . . . . . . . . . . . . . . . . . . 13, 394 Requirements, Academic . . . . . 19 Student Government. . . . . . . . . 54 Veterans, Benefits (See Financial
Pass/Fail Courses . . . . . . . . . . . . 141 Requirements, Admission. . . . . 73 Student Life . . . . . . . . . . . . . . . . 45 Aid)
Payments. . . . . . . . . . . . . . . . . . . 78, 93 Requirements, Graduation. . . . 144 Student Records, Access to. . . . 153 Washington Internships . . . . . . 31
Petitions. . . . . . . . . . . . . . . . . . . . 138 Research Assistantship . . . . . . . 267 Student Senate . . . . . . . . . . . . . . 54 Withdrawal. . . . . . . . . . . . . . . . . 149
Philosophy Courses . . . . . . . . . 331 Residence Halls . . . . . . . . . . . . 11, 45 Students with Disabilities . . i, 13, 49 Womyn’s Resource Center . . . . 62
Philosophy Major . . . . . . . . . . . 242 Retired Faculty . . . . . . . . . . . . . 376 Study Abroad . . . . . . . . . . . . . . . 27 World Literature Courses . . . . . 318
Philosophy Minor . . . . . . . . . . . 243 Risk Management Insurance Study at Other Institutions. . . . 149 Writing Assistance . . . . . . . . . . 51
Physical Therapy Courses . . . . 333 Courses . . . . . . . . . . . . . . . . . 344 Summer Institute . . . . . . . . . . . . 32 Writing-Intensive Courses . . . . 23
Physical Therapy Graduate Risk Management Insurance Teacher Education Writing Minor . . . . . . . . . . . . . . 263
Program. . . . . . . . . . . . . . . . . 165 Major . . . . . . . . . . . . . . . . . . . 255 Programs. . . . . . . . . . . . . . 161, 192 Young Scholars LPP. . . . . . . . . . 33
Physically Challenged Risk Management Insurance Theatre Courses . . . . . . . . . . . . . 350
Students . . . . . . . . . . . . . . i, 13, 50 Minor . . . . . . . . . . . . . . . . . . 257
Physics Courses . . . . . . . . . . . . . 334 Room and Board . . . . . . . . . . . 81
Physics Major . . . . . . . . . . . . . . . 244 ROTC. . . . . . . . . . . . . . . . . 36, 324
Political/Social Consciousness ROTC Scholarships . . . . . . . . . . 89
Organizations . . . . . . . . . . . . 62 Russian Courses. . . . . . . . . . . . . 345
Pre-law. . . . . . . . . . . . . . . . . . . . . 34 Safety . . . . . . . . . . . . . . . . . . . . . . 48
Pre-med. . . . . . . . . . . . . . . . . . . . 34 Schedule Changes . . . . . . . . . . . 149
Prepaid Tuition Plan . . . . . . . . . 79 Scholarships, Grants, and
Probation. . . . . . . . . . . . . . . . . . . 151 Awards . . . . . . . . . . . . . . . . . . 98
Professional Schools, Second Undergraduate Degrees 36
Preparation For. . . . . . . . . . . 33 Security . . . . . . . . . . . . . . . . . . . . 48
Progress, Minimal Academic. . 151 Social Consciousness
Programs of Study. . . . . . . . . . . 158 Organizations . . . . . . . . . . . . 62
Psychology Courses . . . . . . . . . 337 Social Studies Courses . . . . . . . 345
Psychology Major . . . . . . . . . . . 246 Societies, Honorary. . . . . . . . . . 67
Psychology Minor . . . . . . . . . . . 248 Sociology Courses . . . . . . . . . . . 347
Psychology-Child Life Courses. 340
Psychology-Child Life Major . . 279
394
Map ◆
◆ Index
394 Index
Map ◆ 395
NOTES NOTES
NOTES

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Utica

SUMMER SESSION 2010

Utica College in Brief

and cultural backgrounds, and includes non-traditional students, veterans,

Technology (home to an IMAX theatre) in Syracuse; Vernon Downs Harness

VII. Natural Sciences���������������������������������������������������������������������������� 7- 8 credits History and Heritage

HPS 126: The Rise of Modern Science:

*Equivalent may change each year.

Law Optometry, Osteopathic Medicine, Podiatry, Chiropractic

Teaching Joint Health Professions Programs

School of Graduate and Extended Studies

Center for Identity Management Computer Forensics Research and

Ethnic Heritage Studies Center The Institute of Applied Ethics

Human Rights Advocacy Program

throughout the United States. The NCEE developed EconomicsAmerica, a set

The Raymond Simon Institute for

Academic Accommodations for Students Immunization requirements

Math Assistance Graduate and Professional Study Planning and Counseling

includes several policy committees, all of which include student representa-

Academic, Major, and Career-Related

Marketing Club Student Affiliates of the American Chemical Society

Writing Guild International Students Club

Cultural Organizations Latin American Student Union (LASU)

Political/Social Consciousness Recreational Clubs

Utica College is a selective institution that offers excellent academic and

International Student Admissions

Prepaid Tuition Plan

Tuition and Expenses

Schedule of Tuition, Fees, and Deposits Lifetime Transcript Fee (optional). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

*Except Gross Anatomy (see separate listing)

sources. An HEOP transfer student can expect to receive up to 10 semesters of

Financial Aid contribution based on an evaluation of their ability to pay.

Student Employment Student Payroll:

All Students – Appeal CERTIFICATE PROGRAM

Federal/Institutional Standards Failure to Meet Academic Standards

Utica College Achievement Awards

AND AWARDS Transfer Achievement Awards

Ruth E. Abeling Memorial Scholarship Fund Joseph E. Altongy Scholarship

Richard E. Alexander Sr. Scholarship Albert Augustyn Family Scholarship

Bullock Family Scholarship Frank A. Carchedi, CLU, Memorial Award

Leona S. Burger Memorial Scholarship Joseph R. Carucci Scholarship Fund

Randall D. Button Memorial Scholarship Class of 1950 Scholarship

Calidonna Scholarship Class of 1952 Scholarship

Anne M. Dowling Memorial Scholarship Economic Crime Investigation Institute Scholarship

Frank M. Dulan Scholarship Saverio M. Flemma Memorial Scholarship

Daniel and Anne Goss Memorial Scholarship Thomas J. Hassett Scholarship

Eric H. Huggins Scholarship S. Sheldon Judson Memorial Scholarship Fund

Hyman-Goodman Award Edward J. “Bud” Kane ’51 Endowed Scholarship

In the Line of Duty Memorial Scholarship James T. Kane ’57 Scholarship

Doris Wester Miga Scholarship Morelli Memorial Scholarship

Ida C. Millett Scholarship Peter Nasir Memorial Scholarship

Winifred and Stanley Pula Scholarship Fund Rosato Family Scholarship

Ralph Strebel Scholarship Theta Xi Scholarship

Dean Barbara J. Welton Scholarship Annual Awards

Henry and Rose DiSpirito Award for Excellence in Art

Anthony Gagliardi/RSI Arts Award Randall K. Nichols Award

Professor Emeritus Jerome Weiss Outstanding Theatre Award

Grievance and Complaint Procedures

Program Page # Program Page #

Programs of Study* Film Studies (Minor only) . . . . . . . . . 199

VII. Natural Sciences�� 7- 8 credits History and Heritage