Graduate Studies

2023-2024

www.marist.edu/admission/graduate
 GENERAL INFORMATION 2

M A R I S T CO L L E G E
2023 – 2024 GRADUATE PROGRAMS

Marist College,
3399 North Road, Poughkeepsie, New York 12601.
www: http://www.marist.edu/admission/graduate
 GENERAL INFORMATION 3

Communication With the College

MAILING ADDRESS:
MARIST COLLEGE
3399 North Road, Poughkeepsie, New York 12601-1387

TELEPHONE NUMBER:
(845) 575-3000
Individual inquiries should be addressed to the following:

PROSPECTIVE STUDENTS
Graduate Programs
Dean of Graduate Admission

CURRENT STUDENTS
Financial Assistance for Current Students
Office of Student Financial Services
Graduation Requirements
Office of the Registrar
Leave of Absence
Director of the Graduate Program
Withdrawal from College
Director of the Graduate Program
Withdrawal from a Course
Office of the Registrar
Readmission to College
Director of the Graduate Program

ADMINISTRATIVE SERVICES
Transcripts
Office of the Registrar
Payment of Bills
Office of Student Financial Services
Career Counseling/Placement
Center for Career Services
Veterans
Office of the Registrar
Public Relations
Director of Public Information
Gifts or Bequests
Vice President for Advancement
Alumni Affairs
Director of Alumni Affairs
Security/Automobiles
Director of Safety and Security
 GENERAL INFORMATION 4

Marist College does not discriminate in the admission process or in the awarding of
financial aid on the basis of race, color, sex, religion or disability.

Marist College reserves the right to make program, regulation, date, and fee changes at
any time without prior notice. The College strives to ensure the accuracy of the information
in this catalog at the time of publication. However, certain statements contained in this
catalog may change or need correction. For additional information, please refer to the
Marist College web pages at www.marist.edu.

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). For
more information see the GI Bill® Trademark terms of use.
 GENERAL INFORMATION 5

Academic Calendar 2023-2024

(TRADITIONAL 15-WEEK SEMESTER)

(*All other Sessions — see Registrar for Dates and Deadlines*)

FALL 2023

AUGUST

25 Friday Transfer resident students arrive on campus according to

schedule.
26 Saturday Freshmen and transfer resident students arrive on campus
according to schedule.
27 Sunday Returning resident students arrive on campus according to
schedule.
Orientation for New Students.
28 Monday FALL 2023 SEMESTER BEGINS FOR ALL PROGRAMS.
Day & Evening classes begin: Late Registration.
28- Monday – Course Change period.
Sept 1 Friday

SEPTEMBER

1 Friday Last day for course changes (5 P.M.). Half tuition refund
after this date.
4 Monday Labor Day. No classes held.
11 Monday Last day to register for elective credit internships by 5 P.M.
18 Monday No tuition or housing refund after this date (5 P.M.).

OCTOBER

2 Monday P/NC option due

20-22 Friday – Fall Recess
Sunday
23 Monday Classes resume.
Midterm grades due by 12:00 P.M. (noon).
30 Monday Undergraduate & Graduate graduation applications due in
Registrar’s Office for 1/2024 candidates by 5 P.M.
Last date for dropping courses without penalty of WF grades
by 5 P.M.
 GENERAL INFORMATION 6

NOVEMBER

21 Tuesday **MODIFIED CLASS SCHEDULE

NO EVENING CLASSES
All Tuesday DAY classes meet during their normal time
except:
Tuesday 11 A.M. classes do NOT meet
Tuesday 3:30 P.M. classes do NOT meet
These Wednesday classes WILL meet on Tuesday, 11/21:
Slot 5, Wed. 8 A.M. classes meet at 11 A.M.
Slot 12, Wed. 2 P.M. classes meet at 3:30 P.M.
21 Tuesday Residence Halls close at 7:00 P.M.
22-26 Wednesday – Thanksgiving holiday. No classes held.
Sunday
26 Sunday Residence Halls open at 10 A.M.
27 Monday Classes resume.
27 Monday Undergraduate & Graduate graduation applications due in
Registrar’s Office for 5/2024 candidates by 5 P.M.

DECEMBER

8 Friday Last day of Fall 2023 classes.

11-15 Monday – Final Exam Period.
Friday
15 Friday Residence Halls close at 7:00 P.M.
20 Wednesday Final Grades due at 9:00 A.M.

WINTER SESSION 2024

Dates to be determined. When determined, the dates will be published on the Marist
website at: http://www.marist.edu/academics/calendars.html

SPRING 2024

JANUARY

15 Monday Martin Luther King Jr. Holiday. No classes held. Residence

Halls open.
16 Tuesday Spring Semester begins, Day & Evening classes held.
16-22 Tuesday – Course change period.
Monday
19 Friday Deadline for grade changes & resolving incompletes for Fall
2023 & Winter 2024 (5 P.M.)
22 Monday  Last day for course changes (5 P.M.). Half tuition refund
after this date.
29 Monday Last day to register for elective credit internships by 5 P.M.
 GENERAL INFORMATION 7

FEBRUARY

5 Monday No tuition or housing refund after this date.

19 Monday P/NC Option due by 5 P.M.

MARCH

8 Friday Residence Halls close at 7:00 P.M.

9-17 Saturday – SPRING BREAK.
Sunday
11 Monday Midterm grades due by 12:00 P.M. (noon).
17 Sunday Residence Halls open at 10:00 A.M.
18 Monday Classes resume.
20 Wednesday Last date for withdrawing from courses without penalty of
WF grade by 5 P.M.
28 Thursday No evening classes. This includes classes that meet at
6:30 P.M. and beyond.
5:00 P.M. classes will still meet.
29-31 Friday - Spring Recess
Sunday

APRIL

1 Monday Classes resume at 6:30 P.M.

9 Tuesday Assessment Day. No classes

MAY

3 Friday Last Day of Spring 2024 classes.

6-10 Monday – Final Exam period begins. Residence Halls close Friday
Friday at 7:00 P.M. for underclassmen.

16 Thursday Final Grades due at 5:00 P.M.

17 Friday SEVENTY-EIGHTH COMMENCEMENT CEREMONY—
Graduate and Adult Students.
18 Saturday SEVENTY- EIGHTH COMMENCEMENT CEREMONY—
Traditional undergraduate students.
18 Saturday Residence Halls close at 5:00 P.M. for seniors.

JUNE

14 Monday Last date for grade changes & resolving incompletes for
Spring 2024 by 5 P.M.
 GENERAL INFORMATION 8

General Information 8

Master of Business Administration 36

Master of Public Administration 51

Master of Science in Information Systems 62

Master of Science in Computer Science/Software Development 77

Master of Arts in Clinical Mental Health Counseling 87

Master of Arts in School Psychology 103

Master of Arts in Education Programs 114

Master of Arts in Integrated Marketing Communication 134

Master of Science in Physician Assistant Studies 142

Doctor of Physical Therapy Program 154

Master of Science Professional Accountancy 170

Trustees and Administration 177

 GENERAL INFORMATION 9

Mission Statement
Marist is dedicated to helping students develop the intellect, character, and skills
required for enlightened, ethical, and productive lives in the global community of the
21st century.

Values Statement
The College fulfills its mission by pursuing three ideals: excellence in education, a
sense of community, and a commitment to service. These ideals were handed down to
us by the Marist Brothers who founded the College. Now an independent institution
governed by a lay board of trustees, Marist continues to embrace the three ideals as
an integral part of the College mission.

Excellence in Education
Marist achieves its ideal of excellence in undergraduate, graduate, and professional
education by actively engaging each student through exemplary teaching and
distinctive learning opportunities.
At the undergraduate level, this begins with a firm foundation in the liberal
arts and sciences. Through the core curriculum and major fields of study, students
learn to think logically and creatively, to synthesize and integrate methods and
insights from a variety of disciplines, and to express themselves effectively orally, in
writing, and through media. Students consider the ethical dimensions of the subjects
they study and become more aware of their own values, the values of others, and
the implications of the choices they make in their public and private lives. They
explore diverse cultures through coursework, extracurricular programs, international
study, internships, and service opportunities. Students in all programs learn critical
thinking and problem‑solving skills requisite for effective leadership in a complex
and diverse society.
The Marist ideal of excellence in education finds distinctive expression in
programs tailored for the graduate and adult learners the College has long served.
Study at the graduate level emphasizes breadth and depth of knowledge for career
development. In a climate of collegiality, students refine the intellectual and
personal qualities they need to contribute to their fields. Graduate, undergraduate
degree completion, and professional programs are designed to accommodate the
needs of adult students to balance education with work and family responsibilities.
Maintaining the high standards that characterize all educational offerings, Marist
presents programs for adult students in alternate locations, formats, and methods of
delivery.
A distinguishing feature of the Marist education is the manner in which
information technology is used to support teaching, learning, and scholarship. The
College, a leader in educational applications of information technology, offers
students access to advanced technologies to help them develop as lifelong learners
and productive members of their communities. Technology resources are combined
with flexible and innovative program formats to expand access to higher education
for all students.
10 GENERAL INFORMATION

A Sense of Community
The Marist ideal of community is based on the belief that we become a better
institution through the active involvement of faculty, staff, students, and alumni in the
life of the College. Seeking to create relationships that will last a lifetime, we nurture
the well-being and development of all our community members and cultivate their
bonds with the College and each other. Marist encourages students to collaborate with
faculty and staff on research, creative, and service projects, and to share the results
of their work with a wider community of scholars. We take particular care to ensure
that student activities build a sense of community while supporting educational goals.
We are a diverse community united by a shared commitment to the free exchange of
ideas, consideration of the opinions of others, and civility in all our interactions. As
members of the global community, we are committed to the collective stewardship
of our environment.

A Commitment to Service
The Marist ideal of service is predicated on our belief in the dignity and value of every
human being. The College sponsors and supports programs to meet a wide variety
of community needs, and to offer broadened access to education. We encourage
students, faculty, staff, and alumni to make service an important part of their lives.
Both individual students and student organizations engage in service activities,
including programs that assist those in need, projects throughout the Hudson River
Valley, and other humanitarian initiatives around the world. By sharing their time and
talents, students help make Marist a better place to live and learn while developing a
sense of personal responsibility and civic engagement.

Introduction to Marist
What started as a school for training future Marist Brothers has developed into one
of the leading comprehensive liberal arts colleges in the country. Marist College’s
210-acre main campus overlooks the Hudson River in the heart of the historic
Hudson Valley, midway between New York City and the state capital of Albany, NY.
In addition, the Raymond A. Rich Institute for Leadership Development is located
on a 60-acre estate in the Ulster County, NY, town of Esopus. The College also has
a branch campus in Florence, Italy. Marist’s campus is virtually global, with many
degree programs offered 100 percent online.
Recognized for academic excellence by U.S. News & World Report, Forbes,
The Princeton Review, and Kiplinger’s Personal Finance, Marist is noted for its
leadership in the use of technology to enhance the teaching and learning process.
The College enrolls approximately 5,037 traditional undergraduate men and
women, 412 nontraditional adult students, and 958 full- and part-time graduate
students. Its first graduating class of 1947 consisted of four Marist Brothers. Today,
more than 40,000 alumni and alumnae call Marist alma mater.
Marist offers 47 programs leading to bachelor’s degrees, 11 leading to master’s
degrees, 1 doctoral program and 2 professional certificate programs. The College has
a longstanding commitment to providing adults with educational opportunities that
 GENERAL INFORMATION 11

accommodate their work schedules. A variety of online programs offer opportunities

to balance study with career and family responsibilities. Marist has seen tremendous
growth in its graduate programs due in large part to its successful online MBA and
MPA programs, the first to be accredited by New York State. Marist also offers other
online programs at the graduate level as well as the opportunity to pursue a Master of
Arts in Museum Studies at the branch campus in Florence, Italy.
Marist has received national attention and a number of awards for its advanced
technology. The College is a member of Internet2, providing students and faculty
direct access to digital education and research resources across all member
institutions. All classrooms employ “smart technology,” and wireless access is
available throughout the campus, both indoors and out. A joint study agreement
with the IBM Corporation has allowed both partners to develop innovative uses for
technology in learning and teaching.

History
Marist can trace its roots to 1905, when the Marist Brothers first purchased property
in Poughkeepsie, NY, as the site of a house of studies. In 1930, the state of New York
certified the Marist Training School to offer college-level courses. In 1946, the state
granted a charter to Marian College as a four-year institution of higher learning under
the leadership of founding president Brother Paul Ambrose Fontaine, FMS. In 1956,
the College broadened its scope to include the wider community and in 1957 admitted
lay male students to pursue undergraduate studies.
Dr. Linus Richard Foy was named president in 1958 and became, at age 28, the
youngest college president in the United States. In 1959, the College introduced an
evening division to serve the educational needs of the surrounding communities.
Marian College was renamed Marist College in 1960, and by 1969 the Brothers
transferred ownership to the Marist College Educational Corporation with an
independent board of trustees.
The College admitted women to its evening division in 1966. In 1968, women
entered the day division, making the College fully coeducational.
In 1979, Dr. Dennis J. Murray was named to the presidency of Marist College,
ushering in a period of unprecedented growth in its student body, academic programs,
applications for admission, and campus. The College now educates approximately
5,000 traditional-age undergraduate students and 1,200 adult and graduate students
from 44 different states and 58 different countries. It offers 53 undergraduate majors
and 14 graduate programs, and it has tripled its applicant pool over the past 20 years.
Marist’s main campus has expanded to 225 acres and 75 buildings, with more than
$600 million having been invested in recent decades. Dr. Murray retired in 2016 but
returned three years later to lead the institution once again after the tenure of his
successor, David N. Yellen. In October 2021, Dr. Kevin C. Weinman was appointed
as the fifth President of Marist. President Weinman previously served as Chief
Financial & Administrative Officer at Amherst College.
12 GENERAL INFORMATION

The Marist College Faculty

The Marist College faculty is comprised of highly experienced and credentialed
educators who are dedicated to the intellectual and professional development of their
students. Many of these faculty members are highly skilled professionals with practical
hands-on experience in corporate, government, not-for-profit, and community
settings. Faculty regularly take part in research, publishing, and consulting, and are
frequently called upon by various organizations and institutions for their expertise
in their given academic areas. Furthermore, the Marist College faculty is known for
their longstanding commitment to excellence in teaching. An average class size of
fifteen students allows Marist’s faculty to actively involve students in the learning
experience. In-class exercises, case studies, computer simulations, group projects,
and presentations all play an integral role in the learning process. Through the use
of this multi-dimensional teaching model, learning occurs not only from faculty,
but also from fellow students who bring a wide range of relevant experiences to the
classroom.
Marist College recognizes the competing needs of adult students who often
balance their career and home life with their graduate studies. There are a number of
options available to help students meet this challenge. Marist offers the convenience
of evening classes and online classes, as well as a choice of campus locations, thus
enabling working adults to pursue their graduate degree with minimal disruption to
their personal lives. At the same time, part-time students can choose to accelerate
their studies by taking more than one course per term. Fall, spring, and summer
sessions allow students to complete their degree at a pace which suits their personal
and professional goals.

The Marist/IBM Joint Study

Marist seeks to distinguish itself by the manner in which it uses information technology
to support teaching, learning, and scholarship. The College has had a longstanding
partnership with the IBM Corporation that has helped place Marist among the most
technologically advanced liberal arts colleges in the country. A key component of
the Marist/IBM partnership has been a 30+ year joint study collaboration that has
benefited both the College and IBM in many ways. Through the Joint Study, IBM
has been able to test concepts and technology applications that the company believes
can be of value in the 21st century in education, business, communications, finance,
security, software defined environments and other fields. The Joint Study has also
provided Marist with the capacity to acquire and use cutting-edge technology to
support instruction, faculty and student research, as well as key college initiatives.
The introduction of computers and computer science courses at Marist began
in the mid-1960s, a time when few colleges the size of Marist had moved into this
field. From the start, computers have been viewed as a functional tool for everyone
at Marist as well as a scientific discipline to be mastered by those in the School of
Computer Science and Mathematics.
The Marist/IBM Joint Study began with the installation of a $10 million IBM
3090 mainframe computer in Donnelly Hall to be used for production workloads.
Over the past three plus decades, Marist has worked with IBM to carry out several
 GENERAL INFORMATION 13

major upgrades of its mainframe computer. In 2012, the College installed a new
Z Systems mainframe in the Hancock Center for use in academics and research
that provided a level of computing power ordinarily associated with large research
universities and Fortune 500 companies. Since that time, Marist and IBM have
collaborated on many projects, such as with two IBM Shared University Research
grants that have helped to enhance Marist’s e-learning initiatives, building a test bed
for software defined networks (SDN) which was used to demonstrate use cases such
as disaster recovery within a software defined environment (SDE), implementing a
Cyber Security curriculum in response to the growing need for those critical skills in
the IT industry, and deploying cyber honeypots to track and gather information on
cyber attacks to develop automated responses to thwart future attacks.
Most recently, Marist and IBM have embarked on emerging technology research
projects with applications in both business and academic worlds. These projects
include such technologies as data analytics, cloud computing, trusted identity,
cyber security, cognitive computing, and quantum computing. Current and planned
activities provide Marist students the opportunity to work closely with faculty and
technical experts in the industry from many different disciplines. Marist’s work with
IBM has created the infrastructure that is necessary for faculty, students, and staff to
engage in leading-edge teaching and research using tomorrow’s technology.

Family Educational Rights and Privacy Act

(FERPA)
The Family Educational Rights and Privacy Act of 1974 affords students certain
rights with respect to their education records. These rights include:
(1) The right to inspect and review the student’s education records within 45
days of the day Marist College receives the request for access.
(2) The right to request the amendment of the student’s education records that
the student believes are inaccurate, misleading, or otherwise in violation of
the student’s privacy rights under FERPA.
(3) The right to consent to disclosures of personally identifiable information
contained in the student’s education records, except to the extent that FERPA
authorizes disclosure without consent. The disclosure exceptions are defined
below.
(4) The right to file with the U.S. Department of Education a complaint
concerning alleged failures by Marist College to comply with the
requirements of FERPA. Complaints may be filed with The Family Policy
Compliance Office, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-5901.
(5) The right to obtain a copy of Marist College’s education records policy.
Copies of this policy are available upon request at the Office of the Registrar.
Additionally, Section 99.7 of FERPA requires that schools annually notify students
currently in attendance of their rights under FERPA. Students currently in attendance
will be provided a statement of their FERPA rights in their registration materials.
FERPA Disclosure Exception: Marist College discloses education records without
a student’s prior written consent under the FERPA exception for disclosure to school
14 GENERAL INFORMATION

officials with legitimate educational interests. A school official is a person employed

by the College in an administrative, supervisory, academic or research, or support
staff position (including law enforcement unit personnel and health staff); a person or
company with whom the College has contracted as its agent to provide a service instead
of using College employees or officials (such as an attorney, auditor, or collection
agent); a person serving on the Board of Trustees; or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another school
official in performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his or her professional responsibilities for the
College. Marist College has designated the National Student Clearinghouse as a college
official.
Under FERPA disclosure exceptions, Marist may release information from a
student’s education record without prior consent to appropriate parties including:
• Federal officials in connection with federal program requirements;
• State and local officials legally entitled to the information;
• Appropriate authorities in connection with financial aid;
• Accrediting agencies, in connection with their accrediting functions;
• Courts or law enforcement in compliance with a lawfully issued judicial
order, subpoena, or search warrant;
• Appropriate parties in a health or safety emergency, if necessary to protect the
health or safety of the student or other individuals;
• Testing agencies for the purpose of developing, validating, researching, and
administering tests.
Directory Information: Under FERPA, Marist may release the following information
at various times unless requested in writing not to do so by the student: student
name, campus-wide identification number, address, college email address, telephone
number, date and place of birth, major field of study, participation in officially
recognized activities and sports, weight and height of members of athletic teams, dates
of attendance, degrees and awards received, the most recent previous educational
institution attended by the student, grade level (including number of credits earned),
and enrollment status (e.g., undergraduate, graduate, full-time, part-time). Students
must notify the Registrar in writing should they not want information made available
by filling out a form at the Office of the Registrar.
Additional information about FERPA is available on the Marist website:
www.marist.edu/registrar.

Membership and Accreditation

Marist College is registered by the New York State Education Department, Office
of Higher Education and the Professions, Cultural Education Center, Room 5B28,
Albany, NY 12230, (518) 474-5851. The Commission on Higher Education of the
Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia,
PA 19104, (215) 662-5606, accredits Marist College. The Commission on Higher
 GENERAL INFORMATION 15

Education is an institutional accrediting agency recognized by the U.S. Secretary

of Education and the Commission on Recognition of Postsecondary Accreditation.
The College is also accredited by the U.S. Department of Justice for the training of
foreign students. It is approved by the New York State Education Department for
the training of veterans. The College is also approved for holders of New York State
Scholarships, including Regents Scholarships, State War Service Scholarships, and
Scholar Incentive Awards. The College holds membership in the New York State unit
of the American Association of Colleges for Teacher Education.
The College holds memberships in the Association of Colleges and Universities
of the State of New York, the Commission on Independent Colleges and Universities,
the American Association of Colleges for Teacher Education, and the Association
of American Colleges. Marist is a charter member of the Visiting Student Program
sponsored by the Associated Colleges and Universities of the State of New York.
Marist is also a member of the American Association of University Women, the
Middle Atlantic Association of Colleges of Business Administration, the Middle
States Association of Collegiate Registrars and Officers of Admission, the Council
for the Advancement and Support of Education, and the American Assembly of
Collegiate Schools of Business. The School of Management has achieved the
prestigious program accreditation of its undergraduate and graduate degree programs
in business by AACSB International—The Association to Advance Collegiate
Schools of Business.
Marist is also affiliated with the National Catholic Educational Association
of Governing Boards of Universities and Colleges, the National Association of
Independent Colleges and Universities, the National Association of College and
University Business Officers, the American Association of Collegiate Registrars and
Admissions Officers, the National Association of College and University Attorneys,
and the American Association of Fundraising Council.

Academic Facilities
ALLIED HEALTH SCIENCE BUILDING
Classes began in 2016 in a new four-story science and allied health building on the
east side of the campus. The building houses the master’s in physician assistant
studies program, and the doctor of physical therapy program, as well as undergraduate
biology, biomedical science, medical technology, and athletic training programs. The
project is designed by Robert A.M. Stern Architects, one of the world’s leading
architectural firms.

ACADEMIC BUILDING AND STUDENT CENTER

Construction of a 24,000-square-foot academic building and an accompanying
expansion and renovation of the Student Center was completed in spring 2014. The
esteemed firm of Robert A.M. Stern Architects led the $33 million project. The new
building houses Marist’s robust Music Department as well as multipurpose space
for performances, readings, and lectures. The Student Center renovation features
a dining hall with a three-story cathedral ceiling and an adjacent quiet dining area
and a terrace, both offering Hudson River views. The project also enhanced the
16 GENERAL INFORMATION

Nelly Goletti Theatre, named in memory of accomplished composer, pianist, and

singer Nelly Goletti, a longtime Hudson Valley resident. Additional facilities within
the Student Center include a health and wellness center, student lounges, student
government offices, space for club activities, a yoga and dance studio, a post office,
and a bookstore.

THE HANCOCK CENTER

The $35 million Hancock Center, which opened in 2011, is home to the School of
Computer Science and Mathematics, International Programs, the Marist Institute
for Public Opinion, and the Investment Center, a state-of-the-art trading room that
provides students in all business fields with access to the same tools and real-time
data screens found in professional trading rooms. The Hancock Center also houses the
Enterprise Computing Research Lab, Security Operations Center, eSports Training
and Competition rooms, and the New York State Cloud Computing and Analytics
Center—established with a $3 million state grant—which provides IT services to new
and growing businesses. The Hancock Center dedicates space to classrooms, seminar
rooms, computer labs, and academic administration offices as well as to Marist’s joint
study with the IBM Corporation. The building also features a café, student lounge,
and patio overlooking the Hudson River. The center was designed by Robert A.M.
Stern Architects and is named in honor of the chair of Marist’s Board of Trustees,
Ellen Hancock, and her husband, Jason.

JAMES A. CANNAVINO LIBRARY

The James A. Cannavino Library, through its digital and physical collections, services
both residential and on-line students and supports the College’s teaching, learning,
and scholarship missions. The first floor houses the Library’s circulating collection,
print periodicals, and Archives and Special Collections. Significant special collections
include: the Lowell Thomas Papers, a nationally-recognized historic collection of
materials documenting the Modern Environmental Movement, Hudson River Valley
history dating back to pre-Colonial times, and Marist College history. The second
level features a large reading room overlooking the Hudson River, the library’s largest
computer cluster, current periodicals, the reference collection, and both research
and circulation desks. Academic student support services—the Academic Learning
Center, the Writing Center, the Center for Multicultural Affairs, and the Center
for Career Services—are located on the third floor, along with three classrooms, a
number of collaborative student study rooms, and additional study space. Librarians
are available to provide research support via classroom presentations, the creation of
course-specific pathfinders, email, chat, and face-to-face consultation.

THE LOWELL THOMAS COMMUNICATIONS CENTER

The Lowell Thomas Communications Center houses classrooms, TV studios, video
editing labs, computer labs, faculty offices, and collaborative work space for the
School of Communication and the Arts. It is also home to the School of Professional
Programs. The center is named in memory of the legendary broadcast pioneer who
received an honorary degree from Marist in 1981. Lowell Thomas lived in Pawling,
NY, 20 miles from Marist’s main campus, for more than 50 years. Lowell Thomas
and his ideals are commemorated through the Marist College Lowell Thomas Award,
 GENERAL INFORMATION 17

instituted in 1983 and awarded to the top broadcast journalists in the country. The
building also holds the Center for Sports Communication, which promotes study
and practice in sports communication, and the Media Center, which supports the use
of audio and video instructional technologies to enrich the learning experiences of
Marist students across all disciplines.

THE MARGARET M. AND CHARLES H. DYSON CENTER

The Margaret M. and Charles H. Dyson Center houses the School of Management
and the School of Social and Behavioral Sciences. Used for undergraduate and
graduate instruction in all academic disciplines, the center is named in honor of
business leader Charles H. Dyson, who received an honorary degree from Marist in
1986, and his wife, Margaret, who together improved the quality of life throughout
the Hudson Valley through their philanthropy.

DONNELLY HALL AND THE STEEL PLANT STUDIOS AND GALLERY

Donnelly Hall houses several School of Science programs, including state-of-the-art
chemistry labs and a two-story greenhouse; a computer center; classrooms; lecture
halls; and a variety of student services and administrative offices. The facility is
named for Brother Nilus Donnelly, FMS, who supervised construction of a number
of buildings on the campus by Marist Brothers during the institution’s early years.
In proximity to Donnelly Hall is the Steel Plant Studios Building, an expansive and
newly constructed space for the Fashion Program, studio art courses, and several
digital media laboratories. Steel Plant Studios has two gallery spaces that regularly
host exhibits of fashion and works by contemporary regional artists.

FONTAINE HALL
Fontaine Hall, the home of the School of Liberal Arts, contains classrooms, seminar
rooms, and a black box theatre for instruction and performances. The building also
serves as headquarters for the Hudson River Valley Institute, a national center for
interdisciplinary study of the Hudson River Valley. The building is named for Brother
Paul Ambrose Fontaine, FMS, president emeritus, who played an integral role in the
development of the College.

Lorenzo de’ Medici in Florence

Located in the heart of Tuscany, Florence is the ideal destination for those interested
in museum studies. Extraordinarily rich in history and ancient traditions, the city,
with its world-famous artistic heritage, offers the student a wide spectrum of cultural
events throughout the year. The city is also known for its exceptional cuisine,
characteristic restaurants, ice-cream parlors, wine bars, elegant shops, artistic
workshops, and traditional markets. As a thriving economic center with particular
strengths in the fashion, luxury goods, and tourist sectors, the city of Florence also
offers its inhabitants the chance to investigate myriad aspects of the contemporary
Italian world. In addition, Florence is an excellent location for access to other sites
and cities in Tuscany, Italy, and Europe.
The Florence branch campus is located in ten campus buildings (totaling
4,800 square meters), mainly in the lively San Lorenzo district of the historic city
18 GENERAL INFORMATION

center. The main building, situated in Via Faenza, dates back to the 13th century
and originated as a convent connected to a medieval church, San Jacopo in Campo
Corbolini. This church, now deconsecrated, was founded in 1206 and for its first
hundred years belonged to the Knights Templar. Rich in medieval frescoes and
sculpture, the church has recently been restored to its original splendor and serves as
the setting for LdM conferences and receptions. Students and professors from LdM’s
Restoration Department were fully involved in the restoration of the church interior.
The Master of Arts in Museum Studies is offered in partnership with the Istituto
Lorenzo de’ Medici in Florence, Italy. This 34-credit program exposes students to the
principal aspects of museum management and public engagement. Students benefit
from the integration in the city and hands-on exposure to real world museum research
and practices in one of the world’s most important cultural centers. For more information
please visit: http://www.marist.edu/admission/graduate/museumstudies.html.

Student Services & Facilities

INFORMATION TECHNOLOGY COMPUTER LABS
Marist maintains PC and Mac computer labs located at the main campus in
Poughkeepsie and LdM branch campus in Florence, Italy. These include instructional
computer labs, multimedia classrooms with podiums, collaborative study spaces,
and open labs. In all, Marist provides more than 1,100 computers for academic
use throughout these sites. All computers in these lab spaces are configured with a
robust common base software configuration, which includes the ability to access the
Internet and Marist network, office productivity tools, industry-leading media and
content creation and manipulation tools, digital library access, statistical analysis
packages, and various utility software. Labs used for specific academic schools
contain specialized software applications and packages in addition to this common
base. All operating systems and applications are updated yearly to the most recent
versions available.

SAFETY AND SECURITY

The Safety and Security Office provides 24-hour, seven-days-a-week service to the
Marist College community. Among the many services provided through this office
are student escort programs during evening hours; fire and emergency equipment;
and a lost-and-found department.
The Safety and Security Office works as the liaison to local fire, police, and
rescue agencies. The office administers the College’s parking and vehicle registration
policy and is responsible for its enforcement in order to facilitate traffic flow and
ensure unimpeded emergency response to the College community. The office is
located in Donnelly Hall, Room 201 and can be reached by calling (845) 575-3000,
extension 2282 or (845) 471-1822.
The Advisory Committee on Campus Safety will provide upon request all
campus crime statistics as reported to the United States Department of Education.
Marist College’s campus crime information can be found at http://ope.ed.gov/
security/search.asp or http://www.marist.edu/security/student.html or by calling the
Office of Safety and Security at (845) 471-1822.
 GENERAL INFORMATION 19

PARKING PERMITS
Parking on campus is limited to vehicles that are registered with the Safety and
Security Office and have been issued a Marist College parking permit. When
applying for parking permits, students must present a valid driver’s license, vehicle
registration, and college identification. Commuter student parking is restricted during
the day although after 6:00 P.M. students may park in the Dyson lot.
Permits are issued for individual parking lots and are valid only for that specific
lot. Vehicles without permits, or those parked in a lot other than designated, are
subject to towing at the owners’ expense. All fines must be paid at the Business
Office within 10 days of issuance. Any violations of this parking policy may result in
revocation of parking privileges.

THE COLLEGE BOOKSTORE

The Marist College bookstore is located on the lower level of the Student Center.
The bookstore is open six days per week during the academic year. Please call (845)
575-3260 for store hours.

ATHLETIC FACILITIES
The Marist campus offers a variety of athletic facilities that support an extensive
intramural program as well as intercollegiate athletics competition. The James J.
McCann Recreation Center features a pool with a diving well, basketball courts, three
handball/racquetball courts, a fitness center, and a dance studio. The main field house
for NCAA Division I play features a handsome wooden floor and seating capacity
for 3,000 spectators. The McCann Center was renovated in 2019, and a new addition
contains a gymnasium, state-of-the-art fitness center, and locker rooms. For more
information, please contact the Athletics Department at (845) 575-3553.

CENTER FOR CAREER SERVICES

The Center for Career Services, located in the James A. Cannavino Library, offers
a variety of resources to assist graduate students with developing and reaching their
career goals. Among the many career-related services available to students and
alumni are:
• Virtual and in-person appointments with career coaches
• career assessment on FOCUS2
• résumé reviews
• job search assistance
• annual career fairs with employers
• employer information sessions
• an alumni career network
The Center for Career Services also sponsors workshops on career decision making,
résumé writing, interviewing, and networking. For information regarding these
programs, please contact the Center for Career Services at career.services@marist.edu.
20 GENERAL INFORMATION

Admission to Graduate Programs

Marist offers advanced degrees (masters and doctorate) as well as several advanced
certificates in the areas of accounting, allied health, business, computer science,
communication, education, museum studies, psychology, and public administration.
Prospective students are encouraged to visit the Graduate Admission web page for
a complete list of programs. Requirements for admission, application deadlines,
and start terms differ by program. All prospective students apply electronically by
utilizing a centralized application service (CAS).
International student applicants are required to provide an official evaluation of
all foreign academic credentials indicating the equivalent to a four-year bachelor’s
degree in the United States, and show English language proficiency by submitting
satisfactory IELTS, TOEFL, or PTE. All prospective International students should
visit the Web Site for a complete list of admission criteria and to apply.
Marist College is an equal opportunity institution. All applications are accepted
and reviewed without regard to race, religion, sex, age, color, disability, or national
origin. Furthermore, it is the policy of Marist College to operate and support all of its
educational programs and activities in a way that does not discriminate against any
individual on the basis of the characteristics stated above.
Prospective graduate students may contact the Office of Graduate Admission at
(845) 575-3800 or email graduate@marist.edu for more information. The office is
located in the Rotunda Admission Center.

HEALTH REGULATIONS
New York State Public Health Law requires the following:
All full- and part-time graduate students born on or after January 1, 1957, must
demonstrate acceptable proof of Immunity against measles, mumps, and rubella.
All full- and part-time graduate students must complete a Meningitis Vaccination
Response Form or supply proof of acceptable meningitis immunization within 5 years
of enrollment date. Details about meningitis vaccine requirements can be found on
the Meningitis Vaccination Response Form. The form can be found in the Marist
Health Services Patient Portal at https://marist.medcatconnect.com.
All health Information must be submitted via the Marist Health Services Patient
Portal.
PLEASE NOTE: Students studying 100% online are not required to submit
Meningitis or MMR documentation.

Information regarding requirements and access to forms is available at www.marist.

edu/healthservices or you may contact:
Health Services
69 W. Cedar Street, HS 102
Marist College
Poughkeepsie, NY 12601-1387
Phone: (845) 575-3270
Full-time graduate students may elect to pay the student health services fee to
access care at Marist Health Services, which is available based on the undergraduate
academic calendar. For more information, please contact Health Services or Student
Financial Services.
 GENERAL INFORMATION 21

FINANCING YOUR EDUCATION

Statement of Fees
GRADUATE TUITION AND FEES 2023-2024
(Subject to change—refer to MyMarist for updated listing of tuition and fees)

Tuition (per credit hour, 2023-2024 academic year)........................................ $890.00

Museum Studies ............................................................................................ $1,040.00
Physician Assistant ....................................................................................... $1,120.00
Physical Therapy .......................................................................................... $1,140.00
Professional Accountancy ............................................................................. $1,100.00
Application Fee (non-refundable)...................................................................... $ 50.00
Maintenance of Matriculation Fee (non-refundable)........................................ $ 15.00
This fee is to be paid to maintain matriculated status during any semester
in which the candidate for a degree is on an official leave of absence.
Reinstatement Fee (non-refundable) ................................................................ $ 75.00
This fee is to be paid by a student who has withdrawn from the program,
but has applied for and been granted re-admission into the program.
International Student Orientation Fee (mandatory).......................................... $130.00
Returned Check Fee............................................................................................ $25.00
Lost I.D. Fee....................................................................................................... $15.00
Payable when a replacement is requested by a student.

Payment Options
MONTHLY PAYMENT PLAN
The College offers a payment plan and financing options to enable students to
manage college costs. Information is available online at marist.afford.com.

INTERNATIONAL PAYMENT GATEWAY

Marist College has partnered with Flywire to streamline the tuition payment process
for our international students. Flywire allows you to pay from any country and any
bank. They also offer excellent foreign exchange rates, in comparison to traditional
banks, allowing you to pay in your home currency (in most cases) and save a
significant amount of money. You will be able to track the progress of your payment
throughout the transfer process via a student dashboard, and you will also be notified
via email when your payment is received by Marist College.
Click or go to: https://www.flywire.com/pay/marist to begin the payment process.
22 GENERAL INFORMATION

TUITION REIMBURSEMENT
Students eligible for tuition reimbursement from their employers may, with the
appropriate documentation, defer payment until after the conclusion of the semester.
Students must supply the Office of Student Financial Services with documentation
from their employers every semester verifying deferment eligibility. Upon completion
of a valid Employer Tuition Deferment Application, students are required to pay the
balance of tuition not covered by the employer. Returning students have the option
of full tuition deferment only if the employer is covering the total balance. Any
charge not covered by the employer must be paid by the student on or before the
due date listed on your initial billing statement. Students who are receiving more
than 50% tuition coverage from their employer are not entitled to the institutional
grant. The Graduate and Adult Student Tuition Deferment Form can be found at
https://my.marist.edu/student-financial-services.

FINANCIAL AID
The Office of Student Financial Services recognizes that financing your graduate
education is an essential factor in your decision to attend graduate school, and
we are dedicated to providing the information and support you need to make this
investment of a lifetime. In addition to traditional sources, including personal income,
savings, and family/employer assistance, several programs are available to assist
both full-time and part-time students in meeting the cost of their graduate education.
For eligibility, students must be matriculated in a graduate program at Marist and
maintain satisfactory academic progress each semester. The Satisfactory academic
progress policy can be viewed at https://www.marist.edu/documents/810944/815835/
importantacknowledgementsandtermsandconditionsfinaid.pdf/9ac2135b-9cd7-
4245-aeb2-fea0258f6444.

Only electives listed for the individual graduate program requirements will be
considered when determining financial aid eligibility.
NOTE: Information subject to change. Refer to our web site for updated information
regarding institutional, state and federal student aid programs.

EXCESS FINANCIAL AID

The Office of Student Financial Services will process a credit advance up to a certain
allocation every semester before the financial aid posts. Please contact the office for
your specific allocation regarding your program of study. In order to receive a credit
advance, students must have the valid credit on the account and all of the required
documentation must be complete.
Students may begin to request credit advances two weeks prior to the start of
the semester. All remaining credit requests may be completed after the financial aid
posts for the semester.
Please be advised that the school must follow the “Title IV Recipient Policy for
Refunds,” as stated below, if a student’s enrollment changes after the semester has
begun and a credit refund has already been given. This could result in a balance owed
to the school. Please contact the Office of Student Financial Services immediately if
you choose to withdraw or add/drop a course after the semester has begun.
 GENERAL INFORMATION 23

INSTITUTIONAL POLICY FOR REFUNDS

Since engagements with instructors and other provisions for education are made in
advance by the College for the entire year, the withdrawal and refund policies are as
follows:
You must contact your graduate director to officially withdraw or take a leave of
absence from Marist College. Simply notifying the classroom instructor is insufficient.
In computing the refund, the Office of Student Financial Services accepts the date on
the completed transaction form that has been received in the Office of the Registrar.
Full tuition refund and half tuition refund eligibility are specific to each graduate
program. Please contact your Program Director for the dates for your program.
Federal Regulations require that a student receiving Title IV funding (Federal
aid) must notify the school when dropping a course. Written notification of your
enrollment intentions for the remainder of the semester must be specified to your
respective School and Program Director at the time you request to drop a course(s).
This written notification will be used to determine financial aid eligibility at the time
of course or program withdrawal.

INSTITUTIONAL POLICY FOR OVERPAYMENTS

Marist College does not accept overpayments. If a student sends an overpayment
Marist will refund the payment to the account that it originated from or refuse the
payment entirely.

TITLE IV RECIPIENT POLICY FOR REFUNDS

The law specifies how we determine the amount of Title IV program assistance
you earn if you withdraw from Marist College. The Title IV programs for graduate
students that are covered by this law are: TEACH Grants, Federal Direct Loans,
Federal Direct Graduate PLUS Loans, and Federal Perkins Loans.
When you withdraw during your payment period the amount of Title IV program
assistance that you have earned up to that point is determined by a specific formula. If
you received less assistance than the amount you earned, you may be able to receive
those additional funds. If you received more assistance than you earned, the excess
funds must be returned by the school and/or you.
The amount of assistance that you have earned is determined on a prorated basis.
For example, if you completed 30% of your payment period, you earn 30% of the
assistance you were originally scheduled to receive. Once you have completed more
than 60% of the payment period, you earn all the assistance that you were scheduled
to receive for that period. The number of days in each payment period is determined
based on the academic semester start, end, and breaks as provided by the Office of
the Registrar.
If you do not receive all of the funds that you earned, you may be due a post-
withdrawal disbursement. If your post-withdrawal disbursement includes loan funds,
we must obtain your permission before we can disburse them. You may choose to
decline part or all of the loan funds so that you do not incur additional debt. We may
automatically use all or a portion of your post-withdrawal disbursement of grant
funds for tuition, fees, and room and board charges. We need your permission to use
the post-withdrawal grant disbursement for all other charges. If you do not give your
24 GENERAL INFORMATION

permission, you will be offered the funds. However, it may be in your best interest to
allow the school to keep the funds to reduce your debt to Marist College.
Federal student aid may not cover all unpaid institutional charges due to Marist
College.

UNOFFICIAL WITHDRAWAL
Marist College academic policy does not require attendance recordkeeping. If you
fail to earn a passing grade, we must determine your last day of attendance and
federal financial aid must be adjusted accordingly within 30 days after grades are
available. If there is no supporting documentation to verify the last date of attendance,
Title IV aid will be prorated at 50% and you will be notified by the College.

MARIST GRADUATE MERIT SCHOLARSHIPS

The Office of Graduate Admission awards merit-based scholarships upon acceptance
into an eligible graduate program at Marist. Awards are determined upon the
applicant’s cumulative GPA from their undergraduate degree-granting institution
or most recently earned graduate/professional degree. No more than one merit
scholarship will be awarded to each student.

GRADUATE SCHOLARSHIPS
SCHOLARSHIP REQUIREMENTS AWARD
GRADUATE SCHOLARS AWARD 3.5 GPA OR HIGHER $2,000-$5,750
GRADUATE ACADEMIC AWARD 3.2 – 3.49 GPA $1,200-$3,450
MARIST ALUMNI SCHOLARS AWARD 3.5 GPA OR HIGHER $2,000-$5,750
MARIST ALUMNI ACADEMIC AWARD UPON ACCEPT $1,200-$3,450

Merit awards are made at the discretion of the scholarship committee. The total
scholarship amount awarded covers the duration of the program, and is applied by
course each semester in the amount of $150 or $250 per course.
Award recipients must maintain a 3.0 GPA and maintain good academic standing
in their program to remain eligible. The Award cannot be used toward undergraduate
level courses or courses taken at other institutions.
Financial need is not required to be eligible for merit scholarships.
Applicants classified in any of the following categories will not be eligible:
1. Receiving other scholarship assistance through Marist College
2. Participating in the following programs: Master of Public Administration
(MPA) cohort programs in NYC/Albany, Master of Public Administration
(MPA) online program for law enforcement and emergency services, Hybrid
MA in Educational Psychology, MS in Physician Assistant Studies, Doctor of
Physical Therapy, or MA in Museum Studies
3. Marist students currently enrolled in a 5-year bachelor’s/master’s degree
program
4. Students receiving special tuition pricing through organizational partnerships.
 GENERAL INFORMATION 25

If you would like more information, please contact the office of Graduate
Admission. Information about additional scholarships, loans, and tuition-assistance
programs can be found on the Student Financial Services website.

Graduate Assistantships
Graduate assistantships are awarded on a competitive basis to full-time students.
Graduate assistants work with faculty and staff to perform administrative and
research tasks as well as other duties such as monitoring labs, tutoring, and assisting
with student activities. Assistantships are comprised of a partial tuition waiver and
stipend. The assistantship value and nature of work involved varies by program. The
range is $2,000–$6,200 per year. For more detailed information, contact the director
of the respective graduate program.

International Scholarships
Scholarships are awarded on a competitive basis to international students enrolled
in the Computer Science graduate programs. These awards are based upon actual
enrollment and may range from $1,000 to $3,000 per academic year.

Need-Based Financial Assistance

Marist also awards assistance based on demonstrated financial need. To apply for
need-based financial assistance, full-time and part-time graduate students must
complete the Free Application for Federal Student Aid (FAFSA). The application
deadline is May 15 for new fall students, June 15 for returning students, and
November 15 for new spring students. Early application is recommended and the
necessary forms are available by calling the Office of Student Financial Services at
(845) 575-3230 or by visiting their website at www.marist.edu/sfs.
In addition to the above, students selected for verification must provide the
Office of Student Financial Services with the following:
• Marist Application for Financial Aid.
• IRS Data Retrieval or Federal Tax Return Transcripts for the student and
spouse (if applicable).
PLEASE NOTE: Marist College defines academic full-time study for graduate programs
as a nine (9) or greater credit course load. However, this should not be confused with
the federal and state financial aid definition of full-time study which is a 12-credit
course load or higher.

Marist Full-Time Graduate Grant

There are a limited number of grants for full-time graduate study awarded each year
to students who receive no other form of tuition assistance. The award amount varies
in accordance with need and academic merit and students must re-apply each year as
it is not automatically renewed. Based upon actual enrollment, this award may range
from $2,000 to $4,000 per academic year. To qualify, recipients must be meeting
Satisfactory Academic Progress and a nine (9) credit or twelve (12) credit per
semester course load. Please see the grant eligibility chart listed at: https://www.
marist.edu/admission/graduate/types-of-aid/grants.
26 GENERAL INFORMATION

Marist Part-Time Graduate Grant

There are a limited number of grants for part-time graduate study awarded each year
to students who receive no other form of tuition assistance. The size of the award
varies in accordance with need and academic merit as well as the number of credit
hours being taken. Based upon actual enrollment, this award may range from $600
to $1,400 per academic year. Students must re-apply each year as the grant is
not automatically renewed. To qualify, recipients must be meeting Satisfactory
Academic Progress and a six (6) credit or less per semester course load. Please
see the grant eligibility chart listed at: https://www.marist.edu/admission/graduate/
types-of-aid/grants.

Marist Five-Year Graduate Grant

There are a limited number of grants for full-time graduate study awarded each year
to students enrolled in a Marist College combined undergraduate/graduate degree
program who receive no other form of tuition assistance. The award amount varies in
accordance with need and academic merit. Based upon actual enrollment, this award
may range from $2,000 to $4,000 per academic year. To qualify, recipients must
be meeting Satisfactory Academic Progress and a nine (9) or twelve (12) credit
per semester course load.

Federal Work Study, Grant

& Loan Programs
MARIST GRADUATE EMPLOYMENT PROGRAM
Marist Student Employment provides job opportunities to enrolled students who
demonstrate financial need in meeting their college expenses. There are opportunities
for employment with various academic and administrative offices within the College.
Students are not allowed to work more than 20 hours per week during the regular
academic terms and 40 hours per week during vacation periods.

FEDERAL TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND

HIGHER EDUCATION GRANT (TEACH)
The Federal TEACH Grant provides up to $4,000.00 per year for students who have
completed the FASFA and meet the eligibility requirements for federal student aid.
Students must have a 3.25 GPA or higher or score in the 75th percentile on at least one
admissions test. Students must be completing the coursework required to become a
teacher. Students must also intend to teach in a full-time, high-need subject area for at
least four years at schools that serve students from low-income families and complete
those four years within eight years of completing the program.

FEDERAL DIRECT UNSUBSIDIZED LOAN

Marist College participates in the William D. Ford Direct Lending Program. The
lender is the U.S. Department of Education. The FAFSA must be completed before a
Direct Loan can be awarded.
 GENERAL INFORMATION 27

For the Direct Unsubsidized Loans, the student must be at least half-time status
and is responsible for interest payments while in school. (You have the option to defer
payments of interest and principal until after you graduate.) Information on interest
rates and fees can be found at www.studentaid.ed.gov. Repayment begins six months
after graduation, or after you cease to be enrolled at least half-time.

Important Direct Loan Information:

• A student must be at least half-time status (6 credits) at all times to be eligible
for this loan
• If you complete a Direct Loan Master Promissory Note (MPN) during your
first semester at Marist you may not have to complete another application for
10 years, or until you enter another College.
• The Direct Loan Master Promissory Note (MPN) is a promissory note under
which you may receive multiple subsidized and unsubsidized loans over a
maximum ten-year period.
• All Direct Loans are subject to fees. The fees will be deducted from the loan
proceeds prior to disbursement. Disbursements are sent directly to Marist
College, two per loan period.
• Direct Loan funds will be transferred electronically to your college account.
These funds must be credited to your account in the Office of Student
Financial Services within 3 days of disbursement to the college or your loan
will be canceled and your funds returned to the Department of Education.
• First-time borrowers of a Direct Loan must complete an entrance counseling
session before you receive your loan. This ensures that you have received loan
counseling and understand your responsibilities.
• All borrowers of a Direct Loan must complete an exit counseling session prior
to withdrawal, transfer, leave of absence, or graduation from the college. This
ensures that you have received loan counseling and understand your rights and
responsibilities.
• If you choose to withdraw or take a leave of absence from Marist College,
you must notify the appropriate offices. Please contact your Program Director
to complete an official withdrawal/leave of absence form and then contact the
Office of Student Financial Services to cancel your financial aid or complete a
Title IV calculation, if eligible.
• Please remember that a Federal Direct Loan is a loan, not a grant. You must
repay the funds you borrow, plus interest and fees. If you have any questions,
do not hesitate to contact the Office of Student Financial Services.
• The U.S. Department of Education’s National Student Loan Data System
(NSLDS) provides information on your federal loans including loan types,
disbursed amounts, outstanding principal and interest, and the total amount of all
your loans. To access NSLDS, go to https://www.nslds.ed.gov/nslds/nslds_SA/.
All Title IV loans are reported to the National Student Loan Data System
(NSLDS) and will be accessible by guaranty agencies, lenders, and institutions
determined to be authorized users of the data system.
28 GENERAL INFORMATION

• Your Federal Direct loan is automatically processed for the amount shown
as part of your financial aid package, unless you notify the Office of Student
Financial Services otherwise.
Your maximum eligibility period is based on the published length of your current
program. This means that your maximum eligibility period can change if you change
programs. Also, if you receive Direct Subsidized Loans for one program and then
change to another program, the Direct Subsidized Loans you received for the earlier
program will generally count against your new maximum eligibility period.

FEDERAL DIRECT PLUS LOANS FOR GRADUATE

OR PROFESSIONAL STUDENTS
Marist College participates in the William D. Ford Direct Lending Program. The
lender is the U.S. Department of Education (the Department) rather than a bank
or other financial institution. Marist College policy states that the FAFSA must be
completed before a Direct GradPLUS Loan can be awarded. Students will be required
to complete their Application & Master Promissory Note with the Department of
Education.

Please Note: There are 2 parts to the PLUS Loan Process.

1. Complete the PLUS Loan Application: Runs the student’s credit and gives the
school information they need to create your Direct PLUS Loan. Students do
need to be credit-approved to take this loan.
2. Complete the Master Promissory Note: On the www.studentloans.gov website,
click “Complete MPN (Master Promissory Note)” then choose the option for
“Graduate PLUS.” This MPN is your legal loan agreement, which explains
the terms and conditions of your loan.
Marist College policy states that the FAFSA (Free Application for Federal Student
Aid) must be filed for that school year.
• Borrowing limit is the Cost of Attendance minus any other aid. The student
is required to take the Unsubsidized Loan before the GradPLUS Loan
will be certified.
• Current Interest rates can be found at www.studentaid.ed.gov. Interest rates
will be determined each June for new loans being made for the upcoming
award year, which runs from July 1 to the following June 30. Each loan
will have a fixed interest rate for the life of the loan. You can opt to have all
payments deferred until after graduation.
• All Direct Loans are subject to fees. The fees will be deducted from the loan
proceeds prior to disbursement. Disbursements are sent directly to Marist
College, two per loan period.
• PLUS Loan Increase Policy: If the credit check has not expired on an
existing loan application, the student can request an increase of their loan
via email to studentfinancialservices@marist.edu. The email must come from
the student’s Marist email account. If the credit has expired (over 90 days),
the student should initiate a new application for the increased loan funds at
www.studentloans.gov.
 GENERAL INFORMATION 29

• Repayment begins 60 days after the 2nd disbursement with up to 10 years

to repay depending on the amount borrowed. Parents who are interested in
deferment for payments should contact their lender directly.
• Loan Forgiveness for the death or permanent disability of the student.
• (This is not available with Private Loan Financing.)
• The U.S. Department of Education’s National Student Loan Data System
(NSLDS) provides information on your federal loans including loan types,
disbursed amounts, outstanding principal and interest, and the total amount of
all your loans. To access NSLDS, go to www.nslds.ed.gov. All Title IV loans
are reported to the National Student Loan Data System (NSLDS) and will be
accessible by guaranty agencies, lenders, and institutions determined to be
authorized users of the data system.

APPLYING FOR A PLUS LOAN AND THE MASTER PROMISSORY NOTE

(MPN)
To take out a Direct Loan for the first time, you must complete the FAFSA, a PLUS
Application, and master promissory note (MPN). The MPN is a legal document in
which you promise to repay your loan(s) and any accrued interest and fees to the
Department. It also explains the terms and conditions of your loan(s).

PRIVATE LOAN PROGRAMS

The College chooses to participate in a preferred lender arrangement to better
assist our students and families. The College chooses these lenders based on their
commitment to the industry, competitive interest rates, quality customer service and
additional competitive borrower benefits for the student. The choice of a lender is
not in any way limited to the College’s suggested list. If students and their parents
choose another lender, they will not be penalized in any way for selecting the lender
of their choice.

FIFTH-YEAR UNDERGRADUATE LOAN PROGRAM—

FOR PREREQUISITE UNDERGRADUATE CLASSES
A student may apply for a Direct Unsubsidized Loan for coursework the school
has documented is necessary for the student to enroll in an eligible program. The
courses must be part of an eligible program otherwise offered by the school, though
the student does not have to be in that program. If enrolled at least half time in these
prerequisite courses, the student is eligible for loans for one consecutive 12-month
period (not per program) beginning on the first day of the loan period. If the period
of preparatory courses spans more than one academic year, the student may receive
multiple loans. To be eligible for loans under this exception, the student must be
taking classes that are a prerequisite for admission. A student who is only taking
courses to raise his or her GPA in order to be admitted would not qualify.
This category of students may borrow at the fifth-year undergraduate loan
level, and the loan limit is not prorated if the program is less than an academic year.
Electives taken which are not required for the specific graduate program are not
eligible for financial aid.
30 GENERAL INFORMATION

TEACHER CERTIFICATION COURSEWORK

A student may receive Federal Work-Study (FWS), as well as Direct Subsidized/
Unsubsidized Loans, and Perkins Loans if he or she is enrolled at least half time
in required teacher certification coursework, even if it does not lead to a degree or
certificate awarded by the school. To qualify, the coursework must be required for
elementary or secondary teacher certification or recertification in the state where the
student plans to teach and must be offered in credit or clock hours (courses using
direct assessment in lieu of credit or clock hours are not eligible). An otherwise
eligible student may also receive a TEACH Grant. Optional courses that the student
elects to take for professional recognition or advancement, and courses recommended
by your school but not required for certification, do not qualify. You should document
that the courses are required by the state for teacher certification. A student with
a bachelor’s degree who is enrolled in a post-baccalaureate teacher certification
program can receive a Pell Grant in limited situations.

REQUIREMENTS TO MAINTAIN FEDERAL ELIGIBILITY

MARIST COLLEGE SATISFACTORY ACADEMIC PROGRESS (SAP)
POLICY—GRADUATE STUDENTS
Requirements for meeting financial aid eligibility: HEA Section 484(c), 34 CFR
668.16(e), 34 CFR 668.32(f), and 34 CFR 668.34 require colleges to define and
enforce standards of Satisfactory Academic Progress. Students receiving federal
financial aid must conform to these requirements in order to be eligible for this
financial assistance. These Satisfactory Academic Progress requirements must
provide a maximum time frame for completion of the degree, a graduated credit
accumulation over this time, as well as a quality mechanism. Essentially, these
minimum standards require students to demonstrate that they are actively pursuing
their degree. Students may review the Satisfactory Academic Progress Policy in its
entirety at http://www.marist.edu/financialaid/pdfs/satacadprog.pdf.

Graduate Academic Policies

Marist College assumes the academic integrity of its students and expects all
individuals to uphold fundamental standards of honesty in every academic activity.
Graduate students should be familiar with the academic policies and procedures of the
College as well as degree and graduation requirements. The primary responsibility for
knowing and meeting program requirements and deadlines rests with each student.
Students who have questions regarding policies or procedures should speak with their
graduate Program Director.

REGISTRATION AND COURSE WITHDRAWALS

Graduate Program Directors serve as the primary academic advisors for graduate
students and facilitate course registration and withdrawals. Students should arrange
to meet with their respective Program Director on a regular basis to discuss their
academic progress and plan their course schedule. If you wish to drop a course or
withdraw from the program after the registration period has ended, you must email
your Program Director from your Marist email account. Federal Regulations require
that a student receiving Title IV funding (Federal aid) must notify the school
 GENERAL INFORMATION 31

when dropping a course. Written notification of your enrollment intentions for

the remainder of the semester must be specified to your respective graduate
school at the time you request to drop a course. This written notification will
be used to determine financial aid eligibility at the time of course or program
withdrawal.
We strongly recommend that you contact Student Financial Services when you
wish to drop a course to see if or how your aid would be adjusted as financial aid is
awarded on a per-credit basis.

MATRICULATED STATUS
A matriculated student has officially met all admissions requirements and has been
accepted and enrolled in a specific program of study. The catalog in effect at the
time of enrollment governs the degree requirements for matriculated students. Only
matriculated students are eligible for financial aid.

NON-MATRICULATED OR VISITING-STUDENT STATUS

Individuals who have not been admitted to a Marist College degree or certificate
program may enroll for graduate courses on a non-matriculated basis if they have
completed an application, received permission from the graduate Program Director,
and paid appropriate tuition and fees. A maximum of six credits may be taken as a
non-matriculated student. If the student later decides to become a degree candidate,
he/she must then satisfy the requirements for matriculation.
Students may also be admitted into a graduate program on a non-matriculated
basis if they fall into one of the following categories:
• a prospective student with an outstanding undergraduate record who does not
have time to fully complete his or her requirements for admission before the
start of the semester. In such cases, a student lacking GMAT, GRE, or other
standardized test results, or select prerequisite courses, may be admitted on a
non-matriculated basis at the discretion of the Program Director. Minimally,
the applicant must present a completed application form and official
transcripts of all previous college records (including two-year colleges) at
least two weeks before the start of the semester.
• a visiting student, matriculated in another graduate program, who wishes to
transfer credits earned at Marist College back to his/her home institution.
Visiting students are still required to complete the application form and pay
the required fee. In lieu of other admissions materials, visiting students must
have a letter sent directly from their dean or program director to the Office
of Graduate and Adult Enrollment at Marist and be approved by the Program
Director. This letter must state that they are matriculated in a graduate
program, are in good academic standing, and that the parent institution will
accept the specified course credits for transfer.
To change from non-matriculated to matriculated status, the student must complete all
admissions requirements. Any decisions and exceptions regarding non-matriculated
status are made at the discretion of the Program Director. Denial of permission
to enroll as a non-matriculated student does not necessarily imply rejection, but
32 GENERAL INFORMATION

indicates that the Program Director has determined that the admissions decision
should be deferred until all admissions requirements have been fulfilled.

CONTINUOUS REGISTRATION AND MAINTENANCE

OF MATRICULATION REQUIREMENT
Graduate students must maintain continuous registration for every semester until
they have completed all program requirements. This would include the summer
semester session(s) for those programs whose curriculum is registered with the NY
State Department of Education as requiring summer sessions. Minimum registration
consists of 3 credits of coursework approved by the respective graduate program
director. Each graduate program may stipulate a time limit for completion of all
program requirements. See the specific graduate program’s section of the Graduate
Catalog for information regarding such a statute of limitations.
If continuous registration is not possible at any time, the student is responsible
for initiating written communication with the Program Director and taking one of
the actions, outlined below, no later than the last day of the Course Change Period
(typically the first week of classes). Otherwise the student may be withdrawn from
the graduate program by the Director.

LEAVE OF ABSENCE
Request for a Leave of Absence.
Leave of Absence is permission to be away from Marist College temporarily for up
to one semester (with a maximum duration of 180 days in one calendar year) with
the intent to return, whether the leave is for medical, financial, or personal reasons.
• Students must complete the Leave of Absence/Withdrawal form and obtain
the graduate Program Director’s approval.
• The effective date of the Leave of Absence is determined by the last date of
attendance.
• Students may take a Leave of Absence a maximum of two, nonconsecutive
times.
• NOTE: taking a Leave of Absence does not stop the clock with regards to the
graduate program’s time limit for completion of all degree requirements.
• Students on Leave of Absence may not attend any other college/university
while on leave. To return from a Leave of Absence, students are responsible
for initiating written communication with the Program Director in a timely
fashion to request readmission and to develop an approved Program Plan of
Study. The director may then clear students to register for coursework during
the Registration Period or the Add/Drop period.
• Students who are on a medical or psychological leave may be required to
submit appropriate documentation to the College before being readmitted.
• Students who fail to return to Marist College at the end of a Leave of Absence
will automatically be withdrawn from the graduate program by the director.
 GENERAL INFORMATION 33

WITHDRAWAL FROM THE GRADUATE PROGRAM

Withdrawal is the termination of the student’s matriculation in the graduate program.
Students must file a completed Graduate Leave of Absence/Withdrawal with the
graduate program director.
See the Readmission section below if you decide you wish to return to Marist and
continue your program of study.
Students who fail to engage these options by the last day of the Course Change
(Add/Drop) Period will be withdrawn from the graduate program by the director.

RE-ADMISSION
Students withdrawn from a graduate program may apply for re-admission; however,
re-admission is not guaranteed. Submission of updated application materials may be
required by the director of the program.
Readmitted students must meet the program requirements listed in the Graduate
Catalog in effect at the time of re-admission.
NOTE: a student’s satisfactory academic progress is not adjusted as a result of
re-admission. The status at the time of withdrawal/leave of absence remains the same
upon readmission.
Re-admission does not reset the clock regarding the time limit for completion of
all degree requirements. The time elapsed prior to the withdrawal continues to apply.

DEFINITION OF FULL-TIME AND PART-TIME STUDY

A matriculated student must register for a minimum of nine (9) credit hours to be
considered full-time. Students registered for fewer than nine (9) credits are considered
part-time. PLEASE NOTE: Marist College defines academic full-time study for graduate
programs as a nine (9) or greater credit course load. However, this should not be
confused with the federal and state financial aid definition of full-time study, which is
a 12-credit course load or higher.
For Veterans Benefits (GI Bill® and VR&E) only, the following Individually
Defined Full-time Modifiers apply:
• 15-week terms: 9 credits are considered full-time
• 8-week terms: 4 or more credits are considered full-time

COURSE CANCELLATIONS
The College reserves the right to cancel any course if the enrollment is too small to
warrant its offering.

ACADEMIC STANDING
The maintenance of a minimum cumulative grade-point average (GPA) of 3.0 is
required for good academic standing. Students must have a cumulative 3.0 GPA after
completion of one semester of full-time study or its equivalent. Any student whose
index falls below that required for good standing, or who receives a letter grade of F,
will be subject to academic review and may be placed on probation or dismissed from
the program. Students placed on probation will receive a statement of the requirements
necessary to achieve good standing and will be given a limited time period in which to
meet these requirements. Failure to achieve the probationary requirements will result
34 GENERAL INFORMATION

in dismissal. Please also review the Satisfactory Academic Progress Policy above for
financial aid requirements.

GRADING
At the end of each semester, letter grades will be awarded to indicate performance
as follows:

A 4.0 quality points for each semester hour of credit.

A– 3.7 quality points for each semester hour of credit.
B+ 3.3 quality points for each semester hour of credit.
B 3.0 quality points for each semester hour of credit.
B– 2.7 quality points for each semester hour of credit.
C+ 2.3 quality points for each semester hour of credit.
C 2.0 quality points for each semester hour of credit.
F Indicates failing work. For the grade of F, the student receives no quality
points.
W This grade is assigned to a student who officially withdraws in writing from
a course during the first eight weeks of a 15-week semester or four weeks of
an 8-week round.
WF This grade is assigned to a student who withdraws in writing from a course
after the first eight weeks of a 15-week semester or four weeks of an
8-week round. Exceptions may be made by the Program Director should
circumstances warrant. A grade of “WF” earns no quality points and is
factored into a student’s GPA.
I This temporary grade of I (incomplete) may be given at the end of the
semester if a student has not completed the requirements of the course
for serious reasons beyond his/her control. The student is responsible for
resolving this grade within three weeks of publication of final grades by
completing the course requirements as determined by the professor. Failure
to conform to this time limit results in a final grade of F. The grade of I is
not assigned in a case where failure to complete course requirements on time
is due to student delinquency.
S This grade may be given only for Psychology internships and indicates
satisfactory performance.
P This grade is awarded in Psychology, Educational Psychology, and School
Psychology project and thesis courses when the project or thesis has been
completed and accepted by the department. This grade is awarded for Public
Administration internships and indicates satisfactory performance.
X This grade is awarded in Information Systems, Psychology, Educational
Psychology, and School Psychology project and thesis courses when the
project or thesis is still in progress at the end of the semester.
AU This grade indicates completion of an audited course. It is assigned only
when a course is being taken on a non-credit basis. Courses so graded may
not be applied to fulfill degree requirements.
NC This grade is given at the end of the semester if a student has not completed
the requirements of an elective internship.
 GENERAL INFORMATION 35

The student’s cumulative grade-point average is achieved by dividing the number of

total quality points received by the total number of semester credit hours attempted.

AUDITING
Individuals who have completed a bachelor’s degree from an accredited institution
are permitted to audit a graduate course provided that they have met all the course
prerequisites, obtained permission from the course instructor and graduate Program
Director, and submitted an application for graduate study.
Auditors are not permitted to take exams, submit papers, or participate in team
exercises. Current Marist College graduate students are not permitted to audit a
required course in their graduate program. Tuition for auditing a course is $250.00
per course.

TRANSFER CREDITS
Credit for graduate work completed at other graduate schools will be determined by
each graduate Program Director. Please refer to the appropriate program section for
information regarding transfer policy.

TRANSFER TO OTHER MARIST GRADUATE PROGRAMS

Transfer to another Marist graduate program requires a formal application through
the Office of Graduate Admission. Admissions policies of the new program apply
and all admissions materials required for the new program must be provided. This
includes the application, an up-to-date Marist transcript, the $50 non-refundable
application fee, and any other documentation required by the individual program.

ACADEMIC GRANTS
The Office of Academic Grants provides assistance to full-time faculty interested
in securing grant awards for research, curriculum development, and other creative
activities relevant to the College’s academic mission. Office staff assist faculty in
locating funding sources, obtaining and interpreting application forms, developing
proposal narratives and budgets, and securing institutional support and approvals.

AFFIRMATIVE ACTION / EQUAL OPPORTUNITY

Marist College is committed to the principles of Equal Opportunity and Affirmative
Action in its employment policies and academic programs, and all other programs
and services provided by the College. The College does not tolerate discrimination
in any form and it shall be considered a violation of College policy for any member
of the community to discriminate against any individual or group with respect to
employment or attendance at Marist College on the basis of race, color, disability,
religion, age, sex, marital status, national origin, sexual orientation, veteran status, or
any other condition established by law. The College’s Affirmative Action Officer is
responsible for overseeing affirmative action and equal employment opportunity. All
questions, concerns, and complaints regarding the College’s Affirmative Action Plan
should be directed to the Office of Human Resources.
36 GENERAL INFORMATION

Marist College does not discriminate in the admissions process or in the awarding of
financial aid on the basis of race, color, sex, religion, or disability.

Marist College reserves the right to make any program, regulation, date, and fee
changes at any time without prior notice. The College strives to ensure the accuracy
of the information in this catalog at the time of publication. However, certain
statements contained in this catalog may change.
 MASTER OF BUSINESS ADMINISTRATION 37

MBA PROGRAM DIRECTOR

SCHOOL OF MANAGEMENT
Jay Pantaleo, MBA
Gradmgt@Marist.edu

Since 1972, the School of Management at Marist College has offered a Master
of Business Administration (MBA) degree designed to meet the unique needs of
working adults. The Marist MBA program provides a high-quality, broad-based
business management education that emphasizes the application of theory to
management practice and the enhancement of managerial skills, from communication
and team management to data analytics.
Marist’s MBA program attracts students with diverse backgrounds: accountants,
bankers, brokers, engineers, systems analysts, health-care and human-resource
professionals, individuals involved in manufacturing and marketing, and those
interested in changing careers. The result is a dynamic, highly interactive educational
environment that cultivates managers capable of effective decision making in today’s
complex business world.
MBA courses are taught predominantly by full-time faculty with doctorates
in their fields, many of whom have significant management experience. The
management faculty view instructor-student interaction as an important component
of all MBA courses and are dedicated to working with their students to achieve their
educational goals.
Students in the MBA program complete their studies in a “capstone” course that
integrates the various functions of an organization into a strategic, total management
perspective. This integration better prepares graduates to meet the demands of an
increasingly complex, competitive, and rapidly changing business environment.

SCHOOL OF MANAGEMENT MISSION

We develop people of integrity with the managerial expertise, vision, pragmatism
and ethical sensibility to succeed professionally and personally on their own and with
others. We prepare leaders to face the challenges of a dynamic and diverse world
grounded in our ideals of excellence in education, the importance of community, and
commitment to service.

Excellence in Education:
We challenge and develop students by creating a nurturing integrative experiential
education within a strong liberal arts tradition.

Importance of Community:
We collaborate as a community of faculty, staff, students, alumni and other stakeholders
to expand and continuously improve knowledge of the practice, study, and teaching of
management through program innovation, research, and professional activities.

The Commitment to Service:

We use our knowledge and experience with our stakeholders to improve the operation of
public and private organizations and the quality of life for individuals and communities
in both the region and the world.
38 MASTER OF BUSINESS ADMINISTRATION

THE MBA MISSION STATEMENT

The Mission of the Marist MBA Program is to:
• provide a dynamic business curriculum that cultivates professional skills and
values, while focusing on real-world applications and employing current and
emerging technologies, and
• advance students’ managerial knowledge, elevate their communication,
analytical, technological, and decision-making skills, and stimulate their
appreciation of the social and ethical implications of working in a diverse,
global business environment.

AACSB INTERNATIONAL ACCREDITATION

In 2002, the Marist College MBA program was granted accreditation by one of
higher education’s most prestigious and rigorous international accrediting bodies,
The Association to Advance Collegiate Schools of Business-International (AACSB).
Accreditation by AACSB-International is the highest distinction offered to business
schools both nationally and internationally and confirms Marist’s commitment to
the highest standards of excellence in its business curriculum, faculty, and student
resources. Only 30 percent of business and management programs nationwide are
accredited at both the bachelor’s and master’s degree level, achieving a standard
widely accepted and adopted by the educational and business communities.

MBA PROGRAM FORMAT & SCHEDULING

The MBA Curriculum consists of nine core courses and three electives which can be
selected to form a concentration. All courses are offered online over 8 weeks.

HOW ONLINE COURSES WORK

Marist College, a recognized leader in the use of technology in the classroom, was
the first college or university in New York State to gain approval to offer its entire
MBA program online. Students juggling work responsibilities, travel requirements,
and family obligations can pursue their MBA from the convenience of their own
keyboards, whenever and wherever they may be. The Marist online platform, iLearn,
enables students to interact extensively with their instructors and classmates. Within
the parameters set by the professor, online students log on according to their own
schedules, when it is most convenient for them. Communication is ongoing via
Forums, e-mail, group conference rooms, video conferences, and private chat rooms.
There is no on-campus requirement nor are all students expected to be online at the
same time.

ADMISSIONS REQUIREMENTS
The MBA program looks at the interests, aptitude, and capacity of a prospective
management student as indicated by the applicant’s previous academic record,
professional achievement and growth, letters of recommendation, and response to
essay questions. Marist reviews applications of qualified applicants regardless of
 MASTER OF BUSINESS ADMINISTRATION 39

their undergraduate major. All applicants must hold a baccalaureate degree from an
accredited college or university.
Students with an undergraduate GPA of 3.0 or higher may take up to two courses
selected by the Director in one semester as a non-matriculated candidate. The
student must satisfy all requirements for matriculation upon completion of the non-
matriculated semester. Admission as a non-matriculated student does not guarantee
full admission to the MBA program as a matriculated, degree-seeking candidate.
We expect MBA students to have adequate competencies in basic math skills
through college algebra and basic computer skills including the use of Microsoft
Office and the Internet. We encourage students who consider themselves deficient in
these basic areas to take basic skills courses at Marist or another college or university
before starting the MBA program.

APPLICATION PROCESS
Applicants must submit all of the material listed below:
• A completed Marist Graduate Admissions Application
• A $70 non-refundable application fee made
• Official transcripts from all undergraduate and graduate institutions from
which the applicant received a degree; under certain circumstances, transfer
transcripts may also be required
• A current résumé
• Written response to essay questions
NOTE: Applicants with an undergraduate GPA of 3.0 or higher may be permitted
to enroll for one semester as a non-matriculated student pending submission of a
completed Graduate Admissions Application, transcripts from all undergraduate and
graduate institutions attended (unofficial copies are acceptable for non-matriculation
only, and certain other exceptions apply), and an application fee. Non-matriculated
students are limited to two courses selected by the Director and must submit all
application materials necessary for matriculation by the next application deadline.
A student who fails to gain admission into the MBA program will be withdrawn at
the conclusion of their non-matriculated semester. Candidates wishing to apply for
transfer credit (limited to six credits, graduate level) from another institution must
submit all official transcripts and request a review at the time of application.

INTERNATIONAL APPLICANTS
International applicants may apply for the fall and the spring semesters according
to published application deadlines. International students must have their transcripts
evaluated (and translated, if necessary) for program equivalency by a recognized
credential evaluation service prior to application. A course-by-course evaluation
and grade equivalency are needed. Immigration regulations state that no more than
one online course per semester may be used toward the 9 credits required to meet
full-time status. Students wishing to pursue the program on a full-time basis assume
responsibility for remaining in compliance with immigration regulations. Please visit
www.marist.edu/graduate for complete international admissions criteria.
40 MASTER OF BUSINESS ADMINISTRATION

SUBSTITUTION CREDITS
Up to six (6) graduate credits from another AACSB-accredited graduate business
program or certain other graduate programs may, with special permission from
the MBA Director, be used to satisfy graduate core and/or elective requirements.
A minimum grade of B is required. Courses already taken must be presented at the
time of admission. After admission to the MBA program, if not all of the six possible
transfer/substitution credits have been used, courses from other Marist graduate
programs may be considered for substitution. Credit for substituted courses requires
the prior written approval of the MBA Program Director, at whose discretion the
decision is. A request to substitute a course from another program for an MBA course
must be accompanied by the course description and course syllabus.

MBA PROGRAM ACADEMIC POLICIES

A minimum cumulative undergraduate GPA of 3.0 is required to enroll in the MBA
program. The maintenance of a minimum cumulative GPA of 3.0 is required for good
academic standing and to graduate. Students must achieve a cumulative GPA of 3.0
after completing one semester of full-time study or its equivalent.
Any student whose cumulative GPA falls below 3.0 or receives a letter grade of
F will be placed on academic probation and will have nine credits’ worth of MBA
courses, taken within a 12-month period during which no grade may be less than a
B in which to reestablish good academic standing. Any student who fails to achieve
a GPA of at least 3.0 by the end of that 12-month period, or who receives a grade of
less than B during that 12-month period without having first raised his or her GPA to
3.0 or above, faces academic dismissal. Failed courses must be retaken the next time
the course is offered. Any student who earns a grade of F within their first 9 credits
of coursework will not be permitted to continue in the program.
The College’s policies with respect to maintaining matriculation, leaves of
absence, and withdrawal from the Program apply to the School of Management
graduate programs.
All academic requirements for the MBA degree must be completed within five
years of admission. A minimum cumulative GPA of 3.0 is required to enroll in MBA
801 and to graduate. Requests for an extension of the five-year limit must be made in
writing to the Program Director. MBA students may request permission to participate
in May commencement exercises when they have completed all but 6 credits of their
program, provided that the remaining courses will be completed by the end of the
fall semester following commencement. Such requests should be made in writing
to the Program Director. Students must be in good academic standing (minimum
cumulative GPA of 3.0) to participate in commencement.

REGISTRATION PROCEDURES
Registration and payment is done online. Every student has access to an online
transcript which clearly indicates the courses they need to complete their degree.
 MASTER OF BUSINESS ADMINISTRATION 41

MBA PROGRAM OVERVIEW

The Marist MBA program is comprised of 2 components:
• The MBA Required Core (27 credits)
• Concentrations and/or Electives (9 credits)
Upon admission to the program, each candidate receives an individually designed
Curriculum Sheet that indicates which courses the candidate must successfully
complete to qualify for his/her degree.

Core Courses
MBA Core courses develop managerial skill and expose students to current trends
and concepts at the forefront of management thought. These courses are required;
they attempt to assist students to think broadly and to look at the company as a whole
in a global and changing environment. The Strategic Management seminar is the
program’s capstone course. This course seeks to develop an executive-level, strategic
management perspective and to integrate previous knowledge. The candidate must
complete all MBA Core courses and at least 3 credits of electives to register for the
Capstone.

Core Courses (27 credits required)

Each Core course is 3 credits.
MBA 660 The 21st Century Manager
MBA 663 Global Environment of Business
MBA 664 Economics
MBA 665 Analytics Bootcamp
MBA 667 Accounting
Prerequisites: MBA 665
MBA 668 Marketing Management
Prerequisites: MBA 664, 665
MBA 669 Finance
Prerequisites: MBA 665, 667
MBA 670 Operations Management
Prerequisites: MBA 664, 665
MBA 801 Strategic Management (Capstone course)
Prerequisites: MBA 665, 667, 668, 669, 670 as a corequisite
42 MASTER OF BUSINESS ADMINISTRATION

Concentrations (9 credits required,

these consist of a specific set of electives)
All students are required to take 9 elective credits beyond core. A student who does
not select a concentration will receive a general MBA. MBA Concentrations allow
students the opportunity to gain deeper knowledge in a specific area. Students
may select one of the following 3 Concentrations: Ethical Leadership, Financial
Management, or Healthcare Administration.

Ethical Leadership
Choose three of the following:
1) MBA 654 Managing Organizational Change
2) MBA 684 Leadership, Power & Influence
3) MBA 685 Negotiations and Conflict Management
4) MBA 688 Ethical Management of Organizations
Financial Management
Choose three of the following:
1) MBA 644 Financial Statement Analysis
   Suggested prerequisite: MBA 671
2) MBA 671 Corporate Financial Theory & Practice
3) MBA 672 Financial Markets & Institutions
   Suggested prerequisite: MBA 671
4) MBA 673 Investment Analysis & Theory
   Suggested prerequisite: MBA 671
Healthcare Administration
Choose three of the following:
1) MBA 654 Managing Organizational Change
2) MBA 681 US Health Care Policies and Systems
3) MBA 682 Ethical/Legal Issues in Health Care
4) MBA 683 Critical Issues in Health Care

Electives
Electives are intended to be a dynamic part of the MBA program. A wide selection of
Electives is offered to assist students to select the courses that best prepare them to
move ahead on their career path.

MBA Elective Courses

(Please visit www.marist.edu/mba for a complete list of current electives.)
Each is 3 credits.
MBA 613 International Economics
MBA 621 Strategic Marketing Planning
MBA 622 International Marketing
MBA 623 Consumer Behavior
MBA 644 Financial Statement Analysis
MBA 645 Principles and Quantitative Methods in Operational Excellence
 MASTER OF BUSINESS ADMINISTRATION 43

MBA 653 Management and Collective Bargaining

MBA 654 Managing Organizational Change
MBA 661 Operational Excellence
MBA 671 Corporate Financial Theory & Practice
MBA 672 Financial Markets and Institutions
MBA 673 Investment Analysis and Theory
MBA 681 US Healthcare Policies & Systems
MBA 682 Ethical/Legal Issues in Healthcare
MBA 683 Critical Issues in Healthcare
MBA 684 Leadership, Power and Influence
MBA 685 Negotiations and Conflict Management
MBA 686 Strategic Cost Analysis
MBA 687 Electronic Marketing
MBA 688 Ethical Management of Organizations
MPA 500 Introduction to Public Administration
MPA 521 Management in Nonprofit Organizations
MSIS 527 Systems and Information Concepts in Organizations
MSIS 537 Data Management
MSIS 567 Data Communications
44 MASTER OF BUSINESS ADMINISTRATION

Graduate Courses
in Business Administration

CORE COURSES to key concepts in micro economics, such

as productivity, costs, returns to scale, and
MBA 660 market structures. These concepts will be
The 21st Century Manager applied in more depth via contemporary
3 Credits industries examples. Macro concepts
This course examines the theory and practice will include GDP, employment, inflation/
of management and leadership in emerging deflation, and equilibrium GDP with tools
organizational settings which include virtual such as ISLM. The range of macro policy
and distance environments. Traditional and options available for economic stabilization
modern theories of management, as well and growth by countries will be discussed,
as practical application of these theories in including monetary and fiscal policy, with
the workplace, are explored. The course specific country applications in international
assists students to examine his/her leadership context. There will also be consideration
style and develop a plan to improve their of current debates regarding various policy
skills in desired areas and environments. approaches. 8 weeks, 3 credits.
Additionally, the course introduces students to
the technology necessary to deal with virtual MBA 665
teams and team members. 15 weeks, 3 credits. Analytics Bootcamp
3 Credits
MBA 663 This course will introduce a range of data
Global Environment of Business driven disciplines and technologies to help
3 Credits enterprise users make better, faster business
International business regulation (EU, decisions. Students in this course will be
WTO, Foreign Corrupt Practices Act and exposed to spreadsheet modeling, data
similar; antitrust, fair competition law); types visualization, rudiments of data management
of cross-border for-profit entities; types of and data analysis, and an introduction to data
governments and their various relationships mining and predictive modeling, together
to business; effects of cultural differences with the statistics necessary to use the tools.
on cross-cultural management structures and The course will be hands-on, using state of
expectations; cross-cultural communication; the art software, with real world examples
cross-cultural conflict management; ethical from different functional areas and business
problems arising out of cultural and legal domains. 8 weeks, 3 credits.
differences, and out of environmental
considerations. 8 weeks, 3 credits. MBA 667
Accounting
MBA 664 3 Credits
Economics Accounting is an information system that
3 Credits lays the foundation for enlightened decision
Economics provides an understanding of making. MBA accounting is to teach future
the context of all business decisions and business leaders rather than to educate
operations, including micro and macro. accountants, therefore this course puts more
Economics can be usefully applied at many emphasis on how accounting information
levels, but this course focusses on economics impacts decision makers and less emphasis
for the MBA. Students will be introduced on information production. This course will
provide students with an accounting toolkit
 MASTER OF BUSINESS ADMINISTRATION 45

and analytical skills, including data analytics, MBA 669

that guide them in making the complicated Finance
decisions they will face as future business 3 Credits
leaders. This course is organized into two The focus of this course is on valuation and
modules. The first module focuses on the value creation. It consists of two inter-related
interpretation of financial accounting reports components: financial statements and asset
and evaluation of a firm’s performance. This valuation. It starts with a general discussion
helps to analyze the financial reports filed of financial environment. It continues
by companies and understand the relevance with the study of financial statements and
of the information provided in evaluating comprehensive ratio analysis of financial
company performance. The focus of the statements. Further, it discusses the
second module is on information used for determination of interest rates, the relationship
internal decision making purposes. Topics between risk and return, and the discounted
include cost behavior and decision making, cash flow method of asset valuation, which
budgets and performance analysis, activity is then applied to the valuation of financial
and differential analysis, balanced scorecard, assets (stocks and bonds) and the valuation
and others. 8 weeks, 3 credits. of real assets (capital budgeting). It ends with
Prerequisite: MBA 665 a discussion of exchange rate determination
and parity conditions in international finance.
MBA 668 The course also discusses business ethics, and
Marketing Management applies big data analytics using the tools the
3 Credits students have been exposed to in the program.
Marketing is at the core of a successful 15 weeks, 3 credits.
market oriented operating business. It Prerequisite: MBA 665, 667
is an organizational philosophy and a set
of guiding principles for interfacing with MBA 670
customers, competitors, collaborators, and the Operations Management
environment. Marketing’s core concept is 3 Credits
exchange. The practice of marketing entails This course provides a broad but intensive
planning and executing the conception, overview of Operations Management, which
pricing, promotion, and distribution of ideas, is the planning and management of all kinds
goods, and services. This course is of great of firm resources used to produce goods and
value for majors in all functional areas of services. There is particular focus on process
business. While marketing managers develop and systems thinking, value creating, and the
and implement marketing strategy, managers in link to strategy. Attention is paid to Operations
other functional areas (finance, management, Management in global businesses, and to
accounting, human resources and operations) environmental sustainability in Operations
must understand how marketing strategies Management. In addition there is exposure
underpin overall operations. Students will to process strategies, lean manufacturing,
develop a clear understanding of the basic planning processes, supply chain management,
concepts of marketing, understand and make and quality management. The data analytics
strategic marketing decisions by learning tools will be put to use. 8 weeks, 3 credits.
to identify the competitive advantages that Prerequisite: MBA 664, 665
result from leveraged analytics; identify and
use analytical tools and models to achieve MBA 801
profitable and socially responsible marketing Strategic Management
decisions. 8 weeks, 3 credits. 3 Credits
Prerequisite: MBA 664, 665 In this course the case method and current events
are employed to engender an understanding of
the theory, process and contemporary conduct
of strategic management. Students will
46 MASTER OF BUSINESS ADMINISTRATION

master environment, industry, and competitor and marketing planning; the logic of the
analytical models and their application in planning process; product and market
designing organizational forms and charting analysis; definition of opportunities and
firm strategy. The benefits and pitfalls of threats; strategic selection based on product
modern analytic techniques in formulation life cycle; evaluation of marketing plans by
of strategy are considered. Personal discounted cash flows, net present value
competencies essential for success in the method, and internal rate of return method.
contemporary work environment, such as The use of models to develop marketing
investigative, team dynamic, communication strategies will also be examined. The course
and analytical skills are stressed. 15 weeks, makes extensive use of the case study method
3 credits. and employs a “learning by doing” approach.
Prerequisites: Good Academic Standing 8 weeks, 3 credits.
(GPA of 3.0 or higher); MBA 665, 667, 668, Prerequisites: MBA 668
669, 670 (as a corequisite)
MBA 622
International Marketing
ELECTIVE/CONCENTRATION 3 Credits
COURSES This course addresses global issues and
environmental and cultural aspects of doing
MBA 613 business internationally with special emphasis
International Economics on strategic implication of marketing in
3 Credits different country cultures. Decision areas
This course provides students with an include (but are not limited to) product
opportunity to study the international adaptation, modes of entry, and business
economic context for business strategy and ethics. Students will learn to plan and organize
provides an overview of the determinants of for global marketing and develop market entry
trade between nations, comparative advantage, strategies, market targeting and positioning
national trade and competitiveness policies, strategies as well as product, pricing,
and exchange rates. Students will also become distribution, and promotion strategies. Issues
familiar with key international institutions of gray marketing, dumping, and transfer
such as the International Monetary Fund and pricing will also be addressed. Lecture and case
the World Trade Organization, and regional discussion will be used along with learning
economic institutions such as the European activities involving case preparation and
Union and North American Free Trade presentation and an international marketing
Association. Information sources regarding planning project. Class sessions will consist
the balance of payments, global capital of varying percentages of lecture, discussion
flows, and financial reserves help prepare the of specific assignments, student presentations,
student to understand international financial and analysis of appropriate cases. 8 weeks. 3
issues and institutions. Students will apply credits.
the knowledge gained through case analyses Prerequisites: MBA 660 and 667
of particular industries in international
competitive context. 8 weeks, 3 credits. MBA 623
Prerequisites: MBA 664 Consumer Behavior
3 Credits
MBA 621 This course studies the mental and physical
Strategic Marketing Planning processes in which consumers engage. It
3 Credits integrates social and cognitive psychology
This course develops an understanding of with marketing and economic theory to better
the concepts and techniques of contemporary understand consumers with the ultimate goal
strategic marketing planning. Major subject of developing marketing strategy. How do
areas include: evolution of strategic corporate consumers make choices? How will their
 MASTER OF BUSINESS ADMINISTRATION 47

backgrounds affect those choices? This course processes, and supply chain and quality
studies why consumers do what they do with management. Particular focus is placed on
an eye toward improving marketing strategy the perspective of operations management in
development. Psychological and marketing global businesses, value creation, alignment
theory, as well as market trends, societal with company strategy, and application of
changes, and yes, even aberrant consumer quantitative decision-making methods.
behavior, will be discussed. 8 weeks, 3 credits. This is accomplished by qualitatively and
Prerequisites: MBA 668 quantitatively analyzing common operations
management scenarios as well as case studies
MBA 635 and issues from the current press. 8 weeks,
Business Analysis for Effective 3 credits.
Decision-Making Prerequisites: MBA 670
3 Credits
This course explores common tools MBA 653
for data analysis and their application to Management and Collective
decision-making situations. Topics include Bargaining
regression and correlation, forecasting, linear 3 Credits
programming, project management, and other Labor as a critical part of the American
selected topics. All models will be taught industrial relations system is examined. The
with attention to managerial applications, American labor movement and labor law
including case analyses. Course will include are studied. Emphasis of the course is on the
heavy computer usage. 8 weeks, 3 credits. collective bargaining process as carried out
Prerequisites: MBA 665 between labor and management. 8 weeks,
3 credits.
MBA 644 Prerequisites: MBA 660
Financial Statement Analysis
3 Credits MBA 654
Financial statements are relevant to the Managing Organizational Change
decisions of many individuals including 3 Credits
investors, creditors, consultants, managers, This course is designed to build skills that will
auditors, directors, analysts, regulators, and help the student effectively manage change.
employees. This course equips the student Particular attention will be given to enhancing
to use the information provided in financial the student’s capability to analyze situations
statements to make reasoned decisions in of change, plan and implement appropriate
a variety of contexts. Traditional analytical actions for change, and learn from personal
techniques such as ratio analysis, trend experience. 8 weeks, 3 credits.
analysis, and vertical and horizontal analysis Prerequisites: MBA 665
are used. Additionally, the course provides a
framework in which the students can develop MBA 661
appropriate valuation techniques. 8 weeks, Operational Excellence
3 credits. 3 Credits
Prerequisites: MBA 669. This course is designed to provide the student
Suggested: MBA 671 with the concepts and tools necessary to
design, manage, and control the transformation
MBA 645 process in manufacturing and service settings
Principles and Quantitative Methods and to develop systems thinking. The
in Operational Excellence manufacturing philosophies of MRP/ERP, JIT/
3 Credits TQM, TOC/Synchronous Manufacturing, and
This course provides comprehensive coverage Supply Chain Management will be explored
of principles and current issues in operations in depth. Additionally, project management
management, such as process strategies, lean skills will be developed and practiced. These
and sustainable manufacturing, planning
48 MASTER OF BUSINESS ADMINISTRATION

concepts will be applied to case studies and/or MBA 681

business projects. 8 weeks, 3 credits. US Health Care Policies and Systems
Prerequisites: MBA 670 3 Credits
US Health Care Policies and Systems is an
MBA 671 introduction to health care delivery systems
Corporate Financial Theory and the policy environment they operate in,
& Practice with emphasis on the American system of
3 Credits health care and its major issues and challenges.
A study of the theory and practice of The course explores the dynamics of
corporate finance with attention to financial administration in health care institutions such
theory as it refers to the decision-making as hospitals, nursing homes, and ambulatory
process. The following topics are covered care facilities, and the policy issues and
in detail: the modern approach to risk, the controversies that shape the delivery of health
investment decision, and the theory of capital care. 8 weeks, 3 credits.
structure, dividend policy, short term financial
management, and financial forecasting. MBA 682
8 weeks, 3 credits. Ethical/Legal Issues in Health Care
Prerequisites: MBA 669 3 Credits
Ethical/Legal Issues in Health Care provides
MBA 672 you with a fundamental knowledge of the
Financial Markets and Institutions legal system as it relates to health care
3 Credits institutions. The course then builds on your
This course examines the nature and the understanding of the legal system to integrate
role of financial markets and institutions in it with administrative theory as we examine
the domestic and international framework. ethical situations and decisions unique to
The following topics are covered: the effects health care administration and to the health
of monetary policy; the role of the Federal care industry. 8 weeks, 3 credits.
Reserve; the continuing flux in financial
institutions, especially in banking; domestic MBA 683
and international commercial markets, and
international exchange. 8 weeks, 3 credits. Critical Issues in Health Care
Prerequisites: MBA 669. 3 Credits
Suggested: MBA 671 Critical Issues in Health Care covers topics
of contemporary and controversial nature,
MBA 673 focusing on topics such as the implementation
Investment Analysis and Theory of health care policy and the ongoing
3 Credits challenges of balancing margin v. mission
This course offers a study of investment, decisions while working to ensure the long-
primarily in stocks and bonds, and of portfolio term viability of an organization. It actively
theory. Significant theoretical and empirical integrates historical information on health care
studies are discussed. The following topics are issues with current topics under discussion in
covered: the development of portfolio theory, that week’s news outlets. Once it helps you
fundamental analysis, technical analysis, develop an understanding of contemporary
bond and stock portfolio management, health care debate, it also provides you with
and international diversification. 8 weeks, tools and tactics for influencing the debate
3 credits. on a personal and system level. 8 weeks,
Prerequisites: MBA 669. 3 credits.
Suggested: MBA 671
 MASTER OF BUSINESS ADMINISTRATION 49

MBA 684 MBA 687

Leadership, Power and Influence Electronic Marketing
3 Credits 3 Credits
This course will examine the theory and This course examines the impact of the
practice of leadership in organizations. Internet on traditional methods of marketing
Traditional and modern theories of leadership and its potential use for the marketing of
will be explored, as well as the practical goods and services across a range of product
application of these theories in the work categories. This course investigates the utility
place. In addition to covering the traditional of the Internet as a tool for businesses to
concepts of leadership in organizations, increase effectiveness, efficiency, and
this course will take an in-depth look at competitiveness. Students will also study the
the power and influence a leader has over business models currently existing on the Web
the organization and its members. 8 weeks, and develop a framework that can be used
3 credits. to evaluate the Internet’s potential for firm
Suggested: MBA 660 customer relationship-building across a range
of business types. 8 weeks, 3 credits.
MBA 685 Prerequisites: MBA 660 and 668
Conflict & Negotiation
3 Credits MBA 688
This course is an introduction to the theory Ethical Management of Organizations
and practice of interpersonal bargaining. 3 Credits
The course will examine types of bargaining This course will introduce students to the
strategies, planning for negotiations, basic concepts of ethics. Students will
how to handle negotiation breakdowns, examine ethical frameworks as they relate to
communications, power, persuasion, and business, the environment, the consumer, and
ethics in negotiations, as well as international the individual with an organization. Students
dimensions of bargaining. The pedagogical will also learn to apply these frameworks
approach will largely be through experiential using moral decision-making techniques to
learning exercises based on weekly readings. real-world case studies. The class will offer
Evaluations of student efforts will be based students practical tools to help them recognize
upon self reflections, self-assessment, and and address challenging ethical decisions.
personal portfolio construction, as well as 8 weeks, 3 credits.
in-class performance in negotiating sessions Prerequisites: MBA 663
and debriefing discussions. 8 weeks, 3 credits.
MPA 500
MBA 686 Introduction to Public Administration
Strategic Cost Analysis 3 Credits
3 Credits Introduction to Public Administration
Strategic Cost Analysis views cost provides a general overview of the field
management as an important management of public administration. The course
tool enabling organizations to realize their includes theoretical and practical aspects
strategic objectives. This course examines the of key governmental processes, historical
concepts involved in using cost management development of the field, contributions of
as a strategic weapon. It also presents social science to understanding organizations,
essential cost management techniques used to and ethical issues in contemporary government
implement strategic cost management. These activities. 8 weeks, 3 credits.
techniques include: activity based costing, Prerequisites: All Foundation courses
target costing, and a variety of performance
measurement techniques. Actual corporate
experiences with these techniques will be
examined. 8 weeks, 3 credits.
Prerequisites: MBA 667 and 669
50 MASTER OF BUSINESS ADMINISTRATION

MPA 521
Management in Nonprofit
Organizations
3 Credits
As more programs are operated by nonprofit
organizations, public managers must
understand the “third sector.” This course
provides an overview of the history, structure,
and role of the nonprofit sector, including how
nonprofit agencies differ from public and for-
profit entities in mission, governance, funding,
and staffing, and will consider current issues
facing the nonprofit sector. 8 weeks, 3 credits.
 MASTER OF BUSINESS ADMINISTRATION 51

Master of Business Administration Faculty

FAEZAH AMIRKAMALI Assistant Professor of Management, 2018. Degrees: B.A. in
Business Management, Raja Higher Education Institution; E.M.B.A., Azad University, Science
and Research Branch; Ph.D. in Management, University of Texas at Arlington

KAVOUS ARDALAN Professor of Finance, 1998. Degrees: B.A., National University of

Iran; M.A., Ph.D., University of California, Santa Barbara; Ph.D., York University, Toronto,
Canada

WILLIAM S. BROWN Assistant Professor of Management, 1999. Degrees: B.A., Fairleigh

Dickinson University; M.A., Montclair State University; M.B.A., Fairleigh Dickinson
University; Ph.D., University of Pittsburgh

KUANGNEN (HANS) CHENG Associate Professor of Management, 2016. Degrees: B.A. in

German Language and Culture, Soochow University, Taipei, Taiwan; M.B.A., San Francisco
State University; D.B.A., Golden Gate University

CAROL FRIEDMAN, CPA Senior Professional Lecturer of Accounting, 2013. Degrees: B.S.
in Accounting, State University of New York at Binghamton; M.B.A. in Finance, Fordham
University

DAVID J. GAVIN Associate of Professor of Management, 2007. Degrees: B.S., Liberty

University; M.B.A. Marist College; Ph.D., University of Albany

BRIAN HAUGHEY Assistant Professor of Finance/Director of the Investment Center.

Degrees: B.Sc., University College of Dublin, Ireland; M.B.A., University College of Dublin,
Ireland

ZU-HSU (JASON) LEE Associate Professor of Management, 2008. Degrees: B.S., National
Taiwan University; M.B.A., National Chiao Tung University; M.S., University of Pittsburgh;
Ph.D., University of California at Berkeley

ELIZABETH F. PURINTON-JOHNSON Associate Professor of Marketing, 2001. Degrees:

B.S.B.A., University of Maine at Orono; M.B.A., University of Rhode Island; Ph.D.,
University of Rhode Island

CAROLINE V. RIDER, J.D. Associate Professor of Management, 1982. Degrees: B.A., Smith
College; J.D., New York University School of Law

KENNETH SLOAN Associate Professor of Business, 2003. Degrees: B.A., M.P.A., M.B.A.,
Cleveland State University; Ed.D., George Washington University

ANNE ZAHRADNIK Associate Professor of Health Care, 2010. Degrees: B.A., University of
Pittsburgh; M.A., Western Michigan University; Ph.D., Western Michigan University
52 MASTER OF PUBLIC ADMINISTRATION

CHAIR, DEPARTMENT OF PUBLIC AND NONPROFIT ADMINISTRATION

SCHOOL OF MANAGEMENT
Tony Carrizales, Ph.D.
Gradmgt@Marist.edu

MISSION AND OBJECTIVES

The School of Management has offered the Master of Public Administration
degree program since 1980. It rapidly became one of the most popular MPA programs
for working adults in New York State.
The MPA program’s mission is to provide students with the knowledge, skills,
and values to be professionally competent and ethical leaders of a diverse work
force in public and nonprofit organizations within the context of a global society.
The curriculum links theory and practice by emphasizing contemporary issues
grounded in the historical foundation of public administration. Designed to meet
these objectives, and based on standards from the National Association of Schools of
Public Affairs and Administration (NASPAA), the curriculum stresses the following
program goals:
• Integrate knowledge of the key theories across the disciplines of public
administration
• Develop the skills necessary for managing public and nonprofit organizations
effectively, and
• Embrace sound values in the ethical management of public organizations.

PROGRAM OVERVIEW
MPA students are required to complete a total of 42 credits. Specifically, the program
is comprised of three Foundation courses (9 credits), eight required Core courses
(24 credits), and three Elective courses (9 credits). Students may be waived from
up to three Foundation courses if the following conditions are met: (1) comparable
undergraduate courses were completed within the two years prior to acceptance into
the MPA program, (2) a grade of “B” or better was earned in the designated course(s),
and, (3) with approval of the Department Chair at the time of admission. In addition,
students may be waived from the internship if they have two or more years of full-
time professional work experience. This decision is made by the Program Director
at the time of admission only. For the remaining 9 Elective credits, students may
choose to group their Electives in one of the five Concentration areas offered: public
management, ethical leadership, health care administration, nonprofit management,
or analytics. Each Concentration area is defined by specific graduate courses which
must be completed to have the Concentration listed on the student’s transcript.
Students typically start the program with MPA 500—Introduction to Public
Administration, although exceptions may be made upon approval of the Department
Chair. The capstone course, MPA 699—Innovation in Public Administration, requires
students to conduct independent, self-driven research that integrates concepts from
across the MPA curriculum. To qualify for admittance into the capstone seminar, the
candidate must have completed all prerequisite courses and be in good academic
standing (GPA of 3.0 or better). We do not require a thesis or comprehensive
examination as part of the MPA program requirements.
 MASTER OF PUBLIC ADMINISTRATION 53

MPA FOUNDATION COURSES (9 CREDITS REQUIRED, WAIVABLE)

A student may be waived from one, two or all three MPA foundation courses at the
time of admission to the program based on criteria described above.
MPA 501 Politics and Policy
MPA 505 Human Resource Management in Public Organizations
MPA 508 Statistics for Public Managers

MPA CORE COURSES (24 CREDITS REQUIRED, 3 CREDITS WAIVABLE)

A student may be waived from the internship, MPA 660, at the time of admission to
the program based on criteria described above.
MPA 500 Introduction to Public Administration
MPA 503 Public Budgeting
MPA 506 Administrative Law
MPA 507 Technology Management for Public Managers
MPA 513 Program Planning and Evaluation
MPA 530 Organizational Theory and Change
MPA 660 Internship in Public Administration*
MPA 699 Innovation in Public Administration
* Required of pre-service students only.

MPA ELECTIVE COURSES (9 CREDITS REQUIRED)

MPA 502 Economic Issues in the Public Sector
MPA 521 Management in Nonprofit Organizations
MPA 616 Cultural Competence in a Global Society
MPA 622 Nonprofit Fundraising and Development
MPA 681 US Health Care Policies and Systems
MPA 682 Ethical/Legal Issues in Health Care
MPA 683 Critical Issues in Health Care
MBA 684 Leadership, Power and Influence
MBA 685 Negotiations and Conflict Management
MBA 688 Ethical Management of Organizations
MSIS 537 Data Management I
MSIS 545 Introduction to Data Analysis and Computational Statistics
MSIS 645 Data Mining & Predictive Analytics
COMI 505 Public Relations Management
54 MASTER OF PUBLIC ADMINISTRATION

MPA CONCENTRATION AREAS

Students may choose to group their elective credits in one of the following
concentrations:

Public Management: (9 Credits)

MPA 502 Economic Issues in the Public Sector
MPA 616 Cultural Competence in a Global Society
MPA 684 Leadership, Power and Influence*
MPA 688 Ethical Management of Organizations*
* For this concentration, students must choose MPA 684 or MPA 688

Ethical Leadership: (9 Credits)

MPA 684 Leadership, Power and Influence
MPA 685 Negotiations and Conflict Management
MPA 688 Ethical Management of Organizations

Health Care Administration: (9 Credits)

MPA 681 US Health Care Policies and Systems
MPA 682 Ethical/Legal Issues in Health Care
MPA 683 Critical Issues in Health Care

Analytics*: (9 Credits)
MSIS 537 Data Management I
MSIS 545 Introduction to Data Analysis and Computational Statistics
MSIS 645 Data Mining & Predictive Analytics
* Students must earn a “B” or better in MPA 508 before enrolling in classes for this
concentration.

Nonprofit Management: (9 Credits)

MPA 521 Management in Nonprofit Organizations
MPA 622 Nonprofit Fundraising and Development
COMI 505 Public Relations Management

COURSE FORMAT & SCHEDULING

Students may pursue the MPA program in a hybrid (face-to-face and online sessions),
fully online, or through a combination of both—whatever best suits their needs.
The face-to-face component of the hybrid courses are at the Marist main campus in
Poughkeepsie, and at sites in Albany and NYC. Hybrid courses and online courses
cover the same content, have identical learning goals, and are taught by the same
faculty. The key difference is the delivery format.
Courses are offered in 8-week segments or “rounds.” Round 1 courses run the
first 8 weeks of each semester. Round 2 courses run the second 8 weeks of each
 MASTER OF PUBLIC ADMINISTRATION 55

semester. The face-to-face component of the hybrid courses are offered over the same
8-week segments with meetings one night per week.

HOW ONLINE COURSES WORK

Marist College, a recognized leader in the use of technology in the classroom, was
the first college in New York State to gain approval to offer its entire MPA program
online. Students juggling work responsibilities, military duty, travel requirements,
and family obligations can pursue their MPA from the convenience of their own
keyboards, whenever and wherever they may be. iLearn instructional technology
enables students to interact extensively with their instructors and classmates. Online
students log on according to their own schedules, when it is most convenient for
them. Communication is continuous via e-mail, discussion forums, virtual group
conference rooms, and private chat rooms. There is no on-campus requirement for
students completing the program fully online, nor are all students expected to be
online at the same time.

ADMISSIONS REQUIREMENTS
The members of the MPA Admissions Committee look at the interest and aptitude of
a prospective student as indicated by the applicant’s previous academic record, and
past professional achievement and growth. All applicants must hold a baccalaureate
degree from an accredited college or university.
Students entering the MPA program are expected to have strong computing
(word-processing, spreadsheet, presentation software) skills as well as strong library
and Internet research skills.

APPLICATION PROCEDURES
The Admissions Committee will review applications of prospective students
regardless of their undergraduate major. The overall scholastic record and potential of
the applicant are assessed. Students who wish to pursue the program may begin in the
fall or the spring semester. Applications are accepted on a rolling basis. Admission
decisions are made according to published deadlines.
Applicants to the MPA program must submit:
• A completed Marist Graduate Admissions Application
• A $50.00 non-refundable application fee made payable to Marist College
• Official transcripts from all undergraduate and graduate institutions
attended
• A brief essay discussing why the applicant wishes to pursue the MPA
and its relation to the applicant’s career goals
• A current résumé or a written statement describing the applicant’s work
history and present responsibilities
Applicants whose undergraduate GPA is less than 3.0 may be required to submit
their scores from the GRE, letter of reference, or show evidence of strong quantitative
skills. The Marist College report code for the GRE application is 2400.
56 MASTER OF PUBLIC ADMINISTRATION

TRANSFER CREDITS
Applicants with previous graduate work earned in a similar program within 10 years
of starting the MPA program may request to transfer up to 6 credits toward their
MPA degree. A grade of B or better is required. Courses presented for transfer must
be substantially equivalent to the Marist course requirement and must be presented at
the time of admission. Transfer credits require the approval of the Department Chair
and are accepted at the Chair’s discretion.

REGISTRATION PROCEDURES
Registration and payment is done online. Students are encouraged to register early
and are responsible for meeting registration deadlines.

MPA PROGRAM ACADEMIC POLICIES

In the Marist College Master of Public Administration Program, the maintenance
of a minimum cumulative GPA of 3.0 is required for good academic standing and
to graduate. Students must achieve a cumulative GPA of 3.0 after completing one
semester of full-time study or its equivalent. Any student whose cumulative GPA
falls below 3.0 will be placed on academic probation and they will have 9 credits in
which to reestablish good academic standing. Students who receive an F in any class
will be placed on academic probation and must retake the class the next time the
class is offered. Up to two of the courses in which a grade of C or lower was earned
may be repeated once. Graduate students on academic probation who receive a C or
lower in any course at Marist may be dismissed from the program. Any student who
has two semesters (consecutive or otherwise) of academic probation faces academic
dismissal. The School of Management reviews student academic progress following
completion of the fall, spring and summer semesters.
Students in the MPA Program are expected to maintain matriculation by
completing at least one course per semester throughout the academic year (excluding
summer classes). Any student who is compelled to leave school for even one semester
must notify the School of Management (gradmgmt@marist.edu) in writing to
request a Leave of Absence (LOA). Interruption of study beyond one academic year
(2 semesters) requires re-application. The admissions policy and program curriculum
effective at the time of re-admission will apply. All academic requirements for the MPA
program must be completed within five years of admission. A minimum cumulative
GPA of 3.0 is required to enroll in MPA699 and to graduate. Requests for an
extension of the five-year limit must be made in writing to the School of Management
(gradmgmt@marist.edu). Students dismissed from the program requesting a program
committee review of the dismissal or consideration for re-admittance must apply in
writing to the School of Management (gradmgmt@marist.edu).
Students may request permission to participate in May commencement exercises
when they have completed all but 6 credits of their program, provided that the
remaining courses will be completed by the end of the fall semester following
commencement. Such requests should be made in writing to the School of
Management (gradmgmt@marist.edu). Students must be in good academic standing
(minimum cumulative GPA of 3.0) to participate in commencement.
 MASTER OF PUBLIC ADMINISTRATION 57

Graduate Courses in Public Administration

MPA 500 resources and personnel management in
Introduction to Public Administration the public and nonprofit sector. This course
Introduction to Public Administration provides introduces major issues, techniques, and
a general overview of the field of public trends in contemporary public personnel
administration. The course includes theoretical management, including ethical concerns,
and practical aspects of key governmental career planning, and professional development.
processes, historical development of the
field, contributions of social science to MPA 506
understanding organizations, and ethical Administrative Law
issues in contemporary government activities. Administrative Law explores the study of the
legal framework of public administration.
MPA 501 Basic principles of constitutional law and
Politics and Policy the institutions of American government
Politics and Policy considers the public are reviewed. The development of the
policy-making process with particular administrative agency as a contemporary legal
emphasis on the political environment. and social phenomenon and its relationship to
This course covers strategic and operational other branches of government are considered.
planning theories and practices, as well as The structure of an administrative agency,
ethical dilemmas. its jurisdiction, powers, processes, and
accountability are analyzed.
MPA 502
Economic Issues in the Public Sector MPA 507
Economic Issues in the Public Sector extends Technology Management
students’ understanding of theory and for Public Managers
research in key areas of the public sector and Technology Management for Public
the role of government. Students will analyze Managers focuses on what an individual in
theories applied to a variety of policy areas a managerial position should know about
such as pollution, crime prevention, poverty, information technology. Social, political, and
education, unemployment, Social Security organizational effects of the technology on
and Medicare. individuals, groups, and society are covered.
Students gain understanding of how to
MPA 503 use information management for strategic
Public Budgeting and operational purposes, learn to identify
Public Budgeting covers the theory and useful computer applications, and develop
practice of public budget preparation, an appreciation for emerging managerial
approval, execution, review, and auditing concerns in the information age.
as well as political issues in the budget
process. The course includes consideration MPA 508
of capital budgeting, revenue estimation, Statistics for Public Managers
debt administration and the history of budget Statistics for Public Managers provides an
reform efforts. overview of the scientific framework and
empirical approaches to conducting and
MPA 505 evaluating research studies. The course
Human Resource Management in emphasizes the application of quantitative
Public Organizations techniques to decision making and problem-
Human Resource Management in Public solving. Topics include descriptive statistics,
Organizations investigates aspects of human probability, sampling plans, research design,
58 MASTER OF PUBLIC ADMINISTRATION

analytical methods for hypothesis testing, requires an administrator to make decisions

and regression analysis. Familiarity with and implement policies that impact the
high school algebra is necessary. lives of those at the receiving end of said
decisions. Course readings, assignments,
MPA 513 and discussions help students understand
Program Planning and Evaluation the importance of not just working with
Program Planning and Evaluation is diverse individuals, but creating inclusive,
an analysis of the theory and practice of just environments that strengthen decision
designing, implementing, and evaluating making, service delivery and program
public and nonprofit programs. This course planning. Ultimately, students will gain an
develops skills in outcome measurement, understanding of the roles diversity, equity,
survey design, and presentation of results. inclusion and cultural competence (related
yet different concepts) play in the field and
MPA 521 practice of public administration.
Leadership and Management in
Nonprofit Organizations MPA 622
As more programs are operated by nonprofit Nonprofit Fundraising
organizations, public managers must and Development
understand the “third sector.” This course This course covers the fundamentals
provides an overview of the history, structure, of effective resource development (i.e.,
and role of the nonprofit sector, including how fundraising) for nonprofit organizations. In
nonprofit agencies differ from public and for- this course we will examine the parameters
profit entities in mission, governance, funding, within which nonprofit managers raise funds;
and staffing, and will consider current issues the organizational, legal, and ethical contexts
facing the nonprofit sector. of fundraising for nonprofit organizations;
the philosophy of philanthropy in the US
MPA 530 and the various motivations for giving; and,
Organizational Theory and Change practical guidelines for identifying potential
Organizational Theory and Change covers donors, handling the “ask,” providing
the theory and practice of improving donor recognition, and utilizing your board
organizational effectiveness through planned, effectively for fundraising purposes.
systematic interventions and change. Typical
topics include analyzing organizational MPA 660
cultures, structures, processes, and capabilities; Internship
designing needed interventions; and assessing The internship provides students with an
the motivational, educational, and other tools on-site practical experience. It aims to
needed for successful implementation. provide students with a better appreciation
of the relevance and value of the learning
MPA 616 that goes on in the classroom. In addition,
Cultural Competence in an internship experience enables students to
a Global Society give more careful consideration and thought
This course addresses cultural competence to an issue, and practice using theoretical
in a global context. Cultural competency is knowledge to solve practical administrative
defined as the social awareness that everyone problems. Internships are three credits and
is not the same or like I am, an understanding graded pass/no pass.
that different cultures and backgrounds affect
how one thinks and behaves, and that this MPA 661
awareness allows an individual to behave Internship II
appropriately and perform effectively in The internship provides students with a
culturally diverse environments. A service second on-site practical experience. It aims
field, such as a public administration, to provide students with a better appreciation
 MASTER OF PUBLIC ADMINISTRATION 59

of the relevance and value of the learning MPA 683

that goes on in the classroom. In addition, Critical Issues in Health Care
an internship experience enables students to Leadership
give more careful consideration and thought Critical Issues in Health care covers
to an issue, and practice using theoretical topics of contemporary and controversial
knowledge to solve practical administrative nature, focusing on topics such as the
problems. Internships are three credits and implementation of health care policy and the
graded pass/no pass. ongoing challenges of balancing margin v.
Prerequisite: MPA 660 mission decisions while working to ensure
the long-term viability of an organization. It
MPA 662 actively integrates historical information on
Internship III health care issues with current topics under
The internship provides students with a discussion in that week’s news outlets. Once
third on-site practical experience. It aims to it helps the student develop an understanding
provide students with a better appreciation of contemporary health care debate, it also
of the relevance and value of the learning provides tools and tactics for influencing the
that goes on in the classroom. In addition, debate on a personal and system level.
an internship experience enables students to
give more careful consideration and thought MPA 684
to an issue, and practice using theoretical Leadership, Power and Influence
knowledge to solve practical administrative This course will examine the theory and
problems. Internships are three credits and practice of leadership in organizations.
graded pass/no pass. Traditional and modern theories of
Prerequisites: MPA 660 and MPA 661 leadership will be explored, as well as
the practical application of these theories
MPA 681 in the workplace. In addition to covering
US Health Care Policies and Systems the traditional concepts of leadership in
US Health Care Policies and Systems is organizations, the course will take an
an introduction to health care delivery in-depth look at the power and influence
systems and the policy environment they a leader has over the organization and its
operate in, with emphasis on the American members.
system of health care and its major issues
and challenges. The course explores the MPA 685
dynamics of administration in health care Negotiations and Conflict
institutions such as hospitals, nursing homes, Management
and ambulatory care facilities, and the policy This course is an introduction to the theory
issues and controversies that shape the and practice of interpersonal bargaining. The
delivery of health care. course will examines types of bargaining
strategies, planning for negotiations,
MPA 682 how to handle negotiation breakdowns,
Ethical/Legal Issues in Health Care communications, power, persuasion, and
Ethical/Legal Issues in Health Care provides ethics in negotiations, as well as international
the student with a fundamental knowledge dimensions of bargaining. The pedagogical
of the legal system as it relates to health care approach will largely be through experiential
institutions. The course then builds on the learning exercises based on weekly readings.
student’s understanding of the legal system Evaluations of student efforts will be based
to integrate it with administrative theory as upon self-reflections, self-assessment, and
ethical situations and decisions unique to personal portfolio construction, as well as
health care administration and to the health in-class performance in negotiation sessions
care industry are examined. and debriefing discussions.
60 MASTER OF PUBLIC ADMINISTRATION

MPA 688
Ethical Management of Organizations
This course will introduce students to the
basic concepts of ethics. Students will
examine ethical frameworks as they relate
to business, the environment, the consumer,
and the individual with an organization.
Students will learn to apply these frameworks
using moral decision-making techniques
to real-world case studies. The class will
offer students practical tools to help them
recognize and address challenging ethical
decisions.

MPA 699
Innovation in Public Administration
This course provides an integrating
experience for students. Emphasis is placed
upon specific problems. Extensive research
and analysis of public policy are conducted.
Prerequisites: MPA 500, 501, 503, 505, 506,
507, 508, 513 and 530, but the expectation is
that this course be taken in the student’s last
semester of the program. Students must have
a GPA of 3.0 to enroll.
 MASTER OF PUBLIC ADMINISTRATION 61

Master of Public Administration Faculty

ROBERT APPLETON Adjunct Instructor of Public Administration, 2008. Degrees: B.S.,
Norwich University; M.P.A., Marist College

JOHN K. BAINBRIDGE Associate Professor of Public Administration, 2009. Degrees: B.A.,

Cornell University; M.P.A., Columbia University; Ph.D., Columbia University

WILLIAM S. BROWN Assistant Professor of Management, 1999. Degrees: B.A., Fairleigh

Dickinson University; M.A., Montclair State University; M.B.A., Fairleigh Dickinson
University; Ph.D., University of Pittsburgh.

LANORA D. CALLAHAN Adjunct Instructor of Public Administration, 2016. Degrees: B.A.,

Rutgers; M.Sc., University of Manchester; Ph.D. candidate, University of Roehampton

JULIO CASADO Adjunct Instructor of Public Administration, 2018. Degrees: B.A., B.S. Cornell
University; A.L.M., Harvard University Extension School

RICHARD CASTLE Adjunct Instructor of Public Administration, 2021. Degrees: B.S. SUNY
Empire State College; M.P.A. Marist College.

TONY J. CARRIZALES Associate Professor of Public Administration, 2006. Degrees: B.A.,

Cornell University; M.P.A., Cornell Institute for Public Affairs; Ph.D., Rutgers University

DOUG CYR Adjunct Instructor of Public Administration, 2018. Degrees: B.A., University of
Miami; M.A., California Institute of Integral Studies; M.P.A., Marist College

ALEXANDER C. HENDERSON Associate Professor of Public Administration, 2019. Degrees:

B.A., Villanova University; M.P.A., Villanova University; Ph.D., Rutgers University.

RENA HILL Adjunct Instructor of Public Administration, 2006. Degrees: A.A.S., State
University of New York at Dutchess; B.S., Marist College; M.P.A., Marist College

DEE LEVY Adjunct Instructor of Public Administration, 2018. Degrees: B.A., Stony Brook
University; M.S.W. Stony Brook University; M.P.A., Marist College

YVETTE LOPEZ Adjunct Instructor of Public Administration, 2017. Degrees: B.A., Stony Brook
University; J.D., Cornell Law School

LOUISE M. MCLOUGHLIN Adjunct Instructor of Public Administration, 2014. Degrees: B.A.,

Ithaca College; M.P.A., Marist College

JAMES MELITSKI Professor of Public Administration, 2003. Degrees: B.S., Ithaca College;
M.A., Montclair State University; Ph.D., Rutgers University

DENNIS J. MURRAY President Emeritus, Marist College. Professor of Public Administration,

1979. Degrees: B.A., California State University, Long Beach; M.P.A., University of Southern
California; Ph.D., University of Southern California
62 MASTER OF PUBLIC ADMINISTRATION

KENNETH SLOAN Associate Professor of Business, 2003. Degrees: B.A., M.P.A., M.B.A.,
Cleveland State University; Ed.D, George Washington University.

DELLA LEE SUE Assistant Professor of Economics, 2006. Degrees: A.B., Mount Holyoke
College; M.A., Boston University; M.Phil and Ph.D., Columbia University

ANNE ZAHRADNIK Associate Professor of Health Care, 2010. Degrees: B.A., University of
Pittsburgh; M.A., Western Michigan University; Ph.D., Western Michigan University
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 63

PROGRAM DIRECTOR
Eitel J.M. Lauría, Ph.D.
(845) 575-3610
Eitel.Lauria@marist.edu

MISSION AND OBJECTIVES

The Master of Science in Information Systems (MSIS) offers excitement and
challenges for the information age. The program helps students become knowledgeable
professionals with a balanced combination of technical and managerial skills.
Students acquire expertise and experience in information systems, technology,
and business management. Specific areas of emphasis include eliciting client
requirements, analyzing, planning, designing, developing, and implementing
information systems applications, performing data analysis and business analytics,
and managing information technology infrastructure and security. Students participate
in team situations to enhance both their systems thinking and interpersonal skills.
Behavioral, organizational, and financial knowledge and skill development support
the technological central theme.

One Degree, Three Concentrations

The Master of Science in Information Systems at Marist College offers three
concentrations to choose from while earning your MSIS degree. Graduate students
interested in the program are encouraged to explore the concentration that best suits
their interest, background and/or career goals.

Information Systems Management (ISM) Concentration

• Business application focus
• Practical applications of information systems in the workplace
• Specific career paths for the graduating ISM professional include systems
analyst and/or designer, business analyst, project manager, IS auditor, and
information systems manager.
• The foundation for professionals who aspire to become a Chief Information
Officer (CIO)

Business Analytics (BA) Concentration

• Helps professionals gain expertise in accessing and manipulating data, and
applying analytical techniques to extract information from data and use it to
predict future trends and behavior patterns
• Students acquire hands-on experience with cutting-edge analytical methods
and software tools, leveraging the use of information technology to help
improve decision making.
• Provides exposure to practical applications using real-world data.
64 MASTER OF SCIENCE IN INFORMATION SYSTEMS

• Specific career paths for the graduating BA professional include data analyst/
architect, database administrator, business analyst, data science specialist, and
business analytics manager.
• The foundation for professionals who aspire to become a Chief Data Officer
(CDO)

Computer Networks and Security (CNS) Concentration

• Provides students with competence to investigate, design, implement, and
troubleshoot emerging network and security technology
• Provides students with expertise in assessing an enterprise infrastructure for
secure emerging solutions
• Provides students exposure to a practical state-of-the-art networking lab
• Specific career paths for the graduating CNS professional include security
administrator, technical manager, systems administrator, network specialist,
network operations manager, IT administrator, internet engineer, LAN/WAN
engineer, or network administrator.
• The foundation for professionals who aspire to become a Chief Technology
Officer (CTO)

EFFECTIVE COMMUNICATION SKILLS

As an information-systems graduate student, you should be aware that effective
communication is a critical skill required of every student. In order to further develop
and nurture a student’s oral and written communication skills, the Marist pedagogy
includes the following as critical success factors for students in information systems:
• dialogue, not lecture, is the primary teaching method used. Most of the
courses in this program will require you to verbally interact with the instructor
and/or your peers on a regular basis in class or online;
• participation in small-group or team situations. These are designed to help
develop your systems thinking and to enhance your interpersonal skills both
in and out of the classroom;
• oral presentations to your instructor, your class, or to a real client. These may
be formal or informal presentations and will summarize your own work or
that of some team of which you are a member;
• written reports or research papers which will help evaluate the effectiveness
of your written communication skills and provide feedback for improving
them.
The above demands and/or standards are applied universally to all students in the
information-systems program.
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 65

APPLICATION REQUIREMENTS
In addition to the application materials addressed in the Admissions to Graduate
Programs section of the General Information section of this catalog, applicants to the
graduate program in Information Systems must submit the following:
• a current résumé;
• a written summary of technical or professional non-credit course training;
• a written statement which outlines the applicant’s career objective(s), the
reason(s) for selecting Marist’s IS program, desired specialization, and the
applicant’s personal and professional expectations from the program;
• optionally, at the graduate director’s discretion, two letters of recommendation
may be required.
Admissions requirements for international students are outlined in the Application
Requirements for International Students in the General Information section of this
catalog.

TRANSFER CREDIT
A student may transfer up to six graduate credits from a regionally accredited graduate
program. Only courses with grades of B or better will be accepted. Courses should be
equivalent in content and credit value to courses offered in the Marist program. The
graduate director of the IS program will determine the status of all transfer requests
at the time of the application that includes previous graduate study.

MATRICULATION STATUS
Applicants who satisfy all admissions requirements are admitted as matriculated
students. Applicants who are required to complete undergraduate prerequisite courses
are admitted as either matriculated or non-matriculated students at the discretion of
the Program Director. Occasionally, conditional admission is granted; students must
meet the specified conditions to continue in the program.

DEGREE REQUIREMENTS
To qualify for the Master of Science degree in Information Systems, a student
must normally complete 36 hours of work at the graduate level (excluding any pre-
requisites). Course waivers may reduce this to as few as 30 credit hours.
As a rule, each student is expected to complete the IS degree as outlined at
the time of admission to Marist College. Therefore, under normal circumstances
transfer credit or waiver requests for graduate work taken elsewhere after admission
to this program will not be granted. Such substitutions will only be considered for a
substantive reason, such as relocation.
Upon acceptance into the program, graduate students receive a list of prescribed
courses to be successfully completed. Specific undergraduate or graduate course work
may be recommended to satisfy prerequisite requirements or remedy deficiencies
as identified by the graduate director. IS degree requirements must be completed
within seven (7) years of acceptance into the program with a cumulative index of
3.0 or higher. Requests for an extension of the seven-year limitation must be made in
writing to the graduate director.
66 MASTER OF SCIENCE IN INFORMATION SYSTEMS

Part-time students are normally limited to registering for one graduate course
during their first semester, unless special arrangements are approved in advance by
the graduate director. Full-time study is defined as a semester load of at least nine
graduate credits.

ADVISEMENT
The Program Director serves as the primary advisor to all students in the program. The
Program Director regularly makes specific recommendations on course sequences to
be followed by individual students, and approves all program planning requests made
by students. Students should feel free to discuss any questions or concerns that they
may have regarding their planned studies with the graduate director.

CAPSTONE ACTIVITY
The Information Systems Project course (MSIS 720) is the capstone course. It is
expected that most courses will have been completed before the student enters this
course. This will maximize the student’s experience in the course while minimizing
peer knowledge differences.

ACADEMIC STANDING
All students must maintain a 3.0 or higher cumulative average. Those below this
average must repeat courses, starting with the courses in which the lowest grades
were received, until a 3.0 or higher GPA is achieved. If a failing grade is received
in a course, that course must be repeated at the next scheduled offering. All students
requesting enrollment in the capping course must have a 3.0 or higher cumulative
average. If, upon completion of the capstone course, the cumulative average falls
below 3.0, then the capstone course affecting the average must be taken again.
Students who fall below a 3.0 cumulative average during a particular semester
will be warned and placed on academic probation. The student will be given up to
two semesters (at the Program Director’s discretion) to recover an average of 3.0 or
higher. Should the student fail to do so, the student will be automatically dismissed
from the program.

COURSE SCHEDULING CONSIDERATIONS

The IS program offers a mixture of graduate courses both online and in the classroom
on a regular basis. Specific schedules will be addressed by the Program Director as
needs mandate.

SUBSTITUTE COURSES
In certain cases, the Program Director may include one or more substitute courses in
a student’s program. When this occurs, these substitute courses will become part of
the degree requirements in place of the standard courses.
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 67

MASTER OF SCIENCE IN INFORMATION SYSTEMS

COURSE REQUIREMENTS:

MSIS Core Required Courses (21 Credits)

MSIS 527 Systems & Information Concepts
in Organizations 3 cr
MSIS 537 Data Management I 3 cr
MSIS 567 Data Communications 3 cr
MSIS 570 Systems Analysis & Design 3 cr
MBA 674 Financial & Managerial Accounting 3 cr
MSIS 720 Information Systems Project (capstone) 3 cr
MSIS 730 Information Systems Policy 3 cr

Specializations—choose one:

Information Systems Management Required Courses (6 credits)

MSIS 620 Emerging Technologies 3 cr
MSIS 621 Enterprise Architecture 3 cr

Electives:
9 credits from: Information Systems,
Business, Software Development 9 cr

Prerequisite:
MATH 130 Introduction to Statistics

Business Analytics Required Courses (9 credits)

MSIS 545 Introduction to Data Analysis &
Computational Statistics 3 cr
MSIS 637 Decision Support Systems 3 cr
MSIS 645 Data Mining & Predictive Analytics 3 cr

Electives:
6 credits from: Information Systems,
Business, Software Development 6 cr

Prerequisite:
MATH 130 Introduction to Statistics
68 MASTER OF SCIENCE IN INFORMATION SYSTEMS

Computer Networks and Security Required Courses (9 credits)

MSIS 601 Network Design & Implementation 3 cr
MSIS 602 Network Security 3 cr
MSIS 603 Network Virtualization 3 cr

Electives:
6 credits from: Information Systems,
Business, Software Development 6 cr

Prerequisites:
CMPT 307 Internetworking; MATH 130 Introduction to Statistics
It is strongly advised that the graduate director be consulted in the choice of these
elective courses in order to help tailor the program to the student’s specific needs.
Each student must consult with the IS graduate director to plan a course schedule
to enable the student to complete the IS program in the most efficient time frame
considering student desire, transfer credits or waivers, prerequisites, and possible
scheduling information.

Advanced Certificate in Information Systems

PROGRAM DIRECTOR
Eitel J.M. Lauría, Ph.D.
(845) 575-3610
Eitel.Lauria@marist.edu

The 18-credit Advanced Certificate in Information Systems is designed to satisfy

the professional needs of students who wish to acquire graduate-level knowledge
in Information Systems (IS), but who do not wish to pursue a full graduate degree.
It is offered for students who already possess a Master of Business Administration,
a Master of Public Administration, or some other Master’s degree program that
contains or has been supplemented by a significant management-related component.
The certificate program allows individuals who generally have little or no formal
education in IS to develop an expanded graduate-level background in IS as an adjunct
to their prior degree. Candidates who have taken an IS concentration at the graduate
level at Marist are ineligible for this certificate.
Because the courses required demand considerable time and effort, only one
course is permitted in the first semester (this requirement may be waived by the
graduate director based upon recent prior academic performance). Students generally
carry two to four courses per calendar year and take two years to complete the
certificate. The maximum time permitted for completion is four years from admission
into the program.
All courses taken in the certificate program are graduate IS courses and may
be later applied to the IS graduate degree program provided the grades earned are
B or better. However, because of the more comprehensive nature of the IS master’s
program, admissions requirements are more rigorous and additional technical
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 69

competency may be gained through taking some prerequisite courses. Specific

requirements would be identified when admission to the IS master’s program is
requested.

CERTIFICATE REQUIREMENTS
The Advanced Certificate in Information Systems is obtained upon satisfactory
completion of six courses (18 credits) from the graduate Information Systems
program as follows:
MSIS 527 Systems & Information Concepts
in Organizations 3 credits
MSIS 537 Data Management I 3 credits
MSIS 567 Data Communications 3 credits
MSIS 570 Systems Analysis & Design 3 credits
MSIS 720 Information Systems Project 3 credits
MSIS 730 Information Systems Policy 3 credits

ADMISSIONS REQUIREMENTS
Admission is based on prior academic performance and potential, a commitment
to professional development, and demonstrated professional/leadership growth, as
determined from the various documents submitted.
In addition to the application materials addressed in the Admissions to Graduate
Programs section of the General Information section of this catalog, applicants to the
graduate program in Information Systems must submit the following:
• a current résumé;
• a written summary of technical or professional non-credit course training;
• a written statement which outlines the applicant’s career objective(s), the
reason(s) for selecting Marist’s Advanced Certificate in Information Systems,
and the applicant’s personal and professional expectations from the program;
• optionally, at the graduate director’s discretion, two letters of recommendation
may be required.
Students admitted on a non-matriculated basis are permitted to take three credits of
course work. Upon completion of three credits, they will receive matriculated status
if they have achieved at least a 3.0 GPA. All other prerequisites for matriculation
must be met prior to receiving matriculated status. A cumulative 3.0 GPA is required
to obtain the certificate.
70 MASTER OF SCIENCE IN INFORMATION SYSTEMS

Advanced Certificate in Business Analytics

PROGRAM DIRECTOR
Eitel J.M. Lauría, Ph.D.
(845) 575-3610
Eitel.Lauria@marist.edu

The 12-credit Advanced Certificate in Business Analytics is aimed at helping

professionals gain expertise in accessing and manipulating data, and applying
analytical techniques to extract information from data and use it to predict future
trends and behavior patterns. Students who complete the Advanced Certificate in
Business Analytics develop expertise and skills in the areas of Data Management,
Decision Making, Statistical Data Analysis, Management Science, Business
Performance Management, Data Mining and Predictive Analytics. The field of
business analytics has grown significantly over the last few years, providing business
users with better insights from operational data stored in transactional systems.
Business analytics stands today as one of the most strategically important fields in
corporate information technology. Executives analyze sales trends and customer
purchase patterns to improve their marketing strategies and better target customers
with product offers and advertising. Students of the Advanced Certificate in Business
Analytics acquire hands-on experience with cutting-edge analytical methods and
software tools, leveraging the use of information technology to help improve decision
making. The Certificate consists of a four course sequence (12 credits) that suits the
needs of a broad audience of individuals in business, science, and technology across
a wide range of domains. The list includes strategy managers, researchers (physics
and engineering, social science, medicine), business analysts and consultants, IT
professionals, advertising and marketing professionals, health care administrators and
finance professionals. The program is offered in traditional and online format.
All courses taken in the certificate program are graduate IS courses and may be
later applied to the IS graduate degree program provided the grades earned are B or
better. However, because of the more comprehensive nature of the IS master’s program,
admissions requirements are more rigorous and additional technical competency may
be gained through taking some prerequisite courses. Specific requirements would be
identified when admission to the IS master’s program is requested.
Students generally carry two courses per semester, and take a calendar year to
complete the certificate.

CERTIFICATE REQUIREMENTS
The Advanced Certificate in Business Analytics is obtained upon satisfactory
completion of four courses (12 credits) from the Graduate Information Systems
program as follows:
MSIS 537 Data Management I 3 credits
MSIS 545 Introduction to Data Analysis &
Computational Statistics 3 credits
MSIS 637 Decision Support Systems 3 credits
MSIS 591 Data Mining & Predictive Analytics 3 credits
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 71

SUGGESTED COURSE SEQUENCE

Assuming two courses per semester:
MSIS 537 Data Management
MSIS 545 Introduction to Data Analysis and Computational Statistics
MSIS 637 Decision Support Systems
MSIS 591 Data Mining and Predictive Analytics

ADMISSIONS REQUIREMENTS
Admission is based on prior academic performance and potential, a commitment
to professional development, and demonstrated professional/leadership growth, as
determined from the various documents submitted.
In addition to the application materials addressed in the Admissions to Graduate
Programs section of the General Information section of this catalog, applicants to the
graduate program in Information Systems must submit the following:
• a current résumé;
• a written summary of technical or professional non-credit course training;
• a written statement which outlines the applicant’s career objective(s), the
reason(s) for selecting Marist’s Advanced Certificate in Business Analytics,
and the applicant’s personal and professional expectations from the program;
• optionally, at the graduate director’s discretion, two letters of recommendation
may be required.
Students admitted on a non-matriculated basis are permitted to take three credits of
course work. Upon completion of three credits, they will receive matriculated status
if they have achieved at least a 3.0 GPA. All other prerequisites for matriculation
must be met prior to receiving matriculated status. A cumulative 3.0 GPA is required
to obtain the certificate.
72 MASTER OF SCIENCE IN INFORMATION SYSTEMS

Graduate Courses in Information Systems

CORE COURSES (21 credits) MSIS 567
Data Communication
MSIS 527 3 credits
Systems and Information Concepts This course examines the concepts and
in Organizations (SICO) mechanisms of data-transport systems
3 credits including information in the form of data,
The focus of this course is information, voice, and image. Network architecture,
the design and application of terminology, control, and general topologies
systems used to manage it, and the are discussed. Current equipment and physical
interconnection are explored in an applied
benefits that can be derived from
model incorporating a range of network
it in an organizational context. The services to support application development,
reciprocal effects of organization and distributed processing, information centers,
information technology are stressed to and distance learning. Emphasis is placed
develop fundamental understanding on the impact of data-communications
of the impacts and demands of new technology on organizations and on the
technologies on organizations. Systems design of future information systems.
theory is used to develop the systems
approach to problem solving in large
global organizations. Several case MSIS 570
Systems Analysis and Design
studies covering such topics as value
3 credits
chain management, enterprise resource The primary objectives of this course are
planning and competitive advantage are to introduce participants to concepts and
analyzed to further develop the skills techniques for analyzing problems and
and knowledge of the systems approach. designing information systems that address
MIS literacy is developed to build an those problems. Through team projects,
adequate foundation for subsequent students will develop an understanding of the
coursework in other areas. systems development life cycle, the systems
analyst’s roles and responsibilities, and the
MSIS 537 interpersonal skills necessary to analyze
Data Management business problems. Both managerial and
3 credits technological aspects of systems design and
A study of the critical issues related to implementation are considered, including
managing data in organizations. The the process of planning for change and post-
concept of data as a resource, the data implementation reviews. Emphasis is on a
total systems solution rather than software
environment, the database approach,
alone. Students will study systems from the
and the need for data modeling are analysis through the implementation phase.
examined in detail. The growing use Upon completion of the course, participants
of database management systems in will understand how to identify and refine
managing data is discussed. The data requirements, as well as how to complete
administration function, its relevance in process, data, and logic modeling within an
evolving organizations, and emerging object-oriented analysis framework.
issues are also addressed.
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 73

MBA 674 thinking and an open-minded approach

Financial & Managerial Accounting to problem solving. The course explores
3 credits the ethical use of data and how policy
Accounting: Accounting is an matters affect an organization’s ability
information system that lays the to gain insights from data while still
foundation for enlightened decision adhering to a moral compass.
making. MBA accounting is to teach
future business leaders rather than to MSIS 720
educate accountants, therefore this IS Project (capstone)
course puts more emphasis on how 3 credits
accounting information impacts Through the use of projects, this course
decision makers and less emphasis on fits together all of the concepts from
information production. This course will previous courses regarding information
provide students with an accounting systems development. The student gains
toolkit and analytical skills, including experience in analyzing, designing,
data analytics, that guide them in making implementing, and evaluating
the complicated decisions they will face information systems. Assignments
as future business leaders. This course consist of at least one systems
is organized into two modules. The first development project involving all or
module focuses on the interpretation part of the systems-development cycle.
of financial accounting reports and Students will work independently or in
evaluation of a firm’s performance. This teams to acquire practical experience
helps to analyze the financial reports through such projects, including the
filed by companies and understand the behavioral considerations in systems
relevance of the information provided development. The instructor(s) will act
in evaluating company performance. as evaluator(s) instead of teacher(s)
The focus of the second module is on since the course pragmatically tests
information used for internal decision the student’s knowledge and skills
making purposes. Topics include cost gained previously in the program. The
behavior and decision making, budgets student’s ability to apply the systems
and performance analysis, activity and approach to the project as a whole and
differential analysis, balanced scorecard, to individual components will be very
and others. closely evaluated.

MSIS 730 CONCENTRATION COURSES

IS Policy
3 credits Information Systems Management
Information Systems Policy is a Concentration (6 credits)
leadership focused course. Policy
makers are the leaders in any MSIS 620
organization. Through the use of case Emerging Technologies
studies, book study, in-class debates and 3 credits
self-exploration, students explore their This course will enhance and develop
roles as future leaders in their IS careers the students’ knowledge in the
focusing on policy identification, setting, management of emerging technologies,
and managing; leadership issues of our how they evolve, how to identify them
time and how best to address them; and the effects of international, political,
thoughtful debate to develop critical social, economic, and cultural factors
74 MASTER OF SCIENCE IN INFORMATION SYSTEMS

on them. We will address why the data analysis, graphics and inferential
management of emerging technologies statistics is provided in a laboratory
are a “different game” from more setting; students gain proficiency in
mature technologies. This course will using a statistical software platform such
be a critical element in the students’ as R. The course will cover probability
ability to better manage the “process concepts, important distributions,
of technology-based innovation.” We descriptive statistics and graphical
will discuss the management challenges analysis, inferential statistics including
posed by emerging technologies at the confidence intervals, hypotheses testing
point where scientific research reveals and ANOVA, as well as correlation and
a technological possibility and goes all linear regression in one and several
the way to the commercialization of the covariates. Computational techniques
technology into lead markets. such as the bootstrap and resampling
as well as for simulations are stressed
MSIS 621 throughout. Principles and methods of
Enterprise Architectures statistical analysis are put into practice
3 credits using a range of real-world data.
This course covers what every senior
IT manager needs to know about using MSIS 637
IT to enable strategy and get more Decision Support Systems
value from IT. In this course we take 3 credits
the strategic perspective and study how This course covers concepts and tools
leading firms get more value from their that aid managerial decision making
IT investments. The course focuses on by applying analytic reasoning and
the strategic impact and business value computer-based tools to managerial
that can be achieved rather than the problems. Managers are increasingly
details of the technology. This is an overwhelmed by the speed of decision
integrative course including issues of making, the number of decisions, and the
business strategy, technology and the amount of data available to help make
study of organizations and people. The these decisions. Their success depends
creation of business value requires the on their ability to extract business value
successful integration of these issues from the raw data their organization
with the potential of IT. collects. The course focuses on decision
making techniques and tools including
Business Analytics Concentration such topics as management science,
(9 credits) model-driven decision support, data-
driven DSS, expert systems, executive
MSIS 545 information systems and business
Intro to Data Analysis and intelligence.
Computational Statistics
3 credits MSIS 645
This is an introductory course in data Data Mining and Predictive Analytics
analysis with emphasis on statistical 3 credits
computation, analysis, simulation, Data Mining & Predictive Analytics is
modeling and prediction. A basic the name given to a group of disciplines,
presentation of modern computational technologies, applications and practices
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 75

for analyzing data (usually based on security from the basics such as security
past business performance) and building services, access controls, vulnerabilities,
models to help enterprise users make threats and risk to network architectures
better, faster business decisions. The and attacks. Once the basic components
course covers basic concepts, tasks, have been mastered, the focus and
methods, and techniques in data emphasis will transition to network
mining, including data exploration, data security capabilities and the mechanics
preparation, classification, regression, such as IPsec, Firewalls, Deep Packet
clustering, association, and performance Inspection, IDS and IPS.
evaluation applied to predictive
modeling. MSIS 603
Network Virtualization
Computer Networks and Security 3 credits
Concentration (9 credits) Network Virtualization is an integral
component in any network today.
MSIS 601 Network Virtualization is the key
Network Design and Implementation component to cloud computing whether
3 credits it be a public cloud, private cloud or
Computer Networks continue to expand hybrid cloud environment. This course
the technologies they must support. This covers the origin, theory, enabling
course covers computer network design technology, design, and practical
and implementation of industry preferred implementation of key components
algorithms, protocols and technologies. to build a network virtualization
Focus and emphasis is given to industry environment. The transformative
and research best practices and secure architecture will be discussed in depth
implementation and management. and utilized in case studies, while
Problem solving techniques and network providing an implementation utilizing
management tools are discussed and the technology studied.
utilized while working with industry
leaders networking equipment. Topics
include LAN and WAN network
design, network management, fault
detection, configuration, secure protocol
implementations, performance, and
congestion control techniques. Strong
focus on problem-solving skills and
network management tools based on
protocols like SNMP will be utilized.

MSIS 602
Network Security
3 credits
This course covers network security
issues and solutions using a background
of theoretical knowledge reinforced with
practical implementation. This course
will begin with learning what makes up
the components of computer network
76 MASTER OF SCIENCE IN INFORMATION SYSTEMS

Computer Science/Software Development

and Information Systems Faculty
CHRIS ALGOZZINE Professional Lecturer of Computer Science, 2015. Degrees: B.S.,
Computer Science, Marist, 1989. M.S., Information Systems, Marist, 1995. Specialties:
Management Information Systems, Project Management

JUAN ARIAS Assistant Professor of Computing Technology. Degrees: Ph.D. in Computer

Engineering, Penn State University. M.B.A. in Finance/Management, Stern School of Business,
New York University. M.Sc. in Computer Engineering, Universidad Simón Bolívar. B.S. In
Computer Engineering, Universidad Simón Bolívar

ROBERT M. CANNISTRA Distinguished Professional Lecturer of Computer Science,

Information Technology & Systems, 2002. Degrees: B.S., State University of New York at
Brockport; M.S., Marist College. Specialties: Data Communications and Networks

RONALD COLEMAN Professor of Computer Science and Information Technology,

2002. Degrees: B.S., City College of New York; Ph.D., Polytechnic University. Specialties:
Algorithms, Software Development, Distributed Computing

CASIMER DECUSATIS Associate Professor of Information Technology & Systems and

Director of Cybersecurity Education, 2014. Degrees: B.S. Engineering Science & Mechanics,
Pennsylvania State University; M.S. Electrical, Computer & Systems Engineering, Rensselaer
Polytechnic Institute; Ph.D. Electrical, Computer & Systems Engineering, Rensselaer
Polytechnic Institute. Specialties: Cloud Computing, Fiber Optical Networking and Wavelength
Multiplexing, Data Communications, Software-Defined Networking, Network Function
Virtualization, Cyber-Security

DOMINICK FOTI Professional Lecturer of Computing Technology. Degrees: B.S. SUNY, The
University of Albany. B.A. SUNY, The University of Albany M.B.A. SUNY, The University
of Albany. M.S. Information Security and Digital Forensics, SUNY, The University at
Albany. Specialties: Vulnerability Management, Cyber Deception & Adversary Engagement,
Behavioral Aspects of Insider threats, Cybersecurity Risk management

BRIAN GORMANLY Professional Lecturer of Computer Science. Degrees: M.S. in Computer

Science, Marist College; B.S. in Computer Science, Mount Saint Mary College. Specialties:
Robotics, Mobile Computing, Software Development

JAMES HELMREICH Associate Professor of Mathematics, 1992. Degrees: B.A., Bowdoin

College; M.A., University of Maryland; Ph.D., University of Maryland; M.S., SUNY Albany.
Specialties: Statistics, R, Pedagogy

MATTHEW A. JOHNSON Senior Professional Lecturer of Computer Science, 2007. Degrees:

B.S., State University of New York at New Paltz; M.S., State University of New York at New
Paltz. Specialties: Web Programming, Unix/Linux Operating Systems & Administration,
Computer Graphics

ALAN G. LABOUSEUR Associate Professor of Computer Science, 2003. Degrees: B.S.,

Marist College; M.S., Pace University; Ph.D., State University of New York at Albany.
Specialties: Software Development, Database Systems, Internet-enabled Applications
 MASTER OF SCIENCE IN INFORMATION SYSTEMS 77

EITEL J.M. LAURÍA Professor of Data Science & Information Systems, and Director of
Graduate Programs, 2002. Degrees: Electrical Engineering, Universidad de Buenos Aires
(Argentina); M.B.A., Universidad del Salvador (Argentina) / Universidad de Deusto (Spain);
Ph.D., State University of New York at Albany. Specialties: Data Science, Data Management,
Decision Support Systems, Data Mining & Predictive Analytics, Machine Learning, Learning
Analytics

CATHY MARTENSEN Teaching Associate. Degrees: M.S. in Computer Science, Software

Engineering Concentration, Marist College. B.S. in Computer Science, Marist College.
Advanced Teaching Certificate in Secondary Mathematics Education, Pace University

CAROLYN MATHEUS Professor of Information Systems, 2009. Degrees: B.A., Marist

College; M.A., Marist College; M.S.C.S., Marist College. PhD., State University of New York
at Albany Specialties: Organizational Studies, Management Information Systems

REZA SADEGHI Assistant Professor of Computer Science. Degrees: B.S. Isfahan University
of Technology. M.S. Imam Reza International University. PhD., Wright State University.
Specialties: Data Analytics and Machine Learning, Modeling Complex systems with Graphical
Models, Deep Learning and Fuzzy Logic

ROGER NORTON Dean of Computer Science, 1980. Degrees: B.S., University of

Massachusetts; M.A., Brandeis University; Ph.D., Syracuse University. Specialties: Semantics
of Programming Languages; Object-Oriented Programming; Distributed Computing; Grid
Computing

DONALD R. SCHWARTZ Associate Professor of Computer Science, 2013. Degrees: B.S.,

University of Louisiana at Lafayette, M.S., University of Louisiana at Lafayette, Ph.D.,
University of Louisiana at Lafayette. Specialties: Software Engineering, Database, Service
Learning

ANDREW P. TOKASH Professional Lecturer of Computer Science. Degrees: M.S. in

Information Systems, Marist College. BA, Empire State College, Saratoga Springs. Specialties:
Networking

MARILYN ZEPPETELLI Professional Lecturer and Director of Enterprise Computing

Education. Degrees: M.S. in Computer Science/Information Systems, Marist College. M.S. in
Biotechnology/Bioinformatics, Johns Hopkins University. B.S. in Mathematics, Marymount
College. Specialties: Enterprise / mainframe computing

BOWU ZHANG Assistant Professor of Computer Science, 2015. Degrees: B.S. in Electrical
Engineering, University of Science and Technology of China, Ph.D. in Computer Science,
The George Washington University. Specialties: Distributed Systems, Machine Learning, Data
Science
78 MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT

PROGRAM DIRECTOR
Eitel J.M. Lauría, Ph.D.
(845) 575-3610
Eitel.lauria@marist.edu

MISSION AND OBJECTIVES

The Masters of Science Computer Science/Software Development program was
founded in the 1990s. The program has served its primary mission, that is, of
exposing students to graduate-level studies in software development.
Computer Science encompasses five subject areas: systems, algorithms and data
structures, programming languages, databases, and artificial intelligence. Software
development is the practice of crafting and maintaining computer codes, the activity
of which may be applied to and/or borrowed from one or more Computer Science
subject areas.

APPLICATION REQUIREMENTS
In addition to the application materials addressed in the Admissions to Graduate
Programs section of the General Information section of this catalog, applicants to the
graduate program in Information Systems must submit the following:
• a current résumé;
• a written summary of technical or professional non-credit course training;
• a written statement which outlines the applicant’s career objective(s), the
reason(s) for selecting Marist’s IS program, desired specialization, and the
applicant’s personal and professional expectations from the program;
• optionally, at the graduate director’s discretion, two letters of recommendation
may be required.
Admissions requirements for international students are outlined in the Application
Requirements for International Students in the General Information section of this
catalog.

MATRICULATION STATUS
Applicants who satisfy all admissions requirements are admitted as matriculated
students. Applicants who are required to complete undergraduate prerequisite courses
are admitted as either matriculated or non-matriculated students at the discretion of
the Program Director. Occasionally, conditional admission is granted; students must
meet the specified conditions to continue in the program.

DEGREE REQUIREMENTS
To qualify for the Master of Science in Computer Science, students must matriculate
and complete 32 credits as described below. Degree requirements must be satisfied
within seven years of acceptance into the program, with a cumulative index of
no less than 3.0. Requests for an extension of the seven-year limitation must be
made in writing to the Program Director. Each student is expected to complete the
requirements as outlined in the catalog in effect at the time of admission to Marist
College. Students may choose to follow a subsequently revised catalog.
MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT 79

All courses leading to the master’s degree in Software Development are offered
in the late afternoon or in the evening. Part-time students are limited to registering for
one course during their first semester unless prior approval is granted by the Program
Director. Full-time study is defined by a semester load of at least nine credits.

ADVISEMENT
The Program Director serves as the primary advisor to all students in the program. The
Program Director regularly makes specific recommendations on course sequences to
be followed by individual students, and approves all program planning requests made
by students. Students should feel free to discuss any questions or concerns that they
may have regarding their planned studies with the graduate director.
The graduate director reserves the right to limit the number of courses that a
student may take each semester depending upon a student’s professional workload
and other concerns.

CAPSTONE ACTIVITY
The MSCS Project course (MSIS 710) is the capstone course. It is expected that most
courses will have been completed before the student enters this course. This will
maximize the student’s experience in the course while minimizing peer knowledge
differences.

ACADEMIC STANDING
All students must maintain a 3.0 or higher cumulative average. Those below this
average must repeat courses, starting with the courses in which the lowest grades
were received, until a 3.0 or higher GPA is achieved. If a failing grade is received
in a course, that course must be repeated at the next scheduled offering. All students
requesting enrollment in the capping course must have a 3.0 or higher cumulative
average. If, upon completion of the capstone course, the cumulative average falls
below 3.0, then the capstone course affecting the average must be taken again.
Students who fall below a 3.0 cumulative average during a particular semester
will be warned and placed on academic probation. The student will be given up to
two semesters (at the Program Director’s discretion) to recover an average of 3.0 or
higher. Should the student fail to do so, the student will be automatically dismissed
from the program.

COURSE SCHEDULING CONSIDERATIONS

The MSCS program offers courses in the classroom on a regular basis and online
courses occasionally. Specific schedules will be addressed by the Program Director
as needs mandate.

SUBSTITUTE COURSES
In certain cases, the Program Director may include one or more substitute courses in
a student’s program. When this occurs, these substitute courses will become part of
the degree requirements in place of the standard courses.
80 MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT

PREREQUISITES
All applicants are expected to be proficient in computer programming, computer
architecture, and mathematics. The level of competence can ordinarily be demonstrated
by appropriate courses in the areas noted below.
• MATH 205 Discrete Mathematics
• MSCS 501 Object-Oriented Programming
• MSCS 502 Advanced Data Structures
• MSCS 503 Computer Organization and Architecture

Students can waive these courses through a placement exam or

demonstrated evidence of proficiency in these topics.

Graduate Courses in Software

Development
MASTER OF SCIENCE IN COMPUTER SCIENCE/
SOFTWARE DEVELOPMENT

Course Requirements
Candidates for the Master of Science in Computer Science/Software Development
must complete the following:

Core Courses (16 credits)

MSCS 510 Software Design and Development
MSCS 542 Database Management Systems
MSCS 560 Networking
MSCS 630 Security Algorithms & Protocols

Tracks (8 credits)
Cloud Computing
MSCS 679 Parallel Processing
MSCS 621 Cloud Computing I
Mobile Computing
MSCS 565 Game Development I
MSCS 722 Enterprise Mobile Development

Capping Project (4 credits)

MSCS 710 Project
MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT 81

Electives (4 credits)
Choose 1 from:
MSCS 665 Game Development II
MSCS 555 Computer Graphics
MSCS 550 Artificial Intelligence
MSCS 721 Software Verification & Maintenance
MSCS 688 Independent Study

Recommended Sequence:
Semester One – Fall
MSCS 560 Networking
MSCS 542 Database Management Systems
Track Course #1
Semester Two – Spring
MSCS 630 Security Algorithms & Protocols
MSCS 510 Software Design & Development
Track Course #2
Semester Three – Fall
MSCS 710 Project
MSCS/SD Grad Elective

Internship Courses
MSCS 680, 681, 682 Graduate Internship in Software Development
82 MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT

Description of Courses
MATH 205 MSCS 503
Discrete Mathematics Computer Organization
4 Credits and Architecture
This course introduces the algebraic 4 Credits
concepts, methods, and techniques that form The purpose of this course is to acquire
the theoretical basis of computer science, an understanding and appreciation of a
including the relevant areas of logic; set computer system’s functional components
theory and the theory of relations; functions; and their characteristics. Students will learn
and permutations. instruction set architecture, the internal
Prerequisite: Three years of high school implementation of a computer at the register
mathematics and functional level, and understand how
main activities are performed at machine
MSCS 501 level as well as gain an appreciation for
Object-Oriented Programming hardware design at micro level. This course
4 Credits will not meet any graduation requirements
This course is designed to quickly bring stu- and will generally be taken as a foundation
dents up to speed with current programming course.
practice including problem-solving methods, Prerequisite: CMPT 220 or MSCS 501
algorithm development, and the object-
oriented paradigm. Students will practice MSCS 510
program design, coding, debugging, testing, Software Design and Development
and documentation using accepted style 4 Credits
conventions. This course establishes a This course introduces a formal approach
foundation for further studies in computer to the design and development of software
science. Programming projects are assigned. systems. The various phases of the software
Prerequisites: None development process are covered and
students are introduced to an object-oriented
MSCS 502 design methodology using Unified Modeling
Advanced Data Structures Language. The course is project-driven
4 Credits and student teams design and implement a
Linear and non-linear data structures will complex software system that utilizes a well-
be discussed and implemented including designed user interface. Java is the language
dynamic lists, linked lists, stacks, queues, of development and Java Swing will be
trees, heaps, and hashing. Complexity will covered. (Offered: spring semester)
be considered and efficient structures will Prerequisite: CMSC 335 Advanced Data
be covered including balanced binary search Structures
trees and priority queues. Advanced Java
topics will be covered including abstract MSCS 542
classes, interfaces, and iterators. Students Database Management Systems
will be expected to construct and/or use 4 Credits
generic data structure classes. A study of the issues related to the design
Prerequisites: MSCS 501 Object-Oriented and administration of modern database
Programming, MATH 205 Discrete Math systems, with special emphasis on relational
database systems. This course will study
data modeling, query languages, schema
refinement and tuning of existing databases,
MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT 83

physical implementation of databases, and implement their own video games from a list
systems issues in the management of data. of options.
Prerequisite: MSCS 501 Object-Oriented Prerequisite: MSCS 501 Object Oriented
Programming Programming

MSCS 555 MSCS 621

Computer Graphics I Cloud Computing
4 Credits (formerly Distributed Systems)
This course introduces students to all aspects 4 Credits
of computer graphics: hardware, software, This course studies cloud computing based on
and applications. In the course, students will open standards including Internet addresses,
learn the basic concepts underlying computer sockets, streams, universal character
graphics and gain experience with at least codes, threads, and Internet protocols
one graphical application programming like REST, XML, JSON client-server
interface. database management systems, and content
Prerequisites: MSCS 502 Advanced Data management systems. The course pursues a
Structures, MATH 221 Differential and practical approach to security issues such as
Integral Calculus the application and use of digital certificates,
encryption, and transactional security.
MSCS 560 Small student teams analyze, design, and
Networking build a cloud-based system using software-
4 Credits development best practices.
This course will focus on OSI and Prerequisites: MSCS 501 Object-Oriented
internet protocols that provide a reliable Programming, MSCS 560 Networking
communication channel over the physical
network linking a heterogeneous collection MSCS 630
of computing resources. Topics covered Security Algorithms and Protocols
include: Switching Techniques, Wireless 4 Credits
Protocols, Media Access Control, TCP/IP Internet Security is the study of
and multicasting. mechanisms through which remote parties
Prerequisites: MSCS 501 Object Oriented can authenticate each other’s identity and
Programming, MSCS 502 Advanced then communicate securely with each
Data Structures, MSCS 503 Computer other. Topics covered will include basic
Architecture and Organization cryptographic mechanisms, Public Key
Infrastructure (PKI) for distributed security,
MSCS 565 grammatical mechanisms used to specify
Game Design and Programming 1 security protocols, current government
4 Credits initiatives impacting Internet security. Also
The objectives of this course are to introduce covered will be security artifacts that occur
a disciplined, practical approach to computer in large networks to support and enhance
game design and programming. The the PKI—these are things like virtual
game design aspect focuses on interactive private networks, the secure sockets layer
and interface design, world design, play mechanism embedded in all browsers, and
mechanics and rules, and integration of directory services such as LDAP which are
visual and audio components. The game used as distributed repositories for hold
programming aspect focuses on game- certificates. Included, as well, will be the
specific 2D graphics, animation, physics study of methods that have been used by
simulations, algorithms, data structures, and hackers to break into computer systems.
libraries. The course is project-oriented and Prerequisites: MSCS 501 Object Oriented
students working in small teams design and Programming, MSCS 503 Computer
84 MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT

Architecture and Organization, MATH 205 application using software-development best

Discrete Math practices.
Prerequisites: MSCS 501 Object-Oriented
MSCS 665 Programming, MSCS 503 Computer
Game Design and Programming 2 Architecture and Organization
4 Credits
This course continues the study of video MSCS 710
game design and programming, building on Project
the techniques and methods developed in 4 Credits
Game Design & Programming I. In particular, This is a project-based course. Students
students learn to apply game engines and will work in teams to analyze, design, and
application program interfaces, strategic implement a large system chosen from a list
and behavioral artificial intelligence, and of selected projects. Students will utilize the
game optimization techniques for both skills gained in previous courses, especially
space and time considerations. Design and Software Design and Development,
programming issues for multiplayer on-line in working as a team going through the
games are also covered, including event- various phases of the software-development
based and turn-based games. The course is process. Student teams will have milestone
project-oriented, and students design and presentations, including a final presentation,
implement their own video games from a list throughout the course. This course meets on
of options. a weekly basis.
Prerequisite: MSCS 565 Game Design and Prerequisites: Completion of at least 18
Programming I credits and MSCS 510 Software Design and
Development.
MSCS 679
Parallel Computing MSCS 721
4 Credits Software Verification & Maintenance
Parallel computing has historically played 4 Credits
a vital role in addressing the performance Whether a simple standalone tool or complex
demands of high-end engineering and networked systems, an essential part of
scientific applications. However, it has now the development cycle involves testing
moved to center stage in light of current whether the software satisfies established
hardware trends and device power efficiency requirements and produces the expected
limits. All computer systems—embedded, results. In this course, students study
game consoles, laptop, desktop, high-end the methodology behind the testing and
supercomputers, and large-scale data center debugging of software systems, including:
clusters—are being built using chips with extracting test cases from requirements,
an increasing number of processor cores, assembling a test suite, validation, problem
with little or no increase in clock speed per diagnosis, and developing fixes. Issues
core. This course will introduce the concept related to ongoing maintenance, porting
of multicore and multiprocessor parallel software to new platforms, and handling
programming. Topics such as Amdhal’s feature requests are also considered.
law, speedup, efficiency, hyper-threading, Prerequisite: MSCS 510 Software Design &
task-level vs. data-level parallelism, shared Development
memory vs. shared-nothing algorithms,
concurrent vs. parallel collections, database
sharding, and debugging and testing will
be discussed. Small student teams analyze,
design, and build a parallel computing
MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT 85

MSCS 722
Enterprise Mobile Dev
4 Credits
Modern software solutions increasingly
require deploying applications and system
components to mobile devices. Programming
for the mobile environment presents a
unique combination of challenges as we
attempt to satisfy competing constraints of
embedded platforms, mobile networking,
and security. Students taking this course
learn about the challenges and best practices
involved in developing robust applications
in a mobile environment. Students reinforce
and integrate these concepts by designing
and coding software to run on devices such
as smartphones or tablets.
Prerequisites: MSCS 510 Software
Design & Development, MSCS 542 Data
Management, MSCS 560 Networking
86 MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT

Computer Science/Software Development

and Information Systems Faculty
CHRIS ALGOZZINE Professional Lecturer of Computer Science, 2015. Degrees: B.S.,
Computer Science, Marist, 1989. M.S., Information Systems, Marist, 1995. Specialties:
Management Information Systems. Project Management

SANDHYA ANEJA Assistant Professor of Computer Science. Degrees: MTech Computer

Applications, Indian Institute of Technology Delhi, India. Ph.D. in Computer Science,
University of Delhi, India. Specialties: Mobile and Wireless Network Systems, High-
Performance Computing, Deep Convolutional Neural Networks

JUAN ARIAS Assistant Professor of Computing Technology. Degrees: Ph.D. in Computer

Engineering, Penn State University. M.B.A. in Finance/Management, Stern School of
Business, New York University. M.Sc. in Computer Engineering, Universidad Simón Bolívar.
B.S. In Computer Engineering, Universidad Simón Bolívar

ROBERT M. CANNISTRA Distinguished Professional Lecturer of Computer Science,

Information Technology & Systems, 2002. Degrees: B.S., State University of New York at
Brockport; M.S., Marist College. Specialties: Data Communications and Networks

RONALD COLEMAN Professor of Computer Science and Information Technology,

2002. Degrees: B.S., City College of New York; Ph.D., Polytechnic University. Specialties:
Algorithms, Software Development, Distributed Computing

CASIMER DECUSATIS Associate Professor of Information Technology & Systems

and Director of Cybersecurity Education, 2014. Degrees: B.S. Engineering Science &
Mechanics, Pennsylvania State University; M.S. Electrical, Computer & Systems Engineering,
Rensselaer Polytechnic Institute; Ph.D. Electrical, Computer & Systems Engineering,
Rensselaer Polytechnic Institute. Specialties: Cloud Computing, Fiber Optical Networking and
Wavelength Multiplexing, Data Communications, Software-Defined Networking, Network
Function Virtualization, Cyber-Security

DOMINICK FOTI Professional Lecturer of Computing Technology. Degrees: B.S. SUNY, The
University of Albany. B.A. SUNY, The University of Albany M.B.A. SUNY, The University
of Albany. M.S. Information Security and Digital Forensics, SUNY, The University at
Albany. Specialties: Vulnerability Management, Cyber Deception & Adversary Engagement,
Behavioral Aspects of Insider threats, Cybersecurity Risk management

BRIAN GORMANLY Professional Lecturer of Computer Science. Degrees: M.S. in Computer

Science, Marist College; B.S. in Computer Science, Mount Saint Mary College. Specialties:
Robotics, Mobile Computing, Software Development

JAMES HELMREICH Associate Professor of Mathematics, 1992. Degrees: B.A., Bowdoin

College; M.A., University of Maryland; Ph.D., University of Maryland; M.S., SUNY Albany;
Specialties: Statistics, R, Pedagogy
MASTER OF SCIENCE IN COMPUTER SCIENCE/SOFTWARE DEVELOPMENT 87

MATTHEW A. JOHNSON Senior Professional Lecturer of Computer Science, 2007.

Degrees: B.S., State University of New York at New Paltz; M.S., State University of New
York at New Paltz. Specialties: Web Programming, Unix/Linux Operating Systems &
Administration, Computer Graphics

ALAN G. LABOUSEUR Associate Professor of Computer Science, 2003. Degrees: B.S.,

Marist College; M.S., Pace University; Ph.D., State University of New York at Albany.
Specialties: Software Development, Database Systems, Internet-enabled Applications

EITEL J.M. LAURÍA Professor of Data Science & Information Systems, and Director of
Graduate Programs, 2002. Degrees: Electrical Engineering, Universidad de Buenos Aires
(Argentina); M.B.A., Universidad del Salvador (Argentina) / Universidad de Deusto (Spain);
Ph.D., State University of New York at Albany. Specialties: Data Science, Data Management;
Decision Support Systems, Data Mining & Predictive Analytics, Machine Learning, Learning
Analytics

CATHY MARTENSEN Teaching Associate. Degrees: M.S. in Computer Science, Software

Engineering Concentration, Marist College. B.S. in Computer Science, Marist College.
Advanced Teaching Certificate in Secondary Mathematics Education, Pace University

CAROLYN MATHEUS Professor of Information Systems, 2009. Degrees: B.A., Marist

College; M.A., Marist College; M.S.C.S., Marist College. PhD., State University of New York
at Albany Specialties: Organizational Studies, Management Information Systems

REZA SADEGHI Assistant Professor of Computer Science. Degrees: B.S. Isfahan University
of Technology. M.S. Imam Reza International University. PhD., Wright State University.
Specialties: Data Analytics and Machine Learning, Modeling Complex systems with Graphical
Models, Deep Learning and Fuzzy Logic

ROGER NORTON Dean of Computer Science, 1980. Degrees: B.S., University of

Massachusetts; M.A., Brandeis University; Ph.D., Syracuse University. Specialties: Semantics
of Programming Languages, Object-Oriented Programming, Distributed Computing, Grid
Computing

DONALD R. SCHWARTZ Associate Professor of Computer Science, 2013. Degrees: B.S.,

University of Louisiana at Lafayette, M.S., University of Louisiana at Lafayette, Ph.D.,
University of Louisiana at Lafayette. Specialties: Software Engineering, Database, Service
Learning

ANDREW P. TOKASH Professional Lecturer of Computer Science. Degrees: M.S.

in Information Systems, Marist College. B.A., Empire State College, Saratoga Springs.
Specialties: Networking

MARILYN ZEPPETELLI Professional Lecturer and Director of Enterprise Computing

Education. Degrees: M.S. in Computer Science/Information Systems, Marist College. M.S. in
Biotechnology/Bioinformatics, Johns Hopkins University. B.S. in Mathematics, Marymount
College. Specialties: Enterprise / mainframe computing

BOWU ZHANG Assistant Professor of Computer Science, 2015. Degrees: B.S. in Electrical
Engineering, University of Science and Technology of China, Ph.D. in Computer Science,
The George Washington University. Specialties: Distributed Systems, Machine Learning, Data
Science
88 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

DIRECTOR, CLINICAL MENTAL HEALTH COUNSELING PROGRAM

Peter M. del Rosario, Ph.D.
(845) 575-3000, ext. 2544
peter.delrosario@marist.edu

MISSION AND OBJECTIVES

The mission of the Clinical Mental Health Counseling (CMHC) Program is to
help students develop the practitioner-scholar expertise, professional identity and
dispositions, clinical knowledge and skills, and the leadership skills required to
become multiculturally-competent counselors who will provide a wide range
of evidence-based counseling services and interventions to clients in the global
communities of the 21st century.
The program’s mission is immeasurably enriched by students with diverse
experiences. For faculty and students to be leaders within and beyond our counseling
program, we must ensure that we consider the diversity and intersectionality of
all who comprise our communities and foster a climate in which those diverse
influences are respected and valued. Aspects of diversity include, but are not limited
to, race, ethnicity, color, nationality, gender identity, gender expression, affectional
orientation, social class, religion, age, dis/Ability, and veteran status. The faculty is
dedicated to the recruitment, retention, and training of diverse professionals.
The faculty seeks to fulfill this mission by creating a student-centered educational
experience guided by five values that are integrated into each student’s development:
• Clinical Excellence
• Multicultural Counseling Competence, Social Justice Advocacy, and Creation
of a Diverse Community
• Wellness and Resiliency Orientation
• Active Engagement in Professional Organizations
• Practitioner-Scholar Approach: Opportunities for Impactful Research
At the successful completion of the program, students will demonstrate competency
with the following broad objectives:
1. Knowledge and skills of professional counseling orientation and ethical
practice; human growth and development; career development; counseling and
helping relationships; group counseling; assessment and testing; mental health
diagnosis and treatment planning; psychopharmacology; addictions; family and
couples counseling; crisis intervention; and clinical supervision;
2. Knowledge and skills of multicultural counseling and social justice advocacy;
to actively recruit and retain diverse applicants, students, faculty;
3. A wellness and resiliency orientation as demonstrated by personal and
professional growth in sound interpersonal and self-awareness (intrapersonal)
skills within their interactions with clients, colleagues, trainees, and supervisors;
4. Engagement in professional identity and dispositions development and career
advancement through activities such as membership and participation in
professional counseling organizations;
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 89

5. Knowledge and skills with research methods in counseling that emphasize a

practitioner-scientist approach and engagement in opportunities for impactful
research.
The Director and Core Counseling Faculty have primary responsibility for the CMHC
program, counseling curriculum, and preparation of students in the program. The
CMHC Program is housed within the psychology department in the School of Social
& Behavioral Sciences.

ACCREDITATIONS
Marist College is regionally accredited by the Middle States Commission on Higher
Education, which is recognized by the Council on Higher Education Accreditation
(CHEA). With regards to state recognition of the program, the Master of Arts in
Clinical Mental Health Counseling Program was one of the first programs approved by
the NY State Education Department (NYSED) as meeting the education requirements
for its graduates to become New York Licensed Mental Health Counselors (LMHCs).
These education requirements are rigorous given that New York was one of the last
of the 50 states to pass a law creating the LMHC credential, and the education may
qualify individuals for licensure in other states. Further, the CMHC Program aspires
to high standards of preparation in the training of behavioral health care professionals
and is planning to apply for accreditation from the premier accreditor of counseling
programs, the Council for the Accreditation of Counseling and Related Educational
Programs (CACREP).
NOTE: Marist’s MA in Clinical Mental Health Counseling program is designed to
prepare candidates for licensure in NY State. Students interested in licensure of other
states are responsible for being aware of those requirements and the degree to which
the M.A. Clinical Mental Health Counseling program meets those requirements.

COURSEWORK REQUIREMENTS
The 60-credit Clinical Mental Health Counseling Program is classroom-based and
emphasizes courses that align with the standards of both the NYSED-required,
eleven core curriculum content areas and the CACREP-required, eight common core
curriculum areas.
NYSED CORE CACREP COMMON MARIST CMHC
CONTENT AREAS CORE AREAS CORE COURSES
Professional Orientation & Professional Foundations & Ethics of
Ethics Counseling Orientation Professional Counseling
Foundations of Mental & Ethical Practice
Health Counseling
Social & Cultural Social and Cultural Multicultural Foundations
Foundations of Counseling Diversity of Counseling
Human Growth and Human Growth and Lifespan Development
Development Development
Lifestyle and Career Career Development Career Development
Development Counseling
Counseling Theory and Counseling and Counseling Theory &
Practice Helping Relationships Practice
Counseling Techniques
90 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

NYSED CORE CACREP COMMON MARIST CMHC

CONTENT AREAS CORE AREAS CORE COURSES
Group Dynamics Group Counseling and Group Counseling
Group Work
Assessment and Appraisal Assessment and Assessment in
Testing Counseling
Research and Program Research and Program Research in Counseling
Evaluation Evaluation
Psychopathology Diagnosis and Treatment
Planning in CMHC

Clinical Instruction Crisis & Trauma

Intervention

Family & Couples

Counseling

Substance Abuse
Counseling

Psychopharmacology for
Counselors

Counselor Supervision

In addition, the Program exceeds these areas by requiring coursework in essential

clinical areas that most other master’s programs do not require, namely:
• Crisis & Trauma Intervention
• Psychopharmacology for Counselors
• Substance Abuse Counseling
• Family & Couples Counseling
• Counselor Supervision
Further, the Marist Program exceeds the NY State field experience requirements by
requiring a minimum of 700 supervised clinical training hours rather than the State’s
required minimum of 600 hours. In short, counselors-in-training gain the knowledge
and skills necessary to provide quality behavioral health care to help their clients
function effectively in all aspects of their lives.

COUNSELING CLINICAL EXPERIENCE REQUIREMENTS

The Program’s required professional practice clinical experiences, called practicum
and internship, are designed to meet NYSED and CACREP requirements. These
experiences challenge students to integrate the theory, knowledge, and skills from the
classroom with the experiential learning taking place through supervised counseling
practice at mental health settings. The Counseling Practicum course is taken in a
summer 12-week semester. Students engage in supervised professional counseling
work about 10 hours per week and must complete a minimum total of 100 practicum
experience hours, of which at least 40 hours must be direct client service hours. The
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 91

Counseling Internship courses immediately follow during the fall and spring 15-week
semesters. Students engage in supervised professional counseling work approximately
20 hours per week and must complete a minimum total of 600 internship experience
hours, of which at least 240 hours must be direct client service hours.
To prepare for practicum and internship, the CMHC Program’s Clinical
Experience Coordinator provides an orientation meeting for students and reviews
the requirements and expectations that are contained in the Clinical Experience
Handbook that is distributed to all students and site supervisors. The Clinical
Experience Coordinator also maintains a list of placements providing professional
mental health counseling services to a variety of client populations and providing
supervision by licensed mental health professionals. This site list is also distributed to
students. A training agreement between the student, the field placement’s supervisor,
and the Clinical Experience Coordinator is signed, thus ensuring collaboration
towards a solid educational and training experience. A Marist faculty member is
assigned to monitor each student’s field experience and provide group supervision
during the practicum and internship courses. Students are required to obtain student
liability insurance prior to engaging in clinical experiences. Students may also be
required to undergo health and criminal background checks and/or drug screenings
to be eligible to engage in clinical training.

DEGREE REQUIREMENTS
To qualify for the MA in Clinical Mental Health Counseling a student must:
• complete all requirements not later than five years after matriculation;
• complete a total of 60 credit hours in courses and field experiences;
• maintain a minimum 3.0 cumulative GPA in graduate courses;
• achieve a grade of “P” (Pass) for all internship experiences.
• achieve a passing grade on the Counselor Preparation Comprehensive Exam
(CPCE).

APPLICATION AND PREREQUISITE REQUIREMENTS

Applications for the fall semester start in the MA Clinical Mental Health Counseling
program are available through the Office of Graduate Admission or online, see
https://www.marist.edu/social-behavioral-sciences/graduate/mental-health/
admission. All application materials must be received by the deadline of May 1st.
Applicants to the MA in Clinical Mental Health Counseling Program must submit:
• The Graduate Admissions Application.
• A $50 application fee (non-refundable).
• Official undergraduate (and graduate) transcripts.
• The undergraduate transcript should document an earned bachelor’s
degree from an accredited college/university with a major in psychology
or a closely related field. A minimum overall GPA of 3.0 (based on a
system where a 4.0 equals an A grade) is preferred.
92 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

• Non-psychology major applicants must demonstrate that they have

taken undergraduate coursework in general psychology, statistics,
and research methods in psychology. Coursework in undergraduate
abnormal psychology is also preferred. A minimum grade of 3.0 is
preferred in each of these courses.
• A current résumé.
• Three letters of reference from former faculty members or employment
supervisors that attest to the applicant’s ability to be successful in graduate
school and the field of clinical mental health counseling.
• A personal statement of a least 500 words, describing the applicant’s
background, experiences, personal qualities, and academic and career goals
related to clinical mental health counseling.
• To an interview.

NOTES:
• Submission of Graduate Record Examination (GRE) scores for verbal,
quantitative, and writing areas is optional.
• All applicants admitted to the program are expected to utilize the American
Psychological Association (APA) writing style in their written assignments.
Applicants are strongly advised to acquire a copy of the latest edition of the
Publication Manual of the APA.
• Also, students may be required to undergo health and criminal background
checks and/or drug screenings to be eligible to engage in clinical training.

MATRICULATED STATUS
A matriculated student has officially met all admissions requirements and has been
accepted and enrolled in a specific program of study. The catalog in effect at the
time of enrollment governs the degree requirements for matriculated students. Only
matriculated students are eligible for financial aid.

TRANSFER CREDIT
Applicants may request the transfer of up to six transfer credits (two graduate
courses). Credits/courses must be from a CACREP accredited graduate program.
A minimum grade of 3.0 is required in transferred courses which must also be
sufficiently comparable to Marist courses. Requests for transfer of credits and
copies of the original college/university catalog description for each course should
accompany the application. Approval of transfer credits will be determined by the
program director.
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 93

REVIEW OF STUDENT PERFORMANCE:

RETENTION, REMEDIATION, DISMISSAL
Students must maintain “Good Standing” in the Program with regard to both
academic performance and professional behavior/dispositions. Thus, the progress of
all students is consistently reviewed each semester. An understanding of professional
behavior may be derived from the counseling literature in such articles as:
• Crawford, M. & Gilroy, P. (2013). Professional impairment and gatekeeping:
A survey of master’s level training programs. Journal of Counselor
Preparation and Supervision, 4, 28–37.
• Duba, J.D., Paez, S.B., & Kindsvatter, A. (2010). Criteria of nonacademic
characteristics used to evaluate and retain community counseling students.
Journal of Counseling & Development, 88, 154–162.
• Dugger, S.M. & Francis, P.C. (2014). Surviving a lawsuit against a counseling
program: Lessons learned from Ward v. Wilbanks. Journal of Counseling and
Development, 92, 135–141.
• Homrich, A. (2009). Gatekeeping for personal and professional competence
in graduate counseling programs. Counseling and Human Development, 41,
1–24.
• Homrich, A. & Henderson, K.L, (Eds.). (2018). Gatekeeping in the mental
health professions. Alexandria, VA: American Counseling Association.
• McAdams III, C.R., Foster, V.A., & Ward, T.J. (2007). Remediation and
dismissal policies in counselor education: Lessons learned from a challenge in
federal court. Counselor Education and Supervision, 46, 212–229.
With regard to academic performance, a minimum GPA of 3.0 in graduate courses is a
requirement for graduation from all graduate programs. If at the end of any semester,
a student’s GPA falls below 3.0, the student will be sent a letter notifying them of
academic review. Academic review will result in assignment of probationary status or
dismissal. After being placed on probation, a student is allowed a remediation period
of the subsequent 9 credit-hours of graduate work to raise their GPA to, or above 3.0.
If the student takes more than 9 credits in the subsequent remediation semester(s),
the 9 credits that have the lowest grades will be used to calculate the GPA. If, while
in the process of completing a portion of the subsequent 9 remediation credit hours,
grade calculations indicate that it is not possible to attain a GPA of 3.0 or higher, even
if all 9 credit hours were to be completed, the student will be dismissed at that point
in time. If, after attempting 9 credit hours, the GPA has not been raised to 3.0, the
student will be dismissed from the program.
Probation/dismissal can also occur for non-academic reasons. The MA in Clinical
Mental Health Counseling program educates and trains behavioral health care
practitioners for state licensure, and in this regard, has a responsibility to safeguard
the welfare of the public and the profession. Many graduates of this program
will take positions as professional counselors in the community, necessitating
the highest level of ethical functioning, professional behavior, dispositions, and
personal adjustment. Regarding personal adjustment, wellness, and resiliency, the
counseling faculty encourages students to engage in personal counseling for their
personal and professional growth and well-being. The faculty, as well as the Marist
94 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

Office of Counseling Service, may provide information to students in the program

about personal counseling services provided by professionals other than counselor
education program faculty and students. In order to help ensure the well-being of the
community, the faculty and supervisors will regularly review students’ performance
related to professional ethics, behavior, and personal stability. Faculty are responsible
for alerting students about potentially problematic behavior as soon as it is observed.
The Program Director and counseling faculty have the responsibility of: placing on
probation those students who have demonstrated problematic behavior, dispositions,
and/or personal adjustment; remediation planning; reviewing of the remediation
outcome; and deciding the outcome which may include dismissal from the program.
The decision to dismiss a student for academic or non-academic (i.e., professional
dispositions) reasons cannot be appealed, except in cases where the student feels
that appropriate procedures have not been followed. Further details and procedures
concerning probation and dismissal can be found in the latest version of the Clinical
Mental Health Counseling Program Handbook.

SCHEDULE
The MA Clinical Mental Health Counseling program is offered in two schedule tracks.
Courses are provided through a classroom-based format. These program schedules
are not designed for individuals who wish to maintain full-time employment.
• The Two-Year Accelerated, Full-time Program. The accelerated two-year, full-
time program schedules students to take four courses (12 credits total) during
each of the fall and spring semesters, and two courses (6 credits total) during
each of the two summer semesters.
• The Three-Year Program. Students desiring the flexibility of a less-intense
schedule may choose the three-year program which includes two summer
semesters. Students take a full-time courseload of three courses (9 credits
total) during each of the fall and spring semesters of the first two years, and
a part-time courseload of two courses (6 credits total) during each of the two
summer semesters and during the fall and spring semesters of the third and
final year.
NOTE: The practicum and internship courses are very time-intensive: practicum
requires students to train in the practice of professional counseling under the
supervision of a licensed professional for 10 hours per week, and internship requires
students to train for 20 hours per week.

THE CURRICULUM SEQUENCES

(Subject to change; all courses are 3 credit-hours)

2-Year Accelerated CMHC Program Plan

Fall 1
COUN 600L Foundations & Ethics of Professional Counseling
COUN 610L Counseling Theory & Practice
COUN 611L Multicultural Foundations in Counseling
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 95

COUN 612L Counseling Techniques

Spring 1
COUN 613L Assessment in Counseling
COUN 507L Diagnosis & Treatment Planning in CMHC
COUN 614L Group Counseling
COUN 617L Crisis & Trauma Intervention

Summer 1
COUN 700L Counseling Practicum (10 supervised clinical experience hours/week)
COUN 508L Psychopharmacology for Counselors

Fall 2
COUN 510L Lifespan Development
COUN 615L Family & Couples Counseling
COUN505L Research in Counseling
COUN 710N Counseling Internship 1 (20 supervised clinical experience hours/week)

Spring 2
COUN 720L Counselor Supervision
COUN 616L Career Development Counseling
COUN 618L Substance Abuse Counseling
COUN 711N Counseling Internship 2 (20 supervised clinical experience hours/week)
CPCE Exam Administered

Summer 2
COUN Elective
COUN Elective
CPCE One exam re-take may be scheduled
Total: 60 credits; MA CMHC Degree Conferral August 31

3-Year CMHC Program Plan

Fall 1
COUN 600L Foundations & Ethics of Professional Counseling
COUN 610L Counseling Theory & Practice
COUN 612L Counseling Techniques

Spring 1
COUN 613L Assessment in Counseling
COUN 507L Diagnosis & Treatment Planning in CMHC
COUN 614L Group Counseling
96 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

Summer 1
COUN 508L Psychopharmacology for Counselors
COUN Elective

Fall 2
COUN 510L Lifespan Development
COUN 611L Multicultural Foundations in Counseling
COUN 615L Family & Couples Counseling

Spring 2
COUN 618L Substance Abuse Counseling
COUN 616L Career Development Counseling
COUN 617L Crisis & Trauma Intervention

Summer 2
COUN 700L Counseling Practicum (10 supervised clinical experience hours/week)
COUN Elective

Fall 3
COUN 710N Counseling Internship 1 (20 supervised clinical experience hours/week)
COUN505L Research in Counseling
CPCE Exam Administered

Spring 3
COUN 711N Counseling Internship 2 (20 supervised clinical experience hours/week)
COUN 720L Counselor Supervision
CPCE One exam re-take may be scheduled
Total: 60 credits; MA CMHC Degree Conferral May 31

ADVISEMENT
Each student is advised by the Program Director. Students must meet with the director
prior to registration each semester. Students are encouraged to engage in informal
advising and mentoring relationships with other counseling faculty.

GRADUATE STUDENT AND PROFESSIONAL ASSOCIATIONS

Students may choose to participate in the Clinical Mental Health Counseling Student
Association (CMHCSA). Academic and social functions are arranged throughout the
academic year for graduate students. The CMHCSA may sponsor talks, symposia,
and workshops of interest to students, faculty, and the community. CMHCSA officers
have been successful in obtaining a diverse array of speakers to address students.
Students are also encouraged to participate in regional, state, or national professional
organizations, such as the New York Mental Health Counselors Association, the
American Mental Health Counselors Association, and the American Counseling
Association (ACA) and ACA-NY. The Clinical Mental Health Counseling Program
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 97

also supports the student through professional development/research funding grants,

whereby students, particularly those presenting work at conferences, receive financial
support to attend workshops and conferences.

GRADUATE ASSISTANTSHIPS
All applicants to the two-year accelerated program are automatically considered
for a graduate assistantship award. A graduate assistantship is a two-year position
valued up to $4500 per year in the form of a tuition waiver and stipend. They are
awarded to a select number of accepted students who have demonstrated a strong
academic record and overall application. Assistants work five hours per week with
faculty in the School of Social & Behavioral Sciences and perform duties such
as assisting the faculty member with research projects, teaching, coordination of
program activities, and related work. Such experience is an advantage for students
who intend to pursue admission to doctoral programs in counselor education and
supervision, or in psychology. In recent years, assistants have co-presented research
with faculty at various state, regional, and national counseling conferences. Students
may apply for research/travel grants that provide funds to support student research
and presentations. Students awarded a graduate assistantship must meet the following
requirements to maintain their position.
• Students must maintain enrollment in the advanced, two-year program
schedule.
• Students must maintain the status of Good Standing in the program; that is, to
not be placed on academic or non-academic probation.
• Students must provide satisfactory service to the faculty for whom they work.
98 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

Graduate Courses in the Clinical Mental

Health Counseling Program
Course Descriptions how to work with clients in consultation with
for Required Courses their physicians as they receive both medical
and counseling services.
COUN 505L Prerequisites: COUN 507L Diagnosis
Research in Counseling and Treatment Planning in Clinical Mental
3 Credits Health Counseling
This course reviews research methods,
design, and qualitative and/or quantitative COUN 510L
analyses used in counseling research. Lifespan Development
Students develop their understanding of 3 Credits
research used to examine the efficacy of This course provides an understanding of
counseling interventions, evidenced-based the nature and needs of individuals at all
treatments, needs analysis, and program developmental levels. Studies in this area
evaluation. The course also covers cultural include, but are not limited to: theories of
considerations in counseling research, as individual and family development across
well as ethical and legal issues in research. the life-span; theories of learning and
personality development; an understanding
COUN 507L of developmental crises, disability,
Diagnosis and Treatment Planning in addictive behavior, psychopathology, and
Clinical Mental Health Counseling sociocultural factors as they affect both
3 Credits normal and maladaptive behavior; strategies
The course considers diagnosis and for facilitating development over the life-
treatment planning from the conceptual span; and ethical considerations.
framework of the Diagnostic and Statistical
Manual (DSM) classification system of the COUN 600L
American Psychiatric Association, and the Foundations & Ethics of
International Classification of Diseases Professional Counseling
(ICD). This course focuses on the symptoms, 3 Credits
etiology, and assessment of maladaptive This course provides students with an
behavior patterns, and their relationship orientation to the role of the professional
with psychotherapy, pharmacotherapy, counselor, the mental health field, and the
sociopolitical and multicultural issues, and legal and ethical standards in counseling
the stigma of mental illness. practice. Students learn about the history and
philosophies for the counseling profession;
COUN 508L the role of the counselor and of other human
Psychopharmacology for Counselors service providers; counselor self-care; the
3 Credits standards of the profession, e.g., ethics/laws,
This course will review basic concepts state licensing, certifications, accreditations,
of pharmacology and neurophysiology challenges, and trends; licensing procedures;
so that the student will understand how and professional organizations and advocacy
drugs impact the body and how the body processes.
impacts drugs. The course will then review
the primary psychiatric disorders and the COUN 610L
medications commonly used to treat these Counseling Theory & Practice
disorders. Students in this course will gain 3 Credits
an understanding of how these drugs work, This course will review counseling theories
what effects and side effects they have, and and approaches that provide consistent
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 99

models to conceptualize client presentation evaluation tools. Topics include normative

and develop appropriate counseling sampling and standardization, reliability and
interventions. Attention is paid to research validity, test development, and overviews
providing evidence for counseling theories of commonly used tests in the counseling
and techniques. Multicultural, professional, field. Students also learn DSM diagnostic
ethical, and legal issues in counseling theory clinical interviewing skills and performance
and practice are also considered. of mental status exams. The course also
addresses relevant ethical, legal, and
COUN 611L sociocultural issues including cultural bias
Multicultural Foundations and fairness.
in Counseling Prerequisites: COUN 600L Foundations
3 Credits and Ethics of Professional Counseling; and
This course is designed to help counselors-in- COUN 610L Counseling Theory & Practice
training begin to develop the self-awareness,
knowledge, skills, and social justice advocacy COUN 614
interventions necessary to provide effective Group Counseling
and appropriate services to clients who come 3 credits
from diverse and intersectional cultural This course provides the theoretical and
backgrounds. In addition to sensitizing experiential understandings of group
students to the experiences, world views, counseling. The course emphasizes the
and within-group differences of diverse fundamentals of group purpose and
populations, the course provides strategies dynamics; group development models; group
for identifying and eliminating barriers, counseling theory, method, and intervention
prejudices, and processes of intentional and skills; multicultural considerations with
unintentional oppression and discrimination. groups; research on the efficacy of group
treatment approaches; and ethical and legal
COUN 612L considerations. Experiential training using
Counseling Techniques role playing and group sessions simulations
3 Credits will be required.
This course provides clinical instruction in Prerequisites: COUN 600L Foundations
the fundamental counseling skills necessary and Ethics of Professional Counseling;
for initiating, maintaining, and terminating COUN 610L Counseling Theory & Practice;
psychotherapy. These fundamental skills and COUN 612L Counseling Techniques
include: relationship-building, the counseling
process, conceptualization, intervention COUN 615L
skills; and multicultural considerations. The Family & Couples Counseling
course facilitates students’ development of 3 Credits
the counselor characteristics and behaviors This course will review family and couples
that positively influence the helping process. counseling theories and approaches that
Experiential training, role-playing, and provide systems-theory-based models
recording of mock counseling sessions will to evaluate and conceptualize the family/
be required. couples unit, and develop appropriate
counseling interventions. Attention is paid
COUN 613L to research providing evidence for family/
Assessment in Counseling couples counseling theories and techniques.
3 Credits Multicultural professional, ethical, and legal
This course provides students with an issues in family/couples theory and practice
overview of the different types of assessment are also considered.
devices used in clinical, educational, Prerequisites: COUN 600L Foundations
and organizational settings. It includes a and Ethics of Professional Counseling;
comprehensive examination of psychometric COUN 610L Counseling Theory & Practice;
properties used to develop and evaluate these and COUN 612L Counseling Techniques
100 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

COUN 616L substance abuse and addiction on individuals

Career Development Counseling and their families will also be covered.
3 Credits Prerequisites: COUN 600L Foundations
This course surveys career development and Ethics of Professional Counseling;
across the lifespan. The course emphasizes COUN 610L Counseling Theory & Practice;
career and vocational theories and decision- COUN 612L Counseling Techniques
making models; occupational and educational
information sources and systems; career and COUN 700L
lifestyle development program planning, Counseling Practicum
counseling, and evaluation; and multicultural 3 credits
issues in career development. Counseling Practicum requires the
Prerequisites: COUN 600L Foundations completion of a minimum of 100 hours of
and Ethics of Professional Counseling; supervised practice of clinical mental health
COUN 610L Counseling Theory & Practice; counseling. At least 40 of the hours must be
COUN 612L Counseling Techniques direct service. The practicum is designed to
integrate the theory, knowledge, and skills
COUN 617L from the classroom with the experiential
Crisis & Trauma Intervention learning taking place through supervised
3 Credits counseling practice at mental health settings.
This course provides counselors-in-training Prerequisites: COUN 600L Foundations and
with an understanding of the effects of Ethics of Professional Counseling; COUN
trauma and disasters on individuals of 610L Counseling Theory & Practice; COUN
various ages and multicultural contexts. 612L Counseling Techniques; COUN 507L
Students learn the theoretical and practical Diagnosis & Treatment Planning in CMHC;
skills needed to respond to a variety of COUN 613L Assessment in Counseling;
crisis and trauma situations, such as Post Training in Mandated Reporting of Child
Traumatic Stress Disorder (PTSD), risk of Abuse/Neglect; and to be a student in good
suicide or homicide, sexual assault, loss and standing (i.e., not on Academic Probation or
bereavement, violent incidents, and natural Non-Academic Probation).
disasters. This course addresses counselors’ NOTE: Counseling Practicum is intended
roles and responsibilities as members of to be taken prior to Counseling Internship 1
an interdisciplinary emergency management
response team. Students are also taught skills COUN 710N
in self-care to prevent counselor burnout and Counseling Internship 1
vicarious trauma. 3 Credits
Prerequisites: COUN 600L Foundations Counseling Internship 1 requires the
and Ethics of Professional Counseling; completion of a minimum of 300 hours
COUN 610L Counseling Theory & Practice; of a supervised internship in the practice
COUN 612L Counseling Techniques of mental health counseling. The program
requires a total minimum of 600 clock hours,
COUN 618L of which at least 240 must be direct service.
Substance Abuse Counseling The internship is intended to encompass
3 Credits the comprehensive work activities of a
This course will review the various professional counselor.
therapeutic modalities including both Prerequisites: COUN 600L Foundations and
individual and group approaches with this Ethics of Professional Counseling; COUN
population. A historical and current review 610L Counseling Theory & Practice; COUN
of the various treatment modalities will be 612L Counseling Techniques; COUN 507L
covered, including peer groups (AA, etc.) Diagnosis & Treatment Planning in CMHC;
and behavioral strategies. The effects of COUN 613L Assessment in Counseling;
COUN 617 Crisis & Trauma Intervention;
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 101

COUN 700L Counseling Practicum; Diagnosis & Treatment Planning in CMHC;

Training in Mandated Reporting of Child COUN 613L Assessment in Counseling;
Abuse/Neglect; and to be a student in good COUN 617L Crisis & Trauma Intervention;
standing (i.e., not on Academic Probation or COUN 710N Counseling Internship 1
Non-Academic Probation).
Course Descriptions for Electives
COUN 711N
Counseling Internship 2 COUN 520L
3 Credits Community Counseling
Counseling Internship 2 requires the 3 Credits
completion of an additional minimum of This class will provide an overview of
300 hours of a supervised internship in the community agency counseling, the role of
practice of mental health counseling. The the counselor in communities, prevention,
program requires a total minimum of 600 outreach, systemic issues, multicultural
clock hours, of which at least 240 must be issues in community agency counseling,
direct service. The internship is intended social justice advocacy, and service delivery
to encompass the comprehensive work programs. Ethical issues and consultation in
activities of a professional counselor. community agencies will also be discussed.
Prerequisites: COUN 600L Foundations and
Ethics of Professional Counseling; COUN COUN 619L
610L Counseling Theory & Practice; COUN Grief Counseling
612L Counseling Techniques; COUN 507L 3 Credits
Diagnosis & Treatment Planning in CMHC; This course provides specialized knowledge
COUN 613L Assessment in Counseling; and skills in the practice of grief and loss
COUN 617L Crisis & Trauma Intervention; counseling. Students examine the processes
COUN 700L Counseling Practicum; COUN of grief, loss, and bereavement based on
710N Counseling Internship 1; Training literature supporting effective counseling
in Mandated Reporting of Child Abuse/ theories and interventions. The course
Neglect; and to be a student in good standing emphasizes the students’ development of
(i.e., not on Academic Probation or Non- awareness of: personal experiences and
Academic Probation). beliefs on loss and grief, knowledge of grief
counseling theories and intervention skills.
COUN 720L Sociocultural, ethical, legal, and self-care
Counselor Supervision issues relevant to grief and loss counseling
3 Credits are also examined.
This course provides clinical instruction Prerequisites: COUN 600L Foundations
in the theory, practice, and research and Ethics of Professional Counseling;
of counselor supervision. The course COUN 610L Counseling Theory & Practice;
emphasizes the main supervision domains of COUN 612L Counseling Techniques
developmental, process, and psychotherapy-
informed models. Students develop COUN 621L
clinical supervisory knowledge and skills, College Mental Health Counseling
intervention strategies, and evaluation skills 3 Credits
necessary for the training and development This course provides specialized counseling
of competent professional counselors. knowledge and skills in the practice of
Multicultural supervisory issues, ethics, and counseling at college and university
legal issues are also reviewed. counseling services. The course provides an
Prerequisites: COUN 600L Foundations and overview of the current practices, models,
Ethics of Professional Counseling; COUN and approaches for addressing the mental
610L Counseling Theory & Practice; COUN health needs of today’s college student.
612L Counseling Techniques; COUN 507L The course may focus on prevention and
102 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

treatment of mental health issues that are and self-care issues relevant to counseling
prevalent at colleges and universities that these populations are also examined.
may include, but are not limited to: eating Prerequisites: COUN 600L Foundations
disorders, developmental issues, family and Ethics of Professional Counseling;
problems, interpersonal relationship skills, COUN 610L Counseling Theory & Practice;
stress, suicide, depression, anxiety, substance COUN 612L Counseling Techniques
abuse, and violence. Sociocultural, ethical,
legal, administrative policy issues, and self- COUN 624L
care issues relevant to college mental health Play Therapy
counseling are also examined. 3 Credits
Prerequisites: COUN 600L Foundations This is a basic introduction to Play Therapy
and Ethics of Professional Counseling; with a review of its origins, history, and a
COUN 610L Counseling Theory & Practice; variety of theoretical approaches that form
COUN 612L Counseling Techniques its basis. This course is designed to provide
students with definitions of play therapy,
COUN 622L instruction in understanding the importance
Clinical Rehabilitation Counseling of play development, and a therapeutic tool
3 Credits for helping to treat emotional problems.
This course provides specialized counseling Students will gain an understanding of the
knowledge and skills for the rehabilitation multitude of play therapy strategies and
counseling of those individuals who have techniques that can be used. They will also
a serious and persistent DSM diagnosis understand, critique, and apply various
(i.e., schizophrenia, schizoaffective disorder, theories of play therapy. This course will
bipolar disorder, major depressive disorder, be a combination of lectures and videotapes
panic disorder, obsessive-compulsive along with hands-on experiential activities.
disorder, attention deficit hyperactivity Prerequisites: COUN 600L Foundations
disorder, and autism). Students will learn and Ethics of Professional Counseling;
the philosophical and empirical bases of COUN 610L Counseling Theory & Practice;
psychiatric rehabilitation, including an COUN 612L Counseling Techniques
overview of the consumer movement,
treatment programming models, service- COUN 712N
system issues, multicultural and global Counseling Internship 3
issues, consultation practices, and current 3 Credits
research on serious and chronic DSM Counseling Internship 3 requires the
disorders and their treatment. completion of an additional minimum of
Prerequisites: COUN 600L Foundations 300 hours of a supervised internship in the
and Ethics of Professional Counseling; practice of clinical mental health counseling.
COUN 610L Counseling Theory & Practice; The internship is intended to encompass
COUN 612L Counseling Techniques the comprehensive work activities of a
professional counselor.
COUN 623L Prerequisites: COUN 600L Foundations and
Counseling Children & Adolescents Ethics of Professional Counseling; COUN
3 Credits 610L Counseling Theory & Practice; COUN
This course provides specialized counseling 612L Counseling Techniques; COUN 507L
knowledge and skills in contemporary Diagnosis & Treatment Planning in CMHC;
interventions for children and adolescents. COUN 613L Assessment in Counseling;
The course will focus on specific childhood COUN 617L Crisis & Trauma Intervention;
issues and treatment strategies. Students will COUN 710N Counseling Internship 1;
develop basic skills necessary for effectively COUN 711N Counseling Internship 2; and
counseling and communicating with children to be a student in good standing (i.e., not
and adolescents. Sociocultural, ethical, legal, on Academic Probation or Non-Academic
Probation).
 MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING 103

Core Counselor Educators

PETER M. DEL ROSARIO Licensed Psychologist, Director of the MA in Clinical Mental Health
Counseling Program, Associate Professor of Psychology. Degrees: B.S. Psychology, Union
College; Ph.D. Counseling Psychology, University at Buffalo

Additional Counseling Faculty

ELIZABETH A. BRUNO LMHC, Adjunct Counselor Educator. Degrees: B.S. Clinical
Psychology, Marywood University; M.A. Clinical Mental Health Counseling, Marist College

KARA A. CANNELLI LMHC, Adjunct Counselor Educator. Degrees: B.A. Psychology &
M.A. Clinical Mental Health Counseling, Marist College

LARRY CERECEDES Licensed Psychologist, Adjunct Counselor Educator. Degrees: B.A.

Psychology, California State Polytechnic University; M.A. Clinical Psychology & Ph.D.
Clinical Psychology, California School of Professional Psychology

JENNIFER G. DEL VALLE LMHC, Adjunct Counselor Educator. Degrees: B.A. Psychology
& M.S. Marketing, University of Tampa; M.A. Clinical Mental Health Counseling, Marist
College

KAITLYN M. DEVROUS LMHC, Adjunct Counselor Educator. Degrees: B.A. Psychology &
M.A. Clinical Mental Health Counseling, Marist College

COURTNEY E. DOYLE LMHC, Adjunct Counselor Educator. Degrees: B.A. Psychology/

Childhood Special Education & M.A. Mental Health Counseling, Marist College

WHITNEY E. HARNEN LMHC, Adjunct Counselor Educator. Degrees: B.A. Sociology and
Criminology, State University of New York, Co llege at Cortland; M.A. Clinical Mental Health
Counseling, Marist College

MARISA M. MOORE Licensed Psychologist, Adjunct Counselor Educator. Degrees: B.A.

Psychology, Binghamton University; M.A. Experimental Psychology, Iona College; M.S.
Educational Psychology, Counseling & Ph.D. Counseling Psychology, Oklahoma State
University

MELISSA J. O’CONNOR LMHC, Adjunct Counselor Educator. Degrees: B.A. Psychology,

Binghamton University; M.A. Clinical Mental Health Counseling, Marist College

ROZA G. PACILE Adjunct Counselor Educator. Degrees: B.S. Psychology and Education,
Tatar State University of Humanities and Education, Kazan Russia; M.A. Clinical Mental
Health Counseling, Marist College

JESSICA V. REYNOLDS LMHC, Adjunct Counselor Educator. Degrees: B.A. Psychology,

Stony Brook University; M.A. Clinical Mental Health Counseling, Marist College
104 MASTER OF ARTS IN SCHOOL PSYCHOLOGY

DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM

Patrick S. O’Donnell, Psy.D.
(845) 575-3000, ext. 6016
Patrick.ODonnell@marist.edu

MISSION AND OBJECTIVES

The mission of Marist’s School Psychology Graduate Program is to prepare school
psychologists as scientist-practitioners who provide effective and ethical services
to a diverse range of students, families, and school professionals. The program
follows the scientist-practitioner philosophy and trains candidates to understand,
evaluate, utilize, and disseminate research that can be utilized as part of effective
evidence‑based services provided in the schools. Today’s school psychologists must
function as effective educational consultants, intervention strategists, and counselors
in addition to their historical role as psychometricians. As a result, course content is
continuously reviewed and adjusted to meet the changing dynamics in the field, New
York State requirements, and NASP professional standards.
Marist College offers the MA degree in School Psychology. The MA in School
Psychology is a 62-credit program that includes coursework, a practicum, and
an internship. Following the New York State Education Department’s (NYSED)
regulations, the academic qualifications for provisional certification as a school
psychologist require a minimum of 60 semester hours of graduate study inclusive
of a college-supervised internship in the field of school psychology. Within the total
program of preparation as a school psychologist, the candidate must complete a
master’s degree. Marist College’s 62-credit MA in School Psychology is NYSED-
approved and NASP-approved.
In addition to coursework, candidates must meet three New York State Education
Department requirements during the first year of the program that are necessary
for certification as a school psychologist. They must complete the Child Abuse
Identification, Schools Against Violence in Education (SAVE), and DASA seminars.
Candidates must complete the NYS seminars and the required fingerprinting process
before registering for practicum. Coursework continues through the second year
while candidates complete a 300-hour practicum in the schools.
In the third year of the program, candidates register for the School Psychology
Internship/Seminar; seminars meet on a weekly basis during both fall and spring
semesters. While completion of all coursework is recommended before beginning
the internship, a minimum of 53 credit hours must be completed prior to beginning
the internship. Candidates must also pass the Praxis II Exam in School Psychology
before registering for internship. Internships require 1,200 hours (5 days per week)
within the school setting over the course of the school district’s academic year. The
internship must be completed in a state-approved public school district. In addition
to other conditions, the practicum and internship may not be completed in a school
district where the candidate is employed. All field placements are assigned by the
program and meet the conditions and requirements established by the program.
Candidates in the School Psychology Program complete the internship in June
and receive their degrees in August after successfully completing all program
requirements.
 MASTER OF ARTS IN SCHOOL PSYCHOLOGY 105

ADMISSIONS REQUIREMENTS
Admissions requirements for the MA in School Psychology are:
• an earned bachelor’s degree from an accredited college/university with a
major in psychology or a closely related field;
• a minimum overall undergraduate GPA of 3.0 is preferred (based on a system
where a 4.0 equals and A grade);
• undergraduate coursework in general psychology, statistics, and research
methods in psychology. Coursework in undergraduate psychological testing is
also preferred. A minimum grade of 3.0 in each of these courses is preferred;
• submission of a written statement of at least 500 words in response to a
provided prompt.
• submission of three letters of recommendation from former faculty members
or employment supervisors;
• an interview with School Psychology Faculty.

DEGREE REQUIREMENTS
To qualify for the master’s degree in school psychology, a candidate must:
• complete all requirements not later than seven years after matriculation;
• complete a total of 62 credits as prescribed in the curriculum requirements,
including an approved school psychology internship;
• earn a minimum passing grade of B in all courses (P in Practicum and
Internships courses);
• maintain a 3.0 cumulative grade-point average in graduate courses;
• pass each phase of the school psychology portfolio;
• complete NYS Child Abuse Identification, Project SAVE, and DASA
seminars;
• complete NYS Fingerprinting process;
• pass the School Psychology Praxis II Examination using the NASP passing
score for national certification as the passing criterion.

PORTFOLIO
The Candidate Portfolio is compiled by the candidate throughout the three years of
the School Psychology Graduate Program. One phase of the Candidate Portfolio is
due by the end of the Spring semester each year and will be evaluated by the Portfolio
Coordinator using the Candidate Portfolio Assessment System. The Candidate
Portfolio serves as a representation of the candidate’s professional skills and tool for
self-reflection on training and future goals. Candidates must pass each phase of the
portfolio to progress to the next year in the program. If a candidate does not pass
a phase of the portfolio by the beginning of the fall semester, the candidate will be
deregistered from program courses.
106 MASTER OF ARTS IN SCHOOL PSYCHOLOGY

TRANSFER CREDITS
Applicants to the MA in school psychology program who have earned graduate
credits in psychology short of a master’s degree at other institutions will have their
transcripts evaluated. Acceptance of credits will be determined using the transfer
course advisement sheet. In addition to content and other requirements detailed on
the sheet, a course grade of B or better is required for acceptance of any transfer
credits. A maximum of 6 graduate credits can be transferred into the program from
another accredited institution. Only courses completed within the past five years will
be considered for transfer credit. No credit for field placements (practicum and/or
internship) can be transferred into the program.

ADVISEMENT
The program director serves as the advisor for all master’s candidates. Candidates
are encouraged to have regular meetings with their faculty advisor for purposes of
discussing academic progress and planning.

REVIEW OF STUDENT PERFORMANCE:

RETENTION, REMEDIATION, AND DISMISSAL
A minimum grade-point average (GPA) of 3.0 in graduate courses attempted is
a requirement for graduation. If at any time the candidate’s GPA falls below 3.0,
the candidate will be sent a letter notifying him/her of academic review. Academic
review will result in assignment of probationary status or dismissal.
If placed on probation, the candidate is expected to take immediate steps to raise
the GPA. This can be done by (1) earning enough grades of B+ or A, or (2) retaking
the course(s) in which a grade of B- or below was earned and achieving a B or better
in this course. NOTE: while a grade of B in any subsequent course may raise a GPA
that is below 3.0, it may not by itself be sufficient to raise the GPA to 3.0 or above.
A candidate is allowed up to 9 credit hours of work to raise his or her GPA above
3.0 after being placed on academic probation. If, while in the process of completing
a portion of the subsequent 9 credit hours, grade calculations indicate that it is
not possible to attain a GPA of 3.0 or higher, even if all 9 credit hours were to be
completed, the student will be dismissed at that point in time. If, after attempting 9
credit hours, the GPA has not been raised to 3.0, the candidate will be dismissed from
the program.
Candidates can earn one course grade of B- in a school psychology course
without needing to repeat the course. If a candidate earns a grade of B- in any
additional school psychology courses, they will need to repeat the courses before
proceeding in the program. Any course grade less than a B- earned in any school
psychology course will require repeating the course before proceeding in the
program. Due to the schedule of school psychology courses, repeating a course will
result in the candidate’s progress through the program being delayed by one year.
During that year, the candidate will be dismissed from the program and will need
to apply for re-admission to the program. Candidates who are re-admitted will be
required to complete the program requirements in effect at the time of re-admission.
Probation or dismissal can also occur for non-academic reasons. The MA in
School Psychology program educates and trains practitioners, and in this regard has
a responsibility to safeguard the welfare of the public. In order to ensure community
 MASTER OF ARTS IN SCHOOL PSYCHOLOGY 107

well-being, the department reserves the right to put on probation, or dismiss from the
program, any candidate it judges to be ethically or psychologically unfit to function
as a professional school psychologist. Such judgments can be made at any time
during the program, but candidates will be advised as soon as faculty are aware of
potential problems.

GRADUATE ASSISTANTSHIPS
Graduate Assistantships are awarded on a competitive basis to full-time candidates.
Assistants work with faculty in the School of Social & Behavioral Sciences and
perform duties such as library and empirical research, tutoring students, assisting
in organizing student activities, and related work. For further details, contact the
Director of the School Psychology Program.

SCHOOL PSYCHOLOGY CURRICULUM SUMMARY

Master of Arts in School Psychology

PSYH 600 Professional Orientation & Ethics

in School Psychology 3 credits
PSYH 612 Developmental Psychology 3 credits
PSYH 616 Cognitive Assessment 3 credits
PSYH 511 Application of Personality Theory
to School Psychology 3 credits
PSYH 620 Research Design & Data Analysis
in School Psychology 3 credits
PSYH 617 Academic Assessment 3 credits
PSYH 601 Learning Disabilities 3 credits
PSYH 607 Psychopathology for School Psychologists 3 credits
PSYH 505 Educational Psychology for School Psychologists 3 credits
PSYH 631 Neuropsychology of Learning 3 credits
PSYH 705 Individual Counseling 3 credits
PSYH 618 Social, Emotional, & Behavioral Assessment 3 credits
PSYH 602 Consultation in the Schools 3 credits
PSYH 610 School Psychology Practicum I 1 credit
PSYH 611 School Psychology Practicum II 1 credit
PSYH 706 Group Counseling 3 credits
PSYH 640 Academic & Behavioral Interventions 3 credits
PSYH 608 Multicultural Counseling 3 credits
PSYH 625 Cog. Behav. Therapy w/Children & Adolescents 3 credits
PSYH 645 School Crisis Prevention and Intervention 3 credits
PSYH 710 School Psychology Internship I 3 credits
PSYH 711 School Psychology Internship II 3 credits

TOTAL: 62
108 MASTER OF ARTS IN SCHOOL PSYCHOLOGY

SCHEDULE
The graduate program in School Psychology is designed to be completed in six
semesters of full-time study and two summer sessions. Fall and Spring courses
typically meet in the evening from 5:00 PM to 9:00 PM. The College follows a
traditional semester calendar. Graduate classes are also offered during the summer
sessions.

MARIST COLLEGE MA SCHOOL PSYCHOLOGY STUDY SEQUENCE

FIRST YEAR
Fall Spring
PSYH 600 Prof. Orient. & Ethics PSYH 620 Research Design & Data
in School Psych. Analysis in School Psych.
PSYH 612 Developmental Psychology PSYH 607 Psychopathology for
PSYH 511 Application of Personality School Psychologists
Theory to School Psychology PSYG 617 Academic Assessment
PSYH 616 Cognitive Assessment PSYH 601 Learning Disabilities

Summer
PSYH 505 Educational Psychology for School Psychologists
PSYG 631 Neuropsychology of Learning

SECOND YEAR
Fall Spring
PSYH 705 Individual Counseling PSYH 706 Group Counseling
PSYH 618 Soc., Emotional, & PSYH 640 Academic & Behavioral
Behav. Assessment Interventions
PSYH 602 Consultation in the Schools
PSYH 645 School Crisis Prevention
PSYH 610 Practicum I and Intervention
PSYH 611 Practicum II

Summer
PSYH 625 Cognitive Behavioral Therapy with Children & Adolescents
PSYH 608 Multicultural Counseling

THIRD YEAR
Fall Spring
PSYH 710 Internship I PSYH 711 Internship II
 MASTER OF ARTS IN SCHOOL PSYCHOLOGY 109

CERTIFICATION DISCLOSURE
Marist’s MA in School Psychology program is designed to prepare candidates for
certification as school psychologists in New York State and is modeled after the
certification requirements in the state of New York. We have not yet determined if our
program meets the certification requirements for other states. Because certification
requirements vary between states, Marist College cannot guarantee that this program
will meet the requirements for certification as a school psychologist in any other
state. It is the candidate’s responsibility to research and determine the certification
requirements in any other state in which they plan to apply for certification as a
school psychologist. It is also the candidate’s responsibility to determine if the Marist
College MA in School Psychology program meets the requirements for certification
in states other than New York.
110 MASTER OF ARTS IN SCHOOL PSYCHOLOGY

Graduate Courses in School Psychology

(PSYH Designation) PSYH 602

Consultation in the Schools
3 Credits
PSYH 511 The study of school-based consultation:
Application of Personality Theory theory, techniques, and practice. Course
to School Psychology provides information on the barriers to school
3 Credits change and the critical role of consultation in
This course provides an examination prevention of school failure. It also includes
of human personality from three broad development of knowledge of the consultation
perspectives: psychoanalytic, learning-theory, process and preliminary skills in consulting.
and humanistic-existential. Primary and Students develop an understanding of the
secondary sources are used. Implications for school as an organization (culture) and the
psychotherapy are explored. relationship of organizational factors to the
consultation process.
PSYH 600 Prerequisite: PSYH 505
Professional Orientation & Ethics
in School Psychology PSYH 607
3 Credits Psychopathology for
This course serves as an introduction School Psychologists
to the field of school psychology. It 3 Credits
presents a history of the profession and The course considers abnormal behavior
an introduction to the legal, professional, from an historical perspective, according
and ethical guidelines within the field. to contemporary psychological models and
Students will learn about the various roles the classification system of the American
and functions of school psychologists and Psychiatric Association. This course
how school psychologists operate within stresses the etiology and diagnosis of
the school system. Students will develop an abnormal behavior patterns. Implications
understanding of the professional resources for psychotherapy and biological forms of
utilized by school psychologists and therapy are also explored.
how the training requirements for school Prerequisite: PSYH 612
psychologists apply to practice. Current
issues within the field will also be discussed. PSYH 608
Multicultural Counseling
PSYH 601 3 Credits
Learning Disabilities This course is designed to help counselors-
3 Credits in-training begin to develop the self-
The purpose of this course is to prepare awareness, knowledge, and skills necessary
school psychologists to serve as members of to provide effective and appropriate services
a multidisciplinary support team for students to clients who come from diverse cultural
with learning disabilities. Students acquire backgrounds. In addition to sensitizing
particular expertise in instructional strategies students to the experiences, world views, and
and in reconciling the many different within-group differences of several racial/
understandings of learning disabilities that ethnic minority populations, the course
may exist among team members. provides an overview of the sociopolitical
Prerequisites: PSYH 600 & PSYH 612 nature of counseling approaches and the
 MASTER OF ARTS IN SCHOOL PSYCHOLOGY 111

way counseling has historically struggled to PSYH 616

provide culturally appropriate interventions. Cognitive Assessment
Prerequisite: PSYH 705 3 Credits
Presents aspects of assessment related to
PSYH 610 AND 611 intelligence/cognitive skills including norm-
School Psychology referenced tests, interviews, observations,
Practicum I and II and informal assessment procedures,
1 Credit each including the history and theory of these
The School Psychology Practicum is procedures and their particular relevance
an integral part of professional training. and utility to school settings. Reviews
Experiences are offered in a variety of useful statistical and measurement concepts,
settings and enable students to apply skills particularly as they apply to interpreting
acquired through coursework. Students are assessment results to parents and school
required to complete 120 hours on site personnel. Practical skills are obtained
during each practicum. All field placements through role-play administration and
must be approved by the Field Placement examination of standardized cognitive
Coordinator. Students register for the assessments. Students will prepare reports
same instructor for Practicum I (fall) and based on role-play administration which
Practicum II (spring). becomes part of student’s ongoing portfolio.
Prerequisites: 24 graduate credits including
PSYH 600, PSYH 601, PSYH 616, PSYH 617
PSYH 617, completion of the Child Academic Assessment
Abuse Identification, Violence Prevention, 3 Credits
and DASA Seminars. Completion of the This course focuses on the assessment of
fingerprinting process through the NYS academic problems in areas such as reading,
Education Department is also required. mathematics, and written language. The
PSYH 610 is a prerequisite for PSYH 611. norm-referenced academic/achievement
assessments that school psychologists
PSYH 612 typically utilize will be covered in depth.
Developmental Psychology Curriculum-based measurement is also
3 Credits covered. Students will learn about the
This course focuses on the study of changes in administration, scoring, and interpretation
human behavior with increased age through of these assessments. The course will also
discussion in some detail of basic concepts, explore why and how assessment techniques
research methodology, current empirical must consider the needs of culturally and
evidence, and theoretical formulations, which linguistically diverse students.
constitute contemporary developmental Prerequisite: PSYH 616
psychology. This course provides a lifespan
perspective on development with particular PSYH 618
emphasis on children and adolescents. Social, Emotional,
Course material is aimed at providing & Behavioral Assessment
students with a knowledge base from which 3 Credits
to make distinctions between normal and This course provides an introduction to
abnormal development and a framework for various techniques currently utilized in
possible remediation where abnormalities the assessment of social, emotional, and
are found to occur. behavioral functioning. A brief history of
social, emotional, and behavioral assessment
is also presented. Techniques covered
include interviews, behavioral observations,
projective assessment, and norm-referenced
rating scales. Functional Behavioral
112 MASTER OF ARTS IN SCHOOL PSYCHOLOGY

Assessment is also covered. The course executive function will be presented along
details how these techniques can be utilized with suggested measures of assessment and
to assess students who may have symptoms intervention, within the framework of Response
related to Attention-Deficit/Hyperactivity to Treatment Intervention. The students will
Disorder, depression, anxiety, and Autism also understand the neurological bases of
spectrum disorders. common disorders such as speech and language,
Prerequisite: PSYH 616 & PSYH 617 nonverbal learning disabilities, acute lymphocytic
leukemia, Attention Deficit Hyperactivity
PSYH 620 Disorder, Tourette’s syndrome, lead poisoning,
Research Design & Data Analysis Asperger’s syndrome/Autism, as well as the
in School Psychology neuropsychology of emotions. Reading, math,
3 Credits spelling, handwriting, and written language
This course explores the most common disorders will be understood and assessed from a
research designs and analysis techniques neuropsychological perspective. Evidence-based
utilized by school psychologists. It provides interventions for reading will also be discussed.
an introduction to research in the schools Prerequisite: PSYH 601, PSYH 607, &
through the single-subject and group designs PSYH 612
that are used as part of the Response to
Intervention (RTI) and program evaluation PSYH 640
models, respectively. The purposes and Academic & Behavioral Interventions
processes of Response to Intervention and 3 Credits
program evaluation in the schools will also This course explores the types of academic
be covered. Students will be introduced to and behavioral interventions that school
and utilize the statistical tools commonly psychologists utilize within the schools.
available to school psychologists. These types of interventions apply to students
in both general education and special
PSYH 625 education programs. From the academic
Cognitive-Behavioral Therapy realm, it includes interventions related to
with Children & Adolescents reading, mathematics, and written language.
3 Credits Behavioral interventions include those
This course serves as an introduction to related to working with students diagnosed
cognitive-behavioral therapy. The foundations, with disorders such as Autism, Attention-
history, and techniques of cognitive-behavioral Deficit/Hyperactivity Disorder, and students
therapy will be covered. Students will explore experiencing difficulty with social skills,
the relationships between theory, therapy bullying, or aggression. Interventions will
techniques, and evidence-based practice. be discussed through the framework of
Cognitive-behavioral therapy techniques that evidence-based practice. Students will have
can be used when working with children and the opportunity to integrate and evaluate these
adolescents will be emphasized. types of interventions into a single-subject
Prerequisite: PSYH 705 & PSYH 706 Response to Intervention research design.
Prerequisite: PSYH 620
PSYH 631
Neuropsychology of Learning PSYH 645
3 Credits School Crisis Prevention
This course is designed to provide students with and Intervention
an overview of neuropsychology as it applies to 3 Credits
children within a school setting. It will include This course provides an overview of the
an understanding of functional neuroanatomy types of crises that students and school
and major theoretical approaches to personnel encounter. The roles of prevention
neuropsychological assessment. The underlying and Intervention are discussed within the
neural processes of attention, memory, and context of K-12 schools. Topics covered
 MASTER OF ARTS IN SCHOOL PSYCHOLOGY 113

include establishing a safe and resilient The seminars focus on integrating and
school environment, protective factors, crisis applying the intern’s knowledge of psychology
response, bullying, the role of social media, within a school setting. Topics include:
violence, suicide, grief, the Impact of war, (1) the history and foundations of
and natural disasters. school psychology, (2) current and future
perspectives in school psychology, (3) legal,
PSYH 705 ethical, and legislative issues in the provision
Individual Counseling of school psychological services, and (4)
3 Credits school psychological interventions with a
This course examines the process involved focus on children, staff, and programs.
in individual counseling and psychotherapy. Students serve as interns for 1,200
Supportive, re-educative, and reconstructive hours (600 minimum per semester) in a state-
approaches to therapeutic interaction are approved public school district during the
explored. Various theoretical approaches academic year. Students register for the same
to understanding personality change are instructor for the fall and spring semesters.
examined. This course assumes a lifespan PSYH 710 is completed during the fall and
perspective on therapeutic interaction. PSYH 711 is completed during the spring
Counseling techniques with children and semester. All placements must be approved by
adolescents will be emphasized. the Field Placement Coordinator.
Prerequisite: 24 graduate credits including Prerequisites: PSYH 600, PSYH 601,
PSYH 600, PSYH 511, & PSYH 607 PSYH 602, PSYH 610, PSYH 611,
PSYH 616, PSYH 617, PSYH 618,
PSYH 706 PSYH 625, PSYH 705, PSYH 706,
Group Counseling PSYH 505, PSYH 640, and PSYH 645.
3 Credits Candidates must also pass the Praxis II Exam
This course introduces students to theories in School Psychology before registering for
and methods of group interventions with Internship.
children and adolescents. The course examines
historical perspectives, various theoretical
orientations, and specific group and conjoint
therapy techniques and strategies.
Prerequisite: PSYH 705

PSYH 710 and 711

Internship in School Psychology
I and II
3 Credits each
The school psychology internship and
seminars are designed to give interns the
opportunity to translate and continue to
develop their strong theoretical background
into sound professional practice. Through the
practical experience, the school psychology
intern is given the opportunity and the
support he or she will need to function as an
effective school psychologist.
114 MASTER OF ARTS IN SCHOOL PSYCHOLOGY

School Psychology Program Faculty

GUY DELISFORT Adjunct Professor of Psychology. Degree: Ph.D., Capella University.
Certification: New York State Certified School Psychologist

DANIEL HURLEY Adjunct Professor of Psychology. Degrees: M.A., State University of New
York at Plattsburgh; C.A.S., State University of New York at Plattsburgh. Certification: New
York State Certified School Psychologist

MARIE-EDITH LEMY Adjunct Professor of Psychology. Degree: Ph.D., Seton Hall

University. Certifications: NYS Certified School Psychologist; NYC Licensed Bilingual
School Psychologist

ROBIN MOJICA Adjunct Professor of Psychology. Degree: M.A., Marist College.

Certification: New York State Certified School Psychologist

PATRICK S. O’DONNELL Associate Professor of School Psychology. Director of the

School Psychology Graduate Program, School Psychology Graduate Program Certification
Officer. Degree: Psy.D., University at Albany, SUNY. Certifications: Nationally Certified
School Psychologist; New York State Certified School Psychologist; New Jersey State
Certified School Psychologist

MICHAEL PAFF Adjunct Professor of Psychology. Degree: D.Ed., Indiana University of

Pennsylvania. Certifications: Nationally Certified School Psychologist; New York State
Certified School Psychologist; Pennsylvania Certified School Psychologist; New York State
Licensed Psychologist

MARY STONE Assistant Professor of Psychology, School Psychology Portfolio Coordinator.

Degree: Ph.D., Fordham University. Certifications: Nationally Certified School Psychologist;
New York State Certified School Psychologist; Connecticut Certified School Psychologist

STACY A.S. WILLIAMS Adjunct Professor of Psychology, School Psychology Program

Field Placement Coordinator. Degree: Ph.D., UMass Amherst. Certifications: Nationally
Certified School Psychologist; New York State Certified School Psychologist; Connecticut
Certified School Psychologist; Louisiana Certified School Psychologist; New York State
Licensed Psychologist.
 MASTER OF ARTS IN EDUCATION PROGRAMS 115

DIRECTOR, GRADUATE EDUCATION PROGRAMS

Kathleen Vigil, Ed.D.
Director, Graduate Education Programs
(845) 575-3000, ext. 2633
Kathleen.Vigil@marist.edu

There are five graduate programs for teaching at Marist College. They are:
1. Master of Science in Education in Contemporary Curriculum & Instruction
(on ground); builds upon initial certification and leads to professional
certification
2. Master of Science in Education in Contemporary Curriculum & Instruction
(hybrid); builds upon initial certification and leads to professional
certification
3. Five Year Bachelor of Science in Childhood Education 1-6, with Special
Education certification and Master of Science in Education in Contemporary
Curriculum & Instruction; builds upon initial certification and leads to
professional certification
4. Master of Arts in Teaching with initial certification in content area and
Master of Arts in Adolescence Education with additional certification in
Special Education and eligibility for professional certification
5. Five Year Bachelor of Science or Bachelor of Arts with initial certification
in content area and Master of Arts in Adolescence Education with additional
certification in Special Education and eligibility for professional certification

MISSION AND OBJECTIVES

The graduate education programs offered by Marist College are integrally linked to
the College’s Mission, emerging from a longstanding dedication to the preparation
of teachers, and both shaped by and shaping the direction taken by the College as
it has developed into an institution that is recognized as one of the leading private
liberal arts colleges in the Northeast. The program reflects the particular areas of
focus for which Marist College teacher education is widely noted, and is defined by
our Conceptual Framework.
The Conceptual Framework of the Teacher Education programs identifies its
purpose as “Preparing innovative, inclusive educators who promote success and
the social good.” This purpose is defined in the Marist Education Department Goals
listed below:

Marist Education Department Goals

Goal 1 Foundational Knowledge: Develop candidates’ knowledge related to
content, learning, and human development essential for effective and equitable
teaching
Goal 2 Pedagogical Practice: Prepare candidates with skills for constructing
purposeful learning experiences

Goal 3 Assessment: Prepare candidates to collect and analyze data and use multiple
assessment strategies and tools to enhance student achievement and social, emotional,
physical, cultural, and cognitive growth
116 MASTER OF ARTS IN EDUCATION PROGRAMS

Goal 4 Inclusive Teaching: Prepare change agents who promote access, equity, and
justice for all students while working to improve schools

Goal 5 Professional Responsibility: Equip professionals with skills to continually

examine and improve their practice

Advanced Teaching Standards

(National Board for Professional Teaching Standards)
The five major core standards represent what teachers should know and be able to
do, and represent the National Board for Professional Teaching Standards® Policy
Position:
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those subjects to
students.
3. Teachers are responsible for managing and monitoring student learning.
4. Teachers think systematically about their practice and learn from experience.
5. Teachers are members of learning communities.

DESCRIPTION OF EACH GRADUATE PROGRAM

1. M
 aster of Science in Education in Contemporary Curriculum
& Instruction (on ground)
Master of Science in Education in Contemporary Curriculum & Instruction program
has two tracks. The first track meets the academic requirements for application
to Professional Certification in Childhood Education (grades 1-6) for candidates
with initial teacher certification in this area. The second track meets the academic
requirements for application to Professional Certification in Adolescent Education
(grades 7-12) and is designed for candidates who possess initial certification in one
of the Adolescence Education areas: History, Science (Biology, Chemistry, Earth
Science), Mathematics, Languages (French or Spanish), and English. Also, the second
track meets the academic requirements for initial and professional certification in
Middle School Extension (grades 5-6). Upon completing the Master of Science in
Education in Contemporary Curriculum & Instruction program, candidates applying
for the Professional Teaching Certification in Adolescence Education will thus
meet the master’s degree requirements for Middle School Extension (grades 5-6).
Both tracks of the Master of Science in Education in Contemporary Curriculum &
Instruction entail the successful completion of 36 credit hours of coursework. All
candidates complete the courses as listed in the Curriculum Summary section. In
addition, all graduate education candidates, in order to graduate with a Master’s
degree, are required to complete, submit, and defend an electronic portfolio based
on the National Board of Professional Teaching Standards as their capstone project
for completing the Master’s program. The electronic portfolio demonstrates the
professional knowledge and skills candidates have developed across the program.
This is a multimedia, standards-based document that is stored online. Candidates
take one 1-credit course – MSED 512 Capstone Portfolio Development at the start
of the program to set up the portfolio and a 1-credit course in the last semester of
 MASTER OF ARTS IN EDUCATION PROGRAMS 117

the program – MSED 612 Capstone Portfolio Presentation – in which they complete
and present the Capstone Portfolio to reviewers. Completion is recorded when the
portfolio is passed. Passing the electronic portfolio is a requirement for the Master’s
degree.
Master of Science in Education in Contemporary Curriculum & Instruction on
campus model: takes place on the Poughkeepsie campus, and coursework may be
completed either through full-time or part-time study. A limited number of courses
are offered in the summers. The program is designed so that it can be completed
by a full-time student in three to four semesters, completing 9 or 12 credits each
semester. A full-time student usually attends evening classes and takes 9 credits per
semester. Each course is worth three credits and meets one evening per week, with
some online course opportunities. All students must complete the program within
five years from first matriculation in the program. Study plans can be customized for
individual student needs. Some courses are offered both fall and spring, other courses
are offered only fall or only spring. The study plans will reflect the order of course
offerings. Since graduate education students are currently accepted three times per
year (fall, spring, and summer), and students can register as full-time or part-time,
at this time there are no specifically coordinated cohorts for the on-campus model.
Study plans are customized according to individual needs and availability of courses.
Due to course availability and course planning, candidates in collaboration with the
Director of Graduate Education Programs will design a study plan for each student
upon their acceptance into the program. Candidates should follow the study plan and
consult with the director for any changes.

THE MASTER OF SCIENCE IN EDUCATION IN CONTEMPORARY

CURRICULUM & INSTRUCTION CURRICULUM SUMMARY:
All candidates are required to develop, submit and present an electronic
portfolio for completion of the program.
All candidates complete the core 27 credits:
MSED 508 Designing Curriculum and Instruction 2 credits
MSED 512 Capstone Portfolio Development 1 credit
MSED 510 Integration of Learning Theories 3 credits
MSED 605 Educational Assessment and Evaluation 3 credits
MSED 630 Teaching Content Area Literacy 3 credits
MSED 640 Social Foundations of Education 3 credits
MSED 652 Social & Emotional Learning Approach
to Classroom Management 3 credits
MSED 680 Data-Based Decision Making 3 credits
MSED 690 Language Acquisition and Development 3 credits
MSED 662 Educational Research 2 credits
MSED 612 Capstone Portfolio Presentation 1 credit
118 MASTER OF ARTS IN EDUCATION PROGRAMS

Track 1–Professional Certification in Childhood Education; Grades 1-6

(For candidates possessing Initial Certification in Childhood Education)
Childhood candidates complete all three of the following courses (9 credits):
MSED 581 Visual Models for Understanding
Mathematics 3 credits
MSED 582 Teaching the Humanities and Social Studies 3 credits
MSED 583 Engaged in Science Education 3 credits

Track 2–Professional Certification in Adolescence Education; Grades 7-12

and Middle School extension (Grades 5-6)
(For candidates possessing Initial Certification in one of the Adolescence Education
subject areas)
Adolescent candidates complete both of the following courses (6 credits):
MSED 585 Early Adolescent Development 3 credits
MSED 586 Instructional Strategies for
Middle School Education 3 credits

Adolescent candidates complete one of the following courses (3 credits):

MSED 581 Visual Models for Understanding 3 credits
Mathematics
MSED 583 Engaged in Science Education 3 credits

2. M
 aster of Science in Education in Contemporary Curriculum &
Instruction (hybrid)
Master of Science in Education in Contemporary Curriculum & Instruction hybrid
model is a cohort-based program model. Students start the hybrid model only in
summers. This unique 36-credit program is designed to be completed in two years,
with two courses completed each semester: summer, fall, and spring. In recognition
of the busy and tightly scheduled lives of professional educators today, the program
takes advantage of the superior online resources of Marist to combine short, summer
sessions in each summer on the beautiful campus in Poughkeepsie with online work
during the rest of summer session and the entire length of fall and spring semesters.
There are two short summer sessions held at the Marist campus. The summer sessions
will take place on campus for one extended weekend (Saturday to Monday), and
continue online for another five weeks. All fall and spring semester courses are
delivered asynchronously online. Since this is a very intensive program in a hybrid
model, students must have good self-management, time and task management, and
organization skills.
Courses in this hybrid program are identical to those detailed above for the Master
of Science in Education in Contemporary Curriculum & Instruction (on ground).

3. F
 ive Year Bachelor of Science and Master of Science in Education in
Contemporary Curriculum & Instruction
The Five Year B.S./Master of Science in Education in Contemporary Curriculum
& Instruction model: This model is an extension of the Marist undergraduate Dual
Certificate Program in Childhood Education grades 1-6/with Special Education.
Outstanding, academically successful (minimum of 3.2 GPA), and highly motivated
Marist undergraduate students in Psychology and the Dual-Certificate education
program may consider applying to the five-year program which combines the B.S.
 MASTER OF ARTS IN EDUCATION PROGRAMS 119

in Childhood Education 1-6/with Special Education undergraduate program with the

Master of Science in Education in Contemporary Curriculum & Instruction program.
Marist students in the five-year program will receive a degree in Psychology, earn
a New York State Initial Teaching Certificate in Childhood Education 1-6/with
Special Education, as well as a Master of Science in Education in Contemporary
Curriculum & Instruction. The five-year program is a 36-credit graduate program.
In this program candidates complete 12 credits of graduate courses starting in the
spring semester of their junior year (prior to the completion of their degree program.)
Student teaching will be completed in the spring semester of their senior year (as
part of their degree requirement.) The remaining 24 credits are completed in the fifth
year, with graduate student status (four courses in the Fall semester of the fifth year,
and the last four courses and defense of electronic portfolio in Spring semester of the
fifth year). Admission to this program is granted to qualified applicants in the fall
semester of their junior year. The program is a cohort-based program and fits only
for undergraduate students who graduate with their degree in spring. Students can be
granted permission, in special cases, to take an online course in the semester of their
fifth year, when they have graduate level status (tuition is paid based on the campus
based program they are registered in, not by the way the course is offered). Students
may transfer to the MSEd Hybrid program only in cases of documented exceptional
need. If undergraduates would rather be in the MSEd Hybrid cohort, they should
first complete their degree, and then apply for the Master of Science in Education
in Contemporary Curriculum & Instruction program (which may start the summer
after they graduate). Applications for the 5-year B.S./Master of Science in Education
in Contemporary Curriculum & Instruction program should be submitted in the fall
semester of the junior year in October. If students are abroad in the fall semester of
their junior year they must submit their application while abroad and conduct the
interview for graduate studies via a web conferencing platform.

4. Master of Arts in Teaching

This program prepares candidates for New York State Initial Teaching certification
in an Adolescence Education content field (Biology, Chemistry, Earth Science,
English, French, Mathematics, Social Studies, History, or Spanish) along with
Students with Disabilities grades 7-12. The program fulfills the Master’s degree
requirement for professional certification in New York State. It is a 36 credit program
that includes a variety of clinical experiences and a full semester of full time student
teaching. With the exception of one summer, courses are offered on the Poughkeepsie
campus and at evenings. The program can be completed full time or part time. The
program is offered in the traditional format: with 24 credits of classroom based
courses in the 15 week semester; 6 credits of hybrid coursework during the summer,
and 6 credits of student teaching across a traditional semester.
On campus courses are all in the evening Monday to Thursday between 5:00 -
9:00 pm; Summer courses are in hybrid format (on campus and online); at this point
there is no graduate student housing on campus.
A full-time student could complete the M.A.T. in approximately 18 months.
All students must complete the program within five years of matriculation. An
individualized study plan will be developed for each student so as to assist planning.
Because this program results in dual certification (content area and Students with
120 MASTER OF ARTS IN EDUCATION PROGRAMS

Disabilities), there are required pre-requisites that often are fulfilled by an applicant’s
undergraduate program. The Director of Graduate Programs is available for
consultation and planning.
Candidates who satisfactorily complete the M.A.T., including the achievement of
qualifying scores on New York State assessments, and completion of state-mandated
workshops, will be recommended for New York state certification in the content area
and Students with Disabilities, both grades 7-12.

GRADUATE COURSES IN THE MASTER OF ARTS IN TEACHING

PROGRAM

MATA 508 Methods of Inclusive Secondary Education I 3 credits

MATA 510 Curriculum Strategies for Students
with Special Needs 3 credits
MATA 565 Data-Based Decision Making for
Curriculum and Instruction 3 credits
MATA 630 Literacy for Inclusive Secondary Education 3 credits
MATA 631 Literacy in the Content Area 3 credits
MATA 640 Learning Environments to Support
Students’ Social and Emotional Needs 3 credits
MATA 605 Educational Assessment and Evaluation 3 credits
MATA 606 Methods for Inclusive Secondary
Education II 3 credit
MATA 610 Transitions & Community-Based Learning 3 credits
MATA 660 Research: Theory and Application 3 credits
MATA 680 Student Teaching Practicum 6 credits
TOTAL 36 credits

5. F
 ive Year Bachelor of Arts/Bachelor of Science and Master of Arts in
Teaching for Adolescence Education
This program leads to dual New York State Initial Teaching Certification in an
Adolescence Education content field (Biology, Chemistry, Earth Science,
English, French, Mathematics, Social Studies/History, or Spanish) along with
Students with Disabilities, both grades 7-12. Candidates achieve their Bachelor’s
Degree (B.A. or B.S.) in their content field and become eligible for New York
teaching certification by completing pedagogical coursework and student teaching at
the Masters’ level.
Candidates begin their 36 credit M.A.T. (Master of Arts in Teaching) program
during their undergraduate senior year by taking 12 credits. The remaining 24 credits
of the Master’s program are taken in the following sequence: 6 credits of graduate
work through a hybrid delivery system in the summer following undergraduate
graduation, 12 credits in an on-ground setting for the fall semester, and 6 credits of
full-time student teaching the following spring. Admission to the program is granted
upon acceptance to Marist. In the junior year, there will be a formal review of the
candidate’s status to assure performance is appropriate for graduate work.
The Five Year B.A.-B.S./M.A.T. program is a cohort-based program and is
structured for candidates who graduate with their B.A. or B.S. degree in spring.
Candidates who satisfactorily complete the program, including the achievement
of qualifying scores on New York state assessments, and completion of state-
 MASTER OF ARTS IN EDUCATION PROGRAMS 121

mandated workshops, will be recommended for New York State certification in the
content area and Students with Disabilities, both grades 7-12.

GRADUATE COURSES IN THE 5 YEAR B.A.-B.S./M.A.T. IN

ADOLESCENCE EDUCATION PROGRAM

MATA 508 Methods of Inclusive Secondary Education I 3 credits

MATA 510 Curriculum Strategies for Students
with Special Needs 3 credits
MATA 565 Data-Based Decision Making for
Curriculum and Instruction 3 credits
MATA 630 Literacy for Inclusive Secondary Education 3 credits
MATA 631 Literacy in the Content Area 3 credits
MATA 640 Learning Environments to Support
Students’ Social and Emotional Needs 3 credits
MATA 605 Educational Assessment and Evaluation 3 credits
MATA 606 Methods for Inclusive Secondary
Education II 3 credits
MATA 610 Transitions & Community-Based Learning 3 credits
MATA 660 Research: Theory and Application 3 credits
MATA 680 Student Teaching Practicum 6 credits
TOTAL 36 credits

RELEVANT POLICIES IN THE GRADUATE PROGRAM

ACCREDITATION
The Education Department at Marist College is accredited and registered in New
York State as an approved provider of teacher preparation programs. Marist College
is a member in good standing of the Association for Advancing Quality and Educator
Preparation (AAQEP). Marist is working toward accreditation of its educator
preparation programs under the AAQEP standards with an anticipated Quality
Assurance Review in Fall 2023.

NEW YORK STATE CERTIFICATION

A candidate must successfully complete the 5-year B.A./B.S.-M.A.T. program in
order to be eligible for initial teaching certification in both their content field and
in Students with Disabilities (grades 7- 12). In addition to successfully completing
the B.A.-B.S./M.A.T. academic program, the candidate must also pass required New
York State assessments and mandated workshops (Dignity for All Students Act,
Violence Prevention, Child Abuse, Autism).

CERTIFICATION DISCLOSURE
Marist’s graduate education programs are designed to prepare candidates for
certification in New York State and are aligned with the certification requirements
in the state of New York. Marist College cannot guarantee that these programs will
meet the requirements for initial or professional certification in any other state. It is
the candidate’s responsibility to research and determine the certification requirements
in any other state in which they plan to apply for initial or professional teaching
certification. It is also the candidate’s responsibility to determine if the Marist
122 MASTER OF ARTS IN EDUCATION PROGRAMS

College graduate education programs meet the requirements for certification in states
other than New York.

ADMISSIONS REQUIREMENTS
Candidates from diverse groups are encouraged to apply. The following are the
requirements in the application process:
• Have a minimum overall 3.0 GPA for undergraduate studies.
• Attach the official undergraduate transcripts from all undergraduate and any
graduate studies.
• Complete an application form.
• Submit a résumé.
• Submit two letters of recommendation from faculty who are familiar with the
academic performance and personality of applicant.
• Write an essay outlining their reasons for applying to the program.
• Conduct an interview with the Director of Graduate Education Programs upon
submission of all application documents. The interview process may include
written tasks.

ADVISEMENT
At the time of matriculation, each student will meet with the Director of Graduate
Education Programs to design a Study Plan, which candidates are to follow.
Candidates also sign an entrance contract to acknowledge the academic and
dispositions requirements for good standing in the master’s program. Candidates
will have regular meetings with the Director of Graduate Education Programs for
purposes of discussing academic progress and planning. The M.A.T. program is a
cohort-based program that can be completed in four semesters with start in the Fall
semester; there is a summer session with hybrid/online course work. In exceptional
cases M.A.T. applicants may complete the program as a part time student with a fall
semester start only due to the sequencing of the course offering, however, that will
extend the program. Course offerings are by semester (fall, spring, or summer); a
special study plan will be created which must be strictly followed. Any changes will
jeopardize timely graduation. All students must complete the program within five
years of admission.

COOPERATING TEACHERS USING WAIVER TO TAKE COURSES

Cooperating teachers who have supervised student teachers and who wish to take
graduate education courses as an exchange of a teaching voucher need only to
complete an application form, to provide a statement that the course they intend to
take is a voucher exchange, submit the original voucher, and receive permission from
the Program Director who will advise on the appropriate course. There is no limit to
the number of graduate courses a cooperating teacher with a valid voucher may take;
however, if the person later decides to become a degree candidate, he/she must then
satisfy the requirements for matriculation. It is important to note that a maximum of
nine (9) credits may be applied toward the degree using courses taken with a voucher.
 MASTER OF ARTS IN EDUCATION PROGRAMS 123

PORTFOLIO REQUIREMENT
All students in the MSED programs (Campus, Hybrid, and 5-Year) are required
to complete an electronic portfolio in their last semester in the program. Work on
the portfolio will be supervised by assigned professors; graduate students will be
required to complete, submit, defend and pass their portfolio in order to be granted
the Master’s degree. The portfolio is a program requirement and will be evaluated
according to the specific rubrics created for that project. The portfolio is a Pass/
Fail and the award of the degree depends on the passing of the portfolio. Candidates
who fail to present the portfolio in the last semester of regular coursework will be
required to take additional coursework each semester until they successfully present
the portfolio. They must successfully pass the portfolio requirement within 5 years
of matriculation, or the degree will not be awarded.

PREREQUISITES FOR THE FIVE YEAR BACHELOR OF ARTS/BACHELOR

OF SCIENCE AND MASTER OF ARTS IN ADOLESCENCE EDUCATION

GRADUATE PROGRAMS
To be eligible for dual certification (content area and Students with Disabilities, both
grades 7-12), a Transcript Analysis will be completed on the applicant’s transcript to
ascertain their preparation in the following areas required for the dual certifications:
• At least 30 credits in the content area they intend to teach (Chemistry,
Biology, Earth Science, English, French, History, Mathematics, or Spanish)
• Six credit requirement for coursework related to the grade 7-12 curriculum
in each of the following areas (maximum 30 credits): English; Mathematics;
Science; Social Studies; and Foreign Language requirements. This
coursework must be in content related to the New York Learning Standards as
these represent topics normally taught in grades 7-12.
• Coursework comparable to the following courses required of undergraduate
candidates in the Marist B.A./M.A.T. program:
EDUC 101 Foundations of Education
EDUC 150 Learning through Technology
EDUC 373 Principles of Instruction for Students with Disabilities
EDUC 379 Culturally Responsive Education
PSYC 207 The Exceptional Child
PSYC 318 Psychology of the Adolescent
PSYC 372 Psychoeducational Assessment of Educational Disabilities

PROGRAM REQUIREMENTS
A candidate must maintain a minimum overall GPA of 3.0. If at any time the
candidate’s GPA falls below 3.0, the candidate will be notified of his/her being subject
to academic review. Academic review will result in assignment of probationary status
or dismissal. A candidate on probation is expected to take immediate steps to raise
their GPA. This can be done by (1) earning enough grades of B+ or A, or (2) retaking
the course(s) in which low grades were earned and achieving a B or better. NOTE:
124 MASTER OF ARTS IN EDUCATION PROGRAMS

while a grade of B in any subsequent course may raise a GPA that is below 3.0, it may
not by itself be sufficient to raise the GPA to 3.0 or above. A candidate is allowed up
to 12 credit hours of work to raise his or her GPA above 3.0 after being placed on
probation. If after attempting 12 credit hours the GPA has not been raised to 3.0, the
candidate will be dismissed from the program.
In addition, if a candidate earns any grades below B- in the Master of Arts in
Teaching program, they will be subject to review by the teacher education faculty and
placed on academic probation or dismissed from the program. One grade of C+ will
be accepted by the program, on probationary status. If the candidate earns a second
grade below B-, they will be permitted to re-take the course one time. Candidates who
do not re-take the designated course or who do not achieve a grade of B- or better in
the course(s) are subject to dismissal from the program. Candidates who earn a third
grade below B- will be dismissed from the program.
Candidates are expected to demonstrate appropriate professional dispositions in
coursework and fieldwork throughout their program as follows:

(1) Responsibility
(2) Integrity
(3) Enthusiasm
(4) Communication
(5) Reflection

Any behaviors that are in obvious deviation from the teacher candidate
dispositions stated above may result in assignment of probationary status or
dismissal. Any candidate who does not demonstrate the dispositions necessary to
assume the responsibilities of a classroom teacher will be subject to review by the
teacher education faculty and may be placed on probation or dismissed from the
program. The candidate will be informed of any decision or recommendation by the
teacher education faculty.

TRANSFER CREDITS
Acceptance of credits will be determined on an individual basis. No more than six
(6) graduate credits will be accepted from another institution. A grade of B or better
is required for acceptance of any transfer credits.
 MASTER OF ARTS IN EDUCATION PROGRAMS 125

Graduate Courses for the Master of

Science in Education in Contemporary
Curriculum & Instruction
MSED 508 will serve as an exemplar for graduate-level
Designing Curriculum and instruction expectations. The standards that form the
2 Credits basis of the portfolio will be introduced, and
In this course participants will learn to build participants will practice writing reflectively
units of study and long-term curriculum to document their growth in theory, practice,
maps that are aligned with state standards and professional dispositions. In addition
and the goals of schools and districts. There to portfolio development skills, participants
will be an emphasis on the collaborative will gain technical skills as they construct the
planning process and the building of online portfolio shell that they will continue
assessments based on instructional learning to populate as they progress through the
objectives. The mapping process will graduate courses.
also include an examination of essential
questions, transfer, authentic assessment, and MSED 581
backwards design. Participants will learn Visual Models for Understanding
the importance of applying data results and Mathematics
reflection to improve long-range plans to 3 Credits
avoid redundancies and gaps in content. This course develops teachers’ ability to teach
mathematics with understanding. Teachers
MSED 510 will develop mathematics concepts through
Learning Theories Applied the use of concrete, visual representations
to the Classroom as advocated by the National Council of
3 Credits Teachers of Mathematics (NCTM). The
The course focuses on the application of teaching and learning of mathematics
psychological principles and research to will stress the NCTM Process Standards
the process of learning and teaching in including the use of hands-on materials in a
the classroom. Students discuss concepts collaborative problem-solving environment.
derived from the different learning theories This course is appropriate for prospective
(behaviorist, cognitive, and humanistic and in-service upper elementary and middle
perspectives) and develop specific school teachers.
applications to enhance academic learning
and classroom teaching practice. Recent MSED 582
research evaluating the effectiveness of Teaching the Humanities and
applying learning theories in the classroom Social Studies through the Arts
is also discussed. (Offered on campus and 3 Credits
online) This interdisciplinary course will investigate
a variety of themes in literature, history,
MSED 512 social science, and the arts in relation to
Capstone Portfolio Development the New York State Learning Standards.
1 Credit Emphasis is placed on developing
In this course students will start the process conceptual understanding in these domains
of building the Capstone Portfolio that they while encouraging an integrative approach
will present at the completion of the graduate to teaching and learning. An exploration of
program. They will review APA citation how to incorporate the arts (dance, music,
rules while examining scholarly writing that theatre, and visual arts) into the curriculum
126 MASTER OF ARTS IN EDUCATION PROGRAMS

as part of an interdisciplinary project will be MSED 586

an integral part of the coursework. Students Instructional Strategies for
will design an interdisciplinary unit of study Middle School Education
for their subject area and/or grade level. 3 Credits
This course is appropriate for prospective This course explores the application of
and in-service elementary and middle school diverse instructional and curricular strategies
teachers. (Offered on campus and online) in middle school education. Through a
variety of activities, teachers consider the
MSED 583 unique curricular and pedagogical needs
Engaged in Science Education of middle school students. In addition, the
3 Credits course investigates matters pertaining to
In this course students will be actively classroom management and organization,
engaged in exploring multiple approaches interdisciplinary teaching, and the principles
to teaching specific science topics in the and practices of teaching specific subjects at
elementary and middle school classroom. the middle school level.
Prospective and in-service teachers will gain
a thorough understanding of contemporary MSED 605
educational theories in science education Educational Assessment
and learn to foster scientific inquiry in and Evaluation
their classrooms. Teachers will develop 3 Credits
the knowledge and skills necessary to link This course is designed to expand knowledge
theory and practice and prepare appropriate and skills regarding the role of assessment in
materials for classroom use. This course is the instructional process and the assessment
appropriate for prospective and in-service of student learning. Preservice and in-service
upper elementary and middle school teachers develop competence in classroom
teachers. assessment practices in order to improve
student learning and quality of classroom
MSED 585 instruction. The course will provide an
Early Adolescent Development in-depth look at the various purposes of
3 Credits assessment, development of measures to
This course addresses the different facets of fit specific needs, classroom assessments
early adolescence. It will study issues related (including teacher-developed assessments),
to middle school aged adolescents who are curriculum-based and criterion-referenced
facing multiple biological, cognitive, social, assessments, portfolio assessment, authentic
and psychological challenges. There has assessment tasks, analysis of student
been a shift toward an earlier onset of work and grading, and norm-referenced
puberty and of risk-taking behaviors. These standardized tests. Psychometric and
youths find themselves faced with making measurement topics such as reliability,
important decisions at a time when their validity, test construction, and standardized
cognitive capacities are still emerging. This scores will be explored. In addition, social
course is designed for individuals seeking and ethical issues surrounding the uses of
teacher certification at the middle school testing and current trends in assessment
level and, as such, seek to understand how will be analyzed. Students will receive
these unique developmental issues will training in the development of classroom
impact the classroom. (Offered on campus assessment that is aligned with the New York
and online) State Education Department requirements.
(Offered on campus and online)
 MASTER OF ARTS IN EDUCATION PROGRAMS 127

MSED 612 draws largely from the disciplinary lenses

Capstone Portfolio Presentation provided by the social sciences and the
1 Credit humanities, encouraging students to develop
Taken in the last semester of graduate their capacities to examine, understand,
study, this course will allow participants and evaluate educational policies and
to focus on their growth in professional practices. In addition, the course explores
standards as a result of the coursework in the the relationship between educational aims
MSED program. They will write reflective and objectives and the various instructional
paragraphs that include examples of technologies and assessment methods
educational theory and practical experiences utilized in contemporary schools. (Offered
in the graduate courses that helped them grow on campus and online)
their pedagogical competence. The writing
will also include exhibits that demonstrate MSED 652
their abilities to apply the course learning Social & Emotional Learning
outcomes in a variety of effective approaches Approach to Classroom Management
for working with diverse students. Over the 3 Credits
course of the semester the participants will This course will focus on the theory and
complete the portfolio, and then they will strategies related to social-emotional learning
present it to faculty and local teachers and (SEL) as a tool to enhance classroom culture
administrators for evaluation. and management. Emphasis will be given
to the creation of a positive classroom
MSED 630 learning community by: (1) understanding
Teaching Content Area Literacy classroom culture; (2) focusing on inclusive
3 Credits and equitable pedagogy; and (3) examining
This course explores content-area methods the core SEL competencies of self-
and materials for teaching comprehension, awareness, self-discipline, social awareness,
vocabulary, and study skills in diverse class- relationship skills, and responsible decision-
rooms. Emphasis is on thematic approaches making. The combination of these concepts
that meet national learning standards and lay the foundation for a positive, productive,
focus on content-area knowledge, skills, and culturally responsive classroom. Further,
attitudes, and perspectives. Students will SEL has been identified as a way to improve
create thematic units that integrate subject academic attitudes such as motivation
areas and utilize various learning approaches. and commitment, behaviors that include
Modifications that address reading problems attendance, study habits, and cooperative
encountered in the content areas will be an learning, as well as academic performance,
integral part of the unit approach. (Offered test scores and subject mastery (Zins et al.,
on campus and online) 2004). Candidates will be instructed in an
array of skills, such as culturally-sustaining
MSED 640 pedagogy, empathy, growth mindset, and
Social Foundations of Education more.
3 Credits
This course highlights and explores the MSED 662
interpretive, normative, and critical Educational Research
perspectives on education. Construing 2 Credits
education broadly to include both school This course is designed to familiarize
and non-school enterprises, the course aims students with the full range of methodological
to deepen students’ awareness of the social approaches to educational research and social
and multicultural context of childhood inquiry. Students are encouraged to develop
and adolescent development, as well as a critical perspective on the interpretation
the social and multicultural implications of of research and to evaluate the validity
various educational activities. The course of studies and appropriateness of various
128 MASTER OF ARTS IN EDUCATION PROGRAMS

research approaches. Both quantitative and language structure, theories of first and
qualitative research methodologies will be second language development and
explored. The course will also cover action acquisition, culturally responsive teaching,
research, a means by which teachers can be and methods and best practices for teaching
actively engaged in research in their own linguistically diverse students.
classrooms, and how research has a bearing
on their classrooms and teaching. (Offered
on campus and online) GRADUATE COURSES FOR
MASTER OF ARTS IN TEACHING
MSED 680 (M.A.T.)
Data-Based Decision Making
3 Credits
The acquisition, analysis and application
NOTE: MATA 508, 606, and 680 are N
of data to drive instruction and evaluation
courses; all others are L courses
have become important skills for teachers
in today’s schools. The New York State
MATA 508
Education Department has incorporated the
Methods for Inclusive
use of data into each of its eight Teaching
Secondary Education I
Standards. Now more than ever before,
3 Credits
teachers are called upon to use data to
This course is an introduction to the
evaluate and set realistic learning goals
professional knowledge base in teaching
for each student. This course is offered in
adolescents, including those with special
a laboratory setting and will use mock-
needs, within the specific certification content
data sets to engage the pre-service teacher
area. Candidates will learn to teach in ways
in real world analysis and applications of
that promote cognitive skill development for
educational data. Specifically, this course
all students. This course will apply theory
will be concerned with: the location and
in lesson and unit planning, instruction,
access of data; the use of data to enhance
motivational techniques, instructional
decision making and set student instructional
technology, classroom management, data-
goals; the development of critical questions
driven instruction, and assessment techniques
and analysis of data; and the application of
as they relate to the objectives of Secondary
data to instruction and curriculum design.
Education/Students with Disabilities.
Data laboratory activities will be designed
Recent trends and developments in teaching
to develop candidates’ proficiency in the
adolescents and students with disabilities are
skills necessary for achievement of the New
also explored. This course will emphasize the
York State Teaching Standards. Participants
components of the required New York State
in the course will also be introduced to
assessment, called the TPA at Marist, which
research-based data driven instructional
will occur during student teaching. Candidates
models such as Backward Design and
will design and teach demonstration lessons
Student Achievement Goal Setting. Course
in area classrooms congruent with New York
format: lecture.
State Common Core Learning Standards
and prepare assessments on specific topics
MSED 690
with an emphasis on meeting the needs of
Language Acquisition
diverse learners. Candidates will develop
and Development
a differentiated unit plan that incorporates
3 Credits
Universal Design for Learning and that
This course will prepare participants to
addresses both regular education and
work more effectively with students learning
special education needs within a secondary
English as a new language in school
classroom. Candidates will split time between
settings. Topics include the fundamentals
on-campus meetings and fieldwork sites
of linguistics, world languages, English
focusing on current models of secondary
 MASTER OF ARTS IN EDUCATION PROGRAMS 129

special education, working with clinical goals; the development of critical questions
specialists in the field. Open only to students and analysis of data; and the application of
enrolled in the secondary education program. data to instruction and curriculum design.
A field experience of a minimum of 20 hours Data laboratory activities will be designed
is required. Course format: lecture. to develop candidates’ proficiency in the
skills necessary for achievement of the New
MATA 510 York State Teaching Standards. Participants
Curriculum Strategies for Students in the course will also be introduced to
with Special Needs research-based data driven instructional
3 Credits models such as Backward Design and
This course is an introduction to content- Student Achievement Goal Setting. Course
specific strategies for teaching reading, math, format: lecture.
science, social studies and language arts to
students with special needs. Approaches MATA 605
for students who have learning disabilities, Educational Assessment and
behavioral disorders, and developmental Evaluation
disabilities (intellectual disabilities—mild, 3 Credits
moderate, severe and students with autism This course is designed to expand knowledge
spectrum disorder) are emphasized. Students and skills regarding the role of assessment in
will learn to develop a Present Level of the instructional process, and the assessment
Performance and Annual Goals statement of of student learning. Pre-service and in-service
an Individualized Education Plan (IEP), to teachers develop competence in classroom
modify instructional materials to meet the assessment practices in order to improve
needs of individual learners, to incorporate student learning and quality of classroom
educational technology into teaching, to use instruction. The course will provide an
curriculum based assessment strategies, and in-depth look at the various purposes of
to teach in ways that promote cognitive skill assessment, development of measures to
development. Twenty (20) hours of fieldwork fit specific needs, classroom assessments
is required. Course format: lecture. (including teacher-developed assessments),
curriculum-based and criterion-referenced
MATA 565 assessments, portfolio assessment, authentic
Data-Based Decision Making for assessment tasks, analysis of student
Curriculum and Instruction work and grading, and norm-referenced
3 Credits standardized tests. Psychometric and
The acquisition, analysis and application measurement topics such as reliability,
of data to drive instruction and evaluation validity, test construction, and standardized
have become important skills for teachers scores will be explored. In addition, social
in today’s schools. The New York State and ethical issues surrounding the uses of
Education Department has incorporated the testing and current trends in assessment will
use of data into each of its eight Teaching be analyzed. Students will receive training
Standards. Now more than ever before, in the development of classroom assessment
teachers are called upon to use data to that is aligned with the New York State
evaluate and set realistic learning goals Education Department requirements. Course
for each student. This course is offered in format: lecture.
a laboratory setting and will use mock-
data sets to engage the pre-service teacher
in real world analysis and applications of
educational data. Specifically, this course
will be concerned with: the location and
access of data; the use of data to enhance
decision making and set student instructional
130 MASTER OF ARTS IN EDUCATION PROGRAMS

MATA 606 development strategies), and strategies for

Methods for Inclusive Secondary interacting and collaborating with families
Education II and community-based agencies in the
3 Credits transition process. 25 hours of fieldwork in
This course is an application of the a secondary setting that includes adolescents
professional knowledge base for teaching all with disabilities is required. Course format:
adolescents with an emphasis on providing lecture.
all students access to the general education
curriculum. Candidates will learn to teach MATA 630
standards-based content in the four major Literacy for Inclusive Secondary
content areas (English, social studies, math, Education
and science) in ways that promote cognitive 3 Credits
skill development for all students in the This graduate course examines the current
inclusive classroom. This course will apply research in the teaching of language arts
theory in lesson planning, motivational to students from diverse backgrounds
techniques, instructional technology, class- (social, cultural, intellectual, gender, with
room management, data-driven instruction, focus on stereotypes and exceptionalities).
and assessment techniques as they relate Emphasis is placed on the way diversity of
to the objectives of Secondary Education/ all types shapes the purposes and practices
Students with Disabilities. Candidates will of education, and how this knowledge can
design and teach co-taught lessons in area be used to enhance culturally responsive
classrooms congruent with New York State teaching and learning in all classrooms. The
Common Core Learning Standards and content will present strategies for teaching
prepare assessments on specific topics with literacy to diverse learners, with particular
an emphasis on meeting the needs of diverse attention to inequities among multicultural
learners, including English Language groups. Language issues, such as the
Learners. Candidates will develop lesson acquisition of a second language, language
plans that address the needs of ELLs and differences in writing and speaking, and the
students with disabilities. Candidates will be impact of new literacies in the classroom
required to fulfill 30 hours of fieldwork in a will also be considered. This course will
7-12 site that allows for developing teaching aid in the understanding of the relationship
skills in classrooms, particularly co-taught between oral proficiency and other aspects
classrooms, and with unique populations of literacy. Course format: lecture. There
such as ELLs. Course format: lecture. will be fieldwork with this course.
Prerequisite: MATA 508.
MATA 631
MATA 610 Literacy in the Content Areas
Transitions and Community-Based 3 Credits
Learning This course explores content-area methods
3 Credits and materials for teaching early literacy to
This course is designed to provide students the comprehension of narrative/expository
with knowledge, strategies and resources text and study skills in diverse classrooms.
necessary to prepare adolescents and young Emphasis is on thematic approaches
adults with disabilities for the transition that meet national learning standards
from school to future careers, continuing and focus on content-area knowledge,
education, and independent living. Students skills, attitudes, and perspectives such as
will develop knowledge and skills about the developing phonological awareness, word
context within which adolescence occurs, recognition techniques, fluency, vocabulary,
transition assessment and planning strategies, and comprehension through various
transition-related content and instruction instructional settings. Students acquire
strategies (including student-focused skill understanding for assessing pupil abilities,
 MASTER OF ARTS IN EDUCATION PROGRAMS 131

selecting suitable materials and fostering MATA 660

language, comprehension and study skills Research: Theory and Application
needed for mastery of academic subjects. 3 Credits
The importance of literature-enrichment This course is designed to familiarize
activities and making curricular connections students with the full range of methodological
is highlighted. The candidates will create approaches to educational research and social
thematic units that integrate subject areas inquiry. Students are encouraged to develop
and utilize various learning approaches. a critical perspective on the interpretation
Modifications that address reading problems of research and to evaluate the validity
encountered in the content areas will be of studies and appropriateness of various
an integral part of the Literacy Unit plan. research approaches. Both quantitative and
Students will complete a field experience of qualitative research methodologies will be
at least 10 hours. Course format: lecture. explored. The course will also cover action
research, a means by which teachers can be
MATA 640 actively engaged in research in their own
Learning Environments to Support classrooms, and how research has a bearing
Students’ Social and Emotional on their classrooms and teaching. A field
Needs experience of minimum 25 hours is required.
3 Credits Course format: lecture.
This course focuses on a range of classroom
management issues encountered by MATA 680
teachers as related to classroom instruction: Student Teaching Practicum
classroom management, planning issues, 6 Credits
professional ethics, etc. Students will analyze This is the capstone course for the M.A.T.
how classroom management techniques program, and a requirement for those
can be used to create a positive learning candidates seeking 7-12 certification.
environment to help all students learn. Student teaching practicum serves as a rich
This course also includes strategies and clinical experience to apply the theory and
suggestions for managing the behavior of practical knowledge, skills and dispositions
students with varied learning needs. Students gained from pre-requisite coursework.
will complete a field experience of at least A candidate shall complete two student
10 hours, where they will observe Middle teaching placements, each approximately
School and High School classroom teaching 7.5 weeks in duration. One placement will
and reflect on how a teacher can increase be at the grades 7-8 level, another at the
the probability that students will participate grades 9-12 level. The TPA examination
actively in learning and engage in positive is completed while candidates are in their
classroom and social behaviors. Knowledge student teaching practicum. Students will
derived from research on teaching will complete the required TPA assessment
be emphasized, targeting development of during their first student teaching placement.
critical thinking to provide useful skills for Candidates observe, teach lessons based
describing, analyzing, and modifying the upon assessment of learner needs, reflect
teaching practice. Students will draw upon on their impact on student achievement,
their knowledge and experience to develop a implement a classroom management plan
teaching statement. Course format: lecture. consistent with the expectations of the
school and cooperating teacher, participate
in the day-to-day routines of the classroom
and school, experience the school’s culture,
communicate with parents and school
personnel, and maintain pupil records as
requested. Student teaching requires a full
time commitment. See the Student Teaching
132 MASTER OF ARTS IN EDUCATION PROGRAMS

Handbook for additional information.

During the student teaching semester,
candidates are required to attend the Student
Teaching Seminars (the calendar can be
found in the Student Teaching Handbook).
To qualify for New York State certification
students must also pass a series of state-
required exams including: the Educating All
Students Test (EAST), Content Specialty
Test (CST) for their content area and special
education, and TPA (Teacher Performance
Assessment). The candidate must show
evidence of successfully completing state
mandated workshops in the Dignity for All
Students Act (DASA), and the Safe Schools
Against Violence in Education (SAVE), prior
to student teaching practicum.
Course format: clinical field practice.
Prerequisites: all other courses in the
M.A.T. program.
 MASTER OF ARTS IN EDUCATION PROGRAMS 133

Contemporary Curriculum &

Instruction Program Faculty
MICHAEL BURNS Adjunct Instructor. Degrees: B.A., SUNY Fredonia University; M.S.Ed.,
SUNY New Paltz; Ph.D., The State University at Albany

JAMIE CONWAY Adjunct Instructor. Degrees: B.A., Marist College; M.S., The State
University at Albany

SARAH COSHAL Adjunct Instructor. Degrees: B.S., Marist College; M.A., Marist College

VICTORIA FERRARA Adjunct Instructor. Degrees: B.A., Eastern University; M.S.,

State University of New York at Albany; Ph.D. Capella University

JOELLE FINGERHUT Assistant Professor of Education. Degrees: B.A., Ithaca College,

M.S.Ed., Simmons University, Ph.D., University at Albany

DANA GATHERS Assistant Professor of Education. Degrees: B.A., Temple University;

M.S.Ed., CUNY Brooklyn College; Ph.D. Fordham University

LYNN GRAINGER Adjunct Instructor. Degrees: B.S., Gordon College; M.Ed. in Curriculum
& Instruction Lesley University

JAMES HOLLAR Visiting Teaching Associate of Education. Degrees: B.A., Beloit College;
M.A., University of Wisconsin (Madison); Ph.D. University of Wisconsin (Madison)

JESSLYN HOLLAR Professional Lecturer of Education & Assessment Coordinator. Degrees:

B.A., Lafayette College; M.A., Edgewood College; Ph.D., University of Washington

MATTHEW LATVIS Adjunct Faculty. Degrees: B.A., Marist College; M.A. Middlebury
College

JOHN MARALLO Adjunct Instructor. Degrees: B.S., State University of New York at
New Paltz; M.S., State University of New York at New Paltz

KRISTEN MATEJA Adjunct Faculty. Degrees: B.A., Marist College; M.A., Marist College

DAVID MOYER Adjunct Faculty. Degrees: B.S., University of Wisconsin, Madison; M.S.,
Northern Illinois University; M.S., Eastern Kentucky University, Ed.D. Northern Illinois
University

KELLY MURRAY Adjunct Faculty. Degrees: B.A., Marist College; M.S., Marist College;
Ed.D. Seton Hall University

KATHRYN NIXON Adjunct Instructor. Degrees: B.A., Marist College; M.A., Western
Connecticut State University

HEATHER O’CONNOR Adjunct Instructor. Degrees: B.A., Marist College; M.A., Marist
College
134 MASTER OF ARTS IN EDUCATION PROGRAMS

JENNIFER POWERS Director of Clinical Teacher Preparation and Certification.

Degrees: B.S., Kent State University; M.A.T., Kent State University; Ph.D., Kent State
University

JACQUELINE SANTILLI Adjunct Faculty. Degrees: B.A., SUNY Geneseo; M.S.Ed., SUNY
New Paltz

DEANNA SPRINGSTEAD-GONZALEZ Adjunct Instructor. Degrees: B.S., St. John’s

University; M.S., St. John’s University, University at Albany, A.B.D.

HEATHER O’CONNOR Adjunct Instructor. Degrees: B.A., Marist College, M.A., Marist
College

ZSUZSANNA SZABO Adjunct Instructor. Degrees: B.S., UBB Cluj, RO; M.Ed., State
University of New York at Buffalo; Ph.D., University of Arizona

KATHLEEN VIGIL Graduate Education Program Director. Degrees: B.A., University of

North Carolina at Chapel Hill; M.Ed., University of Massachusetts at Amherst; Ed.D., Boston
University
 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION 135

DIRECTOR, GRADUATE PROGRAM

Wenjing Xie, Ph.D.
(845) 575-3000 x 3650
wenjing.xie@marist.edu

ABOUT THE PROGRAM

The Master of Arts in Integrated Marketing Communication (IMC) is a fully
online, 30-credit hour graduate degree program that provides students with a
cross-disciplinary educational experience that mirrors workplace dynamics in the
once “siloed” fields of advertising, brand management, corporate communication,
marketing, public relations, strategic communication and sales. Taking courses
offered through a unique collaboration between the School of Communication
and the Arts and the School of Management, students will learn to thoughtfully
approach and develop IMC plans aimed at engaging successfully diverse and global
audiences. With strong emphases on quantitative, qualitative and analytical skills,
students will learn to develop, implement and assess marketing communication
(MARCOM) plans that engage diverse audiences. Starting with the fundamentals
of IMC and marketing, students will be introduced to the different MARCOM
tools, such as advertising, public relations and social media. Moving through
the curriculum, students will learn about the different research tools and their
practical uses in conducting strategic and evaluative research. Throughout the
curriculum, an outside-in approach is emphasized, i.e., a data-driven customer-centric
approach that will focus on understanding the processes underlying consumers’ and
constituents’ thoughts, feelings, decisions, and behaviors. More specifically, students
will learn about consumer/constituent judgment and decision processes, attitude
formation and change, consumer information processing and reactions to persuasive
communications, consumer/constituent-brand relationships, affective, cognitive,
and motivational determinants of consumer/constituent behavior, family and group
decision processes, and cultural and individual differences in consumer behavior. In
their capstone course experience, students will work in teams, applying knowledge
gained and skills developed toward the development of an IMC campaign plan.

At the end of this program students should be able to:

• Understand the theory of consumer behavior and marketing segmentation

strategies
• Demonstrate strong research, analytical and strategic decision-making skills
• Write effectively for diverse audiences
• Understand the concept of branding and the strategic importance of building
brand equity
• Have a good grasp of the traditional and nontraditional MARCOM tools
• Develop an IMC campaign plan.
136 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION

FORMAT
Full-Time Option—Students can complete the degree in as little as three semesters,
including summer.

Part-Time Option—Students may take between two and three years, depending on
the number of courses they take each semester.

Start dates are flexible, as students can choose to start in either a fall or spring
semester. Fall and spring semesters have two rounds, each of eight-week duration.
Courses are also offered in summer.

The application deadline both full-time and part-time students is August 1.

Applications received after August 1 will be reviewed on a case-by-case basis.

THESIS/COMPREHENSIVE EXAM
There is no thesis or comprehensive exam for the MA in IMC. Instead, students will
take a Capstone class as their final class in the program.

ADMISSION
Admission to the M.A. in IMC is competitive and based on undergraduate
performance, (on demand) a satisfactory score on the Graduate Record Exam (GRE)
or Graduate Management Admission Test (GMAT), and a candidate’s professional
credentials or demonstrated interest in the IMC field. The Admissions Committee is
committed to looking at the entire application packet and will evaluate professional
and academic qualifications holistically.
(NOTE: GRE and GMAT requirement can be waived by the program director)
• Applicants to the Master of Arts in IMC must submit:
• a completed application for graduate admission;
• a $50 non-refundable application fee;
• official transcripts from all undergraduate (including two-year colleges) and
graduate institutions including evidence of an earned BA or BS degree in
Communication or a related field from an accredited college or university
with a cumulative GPA of 3.0;
• an official score report showing an acceptable score on the Graduate Record
Examination (GRE) or Graduate Management Admission Test (GMAT);
• a current résumé;
• a written statement of purpose;
• two letters of recommendation.
NOTE: Marist graduate programs require a minimum of a baccalaureate degree or
its equivalent from an accredited college or university. Also, if a student has taken
graduate-level coursework at another college/university the student may apply for a
transfer of credits. The application for transfer of credits will be evaluated on a case-
by-case basis. Under no circumstances will more than 6 transfer credits be allowed.
 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION 137

DEGREE CONFERRAL REQUIREMENTS

To qualify for the Master of Arts in IMC, a student must:
• complete a total of 30 credits as described in the curriculum.
• maintain at least 3.0 cumulative grade-point average with no course grade less
than a C.

STUDENT ADVISEMENT
The Director of the Graduate Communications Program is the advisor to students
in the M.A. program. Students are encouraged to contact their advisor to discuss
academic progress and planning.

ACADEMIC STANDING
The maintenance of a minimum cumulative grade-point average (GPA) of 3.0 is
required for good academic standing. Students must have a cumulative 3.0 GPA after
completion of one semester of full-time study or its equivalent. Any student whose
GPA falls below that required for good standing, or who receives a letter grade of F,
will be subject to academic review and may be placed on probation or dismissed from
the program. Students placed on probation will receive a statement of requirements
necessary to achieve good standing and will be given a limited time period in which
to meet these requirements. Failure to achieve probationary requirements will result
in dismissal.

THE MASTER OF ARTS IN IMC

Curriculum Summary
COMI 500 Principles of Integrated Marketing
Communication 3 credits
COMI 600 Advertising Management 3 credits
COMI 505 PR Management 3 credits
COMI 605 Brand Management 3 credits
COMI 615 Global Consumer Insights 3 credits
MBA 525 Marketing Foundations 3 credits
MBA 535 Analytical Tools for Decision Making 3 credits
MBA 605 Marketing Research 3 credits
COMI 610 Social Media Strategies & Tactics 3 credits
COMI 700 IMC Capstone 3 credits
138 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION

Program Options and Class Schedules

Sequences
Part-Time
Fall Spring Summer
Part-Time
Two Rounds Two Rounds Two Rounds
Fall Start
8 weeks each 8 weeks each 8 weeks each
Principles of
Public Relations
Integrated Marketing Marketing Research
Management
First Year Communication
Marketing Analytical Tools for
Foundations Decision Making
Advertising Social Media
IMC Capstone
Management Strategies & Tactics
Second Year
Global Consumer
Brand Management
Insights

Fall Spring Summer

Part-Time
Two Rounds Two Rounds Two Rounds
Spring Start
8 weeks each 8 weeks each 8 weeks each
Principles of
Integrated Marketing Marketing Research
First Year Communication
Analytical Tools for
Decision Making
Public Relations Social Media
Management Strategies & Tactics
Second Year
Marketing Global Consumer
Foundations Insights
Advertising
Third Year Management
Brand Management IMC Capstone
 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION 139

Full-Time

Fall Spring Summer

Full-Time
Two Rounds Two Rounds Two Rounds
Fall Start
8 weeks each 8 weeks each 8 weeks each
Principles of
Public Relations
Integrated Marketing Marketing Research
Management
Communication
Advertising Social Media
First Year Management Strategies & Tactics
Marketing Analytical Tools for
IMC Capstone
Foundations Decision Making
Global Consumer
Brand Management
Insights

Fall Spring Summer

Full-Time
Two Rounds Two Rounds Two Rounds
Spring Start
8 weeks each 8 weeks each 8 weeks each
Principles of
Integrated Marketing Marketing Research
Communication
Public Relations
First Year Management
Analytical Tools for
Decision Making
Global Consumer
Insights
Social Media
Strategies & Tactics
Advertising
Second Year Management
Marketing
IMC Capstone
Foundations
Brand Management
140 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION

Graduate Courses in IMC

MBA 525 COMI 500
Marketing Foundations Principles of Integrated
3 credits Marketing Communication
This course addresses the management 3 Credits
challenge of designing and implementing This course is an introduction to integrated
the best combination of marketing variables marketing communication (IMC) elements,
to carry out a firm’s strategy in its target including advertising, direct response,
markets. Specifically, the course seeks to sales promotion and public relations and
develop the student’s skills in applying the their functions in today’s communication
analytic perspectives, decision tools, and environment. The course explores research,
concepts of marketing to such decisions as media and message elements involved in the
product offering, communication programs, creation of a campaign. In addition, students
distribution, and pricing to capture the value will learn about governmental regulations
created for the customer. The student’s and ethics as they relate to IMC, and social
basic objective is to develop his/her own and economic considerations that may
understanding and management skills in this impact IMC Campaigns.
critical aspect of general management.
COMI 600
MBA 535 Advertising Management
Analytical Tools for Decision Making 3 Credits
3 credits In this course students will examine the
A foundation course in key statistical various processes involved in the management
methods used to analyze data in support of advertising within an IMC context. The
of business decisions. Topics included are: course deals with advertising from a strategic
descriptive statistics, continuous and discrete rather than simply a descriptive standpoint,
distributions, sampling and inference, and then goes on to provide students with
comparisons, hypothesis testing, regression an understanding of what it takes to develop
and other more advanced methods selected an effective advertising campaign, starting
by the instructor. out with the marketing plan. In essence,
students will learn about the many major
MBA 605 issues and key concepts that underlie good
Marketing Research decision making in developing an advertising
3 credits campaign.
This course introduces students to the
marketing research literature and to the COMI 605
marketing research process. The emphasis in Brand Management
this course is on how to actually conceptualize 3 Credits
and conduct a marketing research project as In this course students will learn the
well as use research as an aid for marketing importance of differentiating products and
strategy decisions. Students will learn how services in today’s world of alternatives,
to design, interpret, and apply marketing which provides consumers with the power of
research to solve business problems. choice. This course is a blend of theory and
practice of product and brand management
and will give students the skills to
successfully develop, manage and promote
the core values of an organization’s brand
internally and in competitive markets.
 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION 141

COMI 505 and e-commerce markets. Furthermore, the

Public Relations Management course will focus on the use of databases to
3 Credits obtain consumer insights for the purpose of
This course will give students a thorough micro-targeting prospects and for customer
understanding of public relations as a relationship management (CRM) in an IMC
strategic management function. Students context.
will explore various communication
theories, trends/issues and practice areas COMI 700
with a special emphasis on the role of IMC Capstone
public relations in the integrated marketing 3 Credits
communication process. In addition, they This course is an opportunity for students
will gain real-life experience developing a to apply all that they have learned in the
comprehensive public relations plan that previous classes, particularly the tactical
meets specific business and communication application of IMC skills and concepts, to
needs. practice message and touch-point integration
with special attention to effectiveness and
COMI 592 measurable results. The focus is on thinking
Special Topics about strategy framework and on how to
3 Credits apply this framework to guide strategic
“Special topics” courses serve as a vehicle decisions. The ultimate goal of the course
by which the department offers topical or for students, working in groups, is to create
thematic classes not included in the regular an IMC plan. In this course the extent
course offerings. The specific content will of a student’s proactive participation will
be indicated when the course is listed in the determine how much the student will benefit
schedule of classes. from the knowledge and practice that the
course offers.
COMI 610
Social Media Strategies & Tactics
3 Credits
This course will provide students with the
practical knowledge and insights required to
establish objectives and strategies, properly
select the social media platforms to engage
consumers, and monitor and measure the
results of these efforts. Students will learn
how to manage a successful social media
presence for an organization and how to use
necessary social media tools and services for
gaining valuable insights on how consumers
feel and respond to brands and product
categories.

COMI 615
Global Consumer Insights
3 Credits
This course will introduce students to a wide
range of behavioral concepts and explore the
strategic implications of buyer behavior in a
global context for marketers. The course will
challenge students to explore the realities and
implications of buyer behavior in traditional
142 MASTER OF ARTS IN INTEGRATED MARKETING COMMUNICATION

Integrated Marketing Communication

Faculty
WERANUJ ARIYASRIWATANA Assistant Professor. Degrees: B.S., Chulalongkorn
University; M.A., Emerson College; Ph.D., University of Hawaii

KATHLEEN BOYLE Senior Professional Lecturer. Degrees: B.A., Iona College; M.B.A.,
Iona College

AMANDA D. DAMIANO Assistant Professor. Degrees: B.S., Utica College; M.A., Syracuse
University; Ph.D., SUNY at Buffalo

JEN EDEN Associate Professor. Degrees: B.A. & M.A., Northern Illinois University; Ph.D.,
Arizona State University

QIHAO JI Assistant Professor. Degrees: B.A., Nanchang University; M.A., Bowling Green
State University; Ph.D., Florida State University

KEVIN M. LERNER Assistant Professor. Degrees: B.A., University of Pennsylvania; M.A.,

Columbia University; Ph.D., Rutgers University

JENNIFER L. ROBINETTE Assistant Professor. Degrees: B.A., Marshall University; M.A.,

Marshall University; Ph.D., University of Kentucky

SHANNON ROPER Associate Professor. Degrees: B.A., Marist College; M.A., William
Paterson University; Ph.D., Rutgers University

SUBIR SENGUPTA Associate Professor. Degrees: B.A., Jadavpur University; M.A.,

University of Georgia; Ph.D., University of Georgia

KAREN SCHRIER SHAENFIELD Associate Professor. Degrees: B.A., Amherst College;

M.S., Massachusetts Institute of Technology; Ed.D., Columbia University

WENJING XIE Associate Professor. Degrees: B.A., Shandong University; M.A., Renmin
University; M.Phil, Hong Kong Baptist University; Ph.D., University of Maryland
 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES 143

DIRECTOR, PHYSICIAN ASSISTANT PROGRAM

Jeff Midgley, M.S., PA-C,
(845) 575-3592
Jeffrey.midgley@marist.edu

MISSION AND OBJECTIVES

Marist’s Physician Assistant Program is committed to graduating entry-level,
competent healthcare providers trained to practice ethically and culturally sensitive
medicine in a team environment, and who will be life-long learners with a
commitment to community service and the overall success of the profession. The
program goals are to:
• Graduate entry-level, competent healthcare providers
• Teach students to effectively interact with patients of different backgrounds
• Promote ethically & culturally sensitive PAs
• Develop healthcare providers capable of functioning successfully within
interprofessional teams
• Ensure that all students engage in community service
• Meet or exceed the national first-time pass rate for the Physician Assistant
National Certification Examination (PANCE)
At the successful completion of the program, students will demonstrate competency
in the following areas:
• Knowledge and application of medical terminology, human structure and
systems, clinical elements, pharmacology, pathology, infectious diseases,
epidemiology, and biostatistics;
• Evaluation and assessment skills to understand and conceptualize patients’
medical issues resulting in accurate diagnoses;
• Personal and professional growth in sound interpersonal skills and self-
awareness (intrapersonal) skills within their interactions with patients,
colleagues, and supervisors, as well as conflict resolution;
• A practitioner-scientist approach through the application of research methods
and critical thinking skills relevant to the practice of medicine, such as
in-needs assessment and human evaluation;
• Ethical and professional conduct within the standards of the profession, in
their relationships with patients, colleagues, supervisors, and faculty; and
• Engagement in career advancement and professional identity development
through activities such as membership and participation in professional
organizations such as the American Academy of Physician Assistants and
New York State Society of Physician Assistants.
The Master of Science in Physician Assistant Studies is a 24-month, 90-credit, full-
time program designed to prepare students for clinical practice. The program consists
of one 12-month didactic phases and one 12-month clinical phase. Students learn
how to care for patients in a variety of settings such as in-patient, out-patient, and in
the operating room and emergency room. Students learn to treat patients across the
144 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES

lifespan, from newborn to the elderly. Students learn technical skills such as suturing
and counseling skills. Global health is also emphasized. The program offers seven
required core rotations in the clinical year, as well as one elective.
The program is located in the Marist College Allied Health Building which
has a state-of-the-art gross anatomy laboratory, standardized patient care suites, a
trauma simulation room, and a skills laboratory. In total, the program occupies over
18,000 square feet of dedicated space within the 58,000 square feet building. The
program shares resources with other programs in the School of Science on campus,
especially the Doctor of Physical Therapy Program. The opportunity to develop
interprofessional skills will increase as new clinical programs are added to the School
of Science.
The Accreditation Review Commission on Education for the Physician Assistant,
Inc. (ARC-PA) has granted Accreditation-Continued status to the Marist College
Physician Assistant Program sponsored by Marist College. Accreditation-
Continued is an accreditation status granted when a currently accredited program is
in compliance with the ARC-PA Standards.
Accreditation remains in effect until the program closes or withdraws from the
accreditation process or until accreditation is withdrawn for failure to comply with
the Standards. The approximate date for the next validation review of the program
by the ARC-PA will be March 2030. The review date is contingent upon continued
compliance with the Accreditation Standards and ARC-PA policy.

ADMISSIONS REQUIREMENTS
Admissions requirements for the M.S. in Physician Assistant Studies are:
• completion of undergraduate courses
• general biology I and II (with labs)
• microbiology (with lab)
• general chemistry I & II (with labs)
• organic chemistry I (with labs)
• biochemistry (preferably with lab Organic chemistry II (preferably with lab),
may be substituted);
• anatomy & physiology I & II (with labs)
• statistics;
• earn a 3.0 cumulative undergraduate grade-point average (GPA) based on a
system in which 4.0 is equivalent to an A grade
• earn a 3.0 GPA for the science courses listed above;
• earn a 3.0 GPA for Biology, Chemistry, and Physics (BCP)
 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES 145

The following courses must be completed within seven (7) years of matriculation:
• Organic chemistry I (with lab), biochemistry [preferably with lab; organic
chemistry II (preferably with lab), may be substituted], anatomy & physiology
I & II (with labs).
• an earned baccalaureate degree from an accredited college or university, prior
to matriculation in the program;
• submission of TOEFL score (if high school graduate of non-English speaking
country);
• minimum of 500 hours of hands-on healthcare experience;
• completed application through Central Application Service for Physician
Assistants (CASPA);
• an on-campus interview; and
• completed background check prior to matriculation.
All pre-requisites must be completed by the program’s December 1st application
close date in CASPA.

DEGREE REQUIREMENTS
To qualify for the master’s degree in PA studies, a candidate must complete:
• all didactic phase courses and assignments
• all clinical year rotations, courses, and assignments.
• all summative clinical competency examinations (history-taking/physical
examination and history-taking/patient counseling or education) within the
four (4) months prior to graduation.
• all program equipment, books, and miscellaneous materials have been
returned.
• all checkout procedures verifying that all PA program, institutional, library,
or educational supplies have been returned, and that expenses and fees have
been paid prior to awarding any degree, verification of attendance, or release
of official transcripts.

ADVISEMENT
The principal faculty serve as the advisors for all matriculated students. Students will
have regular meetings with their faculty advisor for purposes of discussing academic
progress and planning. The advisement process is overseen by the Program Director.
146 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES

PHYSICIAN ASSISTANT PROGRAM CURRICULUM SUMMARY

Master of Science in Physician Assistant Studies

PA 601 Human Anatomy 4 credits
PA 602 Human Physiology 3 credits
PA 603 Clinical Medicine I 4 credits
PA 604 Physical Diagnostics 3 credits
PA 605 Physical Diagnostics Lab 2 credits
PA 606 Ethics in Healthcare Delivery 2 credits
PA 607 PA History, Policy & Regulation 1 credit
PA 608 Clinical Pharmacology 4 credits
PA 609 Clinical Medicine II 4 credits
PA 610 Clinical Diagnostics 3 credits
PA 611 Clinical Diagnostics Lab 2 credits
PA 612 Medical Microbiology & Infectious Diseases 3 credits
PA 613 Clinical Pathology 3 credits
PA 614 Imaging & Diagnostics 3 credits
PA 615 Behavioral Medicine 3 credits
PA 616 Clinical Medicine III 4 credits
PA 617 Epidemiology & Biostatistics 3 credits
PA 618 Emergency Medicine 3 credits
PA 620 Medical Literature/Seminar (online) 3 credits
PA 621 Comprehensive Diagnosis 3 credits
PA 701 Clinical Rotation – Family Medicine 3 credits
PA 702 Clinical Rotation – Internal Medicine 3 credits
PA 703 Clinical Rotation – General Surgery 3 credits
PA 704 Clinical Rotation – Pediatrics 3 credits
PA 705 Clinical Rotation – Obstetrics &
Gynecology 3 credits
PA 706 Clinical Rotation – Behavioral &
Mental Health 3 credits
PA 707 Clinical Rotation – Emergency Medicine 3 credits
PA 708 Clinical Rotation – Geriatrics/
Approved Elective 3 credits
PA 709 Clinical Rotation – Elective 3 credits
PA 710 Capping/Exit Exam 3 credits
TOTAL: 90
 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES 147

SCHEDULE
The graduate program in PA Studies is designed to be completed in 24 months of
full-time study (12 months of didactic and 12 months of clinical). Courses typically
meet daily from 8:00 AM to 5:00 PM.

MARIST COLLEGE MS PHYSICIAN ASSISTANT STUDIES SEQUENCE

FIRST YEAR – Didactic (*sequence of courses may be subject to change.)

Summer Fall
PA 601 Human Anatomy PA 606
Ethics in Healthcare Delivery
PA 602 Human Physiology PA 608 Clinical Pharmacology
PA 603 Clinical Medicine I PA 604 Physical Diagnostics
PA 607 PA History, Policy & Regulation PA 605 Physical Diagnostics Lab
PA 613 Clinical Pathology PA 609 Clinical Medicine II
PA 614 Imaging & Diagnostics
PA 615 Behavioral Medicine
Spring
PA 610 Clinical Diagnostics
PA 611 Clinical Diagnostics Lab
PA 612 Medical Microbiology & Infectious Diseases
PA 616 Clinical Medicine III
PA 617 Epidemiology & Biostatistics
PA 618 Emergency Medicine
PA 621 Comprehensive Diagnostics

SECOND YEAR – Clinical (*sequence of rotations may be subject to change.)

Summer Fall
PA 701 Rotation-Family Medicine* PA 620 Medical Literature/Seminar
PA 702 Rotation-Internal Medicine* PA 704 Rotation-Pediatrics*
PA 703 Rotation-General Surgery* PA 705 Rotation-Obstetrics
& Gynecology*
PA 706 Rotation-Behavioral
& Mental Health*

Spring
PA 707 Rotation-Emergency Medicine*
PA 708 Rotation-Geriatrics/Approved Elective*
PA 709 Rotation-Elective*
PA 710 Capping/Exit Exam
148 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES

Graduate Courses in
Physician Assistant Studies
PA 601 being studied. Pharmacologic therapeutic
Human Anatomy principles and practices are presented for
4 Credits specific medications utilized in the disease
This course is designed to provide the PA management of the topics covered in this
student with a comprehensive, clinically section. This course blends a variety of
relevant, foundation in human gross learning techniques including lecture, self-
anatomy in preparation for future clinical directed learning, problem-based scenarios,
practice. The course incorporates lecture, and online learning to engage students in the
anatomical models, and a human cadaver content.
dissection laboratory. Emphasis is placed on
relationship of structure and normal variants PA 604
with clinical correlation to pathology and Physical Diagnostics
disease prevention. 3 Credits
This course introduces the student to
PA 602 patient assessment. Students will learn
Human Physiology communication skills, medical history-
3 Credits taking, documentation, and physical exam
An integrated study of normal physiologic skills associated with the clinical encounter.
function of the cell and organ systems from Students will learn these skills in a systems-
a clinical perspective. Using a systems- based approach finally integrating them
based approach, this course emphasizes into a complete examination. This course
normal physiologic function and control of incorporates the use of traditional lectures,
various systems in preparation for Clinical small group sessions, and standardized
Pathology. patient encounters.

PA 603 PA 605
Clinical Medicine I Physical Diagnostics Lab
4 Credits 2 Credits
This course is the first in a sequence of This lab section supports the learning
three clinical medicine courses that are objectives of PA 604 by providing the student
designed to prepare PA students for their time for supervised learning.
professional clinical role. Using a system-
based module approach, human diseases and PA 606
disorders are studied from the perspectives of Ethics in Healthcare Delivery
epidemiology, etiology, clinical presentation, 2 Credits
disease progression, management, and This course introduces the student to ethical
prognosis. Emphasis will be on diseases issues that occur in professional practice
common to primary care practice and the and provides them with basic knowledge
development of a differential diagnosis and and skills to identify, analyze, and resolve
management plan based upon the patient’s dilemmas. Topics address a variety of
clinical presentation. In addition to the bioethics and legal considerations observed
study of specific disease processes this in clinical practice including informed
course teaches the student to incorporate consent, confidentiality, nonmaleficence
techniques of evidence-based medicine, and beneficence, patient decision-making
physical examination, laboratory and capacity, advance directives, end-of-life
diagnostic techniques, and interprofessional issues, assisted suicide, human research, and
collaboration relevant to the system health care provider issues.
 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES 149

PA 607 this course teaches the student to incorporate

PA History, Policy & Regulation techniques of evidence-based medicine,
1 Credit physical examination, laboratory and
This course explores the origins of the diagnostic techniques, and interprofessional
PA profession and the factors affecting the collaboration relevant to the system
development of the profession in preparing being studied. Pharmacologic therapeutic
the student to provide patient-centered principles and practices are presented for
care as part of the physician/PA team. specific medications utilized in the disease
Emphasis is placed on role socialization, management of the topics covered in this
quality assurance, credentialing of continued section. This course blends a variety of
competence, policies and regulations learning techniques including lecture, self-
governing clinical responsibilities and directed learning, problem-based scenarios,
scope of practice, and the development of and online learning to engage students in
professional organizations for PAs. Issues the content.
of professionalism and the status of PAs in
the U.S. and around the world are explored. PA 610
Clinical Diagnostics
PA 608 3 Credits
Clinical Pharmacology This course develops the student’s ability
4 Credits to complete a focused patient assessment
This foundational course in pharmacology for common disorders seen in primary
provides the student with the concepts of care medicine incorporating skills learned
pharmacokinetics, pharmacodynamics and in PA 604. Additionally students will
pharmacotherapeutics. Major concepts learn to compile patient data to formulate
involve drug classification, mechanism of a differential diagnosis and include the
action, absorption, distribution, metabolism, use of diagnostic studies leading towards
elimination, and dose-response relationships the development of a final diagnosis and
of the different drug classes. Major drug treatment plan. Skills in writing patient notes
interactions and adverse effects of specific are emphasized and oral presentation skills
classes will be covered for medications are introduced. This course incorporates the
commonly used for the treatment and use of problem-based learning, small group
management of disease states in primary sessions, and simulated or standardized
care. patient encounters.

PA 609 PA 611
Clinical Medicine II Clinical Diagnostics Lab
4 Credits 2 Credits
This course is the second in a sequence This lab section supports the learning
of three clinical medicine courses that objectives of PA 610 by providing the
are designed to prepare PA students for student time for supervised learning.
their professional clinical role. Using a Additionally, instruction and practice in
system-based module approach, human skills such as suturing, incision and drainage
diseases and disorders are studied from and intravenous cannulation are emphasized.
the perspectives of epidemiology, etiology,
clinical presentation, disease progression, PA 612
management, and prognosis. Emphasis will Medical Microbiology
be on diseases common to primary care & Infectious Diseases
practice and the development of a differential 3 Credits
diagnosis and management plan based upon This course provides advanced instruction
the patient’s clinical presentation. In addition regarding the properties of pathogenic
to the study of specific disease processes bacteria, viruses and fungi and their role in
150 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES

disease states commonly observed in primary PA 616

care. A systems-based approach is used to Clinical Medicine III
examine the fundamentals of pathogenicity, 4 Credits
host response, epidemiological aspects This course is the third in a sequence of
of infectious diseases, as well as clinical three courses that are designed to prepare PA
diagnosis and treatment of infections. students for their professional clinical role.
Emphasis will be placed on clinically Using a system-based module approach,
relevant pathogens, isolation and aseptic human diseases and disorders are studied
techniques, identification and treatment. from the perspectives of epidemiology,
etiology, clinical presentation, disease
PA 613 progression, management, and prognosis.
Clinical Pathology Emphasis will be on diseases common to
3 Credits primary care practice and the development of
This course describes the major patho- a differential diagnosis and management plan
physiologic processes associated with based upon the patient’s clinical presentation.
diseases commonly observed in primary In addition to the study of specific disease
care medicine. Emphasis is placed on processes this course teaches the student
the etiology, pathogenesis and disease to incorporate techniques of evidence-
symptoms in an integrated morphological, based medicine, physical examination,
biochemical, pathophysiological, molecular laboratory and diagnostic techniques, and
and functional perspective. interprofessional collaboration relevant to
the system being studied. Pharmacologic
PA 614 therapeutic principles and practices are
Imaging & Diagnostic Testing presented for specific medications utilized
3 Credits in the disease management of the topics
In this course students will learn diagnostic covered in this section. This course blends
studies commonly used in primary care a variety of learning techniques including
practice. Focusing on radiographic imaging, lecture, self-directed learning, problem-
electrocardiography, and diagnostic based scenarios, and online learning to
laboratory studies students will learn engage students in the content.
about the variety of available studies, the
indications for their use as it relates to the PA 617
patients’ complaint, and the basic techniques Epidemiology & Biostatistics
for interpretation required to implement a 3 Credits
management plan for the patient. This course will introduce the basic concepts
of epidemiology and biostatistics as applied
PA 615 to public health problems. Emphasis is
Behavioral Medicine placed on the principles and methods of
3 Credits epidemiologic investigation, appropriate
This course introduces students to basic summaries and displays of data, and the use
psychiatric and mental health manifestations of classical statistical approaches to describe
commonly observed in clinical practice. the health of populations. Topics include the
Topics include depression, anxiety, phobias, dynamic behavior of disease, usage of rates,
substance and eating disorders, somatoform, ratios and proportions, methods of direct and
psychoses, neuroses and personality indirect adjustment, and clinical life table
disorders. The student will learn how to which measures and describes the extent of
conduct a psychiatric interview and classify disease problems.
disorders in accordance with the Diagnostic
and Statistical Manual (DSM). Evaluation
and treatment modalities will also be
explored.
 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES 151

PA 618 and follow-up care. In addition, this course

Emergency Medicine will tie in topics such as documentation, oral
3 Credits presentations, and billing and coding.
This course is designed to prepare
students to evaluate and treat patients in PA 701
an emergency room and surgical setting. Clinical Rotation—Family Medicine
Students will learn the pathophysiology, 3 Credits
clinical presentation, diagnosis, evaluation The Family Medicine rotation familiarizes
and management of urgent and emergent the student with the role of the PA in
medical problems commonly encountered in general practice. Time will be spent with
hospital emergency departments. Emphasis a physician, PA, and/or nurse practitioner
is on providing the student with practical preceptor in a primary care setting. Through
clinical experience (via the simulation lab) supervised exposure to ambulatory medical
in the management of acute medical and patients in this environment, students will
surgical emergencies. Skills specific to the be exposed to patient populations across
emergency room and surgical setting are the lifespan. In preparation for a supportive
also covered in this course including aseptic role in the patients’ therapeutic management,
technique, surgical scrubbing, endotracheal students will obtain medical histories,
intubation, and point of care ultrasound. perform physical examinations, and order/
interpret diagnostic testing. Emphasis is
PA 620 placed on the evaluation and management
Medical Literature/Seminar (online) of primary care medical problems. Patient
3 Credits education and counseling are emphasized,
Throughout the clinical year, students as is the importance of continuity of care &
participate in intensive online group preventative care.
discussions focused on the critical analysis
of medical research papers from a wide range PA 702
of fields. Papers are discussed in terms of Clinical Rotation—Internal Medicine
their background, significance, hypothesis, 3 Credits
experimental methods, data quality, and During the Internal Medicine rotation,
interpretation of results. students will be assigned to the inpatient
medical/hospitalist service at one of many
PA 621 local hospitals. The purpose of the Internal
Comprehensive Diagnosis Medicine rotation is to provide the student
3 Credits with practical clinical experience in working
This course incorporates clinical medicine with the hospitalized patients with acute or
and earlier program components of patient chronic diseases that are routinely seen by
history-taking, physical examination, internists. Under the supervision of a licensed
diagnostic studies, and management plans provider, students will participate in a wide
seen in an adult primary care setting. Using variety of inpatient care activities. Medical
problem-based patient scenarios, the student history review, physical examination,
will organize and refine these components by diagnostic testing, and management
applying clinical reasoning when evaluating are emphasized, as is the importance
a patient complaint, historical information, of functioning on a multidisciplinary
physical findings, and pertinent laboratory team. Students may be required to attend
and diagnostic results. By gathering all this conferences, lectures, and take call.
information, the course will help students
build skills in analyzing, developing,
and formulating differential diagnoses,
treatment/management plans, and preventive
152 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES

PA 703 the student with practical clinical experience

Clinical Rotation—General Surgery in the differential diagnosis, evaluation,
3 Credits and management of normal and abnormal
During the General Surgery rotation, students conditions within obstetrics and gynecology.
are assigned to either the Department of With supervision, students will participate
Surgery at one of many local hospitals or to in annual well-woman exams, evaluate and
a private surgical service. With supervision, treat gynecologic complaints, and work
the student is given the opportunity to with patients presenting with normal or
apply the basic principles of surgery while complicated pregnancies. Students may
participating in a variety of patient care be assigned patients in preparation for a
activities. The student is provided with supportive role during labor, delivery, and/
practical experience in data collection, in or gynecological surgery. Students may be
addition to the evaluation and management required to attend conferences, lectures, or
of major and minor surgical problems. An take call.
opportunity is afforded for development
of manual skills and for exposure to basic PA 706
operating room procedures and techniques. Clinical Rotation—
Longitudinal care is encouraged in order Behavioral & Mental Health
to provide the student with the opportunity 3 Credits
to follow patients from the preoperative The Behavioral Health rotation takes place
confirmation of clinical impressions, through within an inpatient, or outpatient, behavioral
the post-surgical care period. Students may health setting. The student will gain
be required to attend conferences, lectures, practical clinical experience in identifying,
and take call. evaluating, and referring patients presenting
with common and/or emergent psychiatric
PA 704 problems. With supervision, students will
Clinical Rotation—Pediatrics perform psychological interviews and
3 Credits evaluate acute and chronic psychological
During the Pediatrics rotation, students are problems. In some instances, students
assigned to private practice offices or to may interview patients’ families to better
community health centers where they will understand the nature of a patient’s problem.
participate in the care of pediatric patients.
Through supervised exposure to patients in PA 707
a pediatric practice setting, the student is Clinical Rotation—
given the opportunity to become familiar Emergency Medicine
with the parameters of normal growth 3 Credits
and development, newborn assessment, The Emergency Medicine clinical rotation
immunizations schedules, and the evaluation takes place within the emergency department
and management of common problems in setting of one of many local hospitals. Under
the pediatric population. Students will be the supervision of a licensed provider who
involved in well child care as well as in the is experienced in this area of instruction, the
evaluation of acute and chronic pediatric student will gain practical clinical experience
illnesses. in the management of medical and surgical
emergencies on an acute outpatient basis.
PA 705 Through supervised patient contact, the
Clinical Rotation—Obstetrics/Gyne- student will gain experience in performing
cology directed history and physical examinations,
3 Credits managing episodic illness, performing
The Ob/Gyn rotation takes place in a hospital, lifesaving techniques, and handling
clinic, and/or private practice setting. The emergency equipment.
purpose of the Ob/Gyn rotation is to provide
 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES 153

PA 708 PA 710
Clinical Rotation— Capping
Geriatrics/Approved Elective 3 Credits
3 Credits The Capping course is designed to prepare
The focus of this rotation is an in-depth the student for the transition from classroom
evaluation and ongoing treatment of to practice. Students are presented with
geriatric patients with complex problems professional development topics ranging
and/or chronic illness. Students learn the from billing and coding to medical
skills necessary to evaluate and manage malpractice and state licensing requirements.
the effects of chronic disease on various The course will also address job search skills,
body systems and to perform or assist in to include CV preparation, interviewing
procedures commonly used in providing techniques, and contract negotiations.
care to the geriatric population. This rotation Another key element of this course is the
may take place in an office which focuses structured practice and preparation for the
on geriatric medicine, an internal medicine various summative assessments that will
rotation, or an approved specialty where occur at the end of the clinical year, as well as
a majority of the patient population falls the Physician Assistant National Certifying
within the geriatric age group. Students may Examination (PANCE) which will be taken
request non-geriatric rotation in approved after graduation from the program.
medical sub-specialty after consultation with
a Clinical Coordinator.

PA 709
Clinical Rotation—Elective
3 Credits
In consultation with a Clinical Coordinator,
students will select a 5-week elective rotation
in any area of medicine or surgery. Students
are encouraged to select specialties which
provide clinical experiences applicable to
the primary medical care setting. A list of
suggestions is provided to the student, based
on availability within the community.
154 MASTER OF SCIENCE IN PHYSICIAN ASSISTANT STUDIES

Physician Assistant Program Faculty

JEFF MIDGLEY Program Director/Clinical Assistant Professor of PA Studies. Degrees: M.S.
in Physician Assistant Studies, Touro College; B.S. in Health Science, Physician Assistant,
Long Island University; B.A. in Psychology, SUNY Binghamton. Certifications: National
Commission on Certification of Physician Assistants; Licensed in NY.

STEPHEN KATZ Medical Director of PA Studies. Degrees: MB ChB, University of

Birmingham; B.A., Biology, University of Pennsylvania. Certifications: American Board of
Internal Medicine; American College of Physicians; Licensed in NY.

ERIN MCLAUGHLIN Assistant Medical Director/Clinical Assistant Professor. Degrees: MD

New York Medical College, MPH UC Berkeley, Residency—Occupational and Environmental
Medicine UC San Francisco, BS in Biology Syracuse University. Certifications: American
Board of Preventive Medicine. Licensed in NY and CA.

CHRISTOPHER BARELA Clinical Assistant Professor of PA Studies. Degrees: M.S.

in Physician Assistant Studies, Mercy College; B.S. in Health Sciences, Mercy College.
Certifications: National Commission on Certification of Physician Assistants; Licensed in NY.

JESSICA FERRIAOLO Clinical Assistant Professor of PA Studies. Degrees: M.S. in

Physician Assistant Studies, DeSales University; B.S. in Athletic Training, University of
New England. Certifications: National Commission on Certification of Physician Assistants;
Licensed in NY and IL.

SHIRLEY FLETCHER-HALL Clinical Assistant Professor/Clinical Coordinator of PA

Studies. Degrees: DSc, Physician Assistant Studies, Massachusetts College of Pharmacy and
Health Sciences University; MS, Physician Assistant Studies, Pace University; BS, Physician
Assistant Studies, Sophie Davis School of Biomedical Education, City College, CUNY.
Certifications: National Commission of Certification of Physician Assistants.

PADMAVATI GARVEY Clinical Assistant Professor of PA Studies. Degrees: MD University

of Pittsburgh School of Medicine, Residency—Obstetrics and Gynecology New York Hospital,
BS in Biology Rensselaer Polytechnic Institute. Certifications: American College of Obstetrics
and Gynecology. Licensed in NY.

MICHAEL LACROIX-FRALISH Clinical Assistant Professor of PA Studies. Degrees: Ph.D.,

Pharmacology and Toxicology, Dartmouth College; B.S. in Biology, Toxicology, Minnesota
State University.

JENNIFER WINUS-ROBINSON Clinical Assistant Professor/Clinical Coordinator of PA

Studies. Degrees: M.S. in Physician Assistant Studies, Touro College; Certificate in Physician
Assistant Studies, St. Anthony’s Catholic Medical Centers; B.S. in Biology, Marymount College.
Certifications: National Commission of Certification of Physician Assistants; Licensed in NY.
 DOCTOR OF PHYSICAL THERAPY 155

DIRECTOR, DOCTOR OF PHYSICAL THERAPY PROGRAM

James G. Rauh, PT, ScD, SCS, ATC
(845) 575-4714
james.rauh@marist.edu

ABOUT THE PROGRAM

The Doctor of Physical Therapy (DPT) is a 36 month full-time program designed
to prepare students for the Federation of State Boards of Physical Therapy (FSBPT)
administered National Physical Therapy Examination (NPTE) and for successful
careers as a physical therapists. The program consists of three phases: didactic,
clinical, and capping. Students will learn about and experience healthcare in a variety
of settings and across the lifespan. In addition, ethical responsibilities, service to the
community, behavioral aspects of health, and the roles and responsibilities of the
physical therapist are covered. The program is designed to graduate highly trained,
ethical, and problem-solving physical therapy practitioners.

MISSION STATEMENT
The Marist College DPT Program is committed to creating the next generation of
physical therapists by offering the highest standard of excellence in physical therapy
education. Graduates will be prepared to merge hands-on skills, ethical care, clinical
judgment and critical inquiry to promote optimal functioning of current and future
clients throughout their clients’ lifespan. The DPT program will instill the importance
of providing advocacy and service to the profession as well as to local and global
communities.

PHILOSOPHY
Achievement of the Program Mission is accomplished by educating students who
will become autonomous movement specialists prepared in examination, evaluation,
diagnosis, prognosis and intervention of impairments, functional limitations, and
disorders of the musculoskeletal, neuromuscular, cardiovascular, pulmonary and
integumentary systems. Graduates will integrate critical thinking with ethical and
professional judgment in all aspects of practice, teaching, research, collaboration
and consultation. They will be service-oriented professionals dedicated to achieving
optimal participation of their patients/clients by using health promotion, evidence-
based and innovative strategies.
The curriculum is organized around five themes that are consistently interwoven
within the curriculum. They include:
1. Optimal physical therapy is achieved by valuing and respecting individuals
regardless of race, religion, sex, religion, creed, ethnicity, national origin,
citizenship status, physical or mental disability, age, sexual orientation,
gender, gender identity, veteran or military status, predisposing genetic
characteristics, or domestic violence victim status. A humanistic and holistic
approach should be used in the delivery of services to all patients/clients.
2. Physical therapy examination and intervention is driven by the application of
evidence-based knowledge used as a catalyst to support critical thinking and
clinical decision-making.
156 DOCTOR OF PHYSICAL THERAPY

3. As a hands-on profession, students must be proficient in the cognitive,

psychomotor, and affective skills inherent in physical therapy practice.
4. Physical therapist must practice the highest standards of ethical and legal
practice and ascribe to the American Physical Therapy Association’s Core
Values and Code of Ethics.
5. The provision of optimal physical therapy education and practice is the result
of a dynamic interaction of shared responsibility among the academic faculty,
clinical faculty, students, and interdisciplinary professionals. This process
provides a model in which graduates commit to a lifelong learning journey
of using advanced education and critical inquiry to broaden their knowledge
base of contemporary physical therapy practice.
The DPT Program is housed in the state-of-the-art Allied Health Building
that includes a gross anatomy laboratory, standardized patient care rooms, trauma
simulation room, skills laboratory, movement analysis lab, and dedicated classrooms.
The program has working relationships with other programs on campus, including
physician assistant studies, medical technology, and athletic training. This provides
excellent opportunities to foster the development of inter-professional skills.
The Doctor of Physical Therapy Program at Marist College is accredited by
the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030
Potomac Ave., Suite 100, Alexandria, Virginia 22305-3085; telephone: 703-706-3245;
email: accreditation@apta.org; website: http://www.capteonline.org. Graduation
from a physical therapist education program accredited by CAPTE is necessary for
eligibility to sit for the licensure examination, which is required in all states.

ADMISSIONS REQUIREMENTES
Admission to the Marist College Doctor of Physical Therapy (DPT) Program is
competitive. Each applicant will be evaluated on their individual merits. Decisions
will be based on academic records, references, volunteer/work experience, and an
on-campus interview.
All students admitted to the Marist DPT Program will be required to have a
health screening and criminal background check completed prior to matriculation.
Acceptance into Marist’s DPT Program and successful completion of the program
does not imply or guarantee that the student will be able to obtain state licensure
upon graduation.

DEGREE PREREQUISITES
A baccalaureate degree from an accredited institution or an equivalent institution
must be awarded prior to matriculation into the program. A baccalaureate degree is a
minimum requirement; therefore, a masters or doctorate level degree awarded in lieu
of a baccalaureate degree will meet this requirement.

REQUIRED COURSE PREREQUISITES

• Anatomy & Physiology I and II: 8 credits
• General Biology I and II: 8 credits
• General Chemistry I and II: 8 credits
 DOCTOR OF PHYSICAL THERAPY 157

• Physics I and II: 8 credits

• Psychology: 6 credits
• Statistics: 3 credits
The academic standard for admission is a 3.0 GPA overall, combined with a 3.0
GPA for science prerequisite courses. All of the above courses must be completed
with grades of “C” or above. All prerequisite courses must be completed before an
application in PTCAS is submitted for verification. Submission of the following
documentation is also required:
• TOEFL score (if high school graduate of non-English speaking country)
• Official transcripts from all colleges attended
• PT volunteer/work experience forms demonstrating a minimum of 80 hours of
volunteer or work-related PT experience. The hours must be in a minimum of
2 different settings
• Two letters of recommendation—one from a physical therapist or work
supervisor and one from an instructor of a prerequisite course.

DEGREE REQUIREMENTS
• To qualify for the Doctor of Physical Therapy degree, a candidate must
successfully complete:
• All didactic courses;
• All clinical education courses;
• A doctoral project;
• A cumulative examination;
• A total of 115 credits as prescribed in the curriculum requirements.
In addition, students must:
• Maintain a 3.0 grade-point average;
• Satisfy all checkout procedures verifying expenses and fees have been paid
prior to awarding any degree, issuing letter(s) of recommendation, verification
of attendance, or release of official transcripts.

ADVISEMENT
The core faculty serve as the advisors for all matriculated students. Students will
have regular meetings with their faculty advisor for purposes of discussing academic,
clinical, and professional progress and planning. The advisement process is overseen
by the Program Director.
158 DOCTOR OF PHYSICAL THERAPY

DOCTOR OF PHYSICAL THERAPY PROGRAM CURRICULUM SUMMARY

PHTH 600 Human Gross Anatomy 6 cr
PHTH 601 Introduction to Physical Therapy 2 cr
PHTH 602 Human Physiology 3 cr
PHTH 603 Critical Inquiry I 2 cr
PHTH 605 Movement Science I 4 cr
PHTH 606 Exercise Physiology 2 cr
PHTH 607 Clinical Neuroscience 4 cr
PHTH 608 Clinical Skills I 3 cr
PHTH 610 Critical Inquiry II 3 cr
PHTH 611 Introduction to Clinical Decision Making 2 cr
PHTH 612 Clinical Skills II 4 cr
PHTH 613 Pathology 3 cr
PHTH 614 Movement Science II 2 cr
PHTH 615 Therapeutic Exercise 2 cr
PHTH 616 Musculoskeletal Management I 3 cr
PHTH 617 Neurological Management I 3 cr
PHTH 618 Diagnostic Imaging 2 cr
PHTH 620 Clinical Education I (8 wks./Apr-May) 6 cr
PHTH 622 Musculoskeletal Management II 4 cr
PHTH 623 Neurological Management II 4 cr
PHTH 625 Lifespan Physical Therapy - Pediatrics 2 cr
PHTH 626 Rounds I 1 cr
PHTH 627 Cardiopulmonary Patient Management 3 cr
PHTH 628 Integumentary Patient Management 2 cr
PHTH 629 Pharmacology in Physical Therapy 1 cr
PHTH 630 The Physical Therapist as an Educator 2 cr
PHTH 631 Health Promotion and Wellness I 1 cr
PHTH 632 Clinical Education II (8 wks./Nov-Dec) 6 cr
PHTH 700 Differential Diagnosis 3 cr
PHTH 701 Advanced Manual Therapy 2 cr
PHTH 702 Lifespan Physical Therapy/Adults-Geriatrics 2 cr
PHTH 703 Prosthetics and Orthotics 2 cr
PHTH 704 Health Promotion and Wellness II 1 cr
PHTH 705 Administration and Leadership 3 cr
PHTH 707 Clinical Ed III (10 wks./June-early Aug) 7 cr
PHTH 708 Doctoral Project—Research OR
PHTH 709 Doctoral Project—Service OR
PHTH 710 Doctoral Project Education 3 cr
PHTH 712 Clinical Education IV (Sept-Oct) 7 cr
PHTH 713 Rounds II 1 cr
PHTH 714 Capstone 1 cr
PHTH 715 Cumulative Exam 1 cr
TOTAL: 115 cr

SCHEDULE
The Doctor of Physical Therapy Program consists of 36 months of didactic and
clinical work. The clinical phase offers four 8 to 10 week full-time rotations. Courses
typically meet daily from 8:00 AM to 5:00 PM but course work may extend into the
evening. Occasionally, students may need to be available on weekends.
 DOCTOR OF PHYSICAL THERAPY 159

MARIST COLLEGE DOCTOR OF PHYSICAL THERAPY

PROGRAM SEQUENCE

FIRST YEAR

Winter/Spring
PHTH 600 Human Gross Anatomy
PHTH 601 Introduction to Physical Therapy
PHTH 602 Human Physiology
PHTH 605 Movement Science I

Summer
PHTH 603 Critical Inquiry I
PHTH 606 Exercise Physiology
PHTH 607 Clinical Neuroscience
PHTH 608 Clinical Skills I

Fall
PHTH 610 Critical Inquiry II
PHTH 611 Introduction to Clinical Decision Making
PHTH 612 Clinical Skills II
PHTH 614 Movement Science II
PHTH 615 Therapeutic Exercise
PHTH 616 Musculoskeletal Management I

SECOND YEAR

Winter/Spring
PHTH 613 Pathology
PHTH 617 Neurological Management I
PHTH 618 Diagnostic Imaging
PHTH 620 Clinical Education I (8 wks./Apr-May)
PHTH 629 Pharmacology in Physical Therapy

Summer
PHTH 622 Musculoskeletal Management II
PHTH 623 Neurological Management II
PHTH 625 Lifespan Physical Therapy—Pediatrics
PHTH 626 Rounds I
160 DOCTOR OF PHYSICAL THERAPY

Fall
PHTH 627 Cardiopulmonary Patient Management
PHTH 628 Integumentary Patient Management
PHTH 630 The Physical Therapist as an Educator
PHTH 631 Health Promotion and Wellness I
PHTH 632 Clinical Education II (8 wks./Nov-Dec)

THIRD YEAR

Winter/Spring
PHTH 700 Differential Diagnosis
PHTH 701 Advanced Manual Therapy
PHTH 702 Lifespan Physical Therapy/Adults-Geriatrics
PHTH 703 Prosthetics and Orthotics
PHTH 704 Health Promotion and Wellness II
PHTH 705 Administration and Leadership

Summer
PHTH 707 Clinical Ed III (10 wks./June – early Aug)
PHTH 708 Doctoral Project—Research OR
PHTH 709 Doctoral Project—Service OR
PHTH 710 Doctoral Project Education

Fall
PHTH 712 Clinical Education IV (Sept – Oct)
PHTH 713 Rounds II
PHTH 714 Capstone
PHTH 715 Cumulative Exam
 DOCTOR OF PHYSICAL THERAPY 161

Graduate Courses for Doctor of Physical

Therapy Program
PHTH 600 physiology and pathophysiology of the
Human Gross Anatomy nervous, pulmonary, cardiovascular,
6 Credits musculoskeletal, metabolic, gastrointestinal,
This course provides detailed knowledge of genitourinary system, integumentary system
structures of the human body with emphasis and endocrine systems. Regional autonomic
on the musculoskeletal, peripheral nervous, neuronal system components, and regional
and circulatory systems. Also covered are lymphatic system components are also to be
the thoracic, abdominal and pelvic cavities. reviewed. Embryological aspects associated
In the course, students examine the surface with system development are covered
anatomy of the intact human body and where appropriate. The interrelationships of
the palpation skills necessary to locate function and dysfunction at the molecular,
important bony landmarks, joint spaces, cellular, tissue, organ and systemic levels
muscles, ligaments, bursae, nerves, and and to the total human body is applied in
vessels. Through cadaver dissection and each of the body systems.
other resources, the lab portion of the course
focuses on the relationship of the skeleton, PHTH 603
muscles, and neurological and vascular Critical Inquiry I
systems. Internal organs are also explored 2 Credits
through dissection. In this course, students are introduced to
Prerequisite: 8 credits Bio I and II. the science of clinical reasoning in health
care and physical therapy. The integration
of clinical reasoning and evidence-based
PHTH 601 practice is developed. Students learn to
Introduction to Physical Therapy access knowledge for clinical practice and
2 Credits research, and learn the methods of scientific
This course introduces students to physical inquiry, including research theory, design,
therapy, its history, accomplishments, and methods, and measurement. Students read
future directions as a doctoring, autonomous research literature weekly and participate in
profession. APTA’s core values, Code of a critical appraisal of the selected research
Ethics and Guide for Professional Conduct methods and the meaningfulness of the
are discussed. Students are educated about findings for clinical decisions. The student
the application of generic skills. Topics of develops the ability to formulate answerable
application include communication (verbal, clinical questions, to search for and select
nonverbal, and written), professional relevant research literature, and to analyze
behaviors and abilities, and responsibility for the clinical applicability and the validity of
professional development. The course also the results and conclusions of the selected
covers basic medical terminology, issues of studies.
confidentiality, and an introduction to the
patient/client interview and documentation PHTH 605
used in health records, including electronic Movement Science I
health records. 4 Credits
This course involves the study of human
PHTH 602 movement. Kinesiological and biomechanical
Human Physiology principles, and muscle and joint function
3 Credits are applied to normal and pathological
This course provides students with an movement. Concepts of kinetics, kinematics,
understanding of the fundamentals of and functional movement are applied to
162 DOCTOR OF PHYSICAL THERAPY

patient situations. The study of normal and manual muscle testing and postural
pathological gait using arthrokinematic and assessment is taught. The measurement and
osteokinematic analysis is emphasized. use of assistive devices and wheelchairs is
also addressed. Students will develop these
PHTH 606 proficiencies through lecture and laboratory
Exercise Physiology exposure.
2 Credits
The course provides an in-depth analysis PHTH 610
of the body’s physiological responses to Critical Inquiry II
physical activity. Principles of exercise testing 3 Credits
and prescription are covered. The course This course prepares students to advance
investigates how the support systems of the in their ability to analyze information
body (respiratory, cardiovascular, muscular, focused on a clinical question related to
endocrine, etc.) function, in cooperation with PT assessment, intervention, or outcomes.
energy production, to ensure that energy is Students develop a research proposal
provided for physical activity. Lecture and and successfully complete all aspects
lab activities address normal and abnormal of an application for the Institutional
function of these systems with an emphasis Review Board. Students complete data
on measures of cardiopulmonary fitness, collection for proposed research projects,
endurance, strength, and physical work a thorough review of the literature and
capacity across the lifespan. complete the initial portions of a written
manuscript. Epidemiologic statistics that
PHTH 607 enhance understanding of diagnostic tests
Clinical Neuroscience and treatment options are covered, as are
4 Credits analytical components of systematic reviews
This course serves as an introduction to and meta-analyses. Students are introduced
normal and pathological development to reference management software.
and function of the nervous system
and to familiarize the student with PHTH 611
neuroanatomy, neurophysiology, blood Introduction to Clinical
supply of the central nervous system, and Decision Making
neurohistology. Emphasis is placed on 2 Credits
the application of neuroscience in regards This course introduces theories and concepts
to sensation, movement, motor learning, used in clinical decision-making as they
perception and cognition as typically seen apply to physical therapy assessment and
in physical therapy practice. Nervous system intervention. The patient/client management
components including the spinal cord, model and clinical prediction rules in PT
brainstem, cerebrum and the auditory, visual practices are covered. Using information
and vestibular systems are covered. An regarding validity, reliability, and best
introduction to the neurological assessment available evidence, students critically
is integrated with clinical cases to provide appraise the literature to select appropriate
practical application of the course material. tests and measures. Students learn to
integrate this information critical thinking
PHTH 608 and decision-making to determine the most
Clinical Skills I appropriate intervention and outcomes for
3 Credits all patients.
This course prepares the student for patient
care activities including assessment of vital
signs, principles of body mechanics, patient
positioning and draping, transfers, and
communication. Goniometric measurement,
 DOCTOR OF PHYSICAL THERAPY 163

PHTH 612 the basis for assessment and intervention

Clinical Skills II strategies used to optimize movement.
4 Credits
This course provides an overview of the PHTH 615
management of pain and dysfunction Therapeutic Exercise
using thermal, electrical and mechanical 2 Credits
modalities. Indications, contraindications, This course introduces underlying principles
physiologic basis and clinical applications are of therapeutic exercise including aspects
covered. Lectures and coursework highlight of training, flexibility, strength, balance,
basic scientific rationale for approaches and range of motion. The use of exercise
discussed while laboratory experience and to improve function, prevent disability and
problem solving using patient case studies injury, and promote wellness is emphasized.
enhance the student’s understanding relative Students are instructed in strategies to safely
to direct patient care. Students will engage in teach and progress patients in their treatment
short-term integrated clinical experiences to plans. Students use a variety of exercise
reinforce course material. equipment such as treadmills, cycles,
weights, and elastic bands. The indications
PHTH 613 and precautions of exercise and lifespan
Pathology consideration are explored. Laboratory
3 Credits experience, and problem solving using
This course introduces the student to basic patient case studies serve to enhance the
pathology, etiology, presentation, and signs student’s understanding relative to direct
and symptoms related to diseases/conditions patient care.
commonly encountered by physical
therapists. These include pathological issues PHTH 616
encompassing cardiovascular, pulmonary, Musculoskeletal Management I
musculoskeletal, peripheral and central 3 Credits
nervous systems, integumentary systems This course introduces students to
as well implications of multi-system musculoskeletal assessment and treatment
pathology, such as nutritional deficiency and including examination (history, screening,
endocrine disorders. Discussions highlight tests and measures), evaluation, diagnosis,
the implications for evaluation and treatment and prognosis for impairments, functional
of patients presenting with these conditions. limitations, and disability in patients
Students gain information used to determine across the lifespan with pathologies of the
if referrals to other health professionals are extremities. Students learn subjective and
warranted. objective assessment measures including
mechanism of injury, tissue and joint
PHTH 614 integrity, posture, soft-tissue evaluation,
Movement Science II special tests, functional movement, pain and
2 Credits outcome assessment. Using evidence-based
This course builds on the information from guidelines and critical thinking, students
Movement Science I. The course focuses on formulate a PT diagnosis, prognosis and
the theory and principles of motor control and plan of care for conditions involving the
motor learning with application for human appendicular skeleton. Lectures are combined
motor performance across the lifespan. with demonstrations and hands-on laboratory
Students analyze current research related to practice. Labs address skill development for
skill acquisition, practice, feedback, transfer performing treatment techniques consisting
of training, modeling, part vs whole training, of exercise prescription, movement,
imagery, implicit and explicit learning and functional and sport specific retraining,
memory systems. A lifespan perspective of joint and soft tissue mobilization, and
mobility will be introduced. This provides proprioceptive neuromuscular facilitation.
164 DOCTOR OF PHYSICAL THERAPY

PHTH 617 therapy, or inpatient rehab. Clinical sites will

Neurological Management I provide adequate opportunities for students
3 Credits to practice the skills included in the Clinical
This course presents the foundations of Performance Instrument. The culmination
evaluation and assessment of individuals of all four clinical experiences will allow
with neurologic conditions and disorders. the student to demonstrate competence
Testing of peripheral, central, and autonomic in managing patients with a variety of
nervous system function is presented with dysfunction involving musculoskeletal,
an emphasis on specificity and sensitivity neuromuscular, cardiopulmonary, and
of the tests. The course prepares students integumentary systems. These clinical
to develop a diagnosis and prognosis for experiences will also expose the student to
patients of all ages with central nervous a variety of age groups and levels of patient
system and peripheral nerve dysfunction. Lab care.
activities emphasize neurological screening,
balance assessment tools, common outcome PHTH 622
measures, and a comprehensive neurologic Musculoskeletal Management II
examination. 4 Credits
This course introduces students to
PHTH 618 musculoskeletal assessment and treatment
Diagnostic Imaging including examination (history, screening,
2 Credits tests and measures), evaluation, diagnosis,
This course covers diagnostic imaging and prognosis for impairments, functional
techniques used for musculoskeletal, neuro- limitations, and disability in patients across
logical, pulmonary, and cardiovascular the lifespan with pathologies of the spine.
systems. An overview of principles, Students learn subjective and objective
techniques, purpose, process, and assessment measures including mechanism
interpretation of diagnostic imaging will of injury, tissue and joint integrity, postural
be offered as well as indications, contra- imbalances, soft-tissue evaluation, special
indications, advantages, and disadvantages tests and pain assessment. Using evidence-
of various specific imaging techniques. based guidelines and critical thinking,
Diagnostic imaging covered will include students formulate a PT diagnosis, prognosis
plain film radiography, bones scans, DEXA, and plan of care for conditions arising from
ultrasound, CT scans, MRI, MRA, PET the axial skeleton. Lectures are combined
scans, SPECT, and diffusion tensor imaging, with demonstrations and hands-on laboratory
as well as nuclear and interventional practice. Labs address skill development for
medicine. Emphasis will be on the role of performing treatment techniques consisting
diagnostic imaging as it relates to physical of exercise prescription and functional
therapy, including indications for referral for retraining, joint and soft-tissue mobilization,
imaging, and integrating imaging information and dynamic stabilization.
with significant findings from patient history
and patient examination in physical therapy PHTH 623
assessment and intervention. Neurological Management II
4 Credits
PHTH 620 This course covers the management of
Clinical Education I individuals throughout the lifespan who
6 Credits experience neurologic injury or disorders.
This course is a full time clinical internship in Building on previous coursework,
which the student is supervised by a licensed students integrate current knowledge of
physical therapist. Students are matched to neuroplasticity and recovery from injury,
appropriate clinical sites including, but not evidence-based practice and critical thinking
limited to acute care, outpatient physical to develop appropriate treatment strategies,
 DOCTOR OF PHYSICAL THERAPY 165

interventions and prognoses. The role of the testing protocols. Cardiac rehabilitation will
PT in prevention of neurologic conditions is be covered as will bronchial drainage, and
also covered. breathing and chest clearance methods.

PHTH 625 PHTH 628

Lifespan Physical Therapy–Pediatrics Integumentary Patient Management
2 Credits 2 Credits
This course is designed to provide an The course focuses on the examination,
in-depth understanding, critical evaluation, evaluation, diagnosis, prognosis, and inter-
and integration of current best practice vention of individuals with integumentary
towards pediatric physical therapy clinical dysfunction. Students learn about the process
practice. The readings, class discussions, of normal wound healing and the causes of
and lab related activities will focus on integumentary disorders including pressure
increasing students’ understanding of typical ulcers, ulcers due to venous and arterial
and atypical development, and how factors insufficiency, diabetic ulcers, and burns. The
affect a child’s motor performance across role of the physical therapist in the active
all environments. Theoretical principles of wound care management is stressed.
motor control and neurological development
are applied to enhance understanding of PHTH 629
typical motor development, as well as Pharmacology in Physical Therapy
motor development in children with various 1 Credit
diagnoses. This course introduces the student to the
Co-requisite: Neuro management II. pharmacological background needed for the
clinical treatment of patients referred to
PHTH 626 physical therapy. It includes the fundamentals
Rounds I of the actions of drugs, including mechanisms
1 Credit of therapeutic and adverse effects. Major
Based on information from weekly classes of drugs are discussed, including
reflection papers collected during their those used to treat autonomic, cardiovascular,
clinical education experience, this course central nervous system, musculoskeletal, and
will provide students with an opportunity to endocrine disorders.
discuss patient scenarios, assessments, and
interventions. Actual and simulated patients PHTR 630
may provide scenarios for some cases. The Physical Therapist
Students will improve clinical reasoning as an Educator
and decision-making abilities and strengthen 2 Credits
the understanding of interdisciplinary roles This course is designed to explore the
encountered in a variety of PT settings. educational role of physical therapists
as learners and educators with a focus
PHTH 627 on the education of health professionals,
Cardiopulmonary clients, families and community members.
Patient Management Emphasis is placed on teaching, learning
3 Credits and motivation theories, learning styles and
This course involves the examination, needs, and their applicability in the clinical,
evaluation, diagnosis, prognosis, expected professional and academic environments.
outcomes and criteria for examination Topics include learning theories, cultural and
of individuals with cardiovascular and gender differences, developing behavioral
pulmonary disorders. Students will objectives, developing instructional
gain competence in the interpretation of strategies and exploring assessment tools
electrocardiograms, auscultation, pulmonary for use in the classroom, community, and
function tests and administration of exercise clinical facilities. The integration of teaching
166 DOCTOR OF PHYSICAL THERAPY

and learning styles in the clinical setting and PHTH 700

how they are utilized in improving client Differential Diagnosis
treatment adherence, patient and family 3 Credits
education will be addressed. Students will This course is designed to assist the physical
explore the role of the clinical instructor as therapy student with the screening process
a teacher/supervisor in preparation for future used as the initial step in making a diagnosis
participation in clinical education activities. and determining the need for referral to other
health professionals. By becoming proficient
PHTH 631 in the screening interview, student will collect
Health Promotion and Wellness I vital information about the patient including
1 Credit the medical history, risk factors, clinical
This course is the first of a two-course series presentation, associated signs and symptoms
emphasizing the physical therapist’s role in and a review of the systems. Students will
the promotion of health and wellness and gain the skills needed to identify the broad
prevention of injuries and illness. Students spectrum of conditions and pathologies
learn the significance of fitness, ergonomics, encountered in physical therapy practice.
nutrition and exercise prescription in
maintaining health and wellness. The course PHTH 701
covers risk factors that can lead to poor Advanced Manual Therapy
health and neuromusculoskeletal injuries. 2 Credits
Lifespan issues related to health and wellness Using an evidence-based and clinical
in the life stages from prenatal, childhood, decision-making approach, students learn
adolescence, adulthood, and old age will to effectively use manual therapy strategies
be addressed with an emphasis on issues to treat patients with musculoskeletal
relevant to the practice of physical therapy. dysfunction. A strong emphasis is placed on
laboratory classes to enhance the students’
PHTH 632 hands-on skills in evaluation, diagnosis,
Clinical Education II mobilization and thrust and non-thrust
6 Credits manipulation techniques. The use of dynamic
This course is a full time, 8-week, clinical stabilization programs, muscle energy
internship in which the student is supervised techniques and various manual therapy
by a licensed physical therapist. Students approaches will also be covered.
are matched to appropriate clinical sites
including, but not limited to acute care, PHTH 702
outpatient physical therapy, or inpatient Lifespan Physical Therapy/
rehab. Clinical sites will provide adequate Adults-Geriatrics
opportunities for students to practice the 2 Credits
skills included in the Clinical Performance This course explores the lifespan
Instrument. The culmination of all four development of the adult and older person
clinical experiences will allow the student including implications for physical therapist
to demonstrate competence in managing practice. The student explores developmental
patients with a variety of dysfunction norms and changes that occur in motor,
involving musculoskeletal, neuromuscular, sensory, cognitive, and psychosocial realms
cardio/pulmonary, and integumentary throughout the adult and older adult periods.
systems. These clinical experiences will also Women’s health issues encountered during
expose the student to a variety of age groups pregnancy through post-menopause and a
and levels of patient care. variety of gynecological disorders will be
discussed. The responses of the individual
and family to disability, aging, and death and
dying are covered. Topics discussed include
cultural and socioeconomic implications on
 DOCTOR OF PHYSICAL THERAPY 167

physical therapy intervention as well as introduced to current trends in legislation

the importance of education, prevention of and regulation, marketing and public
injury and disability, and health promotion. relations, and billing and reimbursement
Domestic violence, elder abuse, and issues strategies used in clinical practice. The use
involved with death and dying are also of telemedicine is discussed. The importance
covered. of ethical decision-making and legislative
advocacy is stressed. Students develop,
PHTH 703 plan, and market a physical therapy practice
Prosthetics and Orthotics and take an active role in advocating for
2 Credits legislative changes related to the provision
This course covers the use of prosthetic of health care services.
and orthotic devices for individuals with
congenital, traumatic, and circulatory PHTH 707
conditions. An in-depth coverage of the Clinical Education III
components of prosthetics and orthotics will 7 Credits
include assessing the need and function of This course is a full time, 10-week, clinical
these devices. Students will analyze the internship in which the student is supervised
mechanics of gait in users of lower extremity by a licensed physical therapist. Students
prosthetics or orthotics. The role of the are matched to appropriate clinical sites
physical therapist in the management of including, but not limited to acute care,
patients/clients requiring these devices is outpatient physical therapy, or inpatient
covered with emphasis on the importance of rehab. Clinical sites will provide adequate
education and wound prevention. opportunities for students to practice the
skills included in the Clinical Performance
PHTH 704 Instrument. The culmination of all four
Health Promotion and Wellness II clinical experiences will allow the student
1 Credit to demonstrate competence in managing
This course is the second of a two-course patients with a variety of dysfunction
series emphasizing the physical therapist’s involving musculoskeletal, neuromuscular,
role in the promotion of health and wellness, cardio/pulmonary, and integumentary
including nutrition, and prevention of systems. These clinical experiences will also
injuries and illness. In the course, students expose the student to a variety of age groups
integrate information from all previous and levels of patient care.
courses and clinical experiences to identify
and assess the health needs of individuals, PHTH 708
groups and communities. Students design Doctoral Project–Research
and execute programs that promote optimal 3 Credits
health through the lifespan by providing The DPT degree offered by Marist College
information or consultation on many aspects is a clinical doctorate. Students are expected
of health risks and disability. They will to complete a doctoral project that provides
understand the roles of the multidisciplinary an opportunity to explore areas of interest
team in regards to health promotion and from a broader perspective beyond what is
injury prevention. offered in the didactic or clinical education
program. The doctoral project is intended
PHTH 705 to be an intensive active learning project.
Administration and Leadership Each student will be mentored by faculty
3 Credits with expertise in the area of the Project. This
This course introduces concepts that support course will allow students to explore areas
the business, administration, supervision of relevance to physical therapy involving a
and financial management principles used clinical research question. Projects involve
in physical therapy practice. Students are an extensive and robust review of the
168 DOCTOR OF PHYSICAL THERAPY

literature and may involve the collection will focus on the role of physical therapists
and analysis of primary data. The course as educators with a focus on the education
culminates in completion of a substantial of health professionals, clients, families
final written report and presentation given in and community members. Emphasis is
PHTH 714 Capstone. placed on teaching, learning and motivation
theories, learning styles and needs, and their
PHTH 709 applicability in the clinical, professional
Doctoral Project–Service and academic environments. The course
3 Credits culminates in completion of a substantial
The DPT degree offered by Marist College final written report and presentation given
is a clinical doctorate. Students are expected in PHTH 714 Capstone. Along with the final
to complete a doctoral project that provides report, students should submit any product
an opportunity to explore areas of interest that resulted from the project.
from a broader perspective beyond what is
offered in the didactic or clinical education PHTH 712
program. The doctoral project is intended Clinical Education IV
to be an intensive active learning project, 7 Credits
requiring significant effort in the planning This course is a full time, 10 week, clinical
and implementation. Each student will internship in which the student is supervised
be mentored by faculty with expertise in by a licensed physical therapist. Students
the area of the Project. This course will are matched to appropriate clinical sites
allow students to explore areas of need including, but not limited to acute care,
and to engage in service in both local and outpatient physical therapy, or inpatient
global communities. Students will complete rehab. Clinical sites will provide adequate
a needs analysis of the community and opportunities for students to practice the
design a program to fill unmet needs. The skills included in the Clinical Performance
final reports should include the outcomes Instrument. The culmination of all four
of the student’s experience in addressing clinical experiences will allow the student
the service need(s) identified by the student to demonstrate competence in managing
and their mentor. The course culminates patients with a variety of dysfunction
in completion of a substantial final written involving musculoskeletal, neuromuscular,
report and presentation given in PHTH cardio/pulmonary, and integumentary
714 Capstone. Along with the final report, systems. These clinical experiences will also
students should submit any product that expose the student to a variety of age groups
resulted from the project. and levels of patient care.

PHTH 710 PHTH 713

Doctoral Project–Education Rounds II
3 Credits 1 Credit
The DPT degree offered by Marist College This course will require the writing of
is a clinical doctorate. Students are expected a case report based on a specific patient
to complete a doctoral project that provides seen by the students during one of the
an opportunity to explore areas of interest clinical education courses. It will require
from a broader perspective beyond what is that students combine best practice, clinical
offered in the didactic or clinical education judgment, and current evidence to critically
program. The doctoral project is intended answer clinical questions regarding the
to be an intensive active learning project, examination, intervention, diagnosis, and
requiring significant effort in the planning prognosis of patients throughout the lifespan
and implementation. Each student will be with a variety of diagnoses. Students will
mentored by faculty with expertise in the be responsible for obtaining and analyzing
area of the Project. In this course, student literature to support their positions.
 DOCTOR OF PHYSICAL THERAPY 169

PHTH 714
Capstone
1 Credit
This Capstone course is the culmination
of doctoral projects in which the students
present their scholarly project. The course
prepares the students to present their
scholarly project work in an oral presentation
or poster format. Along with the final report,
students should submit any product that
resulted from the project, i.e., a video tape,
written materials, etc.

PHTH 715
Cumulative Exam
1 Credit
This course will require students to
successfully pass a rigorous comprehensive
examination and demonstrate clinical skills.
Prerequisite: Successful completion of
the didactic and clinical years of the DPT
program
170 DOCTOR OF PHYSICAL THERAPY

Doctor of Physical Therapy Program

Faculty
JAMES G. RAUH Clinical Associate Professor. Degrees: ScD, Orthopedic Physical Therapy,
Rocky Mountain University; Cert. of Physical Therapy, Hunter College; M.A., Athletic
Training, Indiana State University; B.S., Physical Education/Athletic Training, Springfield
College. Specialties: Sports Clinical Specialist; American Board of Physical Therapy Specialties
(emeritus), Certified Athletic Trainer, NATA.

JULIE FINEMAN Director of Clinical Education/Clinical Assistant Professor. Degrees: Ed.D.,

Motor Learning, Teachers College, Columbia University; M.A., Motor Learning, Teachers
College, Columbia University; B.S., Physical Therapy, University of Delaware.

YVONNE EGITTO Clinical Assistant Professor. Degrees: D.P.T., Utica College; B.S. Physical
Therapy, Stony Brook University; B.S. Biochemistry, Binghamton University.

CHRISTINA L. FOJAS Clinical Assistant Professor. Degrees: Ph.D., Anthropology,

University of Tennessee; M.S., Anthropology, Mercyhurst University; B.A., Anthropology,
New York University.

HOLLY FRANZEN-KORZENDORFER Clinical Assistant Professor. Degrees: Ph.D.,

Physical Therapy, MPT, Nova Southeastern University; B.A., Physical Therapy, Iowa State
University. Specialties: Certified Wound Specialist, American Board of Wound Management.

KRISTIN MENDE Clinical Assistant Professor. Degrees: D.P.T., Musculoskeletal Physical

Therapy, Drexel University; B.S., Biology; B.A. Psychology, Villanova University.
Specialties: Orthopedic Clinical Specialist; American Board of Physical Therapy Specialties.

BRIAN PECCHIA Clinical Assistant Professor. Degrees: D.P.T., Sacred Heart University;
B.S. Athletic Training, Marist College; B.A., Anthropology, New York University. Orthopedic
Clinical Specialist; American Board of Physical Therapy Specialties; Certified Athletic Trainer,
NATA.

FRANCINE SAGE-KING Clinical Assistant Professor. Degrees: D.P.T., Columbia

University, College of Physician and Surgeons; B.S., Kinesiology, Michigan State University.
Specialties: Neurologic Clinical Specialist; American Board of Physical Therapy Specialist;
Certified Athletic Trainer, NATA.
 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY 171

DIRECTOR, PROFESSIONAL ACCOUNTANCY

SCHOOL OF MANAGEMENT
Byunghoon Jin, Ph.D.
Byunghoon.jin@marist.edu

In June 2017, the School of Management at Marist College established a Dual

Degree in Accounting (Bachelor of Science in Accounting and a Master of Science
in Professional Accountancy) and a Master of Science in Professional Accountancy
(MS/PAccy).
The Dual Degree in Accounting is designed for entering freshman students at
Marist College who wish to major in accounting. The Dual Degree in Accounting
provides Marist students majoring in accounting the opportunity to receive both
an undergraduate and graduate degree in as little as four years and four months.
Accounting majors may elect to be accepted into the Dual Degree in Accounting at
the end of their sophomore year. The program is designed for students to complete
substantially all of the undergraduate portion of their bachelor degree during the first
semester of their senior year and admitted into the graduate portion during the second
semester of their senior year with an internship and distant learning courses. Students
will be required to take at least one graduate course during their fall semester of
their senior year along with undergraduate courses and at least one undergraduate
course during the spring semester of their senior year along with graduate courses.
The graduate portion is completed during the summer with two five-week sessions
and one two-week accelerated tax research course. Information on the Dual Degree
in Accounting may be found in the Undergraduate Catalog under the School of
Management, Accounting.
The MS/PAccy is an innovative program designed to assist accounting graduates
in completing the additional 30-credit hours in graduate courses. It addresses the
requirement by accounting firms that are requiring entering accounting professionals
to have either completed the 150-credit requirement or have completed a substantial
portion with a plan in place to complete the remaining requirements. Students in
the program can complete 18 credit hours or 60% of the degree requirements in the
summer and begin their career with an accounting firm in the fall. The remaining
courses can be completed in a distance learning environment, thereby giving young
professionals the opportunity to begin their careers in September. It can be completed
within a seven-month period.
The MS/PAccy is a specialty master program that capitalizes on the geographic
advantages of Marist’s location, including its proximity to New York City and easy
access to a high number of public accounting firms as well as Mid-Atlantic and New
England corporate headquarters.

Dual Degree in Accounting and MS/PAccy MISSION and Goals

The mission of the Dual Degree in Accounting and the MS/PAccy is to provide
accounting graduates the opportunity to expand their horizons of the accounting
profession beyond the basic knowledge gained in accounting undergraduate studies.
The program does not merely add to the accounting knowledge of the undergraduate
courses, but expands that knowledge to current topics facing accounting professionals
172 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY

in the workplace. Students completing the degree requirements will possess a valued
skill set sought by accounting firms and enhance their career choices.
Students completing the program will be able to (1) effectively communicate
through written and oral presentations; (2) identify research, analyze and solve
problems in a changing global environment; (3) identify, analyze and respond to
ethical dilemmas; and (4) will be prepared to operate effectively in an accounting
career.

AACSB INTERNATIONAL ACCREDITATION

The School of Management is accredited by the Association to Advance Collegiate
Schools of Business, the foremost international accrediting organization; less than
five percent of business programs worldwide earn AACSB accreditation.

MS/PAccy PROGRAM FORMAT & SCHEDULING

The MS/PAccy Curriculum is designed to meet the requirements of the New York
State Department of Education for a Master of Science in Accounting and consists
of three core courses; three courses in related fields and 12 electives. The program
is designed to provide students the opportunity to complete 18 semester hours in the
summer and the remaining 12 semester hours online. The program is flexible in that
students can complete the remaining 12 hours in more than one semester (e.g., six
hours in fall and six hours in the spring). The online courses except for the course in
analytics (a fifteen-week course) are eight-week courses.

ADMISSIONS REQUIREMENTS

Dual Degree in Accounting

Marist accounting majors may elect to be accepted into the program in the second
semester of their sophomore year. Upon completing all undergraduate requirements,
students are awarded their Bachelor of Science in Accounting. There is no GMAT
requirement for Marist accounting majors in the Dual Degree in Accounting program.

Master of Science in Professional Accountancy

All applicants must hold a baccalaureate degree in accounting. The MS/PAccy
program looks at the interests, aptitude, and capacity of a prospective student as
indicated by the applicant’s previous academic record and resume and should the
Director of the Program deem it necessary, an interview with the Director. There is
no GMAT requirement except upon request.

APPLICATION PROCESS
Applicants must submit all of the material listed below:
• A completed Marist Graduate Admissions Application
• A non-refundable application fee made payable to Marist College
• Official transcripts from all undergraduate and graduate institutions from
which the applicant received a degree; under certain circumstances, transfer
transcripts may also be required
 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY 173

• A current résumé or a written statement describing work history and present

responsibilities
• GMAT only upon request
Applicants are required to have a 3.0 in their accounting undergraduate major and a
minimum cumulative undergraduate GPA of 3.0 to apply to the MS/PAccy program.
• For on-site courses, proof of MMR immunity (if born on or after January 1,
1957).
• Application deadlines are April 1 (Summer Admission), August 1 (Fall
Admission) and December 1 (Spring Admission).

MS/PAccy PROGRAM ACADEMIC POLICIES

For the MS/PAccy, a minimum cumulative GPA of 3.0 is required to be maintained
for good academic standing and to graduate. Students must achieve a cumulative GPA
of 3.0 after completing one semester of full-time study or its equivalent.
Any student whose cumulative GPA falls below 3.0 or receives a letter grade of F
will be placed on academic probation. Students will be required to re-take any course
in which they receive a letter grade of F.
The College’s policies with respect to maintaining matriculation, leaves of
absence, and withdrawal from the Program apply to the School of Management
graduate programs.
Students must be in good academic standing (minimum cumulative GPA of 3.0)
to participate in commencement.

REGISTRATION PROCEDURES
Registration and payment is done online: http://www.marist.edu/admission/graduate/
professional-accountancy/admission.html or directly to the application process at
https://think.marist.edu/applynow/inquiryform.

MS/PAccy PROGRAM OVERVIEW

The Marist MS/PAccy program is comprised of two components: (1) Spring/
Fall courses are taught on-line and (2) Two five-week summer sessions in-class
courses and a two-week accelerated tax research course. Three core courses address
accounting and auditing topics and the related fields address economics, finance
and analytics—all of which are three credit courses, totaling 18 credit hours. The
remaining 12 credit hours are electives. The program is a combination of MS/PAccy
and MBA courses. The capstone course is an accounting research course which is
a ten-week hybrid course taught during the two five-week sessions in the summer.

Core Courses (9 credits required)

Each Core course is 3 credits.

MSPA 601 Accounting Research
MSPA 610 Tax Research
MSPA 620 Advanced Auditing
174 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY

Graduate Related Fields (9 credits required)

Each Graduate Related course is 3 credits

MBA 664 Economics
MSPA 630 Business Valuations
MBA 665 Analytics Bootcamp

Electives (12 credits required)

Electives address additional accounting topics as well as ethics.

Each elective course is 3 credits

On-line Courses:
MSPA 602 Internship in Accounting
MBA 688 Ethical Management of Organization
In-Class Courses:
MSPA 621 Accounting Information Systems
MSPA 603 International Financial Accounting Standards
Additionally should a student wish to take a MBA on-line course other than those
presented, he/she is required to obtain the approval of the Director of the Program.
 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY 175

Graduate Courses in Master of Science in

Professional Accountancy
CORE COURSES Graduate Related Fields Courses

MSPA 601 MBA 664

Accounting Research Economics
3 Credits 10 weeks Summer (Hybrid Class) 3 Credits 8 weeks Spring or Fall (On-Line)
The goal of this course is to give the student Economics provides an understanding of
the opportunity to use various aspects of their the context of all business decisions and
analytical accounting skills to analyze real- operations, including micro and macro.
world problems. It is an independent study in Economics can be usefully applied at many
which teams address accounting issues and levels, but this course focuses on economics
research authoritative literature to prepare for the MBA. Students will be introduced
suggested solutions to the issue. It is an to key concepts in microeconomics, such
excellent course for professionals who enter as productivity, costs, returns to scale, and
public accounting in that it helps a student market structures. These concepts will be
develop a methodology in researching the applied in more depth via contemporary
authoritative literature. industries examples. Macro concepts
will include GDP, employment, inflation/
MSPA 610 deflation, and equilibrium GDP with tools
Tax Research such as ISLM. The range of macro policy
3 Credits 2 weeks Summer (Hybrid Class) options available for economic stabilization
This course covers the tax research and growth by countries will be discussed,
environment including rules and ethics including monetary and fiscal policy, with
in tax practice. Emphasis is on learning specific country applications in international
how to research tax problems by locating, context. There will also be consideration
understanding and analyzing source materials of current debates regarding various policy
such as the Internal Revenue Code, IRS approaches.
Regulations, and Court Cases.
MSPA 630
MSPA 620 Business Valuations
Advanced Auditing 3 Credits 5 weeks Summer (In-Class)
3 Credits 5 weeks Summer (In-Class) The focus of this course is on valuation
Advanced Auditing examines the control and and value creation. It consists of two inter-
security of accounting information systems related components: financial statements
from an auditing perspective. Objectives and asset valuation. It starts with a general
include understanding the basics of how discussion of financial environment. It
computing systems operate and the risk continues with the study of financial state-
associated with those systems, types of ments and comprehensive ratio analysis of
physical and logical security controls, an financial statements. Further, it discusses
auditor’s objective of performing an audit the determination of interest rates, the
of a computerized information system, and relationship between risk and return, and
other areas of technological importance. the discounted cash flow method of asset
valuation, which is then applied to the
valuation of financial assets (stocks and
bonds) and the valuation of real assets
176 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY

(capital budgeting). It ends with a discussion help them recognize and address challenging
of exchange rate determination and parity ethical decisions.
conditions in international finance. The
course also discusses business ethics and MSPA 621
applies big data analytics using the tools Accounting Information Systems
the students have been exposed to in the 3 Credits 5 weeks Summer (In-Class)
program. This course addresses the use of information
systems in the accounting process with an
MBA 665 emphasis on information computer-based
Analytics Bootcamp information technology systems and internal
3 Credits 8 weeks Spring or Fall (On-Line) controls. Areas of interest include (1)
This course will introduce a range of data analytical tools necessary to evaluate users’
driven disciplines and technologies to help accounting information needs and (2) the
enterprise users make better, faster business design, implementation and maintenance of
decisions. Students in this course will be accounting information systems to support
exposed to spreadsheet modeling, data business processes and cycles. Topics include
visualization, rudiments of data management components of contemporary accounting
and data analysis, and an introduction to data information systems; security and internal
mining and predictive modeling, together controls.
with the statistics necessary to use the tools.
The course will be hands-on, using state of MSPA 603
the art software, with real world examples International Financial
from different functional areas and business Accounting Standards
domains. 3 Credits 5 weeks Summer (In-Class)
Global competition and the continuing
ELECTIVE COURSES integration of the world’s financial markets
require accountants to have knowledge
of the International Financial Accounting
MSPA 602 Standards (IFRS) established by the
Internship in Accounting International Accounting Standards Board.
3 Credits 8 weeks Spring or Fall (On-Line) Accountants will be required to financial
Students apply theory to practice through information included in the financial
accounting work experience with CPA statements of foreign companies, specifically
firms and other organizations, both profit those foreign companies registered with the
and not-for-profit. Students work under U. S. Securities and Exchange Commission
the supervision of an accounting faculty that file financial statements based upon
member. IFRS. Additionally, accountants are required
to know IFRS for the Certified Public
MBA 688 Accountants exam.
Ethical Management of Organization
3 Credits 8 weeks (On-Line)
This course will introduce students to the
basic concepts of ethics. Students will
examine ethical frameworks as they relate
to business, the environment, the consumer,
and the individual with an organization.
Students will also learn to apply these
frameworks using moral decision-making
techniques to real-world case studies. The
class will offer students practical tools to
 MASTER OF SCIENCE IN PROFESSIONAL ACCOUNTANCY 177

Master of Science in Professional

Accountancy Faculty
KAVOUS ARDALAN Professor of Finance, 1998. Degrees: B.A., National University of Iran;
M.A., Ph.D., University of California, Santa Barbara; Ph.D., York University, Toronto, Canada

MICHAEL CRAVEN Assistant Professor of Accounting, 2020. Degrees: B.S., La Salle

University; Ph.D., Washington State University

JAMIE FREIMAN Assistant Professor of Accounting, 2019. Degrees: B.A., Binghamton

University; MA in Accounting, Binghamton University; Ph.D. Accounting Information
Systems, Rutgers University

BYUNGHOON JIN Assistant Professor of Accounting, 2015. Degrees: B.S., Indiana

University; Master in Professional Accounting, The University of Texas; Ph.D., Temple
University

LI LI Assistant Professor of Accounting, 2010. Degrees: M.S. Accounting, Louisiana State

University; Ph.D. Accounting, Dongbei University of Finance and Economics

TRACEY NIEMOTKO Associate Professor of Accounting, 2022. Degrees: B.S., Fordham

University; J.D., Fordham University School of Law

ANNE ZAHRADNIK Associate Professor of Health Care, 2010. Degrees: B.A., University of
Pittsburgh; M.A., Western Michigan University; Ph.D., Western Michigan University
178 TRUSTEES AND ADMINISTRATION

Board of Trustees
2023–2024
Chair The Dyson Kissner-Moran Corp.
Mr. Ross A. Mauri ’80/P ’15
General Manager, IBM Z Mr. Steven Effron
IBM Corporation President and CEO
Efco Products, Inc.
Vice Chair
Mr. Christopher G. McCann ’83 Gregory M. Gartland, Esq.
CEO Partner
1-800 FLOWERS.com Winston & Strawn, LLP

Vice Chair Dr. Stanley E. Harris ’68, ’06M

Mr. Tim Tenney Senior Medical Director
President and CEO Horizon Blue Cross/Blue Shield of NJ (retired)
Pepsi Cola of the Hudson Valley
Mr. Daniel G. Hickey, Sr. ’66
President President
Dr. Kevin C. Weinman Hickey-Finn & Company
Marist College
Dr. James P. Honan ’78
Mrs. Eileen Altobelli Senior Lecturer on Education
Franklin, MA Harvard University

Mr. James M. Barnes ’68/P ’91/P ’96/P ’04 Bro. John Klein, FMS ’70
Bayside, NY Marist Brothers

Mr. Neil Bender P ’18 Mr. Patrick M. Lavelle ’73/P ’02

President President and CEO
William Gottlieb Real Estate Voxx International Corporation

Mr. Timothy G. Brier ’69 Mrs. Genine McCormick ’88/P ’16

Co-founder Sands Point, NY
Priceline.com
Mr. Dirk McMahon ‘82
Mr. James A. Cannavino President and Chief Operating Officer
Chairman and CEO UnitedHealth Group
Direct Insite Corporation (retired)
Ms. Kristin Noto ‘91
Dr. Susan L. Cohen Atherton, CA
Vice President, Cloud and Cognitive Deployment
IBM Corporation Ms. Maureen O’Rourke ’85
Associate Provost
Mr. Stephen Cosgrove P ’07/P ’09 Boston University School of Law
North Brunswick, NJ Boston, MA
Johnson & Johnson (retired)
Ms. Laureen (Laurie) DeJong ’87/P ’19 Mr. Alvin Patrick ’86
CEO Executive Producer
LDJ Productions CBS News

Mr. Mark V. Dennis, CPA P ’09 Mr. Jerome A. Pickett ’98

Poughkeepsie, NY Long Island City, NY

Ms. Donna Dillenberger Mr. Robert Shanahan ’83

IBM Fellow, Chief Technology Officer, Wellesley Hills, MA
Hybrid Cloud Research
IBM Corporation Mr. Thomas Ward ’69
Maidenform, Inc. (retired)
Mr. Donald Duet P ’18
New York, NY

Mr. Robert R. Dyson

Chairman and CEO
 TRUSTEES AND ADMINISTRATION 179

LIFE TRUSTEES

Mrs. Kathleen K. Cullen

Hughsonville, NY

Mr. Gerard E. Dahowski ’65

Vice President, Investments
Wells Fargo Advisors (retired)

Mr. John P. O’Shea P ‘81

Chairman
Marshall & Sterling, Inc.

Mr. Thomas Ward ‘69

Maidenform, Inc. (retired)

Mrs. Elizabeth M. Wolf

Pleasant Valley, NY
180 TRUSTEES AND ADMINISTRATION

College Administration
OFFICE OF THE PRESIDENT
Kevin C. Weinman, Ph.D.
President
Emily Saland, M.F.A.
Chief of Staff and Secretary to the Board of Trustees

OFFICE OF THE EXECUTIVE VICE PRESIDENT

Geoffrey L. Brackett, D.Phil. (Oxon)
Executive Vice President, Chief Strategy & Innovation Officer
Diane M. Hart, M.P.A.
Assistant VP, Operations
Sima S. Ahuja, Esq.
College Counsel

Haseeb Arroon, M.S., M.B.A Director, Institutional Research and Planning

Sarah Palmatier, Reports Manager, Institutional Research and Planning
Vacant, Senior Manager, Institutional Research and Planning

Justin J. Butwell, B.S. Civil Engineering, Director, Physical Plant

Kim Marie Bodendorff, M.P.A., Associate Director, Physical Plant
Jesse L. Hewitt, B.S. Associate Director, Physical Plant
Charles T. Lee, M.P.A., Supervisor, Housekeeping
Brian J. Coons, B.S., Grounds Supervisor

John R. Blaisdell, Director, Safety and Security

Allaeddin Abdelrahman, M.P.A., Associate Director, Safety and Security
Brian P. Dolansky, B.S., Associate Director, Safety and Security

Christina M. Daniele, M.S.Ed., Vice President for Human Resources

Eva J. Jackson, M.A, Director, Employee and Ops Manager
Nicholas A. Mauro, M.P.A., Manager of Recruitment and Workforce Development
Vacant, Benefits Specialist
Vacant, Recruitment Specialist
Jessica M. Fenech, B.S., Human Resources Generalist
Morgan D. O’Coin, B.S., Recruitment & Onboarding Specialist
Vacant, Human Resources Assistant

OFFICE OF THE PROVOST

Catherine Gunther Kodat, Ph.D., Provost and Dean of Faculty
James G. Snyder, Ph.D., Dean of Academic Engagement
Katherine Donham, M.P.A., Associate Dean for Academic Affairs
Michelle L. Stokes, M.B.A., Associate Dean for Academic Affairs
Victoria M. Ferrera, Ph.D., Director, Academic Affairs & Assessment

Jacqueline B. Reich, Ph.D., Dean, School of Communication and the Arts

Jodi Hartmann, B.S., Assistant Dean
Wenjing Xie, Ph.D., Director, MA in Integrated Marketing Communication
John P. Bartlett, Director, Fashion Program
Amanda D. Damiano, Ph.D., Director, Center for Social Media
Christopher Riviezzo, B.A., Interim Director, Center for Sports Communication
Leander Schaerlaeckens, M.A., Assistant Director, Center for Sports Communication
Babette Fasolino, Internship Coordinator for Communication, Media Studies and Production
Karen L. Schrier, Ed.D., Director, Games and Emerging Media
Arthur B. Himmelberger, M.Ed., Director, Music Program
Michael Napolitano, B.S., Senior Manager, Music Department of Operations
Malcolm J.A. Jones, D.M.A., Director, Bands
Joey P. Wall, M.S., Director, Media and Instructional Technology
James E. Duryea, B.A., Manager, Operations and Production
Daniel L. Meyerson, M.A., Media Production Specialist
Lee J. Walis, Manager, Technical Services
David Chmielowski, Technician
 TRUSTEES AND ADMINISTRATION 181

Roger L. Norton, Ph.D., Dean, School of Computer Science and Mathematics

Cynthia K. Worrad, M.S., Assistant Dean
Vacant, Assistant Dean
Casimer M. DeCusatis, Ph.D., Director, Cybersecurity Education
Cathy E. Martensen, M.S., Director, Information/Computer Literacy
Carla L. Hill, M.S., Director, Mathematics Placement
Eitel J.M. Lauría, Ph.D., Director, MSIS and MSSD Programs
Marilyn J. Zeppetelli, M.S., Director, Enterprise Computing Education

Martin B. Shaffer, Ph.D., Dean, School of Liberal Arts

Kevin M. Gaugler, Ph.D., Interim Assistant Dean
Fungisai Musoni, Ph.D., Director, African Diaspora Program
Melissa A. Gaeke, Ph.D., Director, Center for Civic Engagement & Learning
Andrew R. Villani, M.P.A., Executive Director, Hudson River Valley Institute
Christopher J. Pryslopski, M.P.A., Senior Program Director, Hudson River Valley Institute
Thomas S. Wermuth, Ph.D., Director, Hudson River Valley Institute
Annamaria Maciocia, J.D., Director, Paralegal Program
Matthew Andrews, M.F.A., Director, Theatre
Kristin Bayer, Ph.D., Director, Women & Society
Kathleen Weisse, Ph.D., Director, Writing Center

William B. Lamb, Ph.D., Dean, School of Management

Jay J. Pantaleo, M.B.A., Interim Associate Dean, Undergraduate Programs
Christy Caridi, Ph.D., Director, Bureau of Business and Economic Research
Jay J. Pantaleo, M.B.A., Director, MBA Program
Brian Haughey, M.B.S., Director, Investment Center
Byunghoon Jin, Director, Masters in Professional Accountancy Program
Jean A. Theobald, M.P.S., Director, Undergraduate Advising and Student Services

Vacant, Dean, School of Professional Programs

Kristine Cullen, M.A., Assistant Dean
Christie J. Alfaro, M.A., Assistant Director, Student Advising
Joel Baldomir, Ph.D., Faculty Director, Professional Programs
Toni F. Constantino, M.P.A., Manager for Online Programs
Donna H. Tompkins, B.A., Program Manager

Alicia Slater, Ph.D., Dean, School of Science

Neil Fitzgerald., Ph.D., Associate Dean
Kevin J. Henry, Ph.D., Interim Assistant Dean
James G. Rauh, Ph.D., Director, Doctor of Physical Therapy Program
Julie Fineman, EdM, PT, Director of Clinical Education,
Doctor of Physical Therapy Program
Chiffawn M. White, B.S., Business Manager, Doctor of Physical Therapy Program
Stephen Katz, M.B.Ch.B., Medical Director, Physician Assistant Program
Christina Fojas, Ph.D., Director, Gross Anatomy Laboratory
Jeffrey D. Midgley, M.S., Director, Physician Assistant Program
Erin L. McLaughlin, M.D., Medical Director, Physician Assistant Program
Shirley Fletcher-Hall, DScPAS, Clinical Coordinator, Physician Assistant Program
Jennifer Winus-Robinson, M.S., Clinical Coordinator, Physician Assistant Program
Melissa Rae McCarthy, M.A., Business Manager, Physician Assistant Program
Michael E. Powers, Ph.D., Director, Athletic Training Program
Kevin J. Henry, Ph.D., Clinical Coordinator, Athletic Training Program
Mark J. Gildard, Ph.D., Academic Director, Physical Education Program
Terrance J. Paskell, M.A., Director, Medical Technology Program
Brigid A. Shanley, M.A., MSK Program Coordinator
Tiffany L. Montenero, A.O.S., Anatomy Diener
Lynn M. Robinson, B.S., Laboratory Technician
Sandra A. Russo, B.S., Manager of Science Laboratories
Jillian Cidras, B.S., Biomechanics/Simulation Suite Lab Manager

Deborah Gatins, Ph.D., Dean, School of Social and Behavioral Sciences

Carol R. Rinke, Ph.D., Associate Dean
Olga de Jesus, Ph.D., Assistant Dean, Teacher Education
Jennifer A. Powers, Ph.D., Director, Clinical Teacher Preparation and Certification
Kari J. Morrison, Ed.D., Coordinator of Clinical Teacher Preparation
Kathleen M. Vigil, Ph.D., Director, Graduate Education Programs
182 TRUSTEES AND ADMINISTRATION

Peter del Rosario, Ph.D., Director, M.A. Clinical Mental Health Counseling Program
Patrick S. O’Donnell, Psy.D., Director, M.A. School Psychology
Daria V. Hanssen, Ph.D., Director, Social Work Program

John E. Peters, Ph.D., Vic Provost & Senior International Officer

Gavin E. Webb, Ph.D., Director, International Programs
James M. Morrow-Polio, M.P.A., Director, International Programs
Caitlin F. Paul, M.A., Coordinator of Short-Term, Summer, and Provider Programs
Diane N. Ralston, M.P.A., Coordinator, of Florence Semester, Florence Summer, and Venice Biennale Programs
Wanjiku Wainaina, M.A., Coordinator of Freshman Year Abroad and Italy Degree Programs

Isabel Carrasco, Ph.D., Program Director of Marist Spain (Madrid, Spain)

Shane Duffy, B.A., FDE Program Director (Dublin, Ireland)

Vanessa Nichol-Peters, Ph.D., Director, Marist Italy

Elisa Checcacci, B.A., Interim Assistant Director, Marist Italy
Vacant, Interim Student Services Coordinator, Marist Italy
Autumn Wood, B.S., Residence Life Coordinator, Marist Italy
Bradford E. Miller, M.A., M.Ed., Assistant Director, Marist Italy

Sara Dwyer-McNulty, Ph.D., Director, Core/Liberal Studies Program

Patricia F. Tarantello, Ph.D., Director, First Year Seminar
Carolyn C. Matheus, Ph.D., Director, Honors Program
Vacant, Assistant Director, Honors Program
Vacant, Director, Center for Teaching Excellence

Michael J. Lewis, M.S., Registrar

Cheryl J. Lown, M.P.A., Associate Registrar
Linda Pisacano, M.A., Associate Registrar
Sean V. Rodriguez, M.P.A., Senior Assistant Registrar
Mary M. Heller, B.S., Assistant Registrar
Kimberly A. Canale, B.S., Assistant Registrar
Michelle M. Wolf, B.A., Assistant Registrar

Kathryn Daye, M.S.Ed., Director, Academic Learning Center

Richard A. Cusano, M.B.A., Coordinator of Tutoring
Nicole Murphy, M.Ed., Coordinator of Linguistic Studies

Dabby S. Hines, M.A., Director, Center for Advising and Academic Services
Tammy Allison, M.A., Assistant Director

Iris Ruiz-Grech, M.A., Director, Center for Multicultural Affairs/HEOP

Mary C. Rice, M.B.A., Assistant Director
Angel A. Arriaga, B.A., Counselor/Tutor Coordinator

Deborah A. Holtman, M.S., Director, International Student Services

Christopher Bock, M.F.A., Assistant Director, International Student Services

Alyssa M. Gates, M.S.Ed., Director, Center for Student-Athlete Enhancement

Bryan Mannarino, M.S., Assistant Director
Ashley M. Buck, M.B.A., Assistant Director of Student-Athlete Enhancement for Basketball
Jalen Barger, B.A., Academic Advisement Coordinator

Donna S. Berger, Ph.D., Director, Academic Grants

Rebecca Albitz, M.A., M.L.S., D.Ed., Library Director

John F. Ansley, M.A., M.S.L.S., Ph.D., Director, Archives and Special Collections
Lori B. Burns, M.L.S, Research Services Librarian
Nancy L. Calabrese, M.S.L.I.S., M.P.A., Head, Public and Research Services Librarian
Lara Sibley, M.L.S., Public and Research Services Librarian
Elizabeth M. Clarke, M.L.S., Research Services Librarian
Judy M. Diffenderfer, M.L.S., Budget and Resource Management Librarian
Emily Doyle, M.S.L.I.S., M.N.L., Evening Operation/Services Librarian
Maris Kristapsons, M.L.S., Research Services Librarian
Lara M. Sibley, M.L.S., Public and Research Services Librarian
Kathryn Silberger, M.L.S., Digital Content Services Librarian
Deborah T. Tomaras, M.A., M.L.S, Metadata and Resource Management Librarian
 TRUSTEES AND ADMINISTRATION 183

Mary O. Jones, Ph.D., Executive Director, Center for Career Services

Laura A. Grevi, M.S., Associate Director, Career Development
Desmond Murray, B.A., Associate Director, Employer Experience
Rosa Emory, M.A., Assistant Director, Career Coaching
Kevin McCall, B.A., Assistant Director for Outreach
Stephanie T. Paquin, M.A., Assistant Director for Internships
Patricia Taylor, M.I.A., M.Phil., Graduate School and Fellowship Advisor

OFFICE OF THE VICE PRESIDENT FOR DIVERSITY, EQUITY AND INCLUSION

Edward P. Antonio, Ph.D., Vice President, Diversity, Equity and Inclusion
Ellen M. Hallgren, B.S., Executive Assistant, Diversity, Equity and Inclusion
Mark Palmer, M.P.A, Fellow, Diversity, Equity and Inclusion

OFFICE OF THE VICE PRESIDENT FOR ENROLLMENT MANAGEMENT

Sean P. Kaylor, B.S., Vice President, Enrollment, Marketing & Communications
Kenton W. Rinehart, M.B.A., Associate Vice President of Enrollment Management
and Dean of Undergraduate Admission
Christopher Doyle, M.S., Director, Undergraduate Admission
Corinne M. Schell, B.A., Director, West Coast Admission
Vacant, Director, Adult Admission
Kathryn Budzinski, M.P.A., Senior Associate Director, Admission
Jaclyn Sager, B.A., Director, Transfer Admission
Nicole Radassao, M.A., Associate Director, Admission
Milena Carrese, M.A., Senior Assistant Director, Admission & Director,
Summer Pre-College
Jesse Mungin, B.S., Regional Recruiter, Admission
Kelli Nienstadt, B.A., Admissions Counselor
Gina Jadelis, Admissions Counselor
Megan Fergus, B.A., Admissions Counselor
Kelsey DeBatto, B.A., Admissions Counselor
Debbie Dzielecki, M.A., Executive Assistant to VP, Enrollment, Marketing & Communications and Associate Vice
President for College Marketing & Communications
Vacant, Director, Adult Admission
Joe Giacalone, M.P.A., Executive Director, International Admission
Vacant, Associate Director, International Admission

Lisa Magnarella, M.S., Executive Director, Enrollment Services

Michael Douglas, M.B.A., Director, Enrollment Research and Reporting,
Enrollment Services
Renee Springate-Lewis, M.P.A., Associate Director, Enrollment Technologies & Systems, Enrollment Services

Joseph R. Weglarz, B.S., Executive Director, Student Financial Services

Lisa Boyes, B.S., Director, Student Accounts
Mary Lou Kutchma, M.P.A., Director, Student Financial Assistance
Tenisha Lane, B.S., Associate Director, Student Financial Services
Jaime Cocco-Simmons, B.S., Manager, Systems & Data Operations
Scott Khare, M.P.A., Senior Assistant Director, Student Financial Services and Veteran Affairs
Tiffanie Karcher, B.A., Associate Director, Compliance and Analyst for
Student Financial Services
Vacant, Assistant Director, Student Financial Services
Kent Copeland, Jr., A.A., Assistant Director, Student Accounts

Alexa D’Agostino, M.B.A., Associate Vice President for College Marketing

& Communication
Andrew Alongi, M.A., Director, Digital Marketing and Social Media
Alfonso Antonaglia, M.P.S., Director, Creative Services
Carlo de Jesus, B.A., Director, Digital Content Production
Julia Fishman, B.A., Director of Media Relations
Steve DeVico, B.F.A., Director, Creative Services
Matt Houk Maley, B.A., Director, Creative Services
Nicole Fortunato, M.P.A., Associate Director, Marketing & Social Media
Zachary Gawron, B.A., Assistant Director, Digital Content Production
Ken Guilluame, B.A., Assistant Director, Marketing
Rebecca Malinowski, M.A., Assistant Director, Marketing
Caitlin Weiner, B.S., Assistant Director, Marketing
184 TRUSTEES AND ADMINISTRATION

Kelly Holmes, M.S.W., Assistant Vice President of Enrollment Management

and Dean of Graduate Admission
Mallory Maggiacomo, M.P.A., Director, Graduate Admission for Allied Health Programs
Brian Scott, M.P.A., Director, Graduate Admission
Van Riley, M.P.A., Senior Assistant Director, Graduate Admission
Laura Weidner, B.A., Senior Assistant Director, Graduate Admission
Sue Chance, B.S., Graduate Admission Counselor

OFFICE OF THE VICE PRESIDENT FOR BUSINESS AFFAIRS

John Pecchia, M.B.A., C.P.A, C.G.M.A., CFO/Vice President, Business Affairs
Elizabeth Veasey, M.P.A., Associate Vice President for Financial Planning and Analysis
Christina Kearney, M.B.A., Controller
Lora Gannon, B.S., Assistant Controller
John Oleson, M.B.A., Senior Accountant
Suzanne Schroeder, B.S., Senior Accountant
Ginene Zeyher, B.S., Senior Accountant
Paul Galgano, A.O.S., A.A.S., Staff Accountant
Patricia Peabody, M.P.A., Payroll Manager
Daniel Frick, M.B.A., Director of Finance and Budget
Jessica Macias, B.S., Senior Financial Analyst
Stephen Kochis, B.S., Director, Purchasing
Joan Costello, B.B.A., Assistant Director, Purchasing

OFFICE OF THE VICE PRESIDENT FOR COLLEGE ADVANCEMENT

Christopher M. DelGiorno, M.L.A., Vice President for College Advancement
Vacant, Associate Vice President, Development
Amy Woods, B.A., Executive Director, Alumni Relations
Vacant Director of Special Events
Joan Gasporovic Gambeski, Director of Planned Giving
Vacant, Director, Foundation Relations & Government Grants
Valerie P. Hall, B.A., Director of Donor Relations
Anne Dexter, Director, Advancement Services
Leslie Bates, M.A., Editor for College Advancement
Chanel Marino, Interim Director of Annual Giving
Vacant, Assistant Director of Annual Giving—Next Generation
Rita Rogan, Assistant Director of Annual Giving—Student Engagement
Anthony Mercogliano, B.A., Senior Development Officer
Stephen W. Gnojewski, Development Officer
Shailee Johnson, M.P.A., Director of Development Research
Vacant, Associate Director of Research, Reporting, and Analysis
Donna Feldman, Assistant Director of Alumni Relations
Amanda Benton, Assistant Director of Alumni Relations

Lee M. Miringoff, Ph.D., Director, Marist Institute for Public Opinion

Barbara L. Carvalho, Ph.D., Director, Marist Poll
Stephanie L. Calvano, M.S., Director, Technology Polling Tech/Surveys
Mary Elena Griffith, B.A., Associate Director, Marist Poll
Daniela E. Charter, M.P.A., Director, Survey Center and Education Services
Jay DeDapper, M.S., Director of Innovation
Mike Conte, M.B.A., Director, Client Services
Rachel A. Sandford, Survey Operations Manager

OFFICE OF THE VICE PRESIDENT FOR INFORMATION TECHNOLOGY

Michael Caputo, M.S., Vice President/CIO, Information Technology
Peggy Roush, B.S., Assistant Vice President, Information Technology
Julin Sharp, Ed.D., Assistant Vice President, Information Technology
Joseph Cuccia, M.B.A., Business Director
JoAnn DePue, B.S., Director, Special Projects
Emily Harris, B.A., Director, Cybersecurity
JP Montross, M.S., Director, Infrastructure
Jeff Obrizok, M.S., Director, Telecommunications & Networking
A. Harry Williams, M.B.A., Chief Technology Officer
David Hughes, B.A., Assistant Director of Client Technologies
Kathleen L. LaBarbera, Assistant Director of Client Services
 TRUSTEES AND ADMINISTRATION 185

Alexander Podmaniczky, B.S., Assistant Director,

Enterprise Solutions Group Ancillary Services
Ashley Anderson, B.A., Manager, Web Services Innovation
Chrissy Brandl, Manager, ERP Developers
Lewis Derenzis, B.S., Data Center Manager, Operations
Dorothy Hourican, M.A., Manager, Instructional Technology
Raymond Lane, Manager, Postal Services
Barbara Mascarenhas, B.S. Manager, IT Support
Catherine Murphy, M.S., Manager, Applications
Joe Augulis, B.A., Lead Senior System Administrator
Francine M. Barrett, B.S., Lead Email & Collaboration Support Specialist
Joe Benedetto, M.B.A., zSeries Knowledge Center Programmer
Duane Beyer, B.S., Senior System Administrator
Jaime Lynne Bishop, M.S., Senior Instructional Designer
John Corry, B.S., Instructional Technologist
Andrea D’Addario, B.A., Database Administrator
John A. Digilio, M.S., Applications and Platform Architect
Dale Doster, B.S., Software Engineer
Alison Figuera-Ferry, B.S., Software Engineer
Joseph Fischetti, B.S., Senior Systems Administrator
Melissa Goldy, B.S., Applications Administrator
Michael Grodesky, B.S., Staff Systems Programmer
Jennifer L. Harmer, M.A., Technology Communications Specialist
Chris Havranek, B.S., Card Services and Telecommunications Analyst
John Koleszar, B.S., Database Administrator
Krisztian Koves, B.S., Desktop Administrator
Stephanie Laurent, M.S., Senior Instructional Technologist
Timothy Lawton, B.S., Telecommunications Engineer
Martha M. McConaghy, B.S., Systems Architect/Technical Lead
Mark McPeck, B.A., Senior Desktop Administrator
Michael Nielsen, B.A., Senior Software Engineer
Doug Owens, M.S., Lead Database Administrator
Bruce Predatsch, M.S., Senior Software Engineer
Christopher Prisciandaro, B.S., Desktop Administrator
Jeffrey Prizzia, M.S., Email & Collaboration System Administrator
Michael Scheuing, B.S., Network and Security Engineer
Stuart South, M.S., ERP Applications Developer
Chris Taylor, Senior Desktop Administrator
James Webster, B.R.E., Desktop Administrator

OFFICE OF THE VICE PRESIDENT FOR STUDENT AFFAIRS

Deborah A. DiCaprio, M.A., Vice President/Dean for Student Affairs
Robin Diller Torres, M.A., Assistant Dean, Student Engagement & Leadership/Director, First Year Programs &
Leadership Development
Matthew McMahon, M.S.Ed., Assistant Dean for Student Affairs

Colin McCann, M.A., Associate Director, First Year Programs/Commuter Coordinator

Melissa Lulay, M.S., Assistant Director, First Year Programs
Meghan Garry, M.A., Coordinator, First Year Programs
Abigail Hackbarth, B.A., Coordinator, First Year Programs
Alquan Higgs, M.A., Coordinator, First Year Programs
Asia Rosa, M.S.Ed., Coordinator First Year Programs

Claudia Zegans, M.D., Director, Health Services

Laura DiClementi, M.S., Assistant Director
Kim Boral-Weinstein, M.S., Nurse Practitioner
Eileen McDowell, M.S.N., Nurse Practitioner
Sherry D’Urso, Registered Nurse
Lisa Holze, B.S.N., Registered Nurse
Gina Lang, M.S.N., Nurse Practitioner
Raymond Santiago, M.P.A., Registered Nurse
Allan Tibbetts, B.S.N., Registered Nurse
Donna Yerry, B.A., Registered Nurse

Maryellen Guardino, M.A., C.A.S., Director, Accommodations and Accessibility

Deborah M. Reeves-Duncan, M.A., Assistant Director, Accommodations and Accessibility
186 TRUSTEES AND ADMINISTRATION

Krista Ackert, M.S., Assistant Director, Accommodations and Accessibility

Susan Jenkins, M.Ed., Assistant Director, Accommodations and Accessibility
Judith Creedon, M.A., Learning Disability Specialist, Accommodations and Accessibility
Diane Hayes, M.S.Ed., Learning Disability Specialist, Accommodations and Accessibility
John Pinna, M.Ed., Learning Disability Specialist, Accommodations and Accessibility
Tricia Barefoot, M.A., Learning Disability Specialist, Accommodations and Accessibility
Deborah Fealey, M.S., Learning Disability Specialist, Accommodations and Accessibility
Barbara Murray, M.S.W., Learning Disability Specialist, Accommodations and Accessibility
John Sellmeyer, M.M., Accommodations Coordinator, Accommodations and Accessibility
Lisa Whalen, B.A., Accommodations Coordinator, Accommodations and Accessibility
Susan Murray-Lynch, M.S.Ed., Learning Specialist, Accommodations and Accessibility
Ruth Howell-Johnson, M.S.Ed., Counselor, TRiO Grant, Student Support Services, Accommodations and Accessibility
Alex Hoysradt, M.S.Ed., Learning Specialist, Accommodations and Accessibility
Emily Lamoree, M.Ed., Learning Specialist, Accommodations and Accessibility
Virginia Siegrist, M.A., Learning Specialist, Accommodations and Accessibility
Joseph Trocino, M.Ed., Learning Specialist, Accommodations and Accessibility
Caitlin Welch, B.A., Learning Specialist, Accommodations and Accessibility

Marisa Moore, Ph.D., Director, Counseling

Jenny Colman, M.D., Psychiatrist
Naomi Ferleger, Ph.D., Counselor
Janine Fitzmaurice, LCSW, Counselor
Shannon Walsh, MHC, Counselor
Lynn Leibowitz-Whitehead, LCSW, Counselor
Shane Dzimian, LMSW, Counselor
Michael Reisner, LMHC, Counselor
Danielle Hughes, LMSW, Counselor
Beth Siroff, PsyD, Counselor

Crystal Purfield, M.A., Director, Liberty Partnerships Program

Christine Smack, M.S.W., School Site Coordinator, Liberty Partnerships Program
Dwayne Douglas, B.A., School Site Coordinator, Liberty Partnerships Program

Brother Frank Kelly, FMS, M.P.S., M.T.S., Director, Campus Minister

Brother Michael Flanigan, FMS, M.S., Campus Minister
Miriam Eisenmenger, M.A., Campus Minister

Robert Lynch, B.A., Director, Student Activities

Michele Williams, M.S., Associate Director, Student Activities
Jacob Finklea, B.S., Assistant Director, Student Activities
Rebecca Sellmeyer, M.S., Assistant Director, Student Activities
Parker Alber, B.A., Supervisor, Student Activities
Kelli Campa, M.Ed., Director, Student Conduct

Sarah H. English, M.A., Director, Housing and Residential Life

Joseph Guardino, M.P.A., Asssociate Director, Housing and Residential Life
Alexander Devers, M. Ed., Assistant Director, Housing and Residential Life – Operations
Christina Winnett, M.Ed., Assistant Director, of Housing and Residential Life
Mavin Baptiste, B.A., Resident Director
Amy Miller, M.S. Ed, Resident Director
Kimberly Marsden, M.H.C. Resident Director
Matthew Matarese, M.Ed., Resident Director
Jason Bingay, B.S., Resident Director
Charles Hannon, B.S., Resident Director
Isabella Duenas-Lozada, B.S., Resident Director
Christina Pastor, B.A., Resident Director
Jordan Kerr, M.P.A., Resident Director
Amanda Olivo, M.A., Resident Director

Timothy S. Murray, M.S., Director of Athletics

Elizabeth Donohue, M.S., Associate Athletic Director/
Senior Woman Administrator/Compliance
Darren McCormack, M.A., Associate Athletic Director—Facilities and Operations
Harrison Baker, B.A., Associate Athletic Director/Director of External Affairs & Chief Diversity Officer
Allison Arcidiacono, M.B.A., Athletics Business Manager
Brandon James, B.S., Assistant Athletic Director, Business Operations
Giuliana D’Arcangelo, M.B.A., Associate SID/Social Media Coordinator
 TRUSTEES AND ADMINISTRATION 187

Nicholas Skidmore, M.L.A., Director of Athletic Multimedia

Zak Harkenrider, M.S., Assistant Athletic Director/Facilities & Operations
Mike Ferraro, B.A., Assistant Athletic Director/Director of Athletic Communications
Jeff Carter, M.S.Ed., Sports Medicine Coordinator
Alexandria Shaffer, M.A., Assistant Athletic Trainer
Megan Murphy, M.S., Assistant Athletic Trainer
Reilly Breig, M.S., Assistant Athletic Trainer
Kevin Sheamon, M.S., Assistant Athletic Trainer
Jonathan Jalon, B.S., Assistant Athletic Trainer
Aaron Suma, M.A., C.S.C.S., Head Strength and Conditioning Coach
Julie Byron, M.Ed., Assistant Athletic Director/Intramural Sports/Club Sport/Camps
Amoni Clarke, B.A., Assistant Director, Intramural Sports/Club Sports/Camps
Lance Ratchford, B.S., Head Baseball Coach
Michael Cross, B.S., Assistant Baseball Coach
Anthony Spataro, B.S., Assistant Baseball Coach
John Dunne, M.S., Head Men’s Basketball Coach
Dalip Bhatia, B.A., Assistant Men’s Basketball Coach
Dorian Long, B.S., Assistant Men’s Backetball Coach
Andrew Metz, M.A., Assistant Men’s Basketball Coach
Brandon Hall, B.A., Director of MBB Operations
Brian P. Giorgis, M.S., Head Women’s Basketball Coach
Erin Doughty, M.A., Assistant Women’s Basketball Coach
Maggie Gallagher, B.A., Assistant Women’s Basketball Coach
Kiah Gillespie, B.S., Assistant Women’s Basketball Coach
Keylantra Langley, M.S., Director WBB Operations
Pete Colaizzo, B.A., Director of Men’s and Women’s Cross Country/Track & Field Program
Chuck Williams, M.Ed., Assistant Women’s Cross Country/Track & Field Coach
Terry Horton, M.S., Assistant Cross Country/Track & Field Coach
James Parady, B.S., Head Football Coach
Scott Rumsey, M.P.A., Associate Football Coach
Jake Dembow, M.Ed., Assistant Football Coach
Cameron Gibson, B.A., Assistant Football Coach
Billy Creed, M.Ed., Assistant Football Coach
James Groce, B.S., Assistant Football Coach
Casey Toches, B.S., Assistant Football Coach
Tom Kelly, B.A., Assistant Football Coach
Larry Riley, M.Ed., Assistant Football Coach
Mike Kagafas, B.S., Assistant Football Coach/Compliance Coordinator
Peter Capone, B.S., Director of Football Operations
Adam Schmitt, M.S., Director of Operations
Keegan Wilkinson, B.A., Head Men’s Lacrosse Coach
Joseph Colarusso, B.A., Assistant Men’s Lacrosse Coach
Dave Scarcello, M.B.A, Assistant Men’s Lacrosse Coach
Jessica Wilkinson, M.B.A., Head Women’s Lacrosse Coach
Maddie Dachowski, B.A., Assistant Women’s Lacrosse Coach
Shannon Mackesey, M.A., Assistant Women’s Lacrosse Coach
Thomas S. Sanford, J.D., Director of Rowing Program/Head Women’s Coach
Campbell Woods, M.A., Head Men’s Rowing Coach
Marguerite McGahay, M.A., Assistant Rowing Coach
Kate Guinan, Assistant Rowing Coach
Joshua Stratton, Assistant Rowing Coach
Matt Viggiano, M.S.Ed., Head Men’s Soccer Coach
Ricky Cusano, M.B.A, Assistant Men’s Soccer Coach
Rob Esposito, Assistant Men’s Soccer Coach
Nicole Pacapelli,,M.B.A., Head Women’s Soccer Coach
Deanna Lomino, B.A., Assistant Women’s Soccer Coach
Joe Ausanio, B.S., Head Softball Coach
Kristin Erb, B.S., Assistant Softball Coach
Anthony Randall, B.A., Men’s & Women’s Swimming & Diving Head Coach
Raislan Aiken, B.S., Assistant Swimming & Diving Coach
Jim Billesimo, Assistant Swimming & Diving Coach
Ethan Fergus, Assistant Swimming & Diving Coach
Kyle O’Neil, B.A., Assistant Swimming & Diving Coach
Gary Sussman, M.A., Director of Tennis
Braden Baker, B.S., Assistant Tennis Coach
Deepak Sharma, B.A., Assistant Tennis Coach
Sean Byron, M.Ed., P.E., Head Volleyball Coach
188 TRUSTEES AND ADMINISTRATION

Paul Vink-Lainas, M.B.A., Assistant Volleyball Coach

Chris Vidale, B.S., Head Water Polo Coach
Heather Rancourt, A.A., Assistant Water Polo Coach
Vacant, Head Cheerleading Coach
Margaret Caulfield, M.Ed., Head Dance Team Coach

Emeriti Administration

Dennis J. Murray
President Emeritus
Marist College