Ugrad 0708

UNDERGRADUATE CATALOG 2007 - 2008
www.nyit.edu
NEW YORK INSTITUTE OF TECHNOLOGY
Undergraduate Division
For information, contact us at 800.345.NYIT.
Old Westbury campus

Northern Boulevard
P.O. Box 8000
Old Westbury, NY 11568-8000
516.686.1000
Manhattan campus
1855 Broadway
(at 61st Street)
New York, NY 10023-7692
212.261.1500
Ellis College of NYIT

800.405.5844
Other sites:
Central Islip, NY
Bahrain (Manama)
Canada (Vancouver)
China (Nanchang and Jiangxi)
Jordan (Amman)
UAE (Abu Dhabi)
www.nyit.edu
Undergraduate Catalog n 2007-2008
No person is authorized to make any representations or promises on behalf of the college other than those con-
tained in this official catalog. NYIT does not discriminate in admissions or access to its programs and
activities on the basis of race, color, national origin, religion, creed, disability, age, marital status, gender, sexual
orientation or veteran status.
NYIT provides reasonable accommodations to any person who has a temporary or permanent disabling condition.
If you need to discuss an accommodation or a barrier to your full participation in programs and services please
contact: disabilities compliance coordinator, Theobald Hall, room 401, Northern Boulevard, P.O. Box 8000,
Old Westbury, NY 11568-8000, 516.686.7976.
New York Institute of Technology is an equal-opportunity/affirmative-action employer and does not discriminate
against any person because of race, color, religion, gender, age, marital status, sexual orientation, national origin,
or disability, except as such conditions may constitute bona fide occupational or assignment qualifications.
New York Institute of Technology reserves the right to delete any course described in this catalog for any reason
and cannot guarantee enrollment into specific sections of desired courses. The college also reserves the right
to effect any other changes in the curriculum, administration, tuition and fees, or any other phase of school
activity without notice. The college expects each student to know and understand the information presented in this
catalog.
THE NEW YORK INSTITUTE OF TECHNOLOGY CATALOG 2007-2008 is published by NYIT’s Office of Publications
and Advertising, Northern Boulevard, P.O. Box 8000, Old Westbury, NY 11568-8000.
Cover design by Diego Rios. All rights reserved.
2
A1062/0707/19M Printed in Canada.
Table of Contents
Page
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-16
Sponsored Programs and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
New York College of Osteopathic Medicine (NYCOM) . . . . . . . . . . . . . . . . . . . 22
New York Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Library Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Hegis Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Accrediting Agencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Academic Calendars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-33
Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Academic Enrichment Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Enrollment and Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Student Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Honors and Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
School of Architecture and Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
School of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
School of Engineering and Computing Sciences . . . . . . . . . . . . . . . . . . . . . . . 211
School of Health Professions, Behavioral, and Life Sciences . . . . . . . . . . . . . 255
School of Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Global Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Air Force Reserve Officer Training Corps—Aerospace Studies. . . . . . . . . . . . . 340
Army ROTC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Vocational Independence Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Faculty and Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Campus Directions/Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371-378
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
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“As a 21st-century model of higher education

and professional excellence, NYIT prepares students
for an increasingly competitive and global workplace while
instilling solid values, self-confidence, and self-respect.”
Edward Guiliano, Ph.D.

President
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University Snapshot
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n Campuses Old Westbury and Manhattan, NY
n Sites Central Islip, N.Y.; Amman, Jordan; Manama, Bahrain;
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Abu Dhabi, UAE; Nanchang, Jiangxi, T
China; and Vancouver, Canada S
n President Edward Guiliano, Ph.D.
n Founded 1955
n Institution type Private, independent, nonsectarian, coeducational
n Colors Blue and gold
n Nickname Bears
n Athletic conference affiliations NCAA I and II, ECAC I and II
Mission
n To provide career-oriented professional education
n To offer access to opportunity to all qualified students
n To support applications-oriented research that benefits the larger world
Accreditation
NYIT is accredited by the Commission on Higher Education of the Middle States
Association of Colleges and Schools, and:
n Accreditation Board for Engineering and Technology, Inc.
n American Culinary Federation Accrediting Commission
n American Osteopathic Association
n The American Dietetic Association
n Commission on Accreditation in Physical Therapy Education
n Council for Interior Design Accreditation
n National Architectural Accrediting Board, Inc.
n The Accreditation Council for Occupational Therapy Education of the American
Occupational Therapy Association
n National Council for Accredition of Teacher Education
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Schools and Colleges

n School of Architecture and Design
n School of Education
n School of Engineering and Computing Sciences
n School of Health Professions, Behavioral, and Life Sciences
n School of Management
n College of Arts and Sciences
n Ellis College of NYIT
n New York College of Osteopathic Medicine (NYCOM)
Enrollment
(All locations, domestic and global; fall 2006 data)
n Undergraduate (including VIP) 8,454
n Graduate 5,737
Total 14,191
Ethnicity of Undergraduates
(Domestic locations)
n American Indian or Alaskan Native less than 1%
n Asian or Pacific Islander 9%
n Black/Non-Hispanic 12%
n Hispanic 9%
n Nonresident aliens 6%
n Race/Ethnicity Unknown/Unspecified 27%
n White/Non-Hispanic 37%
Financial Aid
(full-time undergraduate for 2005-2006 year)
n Percent of students receiving any financial aid 89%
n Average aid package $15,981
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Student-Involved Businesses
n Advertising agency
n Health care centers
n Newspapers
n Public relations agency
n Radio station
n Television station
Honor Societies
n Alpha Epsilon Rho (communication arts and broadcasting)
n Chi Alpha Chi (culinary arts)
n Delta Mu Delta (business)
n Golden Key International Honour Society
n Phi Eta Epsilon (occupational therapy)
n Phi Eta Sigma National Freshman Honor Society
n Psi Chi (psychology)
n Tau Alpha Pi (engineering and technology)
n Tau Sigma Delta (architecture)
n Upsilon Pi Epsilon (computer science)
Athletic Teams
n Baseball (NCAA Division I)
n Men’s and women’s basketball (NCAA Division II)
n Men’s and women’s cross country (NCAA Division II)
n Men’s lacrosse (NCAA Division II)
n Men’s and women’s soccer (NCAA Division II)
n Softball (NCAA Division II)
n Women’s volleyball (NCAA Division II)
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Internships
NYIT student internships have resulted in real-world career experiences
for thousands of students. NYIT students are regularly placed in leading
industry corporations and organizations such as Disney, CBS, General
Electric, Merrill Lynch, Bovis Architects, Pepsico, Eats Magazine,
Bertelsman Inc., The Rights Group, the United Nations, Ernst & Young,
National Grid, JP Morgan Chase, Shearman and Sterling, Verizon, Paragon
Engineering Services, and the Metropolitan Transit Authority.
Libraries
(Domestic locations)
n Books and other printed materials 167,079
n E-books and online databases 12,243
n Audiovisual materials 43,860
n Current serial subscriptions 1,245
n Microforms 805,357
Technology
n Dedicated video conferencing rooms
n Distance learning facilities
n Open-access facilities
n PCs and laptops available in libraries
n Teaching computer labs
n Technology-enhanced classrooms
n Wireless network capabilities in all student areas
Employees
(Domestic only, fall 2006, based on most recent federal IPEDS data)
Faculty
n Full-time 262
n Part-time 634
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n Full-time 768 C
n Part-time 170
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n Graduate assistants 150
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Graduation Statistics
(all locations, domestic and global, for 2005-2006; based on most
recent federal IPEDS data)
Associates 45
Bachelor’s 1,215
Master’s 1,473
Doctor of Osteopathic Medicine 246
Doctor of Physical Therapy 30
Certificates 13
Alumni
(All locations, domestic and global)
Alumni 73,000
Alumni donors 16% (of those graduates successfully contacted)
Retention Rate
(Freshman retention rate for all first-time, full-time bachelor’s
seeking undergraduates, domestic and global)
First year to second year 72%
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Freshman Class
(Entering fall 2006, domestic)
Applications 4,073
Offers of admission 2,797
Percent offered admission 69%
Enrolled freshman 1,083
SAT scores (25 percent scored at or above)
Math 630
Verbal 580
Reserve Officer’s Training Corps (ROTC)

Air Force ROTC
Army ROTC
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New York Campuses

Capturing the essence of each of its New York locales, NYIT’s campuses offer students
diverse learning environments in a choice of urban or suburban settings. Students have
the option of attending our Old Westbury campus on Long Island’s North Shore or our
Manhattan campus, conveniently located in the heart of midtown near Columbus
Circle. Represented at all NYIT locations are students from other states and countries,
fostering a truly diversified educational experience for all NYIT constituents. Those
interested in touring NYIT’s campuses are encouraged to call our admissions office
(1.800.345.NYIT).
The Dorothy and Alexander Schure Old Westbury

Campus – Long Island
Nestled among more than a hundred wooded and landscaped acres, NYIT’s Dorothy and
Alexander Schure Old Westbury campus looks and feels like a private estate. In fact,
the campus comprises the former C. V. Whitney estate as well as several former estates
on Long Island’s North Shore.
As the property’s original buildings were reconstructed for educational use, special
attention was given to retaining their exterior charm. To further preserve the natural
beauty of the landscape, NYIT’s newer buildings are clustered in low, modern structures
surrounded by trees and open vistas. Classroom buildings and parking fields are
connected by walkways through woods and meadows. A spacious plaza connects
classroom buildings and acts as an “outdoor room” for students and faculty. Concerts,
lectures, and informal recreational events are frequently scheduled on campus.
The campus includes:
n David G. Salten Hall, home to a 600-seat auditorium as well as the college
bookstore, student lounge, library storage area, and lecture rooms
n Harry J. Schure Hall, a 90,000-square-foot, three-level structure that houses
classrooms, engineering laboratories, a 125-seat auditorium fully equipped
with modern audiovisual facilities, and faculty and administrative offices
n Midge Karr Fine Arts Design Center, which includes a 9,300-square-foot,
bi-level addition with six studios, print shop, auditorium, digital sculpture lab,
and a gallery corridor that serves as a floor-to-ceiling display of student
artwork. A separate sculpture studio for large-scale projects is nearby.
n George and Gertrude Wisser Memorial Library, one of NYIT’s major educational
resources, brings together students and faculty members in a unique techno-
logical setting. The library houses state-of-the-art laboratories and
equipment, as well as a broad array of workstations, personal computers, and
broadband Internet services for easy student and faculty access. In addition,
Wisser Library is home to some of NYIT’s radio and television facilities, which
simulate the operation of large commercial broadcasting stations and give
students the real-world experience they will encounter in their future careers.
n Not surprisingly, the Student Activity Center at Old Westbury—which is used for
dining, recreation, athletics and social events—is the hub of student life.
A recreation center with field house, workout room, and locker rooms adjoins
the student center.
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n The nationally recognized de Seversky Center houses NYIT’s Department of

Communication Arts and culinary arts programs. Built in 1918 as a grand mansion
for corporate legend Alfred I. Du Pont, de Seversky Center affords visitors gourmet
cuisine in elegant rooms that reflect the mansion’s original architecture and décor.
The center was named for Major Alexander P. de Seversky, a world-famous aircraft
designer, who was also a trustee of the college.
Manhattan Campus
Located at Columbus Circle, NYIT’s Manhattan campus was designed with today’s busy
students in mind. Comprising four buildings between West 60th and 61st streets, NYIT’s
Manhattan campus is within walking distance of Lincoln Center and Central Park, easily
accessible via subway and bus, and close to the city’s best concert halls, theaters, museums,
libraries and restaurants.
With a full complement of college facilities, NYIT’s Manhattan campus affords students a
wealth of learning and work-related opportunities. Here, traditional classrooms share space
with high-technology distance learning rooms and specialized computer facilities. In state-
of-the-art laboratories, students have access to laser and fiber optics, digital processing,
chemistry, physics, and computer graphics. Rounding out the college environment are radio,
television, fine arts, and architecture studios. One of the college’s major libraries is housed
on campus, as well as a college bookstore.
NYIT’s Manhattan campus also supports a student activities building with a student lounge
and recreation area, as well as the offices of the Student Government Association and other
student clubs and organizations.
Central Islip
Our Central Islip campus reflects NYIT’s unique community service model, which supports
academic programs while providing local residents and businesses with valuable communi-
ty support.
Located in the heart of Suffolk County on Long Island, the sprawling campus features
Georgian-style brick buildings in a beautiful wooded setting and bordered by a lush golf
course and a bustling developing suburb.
This campus is home to NYIT’s Vocational Independence Program for students with learning
disabilities, the family health-care center of NYIT’s College of Osteopathic Medicine, and the
Technology-Based Learning Research Center, as well as BOCES and Head Start programs.
At NYIT’s Epicurean Room restaurant, world-class chefs instruct students in the art and
science of creating memorable dining experiences. Medical students acquire real-world
experience at the health care center, where more than 3,500 patients from the local
community are treated each year.
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NYIT Online
Ellis College of NYIT

Living up to the “technology” in our name, NYIT is proud to offer working adult
students the opportunity to earn their degrees fast, fully online, and according to their
own personal schedules. Through our innovative, virtual campus — Ellis College of NYIT
— we have combined state-of-the-art technology with use of the Internet to create fully
accredited, world-class degree programs taught by internationally renowned faculty
members.
Ellis programs feature career-focused areas of study across a broad spectrum, including:
behavioral sciences, business, communications arts, computer science, english, finance,
hospitality management, human resources management, international business, labor
relations, management, managerial accounting, marketing, accounting, small business
and entrepreneurship, social sciences, technical writing. Visit ellis.nyit.edu for more
information.
Real-World Research
Committed to practical, applications-oriented research that will benefit the greater
global community, NYIT is particularly pleased with the breakthrough results of its fac-
ulty and students on a wide variety of important issues in the technology (nanotechnol-
ogy, cutting-edge computer graphics), health care (Parkinson’s disease, Lyme disease),
and architecture (solar energy) arenas. Further, we support faculty research and schol-
arship as an integral part of academia that enriches students’ classroom experience,
contributes to the body of knowledge in cutting-edge fields, and provides students with
opportunities to test theories and gain technical skills through hands-on experimenta-
tion and research.
Our Sponsored Programs and Research (SPAR) office works with faculty members and
administrators to identify and apply for funding to support research programs in all of
NYIT’s schools and colleges. SPAR also facilitates proposals for funding to support stu-
dent development and institutional programs that provide a wide range of services to
students and strengthen NYIT’s infrastructure. To date, NYIT faculty members have
received funding from public, private and government agencies, including:
n National Geographic Society
n National Institutes of Health
n National Science Foundation
n New York State Department of Health
n New York State Education Department
n US Department of Defense
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Library Resources
NYIT libraries are a major educational resource in support of instruction and research. They include:
the George and Gertrude Wisser Memorial Library at Old Westbury and the Manhattan Campus
Library. Additional libraries offer special collections on the Old Westbury campus: the NYCOM
Medical Library and the Education Hall Library for architecture, interior design, and fine arts. The
Wisser Library also houses the Curriculum Materials Center (CMC), a print and non-print resource cen-
ter for the teacher education programs. The Manhattan library includes a special architecture collec-
tion. The Central Islip collection supports the culinary and vocational independence programs.
The NYIT libraries offer research materials in a variety of formats and media. In addition to books,
periodicals, microforms, and audiovisual materials, the libraries also provide access to electronic
indexes, full-text databases, and e-books via the Internet. Access to the libraries’ electronic collec-
tions are available on or off campus. The libraries maintain a Web site that may be accessed direct-
ly at www.nyit.edu/library or through NYIT’s home page, www.nyit.edu. All of the libraries offer wire-
less access as well as computers and, in some libraries, laptops for patron use.
Using our online catalog, students and faculty can access the records of the holdings of all the NYIT
libraries. Through intercampus loans, they may request circulating books at any of our campuses.
Through interlibrary loans, books, journal articles, and other resources can be requested from other
libraries.
In addition to participating in the freshman College Success Seminars, staff from all the libraries work
with faculty to conduct information literacy classes for students’ research needs. Librarians are avail-
able for one-on-one and small group teaching of library research skills, as well as, by appointment or
at the reference desk of each library.
With the exception of recognized holidays, the libraries are open throughout the year. Each library
posts its regular, holiday and summer schedules. Check the library Web site for further information.
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n Wisser Library, Old Westbury campus

Circulation: 516.686.7633
Reference: 516.686.7657, 7658
Periodicals/interlibrary loan: 516.686.7624
Curriculum Materials Center: 516.686.7625
n Education Hall, Art and Architecture, Old Westbury campus

Reference: 516.686.7579, 7422
Periodicals: 516.686.7422
n Medical Library, Old Westbury campus

Main Number: 516.686.3743
Interlibrary loan: 516.686.3944
n Manhattan Campus Library, Second floor, Main Building

Reference: 212.261.1524, 646.273.6062
Periodicals: 212.261.1524
n Central Islip Collection, First floor, Building 66

Culinary arts: 631.348.3290
Vocational Independence
Program: 631.348.3354
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New York College of Osteopathic Medicine

NYIT offers those interested in careers in medicine a rare educational opportunity through its
medical school, the New York College of Osteopathic Medicine (NYCOM), located on the Old Westbury
campus.
Founded in 1977, when NYIT received a charter from the New York State Board of Regents, NYCOM
was the first college of osteopathic medicine in New York State and is the only medical school in
Nassau County.
NYCOM’s mission is to train students to become capable and compassionate osteopathic physicians
who approach the practice of medicine with professional competence and confidence coupled with
respect for the patient, the patient's body, and the ability to contribute to the overall healing process.
NYCOM offers a rigorous, fully accredited, four-year Doctor of Osteopathic Medicine Program leading
to the Doctor of Osteopathic Medicine (D.O.) degree. In addition, students can obtain dual degrees with
the D.O./Master of Business Administration or D.O./Master of Science in clinical nutrition. Foreign-
trained physicians who wish to retrain as physicians leading to the Doctor of Osteopathic Medicine are
encouraged to apply for NYCOM’s program for émigré physicians. For those who seek to combine a
B.S. with a D.O. degree, NYCOM collaborates with a group of select colleges to offer students
this seven-year program. In addition, NYCOM students have access to advanced training in anatomy,
osteopathic manipulative medicine, and basic and clinical research through a fellows program.
NYCOM students enjoy state-of-the art facilities. More than a thousand wired, high-performance
network drop-off points are available, as is access to Lapland, a student lab with wireless laptops.
Anatomy, pathology, and osteopathic manipulative medicine labs, as well as four major auditoriums,
are all wired as “smart’’ classrooms, and Web conferences are employed as a major mode of interac-
tion between students and faculty on and off campus.
NYCOM is nationally recognized as an innovator in osteopathic medical education, as well as for its
integration of leading-edge technology into the academic process. And, it is proud to participate with
the World Health Organization on issues of occupational health and the exploration of variables that
may ultimately lead to healthier workplaces worldwide.
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Board of Trustees
Linda Davila*† Deborah Verderame Marciano †

Chairperson of the Board Partner
Vice President, Wealth Management Advisor Landy Verderame Arianna Architects
Merrill Lynch Global Private Client Group
Cristina L. Mendoza, Esq.
Bharat B. Bhatt* General Counsel
Vice Chairperson of the Board Florida International University
President and COO (Retired)
GreenPoint Financial Corporation Michael J. Merlo*
Chief Credit Officer
Paul F. Amoruso Signature Bank
Managing Director
Oxford and Simpson Realty Richard Torrenzano*†
Chairman and Chief Executive
Rory J. Cutaia † The Torrenzano Group
Executive Director
Corinthian Capital Group, LLC Eli Wachtel †
Senior Managing Director
Richard J. Daly † Bear Stearns and Co. Inc.
Chief Executive Officer
Broadridge Financial Solutions, Inc.
Trustees Emeriti
Robert E. Evanson † James E. Cheek, Ph.D.
President (Retired) President Emeritus
McGraw-Hill Education Howard University
Peter A. Ferentinos Philip G. Munson

Chief Executive Officer Restaurateur
Qualco, Inc.
Matthew Schure, Ph.D.
Edward Guiliano, Ph.D.* President
President and CEO Philadelphia College of Osteopathic Medicine
New York Institute of Technology
* Member of the Executive Committee

G. Bruce Leib † New York Institute of Technology graduate
Vice President, Investments
Morgan Stanley
Frank Liguori*
Chairman and CEO (retired)
Olsten Corporation
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NYIT Academic Senate

The Academic Senate of NYIT is an assembly of faculty and administrators that advis-
es NYIT’s president and board of trustees on a variety of issues related to the operations
of the college. Senators represent each academic school and related administrative
offices, and are elected by their colleagues at the beginning of each fall term to serve
for the academic year. Senate officers are elected at the first meeting of each academ-
ic year.
Standing committees include admissions and academic standards; assessment; budget,
finances and resource allocation; calendar; communication; constitution; curriculum;
educational technology; executive; institutional development and library systems.
Programs of Study
NYIT’s academic components are organized into several schools, each administered by
a dean who is responsible for programs leading to associate’s, bachelor’s, master’s,
Doctor of Physical Therapy and Doctor of Osteopathic Medicine degrees. At NYIT, we
believe that grouping related curricula into coordinated schools facilitates interdisci-
plinary study.
The curriculum requirements outlined in this catalog are to be followed by those
students enrolling for the first time (or readmitting) in the 2006-2007 academic year.
Except in rare circumstances, subsequent curriculum modifications will not affect a
student in continuous attendance.
Associate Degree Programs

Programs leading to an associate’s degree in applied science are available in account-
ing, architectural technology, business administration, communication arts, electrical
technology, environmental technology, mechanical technology, telecommunications
management and four majors within the area of occupational education. A two-year
degree in culinary arts leads to the associate’s degree in occupational studies. For
details, see program descriptions in this catalog or visit our Web site www.nyit.edu.
Baccalaureate Degree Programs

NYIT prepares undergraduates for careers in education and in the professional and
operating ranks of business and industry. Programs expose students to basic principles
and encourage development of management and leadership qualities. A core of human-
ities and social sciences courses extends throughout all programs and each major
course of study allows pertinent electives. Students may use electives to follow special
interests or to expand knowledge in subjects related to their major courses.
Graduate and Professional Programs

Graduate programs lead to advanced certificates, master’s degrees, doctoral degrees or
professional diplomas in a wide range of professional fields including: architecture
in urban and regional planning, business, childhood education, clinical nutrition,
communication arts, computers in education, computer science, counseling, distance
learning, educational leadership and technology, energy management, environmental
technology, instructional technology for educators and for professional trainers, human
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relations, human resources management and labor relations, mental health counseling,
multimedia, occupational therapy, osteopathic medicine, physical therapy, and school
counseling. They are professionally oriented and of particular interest to those currently
employed in one or another of the several fields represented. Programs are open to
qualified holders of a bachelor’s degree who wish to return to the academic
setting, as well as to recent college graduates. The graduate bulletin specifies
admissions requirements and course listings.
Higher Education General Information Survey (HEGIS)

NYIT's courses of study are registered by the New York State Education Department,
Office of Higher Education and the Professions, Cultural Education Center, Room 5B28,
Albany, New York 12230 (Phone: 518.474.5851) under the Higher Education General
Information Survey (HEGIS) listed below.
HEGIS Code Directory

Program Degree Code No. Campus*
Accounting AAS 5002.00 1, 2
Accounting BS 5002.00 1, 2
Accounting BS/MBA 5002.00 1, 2
Professional Accounting BS/MBA 0502.00 1, 2
Adolescence Education: Biology BS 0401.01 1, 2
Adolescence Education: Chemistry BS 1905.01 1, 2
Adolescence Education: English BS 1501.01 1, 2
Adolescence Education: Mathematics BS 0401.01 1, 2
0701.00
Adolescence Education: Physics BS 1902.01 1, 2
Adolescence Education: Social Studies BS 2201.01 1, 2
Advertising BS 0604.00 2
Aerospace Technology BS 0925.00 1, 2
Architectural Technology AAS 5602.00 1, 2
Architectural Technology BS 0299.00 1, 2
Architectural Technology BS/MS 0299.00 1
Energy Management BS/MS 0599.00 1
Architectural Technology BS/MBA 0299.00 1, 2
Management BS/MBA 0506.00 1, 2
Architecture B ARCH 0202.00 1, 2
Urban and Regional Design M ARCH 0205.00 1
Behavioral Science BS 2201.00 1, 2
Bus Admin - Mgt of Information Systems BS 0599.00 1, 2
Business Administration AAS 5004.00 1, 2
Business Administration-Finance BS 0504.00 1, 2
Business Administration-Management BS 0506.00 1, 2
Business Administration-Marketing BS 0509.00 1, 2
Business and Marketing BS 0838.01 1, 2
Business: Accounting ADV CERT 0502.00 1, 2
Business: Finance ADV CERT 0504.00 1, 2
Business: International Business ADV CERT 0513.00 1, 2
Business: Management Information Systems ADV CERT 0599.00 1, 2
25
Business: Marketing ADV CERT 0509.00 1, 2

Childhood Education BS 0802.00 1, 2
Childhood Education MS 0802.00 1, 2
Clinical Nutrition - Clinical Option MS 0424.00 1
Clinical Nutrition - Management Option MS 0424.00 1
Comm Arts--TV-Radio Programming & Prod BFA 0603.00 1, 2
Communication Arts AAS 5008.00 1, 2
Communication Arts MA 0605.00 1, 2
Computer Graphics MFA 1009.00 1, 2
Computer Science MS 0701.00 1, 2
Computer Science BS 0701.00 1, 2
Counseling MS 0826.01 1, 2
Counseling: Mental Health MS 2104.10 1
Criminal Justice BS 2105.00 1
Culinary Arts AOS 5404.00 3
Graphic Design BFA 1009.00 1, 2
Distance Learning ADV CERT 0799.00 1, 2
District Leadership and Technology ADV DPL 0827.00 1
Electrical and Computer Engineering BS 0909.00 1, 2
Electrical and Computer Engineering MS 0909.00 1
Electrical & Computer Engineering Tech B TECH 0925.00 1, 2
Electrical Technology AAS 5310.00 1, 2
Electronics and Information Security BS 0799.00 1, 2
Employee and Labor Relations ADV CERT 0516.00 1, 2
Energy Management MS 0599.00 1
Energy Technology ADV CERT 0925.00 1, 2
Engineering Management BS 0913.00 1, 2
English BA 1501.00 1, 2
Environmental Management ADV CERT 0599.00 1
Environmental Technology MS 0420.00 1, 2
Executive MBA MBA 0506.00 1, 2
Facilities Management ADV CERT 0599.00 1, 2
Fine Arts BFA 1001.00 1, 2
Health Occupations Subjects BS 0839.07 1, 2
Health Occupations Subjects AAS 5608.00 1, 2
Health Occupations Subjects CERT 5608.00 1, 2
Hospitality Management BPS 0508.00 1, 2
Human Relat: Alcohol & Substance Abuse MPS 2104.10 1, 2
Human Relations: Clinical Counseling MPS 2104.10 1, 2
Human Relations: General Counseling MPS 2104.10 1, 2
Human Relations: Gerontology MPS 2299.10 1, 2
Human Relations: Industrial Counseling MPS 2104.10 1, 2
Human Resources Management ADV CERT 0515.00 1, 2
Human Resources Mgmt and Labor Relations MS 0516.00 1, 2
Information Technology BS 0702.00 1, 2
Information, Network & Computer Security MS 0799.00 1, 2
26
Infrastructure Security Management ADV CERT 2199.00 1

Instructional Tech - ED Tech Specialist MS 0799.00 1, 2
Instructional Tech - Professional Trainer MS 0799.00 1, 2
Instructional Technology MS 0799.00
0802.00
0823.00 1, 2
Interdisciplinary Studies BPS 4999.00 1, 2
Interdisciplinary Studies BA 4999.00 1
Interdisciplinary Studies BS 4999.00 1, 2
Interior Design BFA 1009.00 1
Life Sciences BS 0401.00 1, 2
Life Sciences BS/MS 1299.00 1
Occupational Therapy BS/MS 1208.00 1
Life Sciences BS/DO 0401.00 1
Osteopathic Medicine BS/DO 1210.00 1
Physician Assistant Studies BS/MS 1299.10 1
Life Sciences BS/DPT 1201.00 1
Physical Therapy BS/DPT 1212.00 1
Physical Therapy BS/MS 1212.00 1
Management MBA 0506.00 1, 2
Mechanical Engineering BS 0910.00 1
Mechanical Engineering BS/MS 0910.00 1
Energy Management BS/MS 0599.00 1
Mechanical Engineering Technology B TECH 0925.00 1
Mechanical Technology AAS 5315.00 1, 2
Multimedia ADV CERT 0799.00 1, 2
Neuromusculoskeletal Sciences MS 1207.00 1
Nursing BS 1203.10 1, 2
Nursing BS 1203.00 1, 2
Nutrition Science BS 1299.00 1
Occupational Therapy MS 1208.00 1
Occupational Therapy BS 1208.00 1
Osteopathic Medicine DO 1210.00 1
Physical Therapy DPT 1212.00 1
Physical Therapy MS 1212.00 1
Physician Assistant BS 1299.10 1
Physician Assistant Studies MS 1299.10 1
Political Science BS 2207.00 1, 2
Professional Accounting MBA 0502.00 1, 2
Psychology BS 2001.00 1, 2
School Leadership and Technology ADV DPL 0828.00 1
Technical Subjects BS 0839.02 1, 2
Technical Subjects AAS 5608.00 1
Technical Subjects CERT 5608.00 1, 2
27
Technical Writing BS 0601.00 1, 2

Technical Writing CERT 5008.00 1, 2
Technology Education BS 0839.01 1, 2
Telecommunications Technology AAS 5310.00 1, 2
Telecommunications Tech-Verizon AAS 5310.00 2
Telecomunications Network Management BS 0599.00 1, 2
Trade Subjects BS 0839.03 1, 2
Trade Subjects AAS 5608.00 1, 2
Trade Subjects CERT 5608.00 1, 2
Visual Arts BFA 0831.00 1, 2
*Campuses: Old Westbury=1, Manhattan=2, Central Islip=3
Enrollment in other than registered or otherwise approved programs may jeopardize a student’s eligibility for
certain student aid awards. All the above programs are registered according to the indicated Higher Education
General Information Survey (HEGIS) code.
28

Accrediting Agencies
Commission on Higher Education of the Middle Commission on Accreditation/Approval for Dietetics
States Association of Colleges and Schools Education (CADE)
3624 Market St. The American Dietetic Association
Philadelphia, PA 19104-2680 216 West Jackson Blvd.
Tel 215.662.5606 Chicago, IL 60606-6995
Fax 215.662.5501 Tel 312.899.4876
American Culinary Federation American Osteopathic Association (AOA)

Accrediting Commission (ACF) 142 E. Ontario St.
10 San Bartola Drive Chicago, IL 60611
St. Augustine, FL 32080 Tel 312.280.5800
Tel 800.624.9458 Fax 312.280.3860
Tel 904.824.4468
Fax 904.825.4758 The Accreditation Council for Occupational Therapy
Education (ACOTE) of the American Occupational
Accreditation Board for Engineering Therapy Association (AOTA)
and Technology, Inc. (ABET) 4720 Montgomery Lane
111 Market Place Bethesda, MD 20824 -1220
Suite 1050 Tel 301.652.2682
Baltimore, MD 21202
Tel 410.347.7700 The Accreditation Review Commission on Education
Fax 410.625.2238 for the Physician Assistant, Inc. (ARC-PA)
100 N. Oak Ave.
National Architectural Accrediting Marshfield, WI 54449-5788
Board, Inc. (NAAB) Tel 715.389.3785
1735 New York Ave., N.W.
Washington, D.C. 20006 Commission on Accreditation in Physical Therapy
Tel 202.783.2007 Education (CAPTE)
Fax 202.783.2822 1111 North Fairfax St.
Alexandria, VA 22314
Council for Interior Design Accreditation (CIDA) Tel 703.706.3245
60 Monroe Center, N.W.
Grand Rapids, MI 49503-2920 National Council for Accreditation of Teacher
Tel 616.458.0400 Education (NCATE)
Fax 616.458.0460 2010 Massachusetts Avenue, NW Suite 500
Washington, DC 20036
Tel 202.466.7496
The New York Institute of Technology is chartered by the Board of Regents of The University of the State of New York.
Accredited by: Middle States Association of Colleges and Schools; Engineering Accreditation Commission of the
Accreditation Board for Engineering and Technology, Inc. for programs in Electrical, Computer and Mechanical
Engineering, Old Westbury Campus and Electrical and Computer Engineering, Manhattan Campus; Technology
Accreditation Commission of the Accreditation Board for Engineering and Technology, Inc. for Electrical Engineering
Technology; National Architectural Accrediting Board for Bachelor of Architecture; Council for Interior Design
Accreditation programs, Old Westbury Campus; Commission on Accreditaion. Approval for Dietetics Education (CADE)
of the American Dietetic Association for preprofessional program in graduate Clinical Nutrition; American Osteopathic
Association for New York College of Osteopathic Medicine; American Culinary Federation Accrediting Commission; The
Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association
(AOTA); Commission on Accreditation in Physical Therapy Education (CAPTE) of the American Physical Therapy
Association; The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA).
The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). This
accreditation covers initial teacher preparation and advanced educator preparation programs. NCATE is recognized by
the US Department of Education and the Council for Higher Education Accreditation to accredit programs for the
preparation of teachers and other professional school personnel.
29
Academic Calendar 2007-2008

New York, Canada, and China Locations
Fall 2007
Aug. 27 - Aug. 31, Sept. 4 Registration for Fall, Cycles A and B 2007 and Intersession
2008. Register online at NYITConnect.
Sept. 5 Fall and Cycle A classes begin
Sept. 5 - 18 Fall late registration and program changes. Cycle A late regis-
tration and program changes through second class meeting
Sept. 12 - Oct. 23 Cycle A withdrawal period. W grade is assigned through eight
(8th) class meeting. Beginning the ninth (9th) class meeting
the W or WF grade may be assigned. Student and instructor
signatures required on withdrawal form.
Sept. 19 - Dec. 15 Fall withdrawal period. W grade is assigned through Oct. 30.
Beginning Oct. 31 the W or WF grade may be assigned.
Student and instructor signatures required on withdrawal form
Oct. 8 No day classes scheduled. Evening classes meet. Administrative
offices closed
Oct. 22 - 27 Cycle B registration. Register online at NYITConnect
Oct. 24, 25 Cycle A final exams
Oct. 25 Last day to complete work for incomplete grades earned for
Cycle D 2007
Oct. 29 Cycle B classes begin. Cycle B late registration and program
changes through second class meeting
Oct. 31 - Dec 15 Fall withdrawal period. W or WF grade may be assigned.
Nov. 2 - Dec. 18 Cycle B withdrawal period. The W grade is assigned through
the eighth (8th) class meeting. Beginning the ninth (9th) class
meeting the W or WF grade may be assigned. Student and
instructor signatures required on withdrawal form
Nov. 2 Last day to apply for December 2007 graduation. Students
must apply online at NYITConnect
Nov. 5 - 16 Priority academic advisement for Spring, Cycles C and D and
Intersession 2008
Nov. 12 - Dec. 2 Priority online registration for Spring, Cycles C and D and
Intersession 2008
Nov. 21 - 25 No classes scheduled. Administrative offices closed.
Nov. 26 Fall and Cycle B classes resume. Administrative offices open
Dec. 11 - 14 Make-up days for day classes only. Evening classes meet
Dec. 16 - 22 Fall final exams
Dec. 19, 20 Cycle B final exams
Dec. 20 Last day to complete work for incomplete grades earned for
Summer 2007
Spring 2007
Intersession 2008
Jan. 3 Intersession classes begin. Intersession late registration and
30 program changes through second class meeting
Jan. 5 - 17 Intersession withdrawal period. W or WF grade may be

assigned after the 2nd class session. Student and instructor
signatures required on withdrawal form
Jan. 18 Intersession final exams
Spring 2008
Jan. 14 - 18 Registration for Spring, Cycles C and D 2008. Register online
at NYITConnect
Jan. 22 Spring and Cycle C classes begin
Jan. 22 - Feb. 4 Spring late registration and program changes. Cycle C late reg-
istration and program changes through second class meeting
Jan. 29 - Mar. 11 Cycle C withdrawal period. The W grade is assigned through
Feb. 5 - May 10 Spring withdrawal period. W grade is assigned through
March 25. Beginning March 26 the W or WF grade may be
assigned. Student and instructor signatures required on
withdrawal form
Feb. 18 No classes scheduled. Administrative offices closed
Feb. 19 Monday classes meet, day and evening. Tuesday classes do not
meet on this date.
Mar. 12 - 14 Cycle D registration. Register online at NYITConnect
Mar. 12, 13 Cycle C final exams
Mar. 13 Last day to complete work for incomplete grades earned for
Cycle A 2007
Mar. 15 - 23 Spring recess. No classes scheduled
Mar. 24 Spring classes resume and Cycle D classes begin. Cycle D
late registration and program changes through second class
meeting.
Mar. 26 - May 10 Spring withdrawal period. W or WF grade may be assigned.
Mar. 28 - May 13 Cycle D withdrawal period. The W grade is assigned through
Mar. 31 - Apr. 11 Priority academic advisement for Summer, Fall, Cycles A and B
2008 and Intersession 2009
Apr. 4 Last day to apply for May 2008 graduation. Students must
apply online at NYITConnect.
Apr. 7 - 20 Priority online registration for Summer, Fall, Cycles A and B
2008 and Intersession 2009
May 7 - 9 Make-up days for day, evening and graduate classes
May 11 - 17 Spring final exams
May 14, 15 Cycle D final exams
May 15 Last day to complete work for incomplete grades earned for
Cycle B 2007 and Intersession 2008
May 18 Commencement
31
Summer 2008
May 21 - June 13 Summer Session I - Four (4) Week Courses
05/21 - 05/24 Late registration and program changes
05/25 - 06/4 Withdrawal period (W grade may be assigned)
06/05 - 06/12 Withdrawal period (W or WF grade may be
assigned)
May 21 - June 27 Summer Session I - Six (6) Week Courses
05/27- 06/11 Withdrawal period (W grade may be assigned)
06/12- 06/26 Withdrawal period (W or WF grade may be
assigned)
May 21 - Aug. 29 Summer Session III
06/04 - 07/16 Withdrawal period (W grade may be
assigned)
assigned)
May 26 No classes scheduled. Administrative offices closed
July 4 No classes scheduled. Administrative offices closed
July 7 Last day to apply for August 2008 graduation. Students must
apply online at NYITConnect.
July 7 - July 31 Summer Session II - Four (4) Week Courses
assigned)
assigned)
July 7 - Aug. 15 Summer Session II - Six (6) Week Courses
assigned)
assigned)
Aug. 31 Last day to complete work for incomplete grades earned for
Fall 2007 and Cycle C 2008
Academic Calendar 2007-2008
Middle East Locations:

Bahrain (Manama), Jordan (Amman), United Arab Emirates (Abu Dhabi)
Fall 2007 - Middle East Locations

Fall 2006 and Winter 2007
Sept. 30 Last day to apply for October 2007 graduation
Sept. 30 Fall classes begin
32
Oct. 1 - 13 Fall late registration and program changes
Oct. 14 Withdrawal period (W grade may be assigned). Student and

Oct. 31 Last day to complete work for incomplete grades earned for
Spring 2007
Nov. 2 Last day to apply for December 2007 graduation
Nov. 12 Withdrawal period (W or WF grade may be assigned)
Dec. 31 Fall classes end
Summer I 2007 and Summer II 2007
Winter 2008 Middle East Locations

Jan. 6 Winter classes begin
Jan. 6 - 19 Winter late registration and program changes
Jan. 20 Withdrawal period (W grade may be assigned). Student and
Feb. 18 Withdrawal period (W or WF grade may be assigned)
Feb. 28 Last day to apply for March 2008 graduation
Mar. 29 Winter classes end
Spring 2008 Middle East Locations

Mar. 30 Spring classes begin
Mar. 30 - Apr. 12 Spring late registration and program changes
Apr. 4 Last day to apply for May 2008 graduation
Apr. 13 Withdrawal period (W grade may be assigned). Student and
May 12 Withdrawal period (W or WF grade may be assigned)
June 19 Spring classes end
Summer 2008 Middle East Locations

June 22 Summer I classes begin
June 22 - 28 Summer I late registration and program changes
June 30 Last day to apply for July 2008 graduation
June 29 Summer I withdrawal period (W grade may be assigned).
July 7 Last day to apply for August 2008 graduation
July 13 Summer I withdrawal period (W or WF grade may be assigned)
Aug. 4 Summer I classes end
Aug. 5 Summer II classes begin
Aug. 5 - 11 Summer II late registration and program changes
Aug. 12 Summer II withdrawal period (W grade may be assigned).
Aug. 26 Summer II withdrawal period (W or WF grade may be
assigned)
Fall 2007 and Winter 2008
Sept. 18 Summer II classes end 33
Sept. 30 Last day to apply for October 2007 graduation
Admissions
Jacquelyn Nealon, Ed.D., Vice President for Enrollment Services, 516.686.7520
Because our approach to education is inclusive, we seek to extend educational access
to members of all groups and are proud of the diversity that has become synonymous
with NYIT. No other college in the area has the global reach that is reflected at NYIT,
which includes students from every state and more than 97 countries worldwide.
Whether an applicant is admitted to NYIT is based on his or her educational prepared-
ness and ability to be academically successful. We conduct a comprehensive evaluation
of each applicant’s previous school records, essays and recommendations. In addition,
freshmen applicants are required to submit the results of either the Scholastic Aptitude
Test (SAT) or American College Testing (ACT). And while a personal interview is not
required for most majors (it is required by some of the health professions programs), we
do encourage you to visit our beautiful campuses and make arrangements to meet with
an admissions officer.
Admissions Procedures
Students are admitted to NYIT for the fall or spring semesters. Newly enrolled students
are eligible to take courses during summer sessions usually scheduled for early June and
late July. An application for admission can be obtained by mail or in person from the
Office of Admissions at any of our campuses. Also, you can access our online applica-
tion by visiting our Web site at www.nyit.edu.
Following is the order of admissions procedures for undergraduate students (special
procedures may apply to international applicants):
n An admission application form should be submitted to the Office of
Admissions in Old Westbury for all campuses. Applications are considered in
the order received as long as space in the program of your choice is available.
n A nonrefundable application fee of $50 is required with the application form.
n It is important that you arrange for scholastic records, including official copies
of transcripts from all schools and colleges previously attended to be for-
warded directly to the admissions office in Old Westbury.
n Scores from the Scholastic Aptitude Test (SAT) or American College Testing
(ACT) exams are also required and should be forwarded directly to the
admissions office in Old Westbury. Applicants can request the proper forms
from their high school guidance counselors. The NYIT college code for the SAT
is 2561 and for the ACT is 2832.
Candidates for admission to NYIT receive written notification of the decisions made by
the admissions office on a rolling basis; as files are completed, decisions are made and
sent. Upon acceptance of an offer of admission, candidates are required to pay a $400
nonrefundable deposit, which will be credited toward the first term’s tuition. Admitted
students also are required to submit completed health forms prior to registration and
recommended to furnish the college with a Social Security number for identification
purposes.
Applicants for all colleges and universities in New York state who were born on or after
Jan. 1, 1957, must provide written evidence of immunity against mumps, measles and
rubella or demonstrate that they are entitled to an exemption from this legal requirement.
34
Admission of International Students

NYIT welcomes students from other nations who show promise of profiting from edu-
cational opportunities in the United States. The following guidelines are for prospective
students residing outside the continental limits of the United States who wish to attend
the college:
n The application form, $50 fee and required documents must be submitted to
the Office of Admissions in Old Westbury.
n Applications from international students must be received by NYIT by July 15
for a fall term and Dec. 1 for spring. Applications received after those dates
will automatically be considered for the following term. (These deadlines may
be waived for applicants who reside in the United States.)
n Official and complete school records from all previous schools, including cer-
tification of high school graduation, colleges, universities, normal or technical
schools, must be submitted by the previous institutions.
n Applicants are required to submit the Test of English as a Foreign Language
(TOEFL) as administered by the Educational Testing Service preferably at an
overseas examination center, or an examination deemed to be equivalent
by the Office of Admissions of NYIT. The minimum score preferred for
undergraduate admission is 550 written based and 213 computer based and
79/80 Web based. Students with scores less than the above scores may need
to take English as a Second Language courses prior to beginning major course-
work. For all information concerning this test, the candidate should write for
the Bulletin of Information: Test of English as a Foreign Language, and send it
to Educational Testing Service, Princeton, NJ, U.S.A. 08540.
n Students who transfer from American colleges or universities must have their
previous schools complete the I-20 Transfer Recommendation Form which can
be obtained from the NYIT Office of Admissions. Students must also furnish
copies of all previous universities’ I-20(s) and a copy of their I-94 (from pass-
port).
n For the purpose of assuring NYIT and the United States government that all
necessary costs to maintain the student throughout his/her tenure at the col-
lege will be met, students must submit: (a) an original notarized Affidavit of
Support Form signed by a parent or other bona fide sponsor (form can be
obtained from the NYIT Office of Admissions and Web site: www.nyit.edu), and
(b) an original bank statement of a parent or sponsor.
n Upon receipt of all required material, the Committee on Admissions will
review the qualifications of each applicant on an individual basis, and a deci-
sion regarding admission will be forwarded to the applicant. The I-20
(Certificate of Eligibility for Student Visa) may be given after: (a) the student
has sent the application and $50 fee with official scholastic credentials to
NYIT; (b) the student has received the admission letter; (c) the student has
submitted notarized affidavit of support and bank statements; (d) the student
has paid a $400 non-refundable deposit fee that will apply toward the first
semester's tuition.
35
n Four years of study are generally necessary to acquire a bachelor’s degree or

five years for the Bachelor of Architecture degree, but NYIT does not
guarantee that any student will complete a program within this time.
All international students with F-1 visas must be full-time day students.
n All students transferring from foreign institutions of higher learning will
be required to have their educational credentials evaluated by an agency
specializing in reviewing international transcripts. This agency must be
acceptable to the standards of NYIT, such as World Education Services or
Globe Language Services. There is a fee for this evaluation service. Possible
transfer credits will be determined by NYIT after results of the course-by-
course evaluation have been received. Students must provide course outlines
and/or syllabi if available to facilitate credit transfer.
n NYIT offers residential facilities at its Manhattan and Old Westbury campus-
es. Complete details on available housing for students may be obtained from
the college. See housing section for other options.
Academic Enrichment Programs

Learning Center
The director of academic enrichment programs also coordinates the learning centers on
each campus. The learning centers support the mission of the institution by providing high
quality academic support services to students in order to maximize their potential for aca-
demic success. The learning center provides free individual and small group tutoring, and
skills-based workshops to all NYIT students who request academic support. Peer tutoring is
offered in a broad range of courses, including, English, math, introductory sciences, core
classes, engineering, architecture and business. The most important goals of the learning
center are to provide students with the basic academic skills and the personal confidence
they need to become self-directed and goal oriented learners. For additional information,
contact the Learning Center at 516.686.7661 on the Old Westbury campus or 212.261.1533
on the Manhattan campus.
EduPlus
EduPlus was established to further NYIT’s mission of providing access to opportunity for
qualified students. It is a supplemental enrichment program for motivated students
who require additional academic and personalized support to maximize their academ-
ic potential. Incoming first-year students who demonstrate a strong willingness to learn
and work toward their goals but whose grades and test scores do not meet NYIT’s reg-
ular admissions criteria, may be admitted to EduPlus at the Old Westbury and
Manhattan campuses. EduPlus provides a wide range of comprehensive support, aca-
demic advising, skill building, academic monitoring, professional individual and/or small
group tutoring, software tutorials, personal and career counseling, and access to
resources. Upon successful completion of the first year as established by the director,
students will be admitted as NYIT students working toward a bachelor’s degree. For
more information, contact the director of academic enrichment programs at
516.686.7850.
36
Higher Education Opportunity Program (HEOP)

NYIT sponsors and administers the Higher Education Opportunity Program (HEOP) in
conjunction with the New York State Education Department. To participate in the pro-
gram, students must meet specific criteria for New York State residents whose educa-
tional experience and economic status indicate a need for academic and financial assis-
tance to complete a college degree. The program provides a wide range of academic
support that includes developmental programs, strengthening of study skills, tutoring,
individual and group counseling, and financial assistance. Students begin first-year
study with a summer developmental program offering basic coursework, counseling
support and tutoring. Grants are renewable each year for a maximum of 10 semesters
on the basis of academic progress. Participation requires enrollment in a full-time pro-
gram. Additional information is available at HEOP offices.
Honors Program
The Honors Program at NYIT fosters the intellectual, social and cultural growth of high-
ability and motivated undergraduate students of diverse backgrounds, with different
career interests, from all majors, on all of our campuses. In addition to stimulating
and intellectually challenging honors courses and seminars, Honors Program students
participate in:
n Lecture series with distinguished faculty/guests;
n Cultural outings in New York City, Long Island and throughout the metropolitan area;
n Regular gatherings among honor students, faculty advisers and directors.
For the honors Student Advisory Board, which supports the Honors Program mission,
students are generally selected upon admission, based on their exceptional high school
records and excellent SAR scores and/or nominated by a faculty member based on out-
standing academic performance.
Summer Programs
NYIT offers college-wide summer credit-bearing courses and programs through its indi-
vidual schools. Students are encouraged to take advantage of summer programs that
can give them an extra lead on degree work. Students from other institutions are wel-
come at all times and will find they can take courses that accommodate their routine
fall and spring work at their home schools. Transfer students and pre-freshmen are also
invited to study during the summer at NYIT. All students from other colleges will receive
official transcripts of credits at the close of a session. The details of summer programs
are available by contacting the college.
37
Transfer Credit Evaluation

Transfer applicants for all campuses assume the responsibility of having previous
schools forward official, final transcripts to the Office of Admissions in Old Westbury.
The transfer of credits will be considered under the following general rules:
n Transfer credit may be given for courses completed at a regionally accredited
college or other qualified institution acceptable to the standards of NYIT.
n Courses must be appropriate to NYIT curricula. Transfer credit for major cours-
es is granted for equivalent coursework only. Substitutions may be considered
in the core curriculum when coursework is from the same discipline.
n Courses not included in NYIT curricula but relevant to the ultimate educa-
tional objectives of the student may be allowed toward a general elective
requirement in a specific curriculum. Transfer credit will not be awarded, how-
ever, in excess of degree requirements.
n Students who transfer credits into a teacher education program may be
required to submit additional documentation demonstrating achievement of
specific knowledge or skills related to the courses made exempt through the
transfer of credits. This documentation may include such things as lesson
plans, field experience logs, essays, or student work samples.
n Credit may be granted for Advanced Placement Exams (AP) taken in high
school. Grades of 3, 4 and 5 are required for possible credit. An official score
report from the College Board (NYIT’s college code is 2561) should be mailed
to the Office of Admissions in Old Westbury.
n Transfer credit is recorded as credit only and is not computed in the cumula-
tive grade point average unless it becomes necessary in determining gradua-
tion honors. Credit for challenge examinations taken at a regionally accredit-
ed college is granted if recorded on an official transcript with credits and a
grade of C- or better.
n Grades of C- or better are transferable. Grades of D+ and D are acceptable
only under the following conditions:
n if the grades were earned in courses at a school where an associate's or
bachelor's degree was completed with a 2.0 GPA, or
n if the grades were earned in courses at a school where at least 30 credits
were completed with a 2.5 GPA.
Please note: Students may be advised to retake some C, C- or D grades if seeking intern-
ships or admission to certain professional schools. D- grades are not transferable.
n Students transferring from an associate’s degree program or two-year school
are eligible for a maximum of 70 transfer credits. The maximum transfer cred-
it for students transferring from a bachelor’s program is the difference
between the required 30 credits in residency at NYIT (see Requirements for
Graduation) and the total credits required for the NYIT degree. For example, if
an NYIT degree requires 120 credits, students transferring from a bachelor’s
program are eligible for a maximum of 90 transfer credits.
38
Prior Learning Evaluation Program

This special NYIT program was designed to give students the opportunity to earn college
credit for prior college-level learning relevant to their curriculums. All matriculated NYIT
students maintaining a 2.0 average are eligible to apply for credit, although transfer
students must also have their transcripts officially evaluated before applying for
credit. Student knowledge gained outside the traditional college classroom may be
evaluated by: proficiency examinations, non-collegiate course evaluations, and portfolio
evaluations. Please be aware that evaluation fees are charged.
A maximum of 60 credits toward a bachelor’s degree or 30 credits toward an associate’s
degree can be earned through standardized proficiency examinations, NYIT challenge
examinations and prior learning credits (non-collegiate course work or portfolio).
However, any credits earned through these methods cannot be used to fulfill NYIT residency
requirements. Counseling is available on an individual basis or at an advisement session.
For more information, contact the Office of Prior Learning.
Proficiency Examinations
Credit for degree requirements and elective courses can be earned by attaining satisfactory
scores on proficiency examinations. Excelsior College Examinations the College Level
Examination Program (CLEP) and Defense Activity for Non-Traditional Support
(DANTES) are standardized testing programs that cover numerous academic areas. NYIT
is a test center for DANTES. NYIT has developed its own challenge examinations in areas
not covered by Excelsior, CLEP, or DANTES. Challenge examination information is avail-
able in the registrar’s office.
39
Non-Collegiate Course Evaluations

The New York State Education Department's Program on Noncollegiate Sponsored
Instruction (PONSI) and the American Council on Education (ACE) have evaluated
and recommended credit for many noncollegiate courses. NYIT honors these credit
recommendations for elective credit and may award prior learning credit for required
courses on this basis. Courses that have not been reviewed by PONSI or ACE but meet
certain criteria will also be evaluated on an individual basis by the college. Credit for
military coursework and Military Occupational Specialties (MOSs) may be granted. ACE
has evaluated some of this coursework, and credit toward electives is awarded based
upon the ACE recommendation. Certificates of completion and/or official DD214 forms
should be sent to the evaluations office for the assessment of military coursework that
may be credited toward a college degree.
Portfolio Evaluation
Students may use the portfolio method of evaluation to have their knowledge of a cer-
tain course or academic area evaluated. This request for credit must fulfill an elective
or course requirement in a student’s degree program. Each portfolio consists of an essay
explaining how the student acquired this knowledge and how it relates to course objec-
tives. NYIT does require documentation of such learning, which may be in the form of
work samples, detailed job descriptions or licenses. A nonrefundable evaluation fee is
charged for each portfolio. A Prior Learning Evaluation Guide containing more detailed
information may be obtained from the Office of Prior Learning.
Computer Requirements
All students attending NYIT are required to own or have access to a computer system
with connectivity to the Internet and an installed and current version of Microsoft
Office. Minimum specifications are: a processor of at least 1GHz (PC or Macintosh),
256MB or more of RAM, 40GB or more of hard disk storage as well as current versions
of operating system and Internet browser software. Individual academic programs may
require additional hardware or software. Contact your department office for more spe-
cific information.
40
Each NYIT student will receive a systems account giving them access to the Internet
and other user services such as NYIT Connect. It is important to note that each account
owner and workstation user is solely responsible for the usage incurred through her/his
account/workstation. Anyone who intentionally abuses accounts and privileges,
degrades system performance, misappropriates computer resources or interferes in any
way with the operation of the computer facilities is subject to cancellation of privileges
and disciplinary action.
Students, other than those receiving approved accommodations for a disability, are
prohibited from using electronic recording devices in the classroom without prior
permission from the instructor.
Readmission of Former Students

Former students of NYIT who wish to re-enter NYIT will use either the Admissions Office
or Registrar’s Office as a starting point.
n Students whose last date of attendance at NYIT was within five years prior to
readmission and who have not attended another institution during their time away
from NYIT shall re-enter through the Registrar’s Office as a re-matriculated student.
n Students whose last date of attendance at NYIT was five years or more prior to
readmission or students who have attended another institution after leaving NYIT
shall re-enter through the Office of Admissions using the re-admission process.
To ensure proper academic advisement, scholarship and financial aid eligibility, students
are required to present all transcripts for evaluation at the time of re-entrance in order
to receive any transfer credit for work performed at another institution.
Once re-entered to the college, students must fulfill the curriculum requirements in
effect at the time of readmission. Those who have not attended NYIT for less than five
years, and who are within 30 credits of degree completion, may request—subject to the
dean’s approval—to follow the curriculum in place at the time of original admission. The
dean’s approval shall be based on, among other factors, compliance with accreditation,
federal and state regulations, and degree offerings registered with the state.
Note: Former students in teacher education programs may be readmitted; however,
because state certification and program requirements have changed, readmitted
students will need to complete the current program of study, not the one in place at
the time of initial enrollment.
41
Special Requirements:
For the School of Engineering and Computing
Sciences
Computer science and electrical and mechanical engineering students should have
adequate mathematics preparation to permit entry into Calculus I. Students with
inadequate mathematics preparation will be required to supplement their course of
study so as to strengthen their backgrounds to permit entry into the calculus sequence.
Freshmen who wish to be admitted to the programs in engineering must have a
minimum 1000 SAT (critical reading and math only) total which includes a minimum
520 math score. Students who do not satisfy these admissions criteria may be accept-
ed to the college and then attempt to complete the necessary requirements. Upon
meeting these criteria, students will be evaluated for admission into the engineering
program. Upperclass students who wish to transfer into engineering from other schools
or other disciplines within NYIT must have a minimum cumulative average of 2.0 and
must have completed at least 12 credits of required and advanced mathematics, physics,
computer science and engineering with a minimum average of 2.3 in these courses.
Students may also satisfy these requirements by passing challenge examinations in
these areas as provided for by NYIT policies.
Students who have not chosen a specific branch of engineering as a major or who do
not fully satisfy the entrance requirements for engineering, may be classified as
undeclared status in the School of Engineering and Computing Sciences up to the end
of their second year. Transfer students and students who have completed more than
two years of course work should check with both their academic and financial aid
advisers regarding their status as majors.
For the School of Architecture and Design

Freshmen who wish to be admitted to the architecture and design programs are
encouraged to apply early to be considered for admission and scholarship. Freshman
who apply by the priority date of Dec. 15 will receive an admission decision by Jan. 15
and, if if eligible, will receive a scholarship offer by Jan. 20. Freshman who apply after
our priority date may be placed on a waiting list or may not qualify for a scholarship.
Freshman must have a minimum combined SAT (critical reading and math only) score
of 1000. Students failing to meet this requirement may be permitted to matriculate
with an undeclared status in the School of Architecture and Design, and thereby explore
architecture and design and other courses. Students in undeclared status who achieve
academic success as evidenced by their academic performance can request to have
their status changed to the B.S.A.T. designation. From the B.S.A.T. designation, entry into
the B.ARCH program is possible.
For the School of Health Professions, Behavioral,
and Life Sciences
B.S./D.O.: Freshmen who wish to be admitted to the combined B.S./D.O. program
should provide two letters of recommendation, an essay, have a minimum 90 average
in high school, be in the top 10 percent of their class, and have a minimum combined
SAT (critical reading and math only) score of 1200 or ACT of 28. Interviews with facul-
ty from both the life sciences department and the New York College of Osteopathic
42
Medicine of NYIT may also be required, for those students who qualify. This program does
not accept transfer students.
B.S./J.D.: Freshmen who wish to be admitted to the combined B.S./J.D. program must
have a minimum 80 average in high school, a combined SAT (critical reading and math
only) score of 1100 or above, or ACT composite of 26, and an essay detailing a desire to
have a career in criminal law. All decisions regarding final acceptance into the Jurist
Doctor portion of the program are made by Touro Law Center using the following crite-
ria: cumulative grade point average at NYIT of 3.0 or above, an LSAT score of 152 or
above, and a high level of motivation and maturity, as evidenced in a personal statement
and any supporting documentation.
Nursing: Admission Requirements Pre-Professional Clinical Phase (Freshman and
Sophomore Years): Please be advised that admission into the pre-professional clinical
phase is competitive. The number of students accepted into this phase depends on
available resources, class cap limits and College GPA. Students must meet the require-
ments for admission into the New York Institute of Technology. In addition, all appli-
cants to the Nursing Program are required to have the following general requirements:
n A personal essay detailing the candidate’s reasons for choosing Nursing as a career
n Two letters of reference
n Official transcripts from all schools attended
Recent high school graduates or students with a GED and college transfer students with
less than 24 transferable credits must have:
n A minimum combined SAT (critical reading and math only) score of at least 950
n One year each of biology and chemistry and the minimum completed level of
math is pre-calculus or its equivalent.
n A grade of C+ or better in each identified science and math course (see list below)
n A high school GPA of 2.75
College transfer students with 24 or more transferable credits must have:
n Copies of official college transcripts from all colleges attended
n A grade of C+ or better in each identified science and math course (see list below)
n A College cumulative GPA of 2.75
Academic Criteria for the Professional (Clinical) Phase (Junior and Senior
Years):
The professional phase of the program encompasses the Junior and Senior Years.
Students are required to meet the established criteria listed below for progression into
the professional phase. Please be advised that the number of students that can
progress to the Professional phase depends on accreditation requirements. Progression
will be based on overall highest ranked college GPA and meeting fully the established
criteria.
n All nursing students must achieve a cumulative college grade point average of
2.75 for admission and continuation in the Professional Clinical Phase
43
n Completion of all pre-requisite courses listed as freshman and sophomore

courses on the Nursing Degree Map. Students meeting all requirements but
having one pre-requisite science or math course left to take after the sopho-
more year, may start the professional phase provided that they register for and
complete the course with the required grade during the summer preceding the
Fall professional phase. Students meeting all requirements but having one
non-science or math pre-requisite course left to take after sophomore year
may start the professional phase provided that they register for and complete
the course with the required grade during the summer or fall semester or as
soon as the course is offered.
n Minimum Grade of C+ in all identified and required pre-requisite (Freshman
and Sophomore) science and math courses:
TMAT 135, CHEM 105, 215; BIO 210, 260, 270, 310, 330; PHYS 115, PSYC 101,
PSYC 210, PSYC 221
Students may repeat a required math or science course that they earn a grade of C or
below only once.
n Grade of C+ in all Nursing Courses: NURS 102, 301, 310, 315, 351, 360, 401,
410, 421, 430, 451, 461,470, 480. Students who receive less than a C+ in a
Nursing Course or Clinical Rotation can repeat the same course only once.
Failure to achieve a C+ or better in a second nursing course constitutes
grounds for dismissal from the Nursing Program.
n Recommendation by Nursing Department Academic Review Committee
Professional Clinical Phase Requirements:

All students are required to complete the following by August 15, prior to entry into
the Professional Phase of the Nursing Program. Any student who does not complete
this information, with copies of the necessary documentation for his/her file, will
not be able to enter the Professional Phase.
1. Health Evaluation Form
Annual physical, required lab work and PPD are required. Proof of immunizations
must include date, titer and results.
2. Pre-Clinical Checklist
This form will be maintained in the student’s file to serve as verification that all the
necessary items are completed.
3. Infection Control Class
This class will be arranged during the semester the students are taking NURS 102 -
Introduction to Nursing. A certificate of attendance will be awarded to students
upon completion of this class. Fee involved.
4. HIPAA/Patient Health Information Confidentiality
5. Child Abuse Prevention
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6. Patient Safety Information

upon completion of this class.
7. Basic Cardiac Life Support (BCLS/CPR)
A copy of the student’s provider status will be maintained on file. Student is respon-
sible for keeping the card current. Fee involved.
8. Malpractice (Liability) Insurance
Malpractice (Liability) insurance for RN students should include the minimal
amounts of $1,000,000 individual and $3,000,000 aggregate for current policy. This
policy must be renewed annually. Fee involved.
9. Uniforms
Students are required to purchase and wear the official NYIT Department of Nursing
uniforms from the designated uniform company.
10. Student Nurse Lab Package
The student is required to purchase a Lab Nurse Pack (approximate initial cost
$60.00) to be used throughout the curriculum for clinical practice lab. Additions to
the nurse pack will be required as students progress to higher level clinical courses.
11. Total Curriculum Support and Tutorial Program
Each student is required to enroll in this on-line support protocol each semester (5
semesters) beginning in NURS 102 and ending with a comprehensive NCLEX-RN
Review Course. The approximate cost is $100 per semester.
12. Certified Background Check by Designated Agency
Students may be required as part of the requirements for clinical rotations to have
a background check performed by a designated agency. Please be advised that an
unsatisfactory background check may result in the student having to withdraw from
the program. Fee involved of approximately $100.
13. National Student Nurses Association
Annual dues $20 per year.
Students should be advised that requirements may change during the program
and that they will be required to meet current standards for clinical affiliation
placements and progression in the major irrespective of date of program admission.
Policy: Progression in the Nursing Major

In order to continue in the Nursing major, students must earn minimum grades of C+
in all required Nursing courses and maintain a minimum cumulative College GPA of
2.75. Students who earn a grade of C or lower or who fail any segment of a nursing
course, clinical nursing course or lab (NURS 102, 301, 310, 315, 351, 361, 430, 401, 410,
421, 430, 451, 461, 470, 480) will be allowed to repeat the course or clinical lab
rotation only once. Students who earn a C or lower for a required nursing course or
clinical lab rotation for a second time will be dismissed from the Nursing Program.
Withdrawal from a course is only permitted in the case of a documented illness,
personal emergency or unusual circumstance and not because of a course/clinical/lab
rotation failure or anticipated failure. Given the nature of nursing practice, students
will not be permitted to use a withdrawal from a course to avoid a failure.
Occupational Therapy: B.S./M.S. – Occupational Therapy
The combined B.S./M.S. occupational therapy degree program provides preparation for
students without a bachelor’s degree to enter the professional program.
45
To be eligible for admission into the combined B.S./M.S. program, applicants must
possess a high school degree or equivalency. To be competitive, students must have an
overall GPA of 2.5. Preference is given to applicants with a three to four-year sequence
in high school math and science Regents courses. In addition, students are required to
provide the following:
n Documentation of 100 hours of volunteer or paid employment under the
supervision of a licensed occupational therapist;
n An essay (350-500 words) detailing the desire to pursue occupational therapy
as a career;
n A second professional letter of reference (the first letter is the letter from the
licensed occupational therapist documenting the volunteer hours);
n Official transcripts from high school and all post-secondary schools attended;
n A personal interview (for qualifying candidates);
n An on-site essay on an assigned topic;
n Competence in written and spoken English and computer skills (preparation of
documents, spreadsheets, graphs, databases, research and presentations);
n To be competitive, applicants should have an overall GPA of at least 2.5, with
no science or math grade below C and a combined SAT score of 850;
n The Department of Occupational Therapy Admissions Committee will review
completed applications and render the final admission decision for review by
the NYIT Office of Admissions.
Physician’s Assistant: B.S./M.S.

In addition to general admission requirements, all applicants to the preprofessional pro-
gram are required to have a minimum combined SAT score of 1100 or an ACT of 24 and
a high school minimum cumulative average grade of 90. Students may qualify for
admission into the professional phase of the program upon submission of verification
of 100 hours of direct patient health care experience, two professional letters of rec-
ommendation, at least one from a DO, MD, or PA, a one-page type written narrative on
reasons for wanting to be a PA, an interview and approval by the PA Admissions
Committee, and have met the technical standards of the physician assistant program
(technical standards are available in the PA program office and on the program web
site). A GPA of 2.75 on a 4.0 scale and a grade of C+ or better in all required science
and math courses are required. Required math or science courses with grades lower
than C+ may be retaken once.
The NYIT PA program participates in the Centralized Application Service for Physician
Assistants (CASPA). All applicants to the NYIT PA Program must submit a CASPA appli-
cation. Information about the CASPA application can be obtained online at www.cas-
paonline.org. It is recommended that applicants in the preprofessional program begin
46
the CASPA application process during the Fall of their junior year. The completed appli-
cation must reach CASPA and be received by the program by February 1st. Please allow
a minimum of 3 weeks for CASPA to transfer the information to the program.
In addition to college tuition costs and fees, housing, food, and transportation, physi-
cian assistant students will be responsible for costs associated with books, medical
equipment, laboratory jackets, medical liability insurance, and the basic and advanced
cardiac life support certification course. The total estimated additional cost is $3,000.
Physical Therapy: B.S./D.P.T.

In addition to general admissions requirements, to be competitive applicants should
have a combined SAT score of at least 1000 or an ACT of 24, and a high school
average of 90 with Regents units in biology, chemistry, and sequential mathematics.
In addition, we require 100 hours of volunteer time (with a physical therapist), two pro-
fessional letters of recommendation, an essay detailing desire to pursue a career in
physical therapy, and an interview for those who qualify. Acceptance into the profes-
sional phase of the program requires a cumulative GPA of 3.0 during the first three
years, no science grade below C+, and recommendation by the NYIT Physical Therapy
Admissions Committee.
Graduate Admission
Academic requirements for admission to graduate programs are contained in a
separate bulletin. Inquiries should be addressed to the Office of Graduate Admissions
by calling 516.686.7520 or e-mailing nyitgrad@nyit.edu.
47
Financial Aid
NYIT offers many forms of financial aid to qualified and deserving students. Funds for
financial aid programs are drawn from institutional funds as well as state and federal
funds through scholarships, grants-in-aid, loans, and employment. Awards are designed
to recognize scholastic achievement, financial need, character and promise of an appli-
cant, competence in a particular field, or distinctive contributions to the college or the
community. The variety of financial aid programs available allows many students to
greatly reduce education costs while attending NYIT. It is the responsibility of students
and their families to request, complete and submit all forms with necessary documen-
tation for all financial aid programs, including scholarships, in a timely manner. These
awards are not granted retroactively.
Any student who requires assistance in understanding programs, completing applica-
tions, or needs general information regarding financing of his or her higher education
is encouraged to contact the Office of Financial Aid.
Application Procedures
Applications for any of the following programs may be secured by writing or calling the
NYIT Office of Financial Aid or accessing the forms, links and information on our
Financial Aid website at www.nyit.edu.
All students, including scholarship recipients are required to file a Free Application
for Federal Student Aid (FAFSA) form. The college Title IV code to be used on the FAFSA
for NYIT is 002782. The FAFSA form is available at any local high school, online at
www.fafsa.ed.gov, or at any NYIT financial aid office. For maximum consideration for
all types of aid, students are encouraged to file by March 1 every year. All financial aid
programs are subject to change or expansion due to revisions in government or college
policies, and are subject to funds availability. Additional criteria and further informa-
tion maybe obtained through the Office of Financial Aid.
48
NYIT Scholarships and Grants

Through the generosity of trustees, alumni, faculty, staff and friends of the college, NYIT
provides academic scholarships to undergraduate students on the basis of academic
achievements or high scholastic potential. Full time students at NYIT who meet the cri-
teria can choose from over 100 programs of study within the many schools at NYIT
(including the combined Bachelor of Science/ Doctor of Osteopathic Medicine
(B.S./D.O.) program, which provides some assurance of admission into NYIT’s medical
school, New York College of Osteopathic Medicine).
Service to School Grants-In-Aid are awarded in recognition of demonstrated ability in
athletics, as well as academic achievements. Awards vary according to financial need.
Grants-In-Aid are awarded or renewed if the student maintains a minimum of 2.0,
cumulative GPA and maintains satisfactory academic progress toward a degree and
continues to demonstrate financial need.
NYIT scholarships and grants are for tuition only, divided equally between fall and
spring semesters. They are not applicable to summer session attendance. For all NYIT
scholarships and grants a student must be enrolled full time. Students must maintain
a specific cumulative grade point average, as indicated, for individual scholarships.
Students with scholarships must file the Free Application for Federal Student Aid
(FAFSA) each year they are enrolled.
Students will not be permitted to receive more than one NYIT scholarship. In the event
a student is eligible for more than one NYIT scholarship, the one with the highest dollar
value will be awarded. Scholarships are awarded for a maximum of eight full-time
semesters, unless enrolled in an approved five year program.
Students who qualify for special group discounted tuition packages may not qualify for
other NYIT scholarships. In addition, students may only qualify for one discounted
tuition program at a time.
NYIT reserves the right to review its scholarship programs each year and make changes
as necessary.
NYIT Academic Scholarship Program

NYIT has established an academic scholarship program to recognize full-time under-
graduate students who have demonstrated their commitment to the college and have
achieved academic success after earning 60 credits or more at NYIT which are applica-
ble towards their degree.
These awards will be granted on a semester-by-semester basis, according to the recipient’s
full-time attendance in the previous term and overall academic performance. Students
must have achieved at least a 3.0 cumulative grade point average (CGPA) for 60 or more
credits earned at NYIT. These scholarships are awarded for a maxium of four semesters.
Students cannot receive two NYIT merit-based academic scholarships. In the event that
a student qualifies for more than one scholarship, the one with the highest dollar value
will be awarded.
Presidential Award for Academic Excellence

Students who meet all of the above criteria and have a CGPA of 3.5 or higher will
receive a $2,000 per semester award based on full-time enrollment. Students who
achieve a CGPA 3.0 will receive a $1,500 per semester award based on full-time
enrollment. This award will be awarded for a maximum of two years (four semesters).
49
The Theodore K. Steele Memorial Scholarship Program

This scholarship is granted to academically talented entering freshmen. A calculated
average academic index representing a weighted combination of SAT score and high
school grade point average is used to determine a student’s eligibility for this scholar-
ship. To be eligible for the Theodore K. Steele Memorial Scholarship, a student must
have between a 73.00 to 82.99 calculated average academic index.
This scholarship will be renewed each semester, provided that student enrolls full time,
maintains high levels of performance and has a CGPA that never falls below 3.1. The
student must satisfactorily complete at least 12 credits each semester with no failing
or incomplete grades. This scholarship is awarded for a maximum of eight full-time
semesters unless enrolled in an approved five year program. Further details may be
obtained from the Office of Admissions.
Transfer Scholarships
Limited scholarships are available to graduates of accredited two-year colleges and
transfer students from four-year colleges who have a minimum of 24 credits complet-
ed who wish to complete their bachelor’s degree at NYIT. Readmitted students to NYIT
are not eligible for this scholarship. A student transferring with a CGPA from all previ-
ous schools of 2.50 to 2.749 will receive an annual award of $4,000; a CGPA of 2.75-
2.99 will qualify for an annual award of $5,000-5,500; a CGPA of 3.00 to 3.49 will qual-
ify for an annual award of $6,500-7000 and students with a CGPA of 3.5 or better will
receive $7,500 -8000 per year for a maximum of three years or six semesters of con-
tinuous full-time enrollment.
A transfer scholarship will be renewed each semester provided that the student satis-
factorily completes at least 12 credits each semester and maintains the appropriate
CGPA for each scholarship with no incomplete or failing grades. The following CGPA is
required for renewal of the transfer scholarship:
Amount of Scholarship Required GPA for Renewal
$7,500-$8,000 3.1
$6,500-$7,000 2.9
$4,000-$5,500 2.7
The dollar value of the scholarships will be reviewed each year and may be changed.
Further details may be obtained from Office of Financial Aid or Office of Admissions.
B.S./M.S. Scholarships
There are several scholarships for students entering the professional phase of the
program in occupational therapy in year four. Because these are specialized scholar-
ships, students should contact their advisers to explore appropriate scholarship oppor-
tunities.
President's Scholarship
This scholarship is offered to an entering freshman that has a calculated average
academic index of 83.00 to 100.00. The calculated average academic index represents
a weighted combination of the student’s SAT score and the high school grade point
average. A student meeting these criteria will receive an annual award of between
$12,000 and $14,000 for a maximum of four years or eight semesters of continuous
full-time enrollment.
50
This scholarship will be renewed each semester, provided that the student enrolls full
time, maintains high levels of performance and has a CGPA that never falls below 3.3.
The student must satisfactorily complete at least 12 credits each semester with no fail-
ing or incomplete grades. This scholarship is awarded for a maximum of eight full-time
semesters unless enrolled in an approved five year program. Further details may be
obtained from the Office of Admissions.
Dr. Martin Luther King, Jr. Scholarship

In memory of Dr. Martin Luther King, Jr. and in recognition of the beliefs that he
espoused, the Dr. Martin Luther King, Jr. Scholarship Program at each of our campuses
was established. It serves as a living testimony to Dr. King’s leadership in the historic
struggle for rights of minority groups in the United States. The program designed to attract
minority students and alumni of outstanding character, achievement and leadership.
Qualified scholarship recipients are required to have high levels of academic achieve-
ment and low family incomes. For further information, please contact the following
offices on the campus that you attend:
Old Westbury campus HEOP Office 516.686.7574
Manhattan campus Student Development 212.261.1531
Brett Kaufman Memorial Alumni Scholarship

In memory of former NYIT Alumni Federation President Brett Kauffman, this scholarship
is available to students sponsored by a NYIT graduate. The candidate must demonstrate
a commitment to community involvement by submitting an essay titled, "The
Importance of Volunteerism," plus recommendation letters from a volunteer organiza-
tion(s), personal references, and a professional and academic reference where applica-
ble. Finalists will be interviewed by the Alumni Scholarship Committee, which makes a
recommendation to NYIT for the award.
This scholarship offers $5,500 per year ($2,750 per semester) for undergraduate
students and $3,000 per year ($1,500 per semester) for graduate students. It is applied
in two equal semesters (fall and spring). Students must be enrolled as full time under-
graduates (12 credits) or graduates (nine credits) each semester. A minimum cumula-
tive grade point average of 2.75 for undergraduate students and a 3.0 for graduate stu-
dents is required. Also, financial aid forms (FAFSA, TAP, etc.) must be filed each year
they are enrolled. The scholarship covers fall and spring tuition only — intersession and
51
summer terms are not included. Awards are subject to funds availability. The Brett
Kaufman Memorial Alumni Scholarship is renewable through reapplication each
academic year, for the duration of the undergraduate and/or graduate program. For
more information or to request an application, please contact the Office of Alumni
Relations at 516.686.7800.
NYIT Scholarship
NYIT has made available a limited number of scholarships based on academic merit as
determined by the Scholarship Committee. The scholarship amounts range from $7,500
- $8,500 per year for a maximum of four years or eight semesters of continuous full
time enrollment.
This scholarship will be renewed each semester provided that the student completes at
least 12 credits successfully each semester with no incomplete grades and maintains
the appropriate CGPA for each scholarship. The following CGPA is required for renewal
of the NYIT scholarship:
Amount of Scholarship Required CGPA for Renewal
$7,500-$8,500 3.00
NYIT Grant
NYIT has made available a limited number of grants based on financial need. A Free
Application for Federal Student Aid (FAFSA) form must be completed, processed and
received by NYIT for a student to be considered for a grant. Amounts may vary yearly
depending on the student’s financial need. For renewal, students must be making sat-
isfactory academic progress toward their degrees, be continuously enrolled full time
and be determined to show financial need as evidenced by annual filing of the FAFSA.
State and Federal Grants

Federal Pell Grant: This is a federal grant program for undergraduate matriculated stu-
dents who are enrolled in at least one credit and meet the financial need guidelines of
the program. Students receive the results of their applications directly from the Federal
Processing Center, and shortly thereafter the NYIT Office of Financial Aid will receive
this information electronically. Awards are based on the Expected Family Contribution
(EFC) determined from the application, the cost of education, the number of credits
attempted in a given semester, and the federal appropriation for the program. To main-
tain eligibility for these grants, a student must apply annually and must continue to
qualify according to the financial need guidelines, as well as maintain the minimum
satisfactory academic progress standards established by NYIT.
Federal Supplementary Educational Opportunity Grant (SEOG): This is a limited federal
grant that is awarded to eligible students who qualify on the basis of financial need. As there
is limited amount of federal funds available for this program, applicants who demonstrated
the greatest financial need are the only students considered for SEOG. These funds are
awarded by the Office of Financial Aid in amounts ranging from $100 to $4,000 per year.
Grants are renewable as long as the student is making satisfactory academic progress toward
an undergraduate degree, the recipient continues to demonstrate the required level of finan-
cial need and federal funds are available.
Academic Competitiveness Grant *
52
Grants for first and second year undergraduates. In order to be eligible a student must be full
time, a U.S. citizen and Pell grant eligible, as determined by the federal government, through
filing a FAFSA. The student must have successfully completed a rigorous secondary school
program and for first year eligibility, could not be previously enrolled in a program of under-
graduate education. The first year award is up to $750. For a second year eligibility, a student
must have fulfilled the previously stated requirements and completed a rigorous secondary
school program after January 1, 2005 and have at least a 3.0 GPA (as determined by regula-
tion) at the end of the first academic year. The second year award is up to $1,300.
SMART (Science and Mathematics Access to Retain Talent) Grants *

Grants for third and fourth year undergraduates. For eligibility, a student must be full time, a
U.S. citizen and Pell eligible. For third or fourth year eligibility a student needs to be
pursuing a major in the physical, life or computer sciences, mathematics, technology or
engineering (as determined by regulation) or in a foreign language that is critical to U.S.
national security. The individual must have a 3.0 GPA in coursework required for the
designated qualifying major. The third and fourth year award is up to $4000 each year.
*ACG/SMART grants cannot exceed the cost of attendance. These merit awards in combination with a Pell Grant award
and all other resources cannot exceed the student’s Cost of Attendance. If, in any fiscal year, the amount authorized
and appropriated by the Federal government is less than necessary to provide for full payment to award recipients, then
those awards will be ratably reduced. A recipient cannot receive more than one award for each year of eligibility. No
award shall be made to any student for an academic year of undergraduate education, if the student received credit
before the date of the enactment of the Deficit Reduction Act, of February 8, 2006.
These awards are subject to all revisions, suspensions and adjustments of the federal government and the regulations
that oversee the program.
New York State Tuition Assistance Program (TAP): Students who are attending NYIT
on a full-time, matriculated basis and who have been legal residents of New York state
for at least one year prior to a given academic year may apply for the New York state
Tuition Assistance Program. TAP eligibility is based on New York state taxable income.
Students must file an annual application for TAP, and are eligible to receive payments
for a maximum of eight semesters as long as the taxable income remains in the
qualifying range and they meet the minimum academic standards established by NYIT
and the state.
Aid for Part-Time Study (APTS): This New York state grant program provides aid
amounts up to $2,000 per year for eligible part-time students (3-11 credit hours per
semester). Students must be enrolled for the entire 15 weeks of the semester for which
they are seeking APTS. They must also be matriculated, maintain good academic stand-
ing, meet specified income limits, be a U.S. citizen or eligible non-citizen, be a resident
of New York state, not have used up TAP eligibility for full-time study and have a tuition
charge of at least $100 per year. Funding is limited and students are strongly urged to
apply and submit all necessary requested documentation early. Applicants must apply
to the NYIT Office of Financial Aid each semester.
Vietnam Veterans Tuition Award Program: This New York state program provides
financial assistance to veterans enrolled in undergraduate programs on either a
full- or part-time basis. To be eligible under this program, the veteran must have served
in the armed forces of the U.S. in Indochina between Jan. 1, 1963 and May 7, 1975;
have been discharged from the service under other than dishonorable conditions; have
been a resident of New York state on April 20, 1984, or have been a resident at time of
entry into the service and resume residence by Sep. 1, 1987; apply for a TAP award and
53
a Pell Grant if applying as a full-time student or for the Pell Grant only if applying as a
part-time student.
Full-time awards are $1,000 per semester or tuition, whichever is less. If the veteran
also receives a TAP award, the combination of the two awards cannot exceed tuition.
Part-time awards are $500 per semester or tuition, whichever is less. The total of all
awards for full-time and/or part-time study received cannot exceed $5,000.
Loans
Federal Perkins Loans: This is a fixed, low-interest rate loan from the federal govern-
ment and NYIT, taken through NYIT. Eligibility is on the basis of financial need as
determined by the FAFSA form. Students who demonstrate financial need after all
resources are taken into account may be considered for a Perkins Loan. Legislated loan
limits are up to $4,000 for each year of undergraduate study (undergraduate aggregate
limit is $20,000) and $6,000 for each year of graduate study (aggregate undergraduate
and graduate limit is $40,000). Repayment of loans begins nine months after the
recipient leaves school and carries a 5 percent interest rate. On first-time loans
disbursed after Oct. 1, 1992, the borrower will make minimum monthly payments of
$40. Annual renewal of Perkins Loans is based upon early application, continued
demonstration of financial need, availability of federal funds and maintenance of
minimum academic standards.
Federal Stafford Loans: Students may borrow from their local banks or other lenders
under the guarantee of a federally approved guarantee agency. An applicant must be
matriculated and in at least half-time attendance.
First-year undergraduate students (0-30 completed credits) may borrow up to $3,500,
second-year students (31-62 completed credits) may borrow up to $4,500 and students
who have completed two years of study (63 or more completed credits) may borrow up
to $5,500. The aggregate undergraduate Stafford loan limit is $23,000. Graduate stu-
dents may borrow up to $8,500 per year. The aggregate combined undergraduate and
graduate limit for Stafford loans is $65,500. The total combined (undergraduate and
graduate) Stafford loan and additional unsubsidized Stafford loan limit is $138,500.
Through the possible combination of a subsidized Stafford loan (interest payments are
made by the federal government on the student’s behalf while he/she is in school) and
an unsubsidized Stafford Loan (student has option to pay the interest on the loan while
in school or let interest accrue) every student meeting all academic requirements
should be eligible to participate in the federal Stafford Loan program. All deferred inter-
est payments will be capitalized. For further information, please contact your lender.
All students applying for the Stafford Loan must submit a FAFSA form. Under federal
regulation, no student can be considered for a Stafford Loan if the Office of Financial
Aid does not have the required FAFSA documentation on file before the Stafford Loan
application is processed. Regulations also require the Office of Financial Aid to do a
complete needs analysis on every student applying for the Stafford Loan. The Office of
Financial Aid must review each application and will recommend an amount according
to the number of credits attempted, number of credits completed, cost of education,
outside resources available to each student, and income and assets of the family. No
repayment on the loans will be required while the student maintains at least half-time
attendance. Repayment of principal and interest starts six months after the student
leaves school or drops below half-time attendance. Students borrowing for the first
time after Oct. 1, 1992, will be required to repay the Federal Stafford Loan (subsidized
54
and unsubsidized) at a variable interest rate that can change annually. This rate will not
exceed 8.25 percent. Effective for Stafford loans first disbursed on or after July 1, 2006,
the Stafford interest rate will be fixed at 6.8%, students who received loans prior to the
above date and who still have balances outstanding on those loans will continue with
the interest rate that was in effect at the time of their original loans. Borrowers may
be charged an origination/insurance fee.
Additional Unsubsidized Stafford Loan: This loan is for undergraduate students who
are financially independent of their parents (according to federal definition) and
graduate students or for dependent students whose parent has been denied a Parent
Loan (PLUS). Effective for loans disbursed on or after July 1, 1994, eligible students may
borrow up to $4,000 per year for the first two years of undergraduate study and $5,000
per year after the completion of two years of undergraduate study. Graduate students
may borrow up to $12,000 per year.
Aggregate Loan Limits: The maximum aggregate outstanding total subsidized and
unsubsidized Stafford Loan debt is $23,000 for a dependent undergraduate student.
$46,000 for an independent undergraduate student (or a dependent undergraduate stu-
dent whose parents do not qualify for PLUS loans). No more than $23,000 of this aggre-
gate amount may be in the form of subsidized loans. $138,500 for a graduate or profes-
sional student (including loans for undergraduate study). No more than $65,500 of this
aggregate amount may be in the form of subsidized loans. Students who receive their first
disbursement on or after October 1, 1993, will be required to repay the Additional
Unsubsidized Stafford Loan at a variable rate that can change annually. This rate will not
exceed 8.25 percent. For loans disbursed on or after July 1, 2006, the interest rate is fixed
at 6.8%. An origination/insurance fee may be deducted from the principal.
Federal Parent Loans for Undergraduate Students (PLUS): Parents of dependent

undergraduate students who have a favorable credit rating (a credit check will be done)
may borrow up to the full cost of their child’s tuition minus any other aid the student
receives. Repayment begins 60 days after disbursement. Effective for PLUS loans first
disbursed on or after July 1, 2006, the PLUS loan rate is 8.5% fixed. Previous PLUS loan
borrowing will be governed by rate rules in effect at the time of borrowing. An origi-
nation/insurance fee may be deducted from the principal. Dependent undergraduate
students whose parents do not have a favorable credit rating (after a credit check has
been done) can avail themselves of the additional unsubsidized Stafford loan at the
amounts listed above.
NYIT and many lenders participate in a process called Electronic Funds Transfer (EFT).
Under this process, a student’s loan funds are transferred electronically to an interest
bearing account at NYIT. NYIT is permitted to retain any interest earned on EFT pro-
ceeds. Once a student’s eligibility has been determined, the loan proceeds are credited
to the student’s account.
Employment
Federal College Work-Study Program (CWSP): The Office of Financial Aid offers assis-
tance to students who wish to find part-time employment through the federally spon-
sored College Work-Study Program. To qualify for CWSP, a student must complete the
Free Application for Federal Student Aid (FAFSA) form. The Office of Financial Aid will
55
then determine a student’s eligibility based on demonstrated financial need and avail-
ability of federal funds. If the student is eligible and would like to participate in the
College Work-Study Program, they must accept the offered financial assistance with
the Financial Aid office and contact the Office of Student Employment. Renewal is
dependent upon continued demonstration of financial need, availability of federal
funds, and maintenance of the minimum academic standards established by NYIT. The
filing of the FAFSA each year is required.
Other Sources of Aid

Additional sources of assistance may be available through outside organizations or
other government agencies. Students should contact them directly. The following is a
list of some government agencies offering assistance:
n New York State Education Department’s Regents Award for Child of a
Deceased or Disabled Veteran;
n Department of Children and Family Services in the student’s county of resi-
dence;
n United States Social Security Administration’s Social Security for Children of
Deceased or Disabled Wage Earners;
n Veterans Administration’s Veteran’s Benefits – Veteran’s Administration or
campus VA office.
Requirements for Determination of Independent

Student Status for Purposes of Federal
Student Financial Aid
For any federal financial aid, an independent student must meet one of the following
criteria:
A. Age 24, or older, as of Dec. 31 of the award year;
B. For students under 24:
1. Orphan or ward of the court;
2. Veteran;
3. Have legal dependents other than a spouse for whom you provide
more than 50 percent financial support;
4. Graduate or professional student;
5. Married student;
6. Classified by the Office of Financial Aid as independent because of other
unusual circumstances that have been fully documented and are consis-
tent with federal regulations.
In most cases, NYIT will require additional certification and documentation to consider
students independent for purposes of institutional or federal financial aid. Acceptance
of status as an independent student does not guarantee an applicant additional assis-
tance that is sufficient to meet the costs of education.
56
Satisfactory Academic Progress

All students are expected to meet the academic standards of the college and to make
steady progress toward completion of degree work. To be eligible to renew certain forms
of state, federal and institutional aid, students must be making satisfactory academic
progress at the end of the prior academic year.
Satisfactory program pursuit is defined as receiving a passing or failing grade in a cer-
tain percentage of a full-time courseload in each term for which an award is received.
The percentage increases from 50 percent of the minimum full-time courseload in each
term of study in the first year for which an award is received to 75 percent of the min-
imum full-time courseload in each term of study in the second year for which an award
is received to 100 percent of the minimum full-time courseload in each term thereafter.
As an example, in using the table, for a student to be certified (not denied) for TAP for
payment number, four in the spring semester of a given academic year, the student
must show program pursuit by completing nine or more credits in the preceding
fall semester, and must have accrued a total of 21 or more credits with a cumulative
average of 1.30 or higher.
57
Satisfactory Academic Progress Standards

for Financial Aid Eligibility (SAP)
Federal regulations require that NYIT establish policies to monitor the academic
progress of students who apply for and/or receive federal financial aid. To remain eligi-
ble for federal and other types of financial aid, recipients are required to demonstrate
satisfactory academic progress toward a degree according to guidelines. The satisfac-
tory progress requirements are measured at the conclusion of the spring semester each
academic year.
Note: The New York State Tuition Assistance Program has its own academic progress
standards. Please see the information regarding TAP and required standards below.
Maintaining satisfactory progress means a student must fulfill certain minimum stan-
dards regarding academic progress and performance. These minimum standards are
demonstrated qualitatively and quantitatively.
Qualitative standard: Represented by grade point average (GPA) A student must main-
tain a minimum cumulative GPA to remain eligible for aid.
Quantitative standard: This standard has two components.
There is a Credit completion ratio component and there is completion of degree objec-
tive within a maximum time frame component.
Grade Point Average

Qualitative: Undergraduate students are required to have a 2.00 cumulative GPA by
the time they complete their second academic year. Students who do not meet the
minimum GPA requirement may be eligible for probationary funding the next academ-
ic year under certain circumstances. Probationary funding is automatically granted to
first-year students whose cumulative GPA is within .30 of this requirement at the con-
clusion of their first year, provided that the student meets the credit completion
requirement and has not exceeded that maximum time frame for degree completion.
Completion of Credits
Quantitative: Students are required to successfully complete at least 67 percent of all
coursework attempted, whether they received aid for that enrollment period or not.
Successful completion of a course is defined as achieving a passing grade and earning
credit. Audited courses are excluded from all SAP measurements. Repeated courses are
included in the total credits completed. However, students should be aware that repeat
credits also count towards the maximum number of credits allowed to complete the
degree. If a student receives a failing or incomplete grade, audits, or withdraws from a
class, these credits will count as attempted credits but cannot be counted towards the
completion of credits requirements. Only courses for which the student receives an “A”
through “D” or “P” grade can satisfy the successfully completed credit requirement.
Example:
Two students, Joe and Mary, are enrolled in the 128-credit hour, Bachelor of Fine Arts
in Communication Arts program. The maximum time frame for completion of this pro-
gram is 192 credit hours. Because NYIT has set a maximum time frame of 192 credit
hours, a student must successfully complete 67percent of all coursework attempted to
be making satisfactory academic progress (128 / 192 = 67percent).
58
Both Joe and Mary attempt 30 credit hours in the first year,
67 percent x 30 credit hours attempted = 21 credit hours
Joe completed 30 credit hours and Mary completed 22 credit hours. Because both
students successfully completed at least 21 credit hours in their first year, they are both
making satisfactory academic progress when entering their second year.
Both students attempt 30 hours again in their second year of study. However, Joe
completed 27 credit hours and Mary completed 18 credit hours.
67 percent of 60 credit hours attempted – 41 credit hours.
Therefore, Joe is making satisfactory academic progress because he has completed 57
credit hours, but Mary is not because she has only completed 40 credit hours.
Completion of Degree Objective

Students must complete their degree requirements within 150 percent of the normal
time required for the program of study. The time frame allowed can vary based upon
the student’s degree objective. Program requirements are defined in the NYIT catalog.
These maximums include all accepted transfer credits and all credits completed at NYIT.
The satisfactory progress requirements are reviewed at the conclusion of the spring
semester each academic year.
Example:
Joe enrolled in the 128-credit hour, Bachelor of Fine Arts in communication arts
program. Under school policy, the maximum time frame for completion is 128 credits x
150 percent or 192 credit hours. If Joe has not completed his degree by the time he has
attempted 192 credits, he does not meet this SAP requirement.
Second Bachelor’s Degree

Students pursuing a second bachelor’s degree will be subject to the same review
schedule and standards as other undergraduate students.
Unsatisfactory Academic Progress (UAP)

and the Appeal Process
If a student does not meet the SAP (satisfactory academic progress) minimum standards
for his/her degree program, the student will be ineligible for financial aid for the fol-
lowing year and future years until the student achieves the minimum standard.
Students will be notified by mail if they have made unsatisfactory academic progress
(UAP).
The student may appeal the unsatisfactory progress status by submitting a written
appeal to the appropriate UAP adviser within four weeks of the date of notice. The
appeal for requesting a reversal of the UAP status should be accompanied by any sup-
porting documentation of the student’s special circumstances. A recommendation will
be made to the Office of Financial Aid by the UAP adviser within two weeks. Students
will be notified by mail of the final decision.
59
Tuition Assistance Program (TAP)

NYIT is responsible for implementing standards for satisfactory academic progress to main-
tain eligibility for New York State’s Tuition Assistance program. Described in the chart
below, the standards that apply to Tuition Assistance Program (TAP) and other NYS
Awards require recipients of such awards to maintain a steady rate of progress toward
a degree and to earn a prescribed academic average. These standards affect all students
who received TAP and other NYS Awards. Additional information regarding satisfactory
academic progress may be obtained from the Office of Financial Aid.
TAP Tables Two-Year Associate and Certificate
Before being certified

First Second Third Fourth Fifth Sixth
for this payment
A student must have

acrued at least this 0 3 9 18 30 45
many credits
With at least this grade

0.0 .5 .75 1.3 2.0 2.0
point average
Four- and Five-Year Baccalaureate
Before being certified

First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth
for this payment
A student must have

acrued at least this 0 3 9 21 33 45 60 75 90 105
many credits
With at least this

.0 1.1 1.2 1.3 2.0 2.0 2.0 2.0 2.0 2.0
grade point average
60
Tuition and Fees

Tuition and fees are payable as specified below. Checks and money orders should be
drawn to the order of NYIT for the exact amount of the tuition and fee payment. The
privileges of the college are not available to the student until registration has been
completed and tuition and fees paid.
The college offers eligible students a multi-payment plan for tuition and fees. Details
on payment plans may be obtained at any Bursar Office.
The tuition and fees information below applies primarily to full-time undergraduate
students. Tuition and fees for weekend and evening students, and graduate students
and students in special programs can be found in the brochures describing those
programs.
Application Fee (Nonrefundable)........................................................................................$50*
Payable upon application for admission as a matriculant by all undergraduates.
Tuition Deposit (Nonrefundable)........................................................................................$400

Entering students accepted under the college’s regular program of admission are
required to make this payment within three weeks after receipt of their notice of
acceptance. The payment is applied toward the first semester’s tuition fee.
Tuition
Full-time undergraduates (12 to 17 credits)**
Fall term, 2007 ...................................................................................................$10,454
Spring term, 2008 .............................................................................................$10,454
Total.......................................................................................................................$20,908
#Combined Bachelor of Science/Doctor of Osteopathic Medicine Program
Fall term, 2007 ...................................................................................................$10,454
Spring term, 2008 .............................................................................................$10,454
Total.......................................................................................................................$20,908
#Undergraduate phase only.
Part-time undergraduates (less than 12 credits)

Per credit....................................................................................................................$705
*Application fee for graduate students is $50.
**Except for seniors requiring less than 12 credits to graduate, full-time students wishing to enroll for fewer than 12 or
more than 18 credits per semester must receive special permission. Students enrolled in less than 12 credits pay on a
per-credit basis; students enrolled for more credits than covered by the applicable full-time tuition pay for additional
credit at the per-credit fee applicable to their major.
Graduate students
Per credit....................................................................................................................$739
Auditing a course and Independent study (undergraduate)
Per credit....................................................................................................................$705
61
Online campus
(college fee not applicable)
Per credit (undergraduate)....................................................................................$705
Per credit (graduate)...............................................................................................$739
Doctorate in Physical Therapy, per credit ........................................................$739
Mandatory College Fee, per semester, undergraduate

(Affords students a variety of medical and educational services, such as: academic
placement, registration, internet, student activities, recreation/athletics, medical
facilities and accident insurance, parking at Old Westbury and Central Islip
campuses, I.D. cards, career development, commencement exercises and diploma.)
Part-Time.................................................................................................................................$250
Full-Time .................................................................................................................................$295
Health professions, architecture and engineering and technology
Full-Time (per semester)........................................................................................$550
Part-Time (up to 11 credits per semester) .......................................................$285
*Mandatory health insurance premium for all residence hall
students (per semester).....................................................................................................$370
*Mandatory health insurance premium for all international students ................$400
Mandatory accident insurance for full-time students (fall/spring)..................$13.00
Mandatory accident insurance for part-time students (fall/spring).........................$5
Mandatory accident insurance for full-time students (summer) ..............................$5
Mandatory accident insurance for part-time students (summer).............................$1
Special Fees (Nonrefundable)

Late payment fee
For tuition payment due on:
Aug. 1 made after Aug. 1 .....................................................................................$220
Jan. 1 made after Jan. 1........................................................................................$220
Culinary equipment fee (one time only) .........................................................................$735
Culinary uniform fee (2nd year students only)..............................................................$110
Culinary comprehensive fee (per semester)...................................................................$700
Culinary graduation coats ....................................................................................................$65
ACF&I certified cook...............................................................................................................$85
Late registration fee (all programs) .................................................................................$250
Rematriculation fee................................................................................................................$50
Graduate matriculation fee..................................................................................................$75
Challenge examination fee, per credit............................................................................$175
Comprehensive examination fee (CLEP, DANTES), per course.....................................$45
Transcript of record (certified check, bank check, money order only).......................$10
Student evaluation (Occupational Education only).......................................................$45
Prior learning evaluation fee (per credit) .......................................................................$175
Service charge for unpaid check or credit card return..................................................$80
Credit transfer fee for approved courses taken at other
colleges while matriculated at NYIT, per credit ..............................................................$75
Replacement identification card fee..................................................................................$10
62
Old Westbury Residential Fees (per semester)

Single ...................................................................................................................................$3,658
Double ..................................................................................................................................$3,057
Deposit (non-refundable)...................................................................................................$275
Damage deposit (refundable if damages not assessed).............................................$110
Lost key/ID.................................................................................................................................$25
Manhattan Residential Fees (per semester)
Riverside:
Standard Single...............................................................................................................$6,300
Large Single......................................................................................................................$6,877
Small Double....................................................................................................................$4,500
Standard Double .............................................................................................................$4,815
Large Double ....................................................................................................................$6,430
Clark:
Standard Double...............................................................................................................$6,420
Large Double .....................................................................................................................$6,773
Deluxe Double ...................................................................................................................$7,815
Single ...................................................................................................................................$7,815
Summer Monthly rates:

Riverside:
Single..................................................................................................................................$1,717
Standard Double .............................................................................................................$1,284
Large Double ....................................................................................................................$1,498
Membership Fee...........................................................................................................................$75
Housing Deposit ........................................................................................................................$275
Damage Deposit ........................................................................................................................$250
Early Termination of Lease ....................................................................................................$300
Meal Plan (per semester)

Old Westbury......................................................................................................................$1,950
Central Islip.........................................................................................................................$1,950
Housing fee for occupancy during vacations and holiday periods and summer
(Per person/per day intersession) .......................................................................................$45
(Per person/per day summer)...............................................................................................$45
(Per person/per week) ..........................................................................................................$210
Schedule of Payments
For full-time students, (including international students) the following schedule
of payments is in effect:
(The amounts presented include tuition and college fee.) For students who register
after the due date listed below, payment in full is expected at the point of regis-
tration.
63
Fall 2007
All students
Aug. 1: 100 percent tuition and fees ..................................................................$10,749
Health Professions, Architecture, Engineering and Computing Sciences
Aug. 1: 100 percent tuition and fees...................................................................$11,004
Combined Bachelor of Science/Doctor of Osteopathic Medicine Program
Aug. 1: 100 percent tuition and fees...................................................................$11,004
Spring 2008
All students
Jan. 2: 100 percent tuition and fees ..................................................................$10,749
Health Professions, Architecture, Engineering and Computing Sciences
Jan. 2: 100 percent tuition and fees...................................................................$11,004
Undergraduate Enrollment in Combined Bachelor of Science/Doctor
of Osteopathic Medicine Program
Jan. 2: 100 percent tuition and fees...................................................................$11,004
All undergraduate and graduate students enrolled in evening sessions pay all tuition and fees at registration.
Undergraduate senior citizens, aged 65 or older, are eligible for reduced tuition of $473 per credit, plus fees. The reduced
tuition for the graduate senior citizen is $496 per credit.
NYIT reserves the right to withhold student records, including grade reports and transcripts, until all financial obligations
(to include fees, fines and other security deposits) to the college have been satisfied.
Notwithstanding anything in this catalog, NYIT expressly reserves the right, whenever it deems it advisable, (1) to change
or modify its schedule of tuition and fees and (2) to withdraw, cancel, reschedule, or modify any course, program of study,
or degree, or any requirement in connection with any of the foregoing.
Cooperative Work-Study Programs

The college’s flexibility in arranging schedules for a student’s individual needs allows
for participation in cooperative work-study programs. Special arrangements are made
in this area when appropriate. While on campus, in full attendance, the usual
full-time fees apply. In periods spent off campus for approved internships,
students receive appropriate credits as planned in advance and pay tuition fees on a per
credit basis.
Completion of Payments
Students must conform to the payment policies of the controller’s office and are not
entitled to attend classes or laboratories until all fees have been paid or properly
deferred by the Office of Financial Aid or Bursar.
Registrations are considered valid when all fees have been paid and no outstanding
indebtedness to the college exists.
Students experiencing temporary financial difficulty or with demonstrated need are
invited to seek counsel from the Office of Financial Aid.
Student Expenses
Student expenses at NYIT vary with the student’s academic program, schedule of class-
es, and whether the student commutes or lives in student housing.
Fixed costs are tuition and fees. They are the same for both full-time residential and
commuting students.
Variable costs include such items as transportation, meals on campus, books and per-
64
sonal expenses. The cost of meals on campus will vary. An average figure for meals is
about $400 per semester. This figure does not apply to residential students whose mid-
day meal is covered by their meal plans. Books and personal expenses will depend on
the student’s major and individual taste in things like clothes and entertainment. An
average figure for this category is $900 per semester. Transportation costs will vary
with the distance from the college and the method of transportation and whether the
student joins a car pool. The per-semester average cost of travel for commuting stu-
dents is $650. This category of expense would not apply to residential students.
Students with unusual expenses or special budget problems should consult the Office
of Financial Aid at the campus to which they apply.
Refunds/Reduction of Indebtedness
Tuition is computed on the assumption that a student will remain throughout the
academic year. Since a place in class has been reserved, tuition will only be refunded in
accordance with the withdrawal policy. Refunds or reductions in indebtedness are made
solely at the option of the college for withdrawals necessitated by conditions beyond
the student’s control, such as serious illness or other emergency acceptable to the
Committee on Refunds. Refunds or reductions in indebtedness are processed after all
required approvals are documented on the withdrawal form.
Students withdrawing from the college or course(s) are requested to complete a
withdrawal/clearance form which is available at the registrar’s office or the Office
of Student Services. The withdrawal/clearance form must include written approval of the
school dean, dean of students, registrar, bursar and financial aid.
Full-time students are generally required to maintain a minimum registration of 12
credits per semester.
A refund or reduction of indebtedness, if approved, will be based on the date of with-
drawal determined and recorded on the withdrawal form. Requests for a refund or reduc-
tion of indebtedness received more than 12 months from the first scheduled day of the
semester or term in question will be denied. Approved refunds are issued in the name
of the student and mailed to the student’s permanent address. All refunds are mailed
to students.
A student who registers for a class and who does not attend any class is subject to the
above refund policy. No transcripts, grade reports, or diplomas will be released to any
student who owes tuition or fees or fines to the college at the time of the request. Upon
payment of the outstanding indebtedness to NYIT, transcripts or grade reports may be
released.
In the event of a reduction of indebtedness, the schedule, excluding non-refundable
tuition deposit and room deposit, is as follows:
Drop/Add Period:
The drop/ add period for Fall and Spring is the first two weeks of the semester. Students
may drop and add courses without financial penalty during this period as long as the
drop does not result in a full withdrawal from courses for the term.
Students who drop to zero credits are considered to have fully withdrawn from NYIT
and are subject to tuition charges in accordance with the NYIT refund policy. Please
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refer to the withdrawal period to determine your tuition and fee liability.
Traditional Semester*:
1. Dropping at any time from the date of the students registration through the last
day of the second week of the semester—100 percent refund on the tuition and the
college fee.
2. Dropping at any time after the start of the third week of the semester—no refund.
Cycle*:
1. Dropping at any time from the date of the students registration to the day before
the first scheduled day of the cycle—100 percent refund of the tuition and the college fee.
2. Dropping at any time during the first week of the cycle—75 percent refund of tuition only.
3. Dropping at any time during the second week of the cycle—50 percent refund
of tuition only.
4. Dropping at any time after the start of the third week of the cycle—no refund.
*Refunds apply to tuition. Please refer to dorm contracts for housing and meal-plan refund policies.
All fees are nonrefundable.

If you have any questions regarding the above information, contact the Bursar's Office
at 516.686.7511.
Summer Courses:
1. Dropping at any time from the date of the students registration to the day before
the first scheduled day of the course—100 percent refund of the tuition and the
college fee.
2. Dropping at any time during the first and second week of course—50 percent refund
of tuition only.
3. Dropping at any time after the start of the third week of the course- no refund.
Withdrawal Period:
In the case of complete withdrawal from the college, students that were awarded
federal Title IV financial aid will be subject to proration on the awards in accordance
with applicable federal regulations. The application of federal refund provisions may
result in an outstanding balance owed to the college and/or the U.S. Department of
Education. Details of the adjustment to federal IV financial aid awards will be provided
to the student following the withdrawal process.
Non-attendance of classes, informing the instructor of withdrawal, or stopping
payment on a check does not constitute an official withdrawal and does not relieve the
student of his or her financial obligation.
Refunds apply to tuition. Please refer to dorm contracts for housing and meal-plan
refund policies.
In the event of a full withdrawal, the tuition liability is calculated excluding
non-refundable tuition deposit and room deposit, as follows:
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Traditional Semester:
1. Withdrawal at any time from the date of the students registration to the day before
the first scheduled day of the semester—100 percent refund on the tuition and the
college fee.
2. Withdrawal at any time during the first week of the semester—75 percent refund
of tuition only.
3. Withdrawal at any time during the second week of the semester—50 percent refund
of tuition only.
4. Withdrawal at any time during the third week of the semester—25 percent refund
of tuition only.
5. Withdrawal at any time after the start of the fourth week of the semester—no
refund.
Cycle:
the first scheduled day of the cycle—100 percent refund of the tuition and the
college fee.
2. Withdrawal at any time during the first week of the cycle—75 percent refund of
tuition only.
3. Withdrawal at any time during the second week of the cycle—50 percent refund of
tuition only.
4. Withdrawal at any time after the start of the third week of the cycle—no refund.
Summer Course:
the first scheduled day of the course-100 percent refund of the tuition and the college fee.
2. Withdrawal at any time during the first and second week of course-50 percent
refund of tuition only.
3. Withdrawal at any time after the start of the third week of the course- no refund.
Collection Agency Fees

If your account is not paid when due, it may be forwarded to an outside collection
agency or attorney. At that time, the student will be responsible for paying NYIT all of
the costs associated with the collection of your delinquent account, which includes the
payment to NYIT of the principal sums due plus additional costs. Additional costs may
include, but are not limited to, collection agency fees constituting 33 percent of the
principal balance due if NYIT engages a collection agency to secure payment. If NYIT
engages legal counsel to secure payment, additional costs may include legal fees
constituting 50 percent of the principal balance due, plus all other costs associated
with collection of the deliquent amounts. All collection matters shall be governed by
New York law. The courts of New York shall have exlusive jurisdiction in these matters.
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Enrollment of Students
Students who wish to enroll in the college for the purpose of earning a degree, diploma,
or certificate must file a written application for matriculated status. Such application
is not binding to a specific school or course of study. The college reserves the right to
refuse matriculation for specific NYIT schools or majors. Transfer students desiring
matriculation will be evaluated on the basis of prior course work.
NYIT reserves the right to review a degree candidate’s status at any time on the basis of
performance and progress. Non-matriculated students may be admitted to individual
courses if they meet the prerequisites for these courses. Students who initially enroll as
non-matriculants may file for change of status with the Admissions Office, and are
encouraged to apply for admission to the college. Students who do not have a Regents
high school diploma or GED must first complete 24 credits as a non-matriculated
student, and if they are New York State residents, file for a high school equivalency
diploma with the State of New York.
Unless they receive an exemption, new students must take NYIT’s placement tests in
English and math for them to be placed in the appropriate required courses.
An exemption for the English placement test is given to a transfer student if he or she
receives a minimum grade of C- in a college composition course.
An exemption for the math placement test is also given to a transfer student who has
a minimum grade of C- in a college math course such as College Algebra or Finite Math
and to students entering the associate degree program in culinary art. If you wish to
place out of a more advanced level of mathematics, you will have to take an advanced
math placement test at NYIT.
Registration Procedures
NYIT makes every effort to provide registration information prior to the beginning
of each registration period, but each student is responsible for completing registration
procedures for him/her self. Students must register on the dates indicated in the
college calendar. Registration procedures are the same for degree candidates and
non-matriculated students. The schedule of tuition and fees appears in this catalog.
Early registration within the period designated assures the most flexible choice of
program and eliminates early cancellation of under-enrolled course sections. A course may
be cancelled by NYIT for any reason, including insufficient enrollment.
Official registration in a course section is required in order to earn a grade for a class.
Registration must be completed by the end of the change of program period
(see Academic Calendar). Therefore, students who have not officially registered for a
course section will not receive a grade retroactively. Students are not officially
registered until all tuition and fees are satisfied. Attendance is not permitted in any
class without official registration for that class.
Below each course title in this catalog three numbers are given. The first is the
number of hours of classroom work, the second is the number of laboratory
and studio hours, and the third is the number of semester hours of credit earned.
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Program Advisors
Each student is assigned an adviser for assistance in structuring a program. NYIT posts
a list of program advisers at registration time. The student’s adviser is available for help
and guidance, and the adviser’s approval is required for each registration. However, the
student must assume final responsibility for conforming to all college regulations and
completing curriculum requirements.
Central Advising Center

Students receive primary advising from assigned faculty within their academic depart-
ments. The Central Advising Center supplements and supports NYIT’s departmental aca-
demic advising initiatives. With the assistance of information technology and video-
conferencing, based on sound advising and teaching skills, the center provides timely
and accurate information about NYIT academic requirements, policies, procedures, and
resources. The center also provides undergraduate students assistance with the inter-
school transfer process.
NYIT Mission of Advising

NYIT recognizes that developmental advising is a critical component of the educational
experience of all its students. Developmental advising encourages students to develop
decision-making skills, to think critically about goals and objectives, and to assume
responsibility for their actions and plans. NYIT offers a range of academic advising
resources that include faculty advising, the central advising center, advising website,
on-line degree maps, and the college catalog to assist students in making meaningful
educational plans that are compatible with their career goals.
Goals of Advising
As an institution, our goals of academic advising include helping students:
n facilitate successful transition into NYIT;
n develop suitable educational plans;
n clarify their life and career goals;
n select appropriate courses;
n complete degree requirements in a timely manner;
n interpret policies and procedures.
Central Advising Center Locations

Manhattan Old Westbury
16 W. 61st Street Wisser Library
Room 702 Room 109
212.261.1744 516.686.3961
Please note: For major specific advising, please contact your academic department or faculty adviser.
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Change of Program
Students are permitted to add and drop courses as well as sections, during the change
of program period, after consulting with an advisor.
No change of program may be made after the second week of each semester.
(See Academic Calendar for dates.) A change in courses (not sections) may affect the
tuition charged and financial aid eligibility.
Withdrawal from a Course

The decision to withdraw from a course is a serious matter and should be made
only after consulting with the course instructor and faculty advisor. Be aware that
withdrawing from a course may affect eligibility for financial aid.
To withdraw from a course the student and the class instructor must complete a
withdrawal form and the instructor must submit it to the registrar’s office within
48 hours. A W grade cannot be assigned without submission of the withdrawal form to
the registrar. Students cannot withdraw from classes during the final exam period.
The type of withdrawal grade assigned will be determined by the date of withdrawal
and is outlined in the table below. The W grade will be assigned to students who
officially withdraw from a class according to the schedule below. The WF grade may be
assigned if the student is failing the course or stopped attending class without officially
withdrawing. The withdrawal (W) grade is not included in the computation of the grade
point average, but it may affect eligibility for financial aid. The withdrawal failing (WF)
is a failing grade and is included in the computation of the grade point average, and
may affect eligibility for financial aid.
Term Date of withdrawal Withdrawal grade

Fall and Spring Third through eighth week of the semester W
semesters
After the eighth week of the semester W or WF
Cycle A, B, C, D Third through eighth class session W
After the eighth class session W or WF
Summer I, II and III See academic calendar
Intersession Before second class session W

After second class session W or WF
The Nursing department has additional rules governing course withdrawals. See nurs-
ing information in catalog.
Change of Curriculum or Campus

Changes of curriculum or campus are made only upon the recommendation of the dean
and with approval of the registrar. No change of curriculum is effective without an
evaluation of the student’s credentials and approval by the new department. No change
is complete until recorded in the registrar.
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Change of Matriculation Status

Students who are not matriculated in a degree, diploma or certificate program are
limited in the total number of credit-bearing courses they may take. Graduate students
may not take more than nine credits, and undergraduates may not take more than 24
credits without matriculating.
Courses at Another College

A degree candidate currently enrolled at NYIT may take courses at another accredited
institution for credit. Since not all courses will be accepted for credit toward a degree,
students must complete the Permission to Take Courses at Another College form, which
is available at the registrar, and abide by NYIT’s residency requirements (see section
regarding transfer credits). A course may be taken at another college only when it is
unavailable at NYIT during the specific semester. Upon completing the course,
students have the responsibility for furnishing the registrar with official transcripts
so that credit may be entered in their records. An official transcript must be received at
NYIT no later than one month after the course is completed. A grade of C- or better is
required for credit. Students on probation may not take courses at another college.
Teacher Education candidates who are given permission to take an education course at
another college, may be required to submit additional documentation demonstrating
achievement of specific knowledge or skills related to the course not taken at NYIT. This
documentation may include such things as keystone assignments, lesson plans, field
experience logs, essays, or student work samples.
Withdrawal from the College

Students who wish to withdraw from the college may initiate an official withdrawal by
contacting the registrar’s office and obtaining a Withdrawal from the College form.
Depending on the circumstances, the student’s withdrawal date will be recorded as the
date the student began the withdrawal process or the date the student notified the
college of his/her intent to withdraw. Tuition and financial aid refunds, if any, will be
based on the withdrawal date. For an explanation of what happens to financial
aid upon withdrawal from the college, visit the registrar area of the NYIT Web site at:
www.nyit.edu.
If a student withdraws with a balance due on his/her account, no transcript, information
or employment references will be furnished until the account is cleared.
Auditing Courses
NYIT allows, but does not actively encourage, the auditing of courses. A student may
register to audit a course after obtaining written permission from the appropriate dean.
A previously audited course may be taken for credit at a later date, but may not be
challenged. A student who registers for a course on an audit basis cannot elect to
change over to a credit basis after the session has started. Similarly, a credit course
cannot be changed over to an audit course. All usual tuition and fees must be paid for
audited courses.
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Military Leave
NYIT recognizes that students who are also in the Armed Forces Reserve/Guard are
subject to call-up for active duty. It is NYIT policy to make every effort to support and
assist our students who are with the military. Students who have been called for active
duty must present a copy of their duty assignment orders to the registrar, and may
select one or more of the following options:
Withdrawal from all courses: Students may withdraw from all of their courses and
receive a full tuition refund regardless of the number of weeks that have expired in the
term. They will receive a W for all their courses regardless of their current class
averages. To do this, the student must file a Withdrawal From The College Form with
the registrar. Upon return from active duty, the student shall be readmitted without
paying the readmimssion fee.
Withdrawal from individual courses: Students may withdraw from one or more of
their courses and receive a W for a grade regardless of the number of weeks that have
expired in the term or of their current class averages. They may be entitled to a tuition
refund depending upon the number of credits they have withdrawn compared to the
number of credits they have not withdrawn. To do this, the student must file a
Withdrawal From A Course form with their instructor, who will submit this form to the
registrar. The student remains responsible for both the grades and the tuition for the
courses not withdrawn from.
Transfer to online courses: Students may transfer one or more of their lecture courses
from on-campus sections to online sections if appropriate instructors and course
materials are available. There will not be an additional fee charged.
Incomplete grades: Students may request an incomplete grade from their instructors
in one or more courses. Instructors are not required to grant the grade of incomplete,
but are encouraged to give due consideration to the student in such circumstances. If
the incomplete grade has been assigned, the student will be required to complete the
course requirements within two complete semesters following deactivation from duty
(an additional semester extension with approval by the dean and the VPAA or designee
may also be given).
Students who elect to withdraw from one or more courses should first consult with a
campus financial aid adviser. Additionally, students can view the Reserve/Guard
Financial aid resource page on the National Association of Student Financial Aid
Administrators Web site at http://www.nasfaa.org/linklists/reservistguidance.asp.
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Academic Standards
A student receives one of the following grades for each course taken during the semester:
Grade Quality Points per Credit
A Excellent 4
A- 3.7
B+ 3.3
B Good 3
B- 2.7
C+ 2.3
C Satisfactory 2
C- 1.7
D+ 1.3
D Marginal, but passing 1
W Withdrawn, without penalty 0
I Incomplete 0
F Failure 0
PR Progress, re-enroll 0
P Passing grade 0
WF Withdrawn failing 0
AU Audit 0
IF Failure from an incomplete 0
Credit
Fall and spring semesters are 15 weeks long. The number of semester hours of credit
earned for a course corresponds to the number of academic hours of instruction in a
standard week. Two, or in some cases, three academic hours of laboratory or studio
work in a standard week during a semester constitute one credit for most programs.
Summer session classes are scheduled for an equivalent number of academic hours.
Semester hours of credit are granted for the grades A, A-, B+, B, B-, C+, C, C-, D+, D or P.
The temporary grade of incomplete (I) shall change to a failing (IF) grade if the student
does not complete all work by the end of the allotted time (see schedule below). Such
an IF grade may not be challenged, and the course must be repeated by the student to
receive credit.
The following policies shall guide the awarding and calculation of the I grade and the
change of the I grade to an IF grade:
n The student must request additional time to complete a single project, report
or final examination;
n The grade of incomplete is to be assigned only to students who are otherwise
passing the course at the end of the semester;
n The instructor has the right to refuse the request and may assign a final grade
based solely on the work already completed;
n The grade of incomplete will change to the failing grade if the outstanding
course work is not completed in accordance with the schedule in effect at
the time it was assigned, regardless of the average the student otherwise
maintained in the class (see academic calendar for dates);
73
n A single, short extension of the time period shall be granted only in

exceptional circumstances by the vice president for academic affairs;
n The grade of incomplete will not be assigned to students with excessive
absences, especially when those absences include the final sessions of the
course, unless extenuating circumstances have been established;
n The incomplete grade is recorded by the registrar as "attempted credits," until
the course is complete;
n The incomplete grade that changes to a failing grade will carry zero quality
points;
n Students can advance if an incomplete grade is assigned to a prerequisite
course for the term immediately following the assignment of an I grade but
cannot advance after an I grade changes to an IF;
n When the grade of incomplete is changed to an IF, the I grade shall remain on
the record and the transcript so that it will read IF, thereby distinguishing it
from the F and the WF grades;
n I grades may have an effect on the student's financial aid and/or student
visa status. Students are encouraged to meet with the financial aid and/or
international student adviser when requesting the I option.
The grade of PR is used only for developmental courses and intensive English as
second language courses for students who have made some progress, but who do not
demonstrate satisfactory skills to pass those courses. Students are required to re-enroll
in those courses in order to complete them.
Classification of Students by Credits

Freshman ......................................Less than 31 credits earned
Sophomore ...................................31-62 credits earned
Junior .............................................63-96 credits earned
Senior.............................................More than 96 credits earned
Fifth year architecture..............More than 133 credits earned
Except for graduating seniors, students taking less than 12 credits during a semester
will not be certified as full-time students.
All students in good standing may take a maximum of 18 credits per semester, without
special permission, with the exception of a student on the Dean’s List who may take a
maximum of 21 credits per semester. Students may exceed these credit maxima with
permission of the deans.
*Note: for some courses in the health professions programs, credit value differs from contact hours. See program descriptions.
Quality Points
Quality points are awarded in accordance with the grade schedule at the top of the pre-
vious page. For example, students who earn an A in a three-credit course accumulate
four quality points per credit for a total of 12 quality points; a grade of B+ in a three-
credit course would accumulate 3.3 quality points per credit for a total of 9.9 quality
points; a grade of A in a two-credit course would accumulate four quality points per
credit for a total of eight quality points. No quality points are awarded for an F.
Similarly, no quality points are assigned for grades of W, WF, P, PR, AU, IF or I.
74
Academic Standing
At the conclusion of the fall and spring semesters, two averages are computed for each
student to indicate the general level of academic standing.
The first is called the grade point average (GPA), which indicates the scholarship level
for the semester. The second is called the cumulative grade point average (CGPA), which
indicates the scholarship level for all work taken at the college.
The GPA is computed by adding all* the quality points earned for the semester and then
dividing by the number of credits for those courses where the grades of A, A-, B+, B, B-
C+, C, C-, D+, D, WF, IF or F were received.
The CGPA, computed in a similar manner, represents all* the quality points earned dur-
ing all the semesters the student has attended NYIT, divided by the number of credits
for those courses where the grades of A, A-, B+, B, B-C+, C, C-, D, D+, WF, IF or F were
received.
Students who have earned a C-, D+, D, W, F, WF, IF or PR in a course may retake the
course for credit (one or more times) to earn a higher grade. Only the higher grade will
be used in computing the GPA and CGPA. The other grade(s) will remain on the stu-
dent’s record as a matter of information.
*Note: Students who have changed majors, please note — only quality points from the first degree program that are
applicable to the present degree program are included. Students receiving financial aid should consult a financial aid
counselor prior to changing majors to identify any impact this change may have on their financial aid.
Dean’s and Presidential List

A student who earns a place on the Dean’s Honor List is a full-time matriculated stu-
dent who has attained a minimum grade point average of 3.50 or higher in any semes-
ter in which he or she completed 12 or more credits without any incompletes ("I"), or
a part-time matriculated student who has attained a minimum grade point average of
3.60 or higher in any semester in which he or she completed six or more credits with-
out any incompletes ("I"). Students who meet the same standards and earn a 3.70 or
above are placed on the Presidential Honor List. Notification of these awards is sent to
students, and the appropriate honor is recorded on their transcripts.
Attendance
A student is expected to attend each class session on a regular and punctual basis to
obtain the educational benefits that each meeting affords.
Students shall be informed by their instructors whether latenesses or absences will be
allowed during the semester. Instructors shall inform students of the consequences fol-
lowing excessive absences and/or latenesses.
In the event of a student’s absence from a test, the instructor will generally determine
whether the student will be allowed to make up the work.
The privilege of taking a make-up examination is generally not extended beyond one
semester from the original date of examination. Make-up examinations are under the
jurisdiction of the appropriate academic dean.
Scholastic Discipline
The continued registration of any student is dependent upon regular attendance,
75
proper conduct and achievement of passing grades. Any one of the following is regarded
as sufficient cause for dismissal: irregular attendance, neglect of work, conduct deemed
by the college not consistent with general good order, or failure to comply with the
college’s rules and regulations. The college reserves the right to terminate a student’s
enrollment at any time.
Every student has the right to petition the NYIT Admissions and Academic Standards
Committee for redress of actions affecting academic standing.
Academic Integrity
Plagiarism is the appropriation of all or part of someone else’s works (such as and not
limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating
is using false pretenses, tricks, devices, artifices or deception to obtain credit on an
examination or in a college course.
If a faculty member determines that a student has committed academic dishonesty by
plagiarism, cheating or in any other manner, the faculty member may 1) fail the
student for that paper, assignment, project and or/exam, and/or 2) fail the student for
the course and/or 3) file a formal charge of misconduct pursuant to the Student Code
of Conduct Academic Probation and Suspension.
Each student enrolled in a course at NYIT agrees that, by taking such course, he or she
consents to the submission of all required papers for textual similarity review to any
commercial service engaged by NYIT to detect plagiarism. Each student also agrees that
all papers submitted to any such service may be included as source document in the
service’s database, solely for the purpose of detecting plagiarism of such papers.
Probation/Dismissal Policy
A student must achieve a minimum cumulative grade point average (GPA) of 2.00 to
graduate. A minimum cumulative GPA of 1.70 as a freshman, 1.90 as a sophomore, 2.00
as a junior or senior must be achieved to maintain satisfactory academic status at the
college.
Probation I: The first time a student’s cumulative GPA falls below the minimum
required, the student shall be placed on Probation I for his/her next regular semester.
The student will receive a letter from the Office of the Registrar outlining available
academic support services and requiring the student to meet with an academic advisor.
Probation II: When a student is on Probation I and his/her cumulative GPA falls below
the minimum required for two sequential (not necessarily contiguous) regular semes-
ters, the student shall be placed on Probation II for his/her next regular semester. The
student will receive a letter from the Office of the Registrar outlining available academic
support services and requiring the student to meet with an academic advisor. A student on
Probation II status cannot register for more than 12 credits until he/she is removed from
probation.
Dismissal: When a student’s cumulative GPA falls below the minimum required for
three sequential (not necessarily contiguous) regular semesters, the student will be dis-
missed from the college.
Dismissal is defined as ineligible to pursue credit-bearing courses at NYIT for a period
of two academic years or until a minimum GPA of 2.0 is earned for the most recent 24
credits taken at another accredited United States institution of higher education.
The decision of dismissal shall be automatically appealed to the Committee on
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Academic Probation and Dismissal. The Committee on Academic Probation and

Dismissal may uphold the dismissal decision or may recommend reversal of the
dismissal decision and may impose additional conditions for continuing registration.
Students are limited to one appeal per semester and the committee’s decision is
binding and final.
Academic Support Services

Mid-Semester Evaluation. A Mid-Semester Evaluation form is distributed to faculty
and staff each semester. Upon completion of this evaluation by faculty, students receive
a summary letter indicating academic progress and information on campus resources to
address any academic or personal concerns (counseling, tutoring, advising, etc.).
Early Warning System. After each semester, students who are placed on probation I ,
propation 2, or suspension are notified of their academic standing by mail and/or by
phone. Each student is encouraged to utilize campus resources (tutoring, advising,
counseling) to improve their academic standing.
Individual and Group Tutorial Assistance/Study Groups. Learning centers on each
campus provide free individual and group tutorial assistance to all NYIT students. First
semester students are introduced to these services through the College Success
Seminar and are informed of new workshops through the course and from their peer
mentors. The campus learning center also provides the forum for study groups in col-
laboration with instructors for select courses.
Academic Advisor. Each new student is assigned a faculty advisor upon admission to
NYIT. This strategy emphasizes the importance of a quality relationship between student
and faculty. Faculty advisers are available to give special attention to the progress of their
advisees from the beginning to the completion of a student’s association with NYIT.
Student Grade Appeal

A student may file a formal challenge to a grade. In order to timely commence such a
challenge, a student must notify the instructor in writing, no later than the second
week of the succeeding semester, excluding summer session, that she/he wishes to
challenge the grade. For further information regarding the NYIT Grade Appeal
Procedures, see the Office of the Registrar.
Ownership of Student Work

All work presented or submitted in fulfillment of or in conjunction with a student’s
course work shall be the property of NYIT, which may waive this right at its discretion.
Students may request reproductions of their work for their portfolios.
Student Educational Records—Annual Notice

The federal Family Educational Rights and Privacy Act (FERPA) affords students certain
rights with respect to their education records. This law includes the following provisions:
1. The student has the right to inspect his own educational records within 45 days
after NYIT receives a request. Requests should be submitted to the registrar, who
will arrange a reasonable time and place for the inspection.
77
2. The student may request correction of inaccurate or misleading information. To do

so, the student should submit the request in writing to the registrar specifying why
the information should be corrected.
3. The student may consent to the disclosure of educational records to someone else
by submitting a signed and notarized statement identifying the records to be dis-
closed and the party to whom they should be disclosed. If records are photocopied,
a reasonable charge must be paid in advance.
4. NYIT has the right to disclose information in educational records to faculty, staff,
and government and accrediting agencies that need the information in their work,
to appropriate parties in a health or safety emergency, when authorized by the stu-
dent, and in response to legal process.
5. The results of a disciplinary proceeding may be disclosed to the person who filed
the complaint.
6. If a student believes that NYIT has failed to comply with FERPA, the student may
file a complaint with the Family Compliance Office, U.S. Department of Education,
400 Maryland Avenue SW, Washington DC 20202-4605.
Student Educational Records—Directory Information

1. NYIT designates the following categories of student information as public or
“directory” information pursuant to existing laws, and may disclose or release the
information without written consent.
2. Students must inform the college if they do not want this information disclosed
by filing a written request at the Registrar’s office.
3. Information: Name; major field of study; address, telephone number;
electronic mail address; dates of attendance; participation in officially
recognized activities and sports; height/weight (for athletic team
members); date/place of birth; degrees and awards received and dates
awarded; most recent previous institution attended.
NYIT also complies with the federal Solomon Amendment, which requires colleges and
universities to provide the following information from student records if requested by
military recruiters:
Name, local address; telephone listing; age or date of birth;
present level of education; such as freshman or sophomore;
date of graduation; major field of study
Personal Information Protection Policy

(Applies to students attending NYIT in British Columbia)
At New York Institute of Technology (NYIT), we are committed to providing our students
with exceptional service. As providing this service involves the collection, use and dis-
closure of some personal information about our students, protecting their personal
information is one of our highest priorities.
While we have always respected our students’ privacy and safeguarded their personal
information, we have strengthened our commitment to protecting personal information
as a result of British Columbia’s Personal Information Protection Act (PIPA). PIPA, which
came into effect on January 1, 2004, sets out the ground rules for how B.C. businesses
and not-for-profit organizations may collect, use and disclose personal information.
78
We will inform our students of why and how we collect, use and disclose their person-
al information, obtain their consent where required, and only handle their personal
information in a manner that a reasonable person would consider appropriate in the
circumstances.
This Personal Information Protection Policy, in compliance with PIPA, outlines the prin-
ciples and practices we will follow in protecting students’ personal information. Our
privacy commitment includes ensuring the accuracy, confidentiality, and security of our
students’ personal information and allowing our students’ to request access to, and
correction of, their personal information. The complete policy can be found on the NYIT
Web site at www.nyit.edu.
Religious Observances and Academic

Requirements
No later than 15 days after the beginning of the semester, students must notify instruc-
tors in writing of classes they will not attend due to religious obligations and practices.
No student who is otherwise qualified to participate in all educational activities required
by an academic program will be expelled, refused admission or otherwise penalized
because of religious obligations and practices. The college will make available, at no
extra fee, equivalent opportunities to make up examinations, study or work require-
ments that may have been missed because of an absence for religious observances.
Prerequisite and Co-requisite Courses

Many courses require prerequisite and/or co-requisite courses. A prerequisite course
must be passed prior to taking the desired course, and a co-requisite course must be
taken at the same time (or in some cases taken before). The chairperson or dean of the
program that offers the course is able to waive these course requirements. Prerequisite
and co-requisite requirements are listed in the course descriptions of this catalog. It is
the student’s responsibility to meet all necessary course prerequisites and co-requisites.
If a student enrolls in a course but has not fulfilled the prerequisites or co-requisites
for this course, the department chair has the authority to administratively withdraw the
student from course. The student will also be referred to the dean of students office, if
he/she fails to comply and adhere to the administrative action taken by the academic
department in regard to the course.
Requirements for Graduation

All students who wish to be considered candidates for graduation must file an
application for graduation with the registrar at the beginning of their last semester.
Applications can be completed online at www.nyit.edu. Students are required to
complete all program requirements to be eligible for graduation. Prior to the expected
graduation date, each student must meet the following academic standards:
1. The satisfactory completion of a designated program of study for the degree.
Students are responsible for ensuring that all degree requirements listed in the
catalog in effect on the date of their matriculation are fulfilled. Errors on degree
maps or senior advisement forms do not constitute a basis for waiving degree
requirements.
2. A minimum cumulative quality point average of 2.00. (some programs require a
higher CGPA).
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3. All undergraduate students must complete the final 30 credits towards their
degree in residence. A minimum of 15 credits in the major must be taken at NYIT.
At least nine credits of the final 30 must be advanced level courses (300 or higher)
at NYIT in the major field of study. Depending on the major field of study, other
additional requirements may be required for graduation. Some major fields of
study have additional requirements and students are responsible to ensure that
they have met all academic standards for graduation.
4. Completed graduation applications must be filed with the registrar according to
the dates listed in the academic calendar.
Degrees with Distinction

A graduating student who has attained a cumulative GPA of at least 3.70 receives the
baccalaureate degree summa cum laude; at least 3.50, magna cum laude; and at least
3.20, cum laude. These distinctions are noted on students’ diplomas as well as on their
transcripts.
Students must complete 55 percent of all coursework at NYIT. If 55 percent of the work
was not taken at NYIT, grades for only those courses accepted as transfer credit from
previous colleges will be computed into the cumulative grade point average. Students
must first receive at least a 3.20 at NYIT before transfer credits are included in the
cumulative average. Fifty-five percent of all college course grades must be in the form
of letter grades from either NYIT or a former college. Students who do not have at least
55 percent of their credits in courses for which letter grades have been given are not
considered for honors.
Requirements for a Second Bachelor’s Degree

Students who already hold a bachelor’s degree may earn a second bachelor’s degree by
satisfying the following requirements;
1. Upon application to the Office of Admissions, the student should be directed to
seek formal advisement from the department. With this advisement on record, the
student may proceed and be reviewed for acceptance into the program.
2. A cumulative GPA of at least 2.0 must be earned in the courses taken at NYIT for
the second degree.
3. The work toward the second degree must be completed in a major or program
distinctly different from the major or program in the first degree.
4. A student must complete all core requirements of an NYIT bachelor’s degree. The
work in the major area of concentration must be completed in accordance with the
requirements listed in the applicable catalog.
5. A minimum of 36 credits over and above any used to satisfy the requirements of
the first bachelor’s degree must be completed at NYIT. A minimum of 18 of these
36 credits must be in the new major field of concentration. Students must be aware
that to complete a new major/concentration, it may require significantly more than 36
credits. Students may not re-take courses previously completed toward the first degree.
Students should have an approved degree map on file showing an academic plan at the
start of their studies.
Notice of NYIT Policies and Procedures

Policies and procedures in this catalog are binding on every student. NYIT reserves the right to
80 change its policies and procedures, class schedules and academic requirements, at any time.
NYIT Core Curriculum

The college’s core curriculum, which is an integral part of every undergraduate major,
is designed to provide all students with skills and knowledge related to job success,
including communication skills and technological literacy. The core is also concerned
with students as responsible citizens and to that end provides the broad perspective of
history, science and philosophy, and the insights into human behavior that derive from
the study of behavioral science and literature.
One special feature of all core courses is writing to learn. Since writing about a subject
is one of the best ways of learning the subject, each core course asks students to write
often, both formally and informally. Such work helps students gain confidence and fluency
in all forms of written expression.
Core courses incorporate use of the computer as a tool for writers and displaying infor-
mation; these skills enhance assurance and job success.
Core courses contain elements of quantitative reasoning to help students use numbers
and quantitative display techniques to understand and communicate core subjects
more effectively.
Required of all freshmen in their first term, the College Success Seminar provides first
semester students with a co-curricular support group, introduces the academic, personal
and interpersonal skills that lead to success, and creates a sense of campus involvement.
Library instruction and awareness of career services begin in this course. The College
Success Seminar is also available to all NYIT students as a two-credit elective.
Core courses are listed below, and all students should adhere to them as closely as pos-
sible. Some majors, especially those that require professional accreditation, contain
specific required courses from the core sequence. Exceptions to the core sequence
should not be sought by students or sanctioned by advisers.
Subject Areas Credits
College Success Seminar* ................................................................2
English composition...........................................................................6
Group A English** ...............................................................................3
Group B English** ...............................................................................3
Speech ...................................................................................................3
Philosophy ............................................................................................3
History or political science..............................................................3
Behavioral sciences............................................................................3
Economics.............................................................................................3
Physical science ..................................................................................3
Life science...........................................................................................3
Mathematics........................................................................................3
Liberal arts ...........................................................................................3
(one course selected from social science, fine arts,
communication arts, or other liberal arts subject area)
TOTAL....................................................................................41
No single course can be used to satisfy more than one requirement.
* All entering first-year freshmen, transfer students with less than 12 credits, and students on probation are required to
complete the College Success Seminar.
**See page 142 or listing of Group A and Group B courses.
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Retention Rates
NYIT is committed to providing access to education to qualified students. Students
whose academic skills are underdeveloped can get help through study skills centers and
other supportive services. Academic standards are demanding, however, and not all
students who enter are able to graduate. Those who do graduate possess recognized,
marketable skills and are routinely placed in jobs in their fields upon graduation or
move on to graduate study.
The undergraduate student body at NYIT consists of three primary groups: full-time
students who either began as freshmen or transferred to NYIT, part-time students (both
transfer and first-time) and re-enrolled students who left the college for a semester or
more and returned. In the following table, only the full-time undergraduate students,
who entered NYIT for the first time in the fall of 1995, are represented. Publication
of this table is required of all colleges in New York state, and in all cases includes only
full-time students.
Cohort Report
Full-Time Undergraduate Student Graduation Rates
ENTERING GRADUATION
ENTERING STUDENTS 9/1/00- 9/1/01- 9/1/02- 9/1/03- 9/1/04- 9/1/05- 6-YEAR Still Retention
STATUS CAMPUS FALL 2000 8/31/01 8/31/02 8/31/03 8/31/04 8/31/05 8/31/06 TOTAL % ATTENDING %
FULL-TIME Central Islip 139 0 5 2 23 18 3 51 37% 3 30%

FIRST-TIME Manhattan 191 0 0 2 16 29 14 61 32% 5 23%
FRESHMEN O.Westbury 358 0 4 3 74 65 14 160 45% 12 44%
subtotals 688 0 9 7 113 112 31 272 40% 17 35%
FULL-TIME Central Islip 68 1 16 14 6 4 1 42 62% 0 87%
TRANSFER Manhattan 149 4 24 29 18 9 4 88 59% 2 79%
STUDENTS O.Westbury 217 1 40 57 34 8 5 145 67% 2 79%
subtotals 434 6 80 100 58 21 10 275 63% 4 80%
REPORT TOTALS 1122 6 89 107 171 133 41 547 49% 24 50%
It is important to note that each year NYIT awards approximately 1,600 undergraduate degrees. The recipients of undergraduate degrees
include full-time and part-time students representing multiple cohorts.
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Student Affairs
Complementing the academic mission of the college, the Office of Student Affairs
directs co-curricular programs to promote community, personal development, creativity
and responsibility in a student-centered learning environment.
The Office of Student Affairs coordinates and supervises programs, services and facilities
on all campuses with the assistance of professional staff trained in all facets of student
life, including career services, counseling, residential life, athletics, international student
services, and cultural activities.
First -Year Programs

NYIT's first-year programs are designed to improve the retention of new NYIT students.
Recognizing that the first six weeks of college life are crucial to strengthening a stu-
dent’s ability to succeed at NYIT. The first-year program consists of strategies that focus
on enhancing students academic skills, while addressing their need for early social and
intellectual bonding with faculty, staff and peers.
College Success Seminar (NYIT 101 – 2 credits). The cornerstone to the FYE program
is a two-credit, 15-week course designed to provide students with the tools necessary
for collegiate success. This course provides support to new students as they develop
confidence in their academic and social endeavors.
n All first semester full-time students and transfer students with less than 12
credit hours are required to take the College Success Seminar during their first
academic term at NYIT.
n Withdrawals from the College Success Seminar are not permitted without the
approval of the associate dean of student life.
n Students who do not successfully complete the College Success Seminar in
their first semester are required to re-register for the course until a passing
grade is achieved.
n Students may also take the College Success Seminar as a two-credit elective.
n Students on academic probation may be required to take the College Success
Seminar to improve their grade point average if they have not successfully
completed NYIT 101.
The Jump Start Advantage Program. Geared to those eager to get a head start on their
quest for an undergraduate degree, new students take the two-credit College Success
Seminar along with a required three-credit course during a five-week summer term.
Student Orientation Program. NYIT’s orientation program is conducted at the start of
both the fall and spring semesters to help connect new students to the college envi-
ronment and assists them in making associations necessary to remain connected to
NYIT. They learn to identify campus resources, key faculty, staff and administration and
gain introduction to campus organizations.
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Peer Mentoring Program. A peer mentor is assigned to each first semester student and
transfer student who is enrolled in the College Success Seminar. This program focuses
on generating a higher level of social contact for new students entering NYIT. Upper
level students, chosen as mentors, initiate weekly interaction with new students by
phone and short group meetings throughout the first semester. They also share infor-
mation about campus social life, and periodically arrange activities to promote social
and intellectual development. Through their own experiences as college students, the
mentors are able to assist students as they face the transitions to college life.
Career Advisement and Evaluation. Students in the College Success Seminar meet
with a career adviser from the Career Network Center (CNC) for early career explo-
ration, which can include self-assessment tools, exploring potential career choices and
activities that engage students in crystallizing their career aspirations. Beyond the
College Success Seminar, outreach efforts keep students connected to career advise-
ment and evaluation tasks. Workshops targeting activities relevant to students’ career
opportunities and related to their fields of study are offered, and workshops focusing
on particular activities and skills needed in a future job search are offered.
Focus Groups. New student group meetings give first-year students a forum where
they can voice their opinions and their needs; thus making them a part of the college
growth process.
The First-Year Experience provides a smooth transition into life at NYIT and introduces
all students to the skills necessary for success as well as a support system to help them
pursue their individual success.
Counseling and Wellness Center

Free confidential counseling services are provided by trained professional staff
members to help students actively manage their environment. Counseling services are
learning-based, short-term, and include personal and group activities that focus on
helping students develop self-confidence, self-reliance, self-identity, manage emotions,
and solve problems in their academic, vocational, personal, and social lives.
This office provides a holistic approach to wellness education, promoting individual
and community wellness through programs and outreach activities. Special programs,
workshops, and group sessions are offered for students experiencing difficulties with
academic skills, test anxiety, interpersonal skill building, personal growth, substance
abuse, relationships, wellness, human sexuality, and other personal concerns.
The Counseling and Wellness Center provides referral services to hospitals, clinics and
private practitioners when more specialized assistance is needed.
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Office of Career Services

Academic programs at NYIT prepare students for entry into the job market, graduate,
or professional schools. The professionals of the Office of Career Services complement
curriculum choices by providing personal career guidance, aptitude and interest tests,
and training through a series of annual fall and spring semester workshops. These work-
shops address self-assessment, career choices, employment opportunities, résumé and
portfolio preparation, interview skills, and successful job search techniques. Career
resource libraries and computer programs are available for student use and provide
practical direction and assistance in maintaining contact with organizations seeking
trained personnel. Internet access provides the opportunity for online job searches and
career preparation.
Business, government and industry representatives actively participate in recruitment
activities, including sponsorship of corporate exhibits at annual career fairs, conducted
during the fall and spring semesters.
Internship and externship programs are available in certain curricula. Career advise-
ment and referral services are provided to the students who choose to integrate aca-
demic training with professional work experience in their fields of study.
Identification Cards
All students are required to have an NYIT identification card. Cards may be obtained
as follows:
Old Westbury, Simonson House
Monday – Friday
9 a.m. – 8:30 p.m.
Saturday – Sunday
9 a.m. – 5 p.m.
Manhattan Campus, Information Hall, Room 200
Monday-Friday
9 a.m. – 7 p.m.
During registration periods.
Additional access may be obtained by calling 212.261.1536.
85
Central Islip, Safety Office, Building 66, Room 116

Monday – Friday
9 a.m. – 9 p.m.
Closed daily from noon – 1 p.m. and 3:45 p.m. to 4:15 p.m.
Students must bring proof of registration. The first ID card is free; there is a fee for
replacement cards: $10 for commuting students, and $25 for residential students.
Student Employment
Part-time employment directories emphasizing career-related experiences on and off
campuses are maintained in the Office of Student Employment. Students who possess
appropriate skills and satisfactory academic standing, or who have met financial qual-
ifications, are eligible to apply for on-campus aide or College Work Study positions.
The Office of Student Employment is coordinated through the Office of the Dean of
Students on each campus to provide a variety of part-time on campus and approved
off-campus employment programs for students throughout their years at the college.
In a part-time job on campus or off, students enhance their academic experiences by
applying learned skills and theories in a practical setting while earning income to assist
with college expenses. Employment opportunities are available in many departments on
campus whether a program is college-funded or through the Federal College Work-
Study Program.
The Office of Student Employment is a clearinghouse for all on-campus employment
opportunities for students seeking jobs. Staff members will assist students with their
employment searches, and match skills with position descriptions of available jobs.
Position listings are available in each office, as well as on the NYIT Web site.
To be eligible for employment, a student must be matriculated in good academic stand-
ing. For a number of jobs on campus, students must have demonstrated financial need
by having filed a Free Application for federal Student Aid form (FAFSA) with the Office
of Financial Aid.
Students who wish to work on campus must file an employment application and veri-
fy status for employment. Although international students are not eligible for federal
aid, they can apply for college-funded campus student employment through the Office
of Student Employment.
International Students
Professional staff advisers and support services are based at each campus to meet the
special needs of international students. Individual and group services are available to
assist students with immigration rules, housing, employment, health, personal concerns
and academics. Campus activities and special programs, including English conversation
groups, companion programs, cultural festivals, social activities and trips are planned
each semester in cooperation with international student associations.
Special-interest international student organizations provide social and cultural activities
on each campus. Active organizations include Caribbean, Chinese, Indian, Pakistani, and
Korean clubs.
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Health and Wellness Services

NYIT provides year-round medical services on the Old Westbury and Central Islip
campuses through the Academic Health Care Centers of its medical school, New York
College of Osteopathic Medicine. Centers are open to all students, faculty and staff.
Medical services include physical examinations, low-cost inoculations against illnesses
as specified by New York State law, laboratory testing and other specialized services.
New York State laws require all students enrolled for at least six (6) credits or equiva-
lent per semester to provide written proof of immunization against Measles, Mumps
and Rubella and a Meningococcal Meningitis Vaccination Response. Students must
submit a completed copy of NYIT’s “Student Immunization Form” to the Office of
Wellness Services. Students will not be permitted to register for courses or attend class-
es without written proof of immunization compliance.
In addition, the college offers a 12-month Basic Sickness Plan and Supplemental
Accident and Sickness Plan. All students living in college-sponsored residential
facilities and all international students holding an F-1 Visa are required to carry this
insurance policy. The cost of the policy is automatically charged to the student’s Bursar
account each semester. Coverage is voluntary for full-time and part-time domestic
commuter students. Cost information and enrollment forms are available through the
school’s insurance plan administrator.
Residential Programs
NYIT maintains full-service residential facilities and support services at the Central Islip,
NYIT at SUNY Old Westbury Campus and Manhattan Campus for full-time undergrad-
uate and graduate students. The Offices of Residential Programs offers theme-based
and traditional residence halls managed by full-time trained professional staff. The
residential “themes” at Central Islip include the Culinary Arts Program and Vocational
Independence Program. The NYIT at SUNY Old Westbury and Manhattan campus
residential programs; include themes addressing the academic and interpersonal needs
of architecture and design students, first-year experience, leadership development and
graduate/international education. The primary goal of residence hall living is to
promote the student’s intellectual, social, cultural, and interpersonal growth and maturity.
Food Services
Full-service cafeterias, vending operations and snack bars in multiple locations are
available during each day of classes and throughout the calendar year. NYIT Food Serv
ices offers snacks and meals to students on a cash or meal-plan basis.
Transportation
Regulary scheduled bus service is offered between our Old Westbury campus and the
residence halls at the academic village in Old Westbury. Public bus services also are
available within walking distance to students on all campuses.
87
Parking Stickers
Parking stickers are mandatory at the Old Westbury campus and Central Islip site. Old
Westbury students must apply at the Buildings and Grounds Office, Simonson House.
Students at Central Islip must apply at the Safety Office. Stickers are free of charge.
Parking
Parking fields at Old Westbury and Central Islip service students, faculty,
staff and visitors. All drivers are expected to observe NYIT campus rules and traffic
regulations. Parking areas are used at the owner’s and operator’s own risk. Traffic and
parking violations require payment of fines unless appeals to designated college
authorities are successful. All students must register their vehicles with NYIT
Security/Safety Office. Failure to do so may result in disciplinary action.
Reduced rate parking is available for Manhattan campus students at Central Parking
System, 345 W. 58th St., entrance on 60th Street between Broadway and 9th Avenue,
and at Prior Parking, 40 W. 61st St., between Broadway and 9th Avenue.
Campus Security
The Student Right-To-Know and Campus Security Act of 1990 requires colleges and
universities to publish statistics concerning incidents of criminal behavior that report-
edly occurred on campus. This includes information on the number of burglaries, motor
vehicle thefts, robberies, aggravated assaults, rapes and murders, and the number of
arrests for violations of liquor, weapons-possession, and drug-abuse laws.
NYIT presents this required data for its Central Islip, Manhattan and Old Westbury
campuses. As these statistics show, NYIT provides safe and secure environments to
members of the college community at each of its three campus locations. For more
information visit our Web site at www.nyit.edu; go to “About NYIT” and then “general
information.”
2004 2005
Old Central Old Central
Westbury Manhattan Islip Westbury Manhattan Islip
Aggravated Assault 0 0 1 0 0 0
Burglary 0 0 5 0 0 3
Motor Vehicle Theft 0 0 1 0 0 0
Murder 0 0 0 0 0 0
Manslaughter 0 0 0 0 0 0
Arson 0 0 0 0 0 1
Forcible Sex Offenses 0 0 0 0 0 0
Non-Forcible Sex Offenses 0 0 0 0 0 0
Robbery 0 0 0 0 0 0
ARRESTS:
Liquor Law Violations 0 0 0 0 0 0
Drug Violations 0 0 0 0 0 0
Weapons Violations 0 0 0 0 0 0
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Veterans’ Affairs
The NYIT Enrollment Services Center provides assistance and referral services to meet
individual academic and personal needs of part- and full-time veterans and dependents
who qualify for Veterans’ Administration education payments, work-study jobs, tutori-
al assistance, or special vocational rehabilitation programs resulting from a service-
connected disability.
The New York State Vietnam Veterans Tuition Award Program provides educational
financial assistance to qualified veterans and students serving in armed forces reserve
units or the National Guard who are enrolled, full- or part-time, in undergraduate
degree programs.
Accommodation Policy for Students with Disabilities

It is the policy of NYIT to provide reasonable accommodations for students with disabil-
ities, including learning disabilities, physical impairments and other disabling condi-
tions. Possible accommodations include, but are not limited to, test schedule modifica-
tions, class relocation and possible assistance in acquisition of necessary equipment.
Admission requirements for disabled students are the same as for all other students. The
college does accept ACT and SAT scores given under special conditions (i.e., extended
time or oral). Reasonable accommodations will be made upon proof both of disability
and need for the accommodation. It must be understood that accommodations for dis-
abilities are meant to facilitate educational opportunities. Admission to the college and
accommodations do not guarantee success. Therefore, in addition to accommodations,
the college encourages use of auxiliary services available to all students to maximize
opportunities for success.
Students whose disabilities require accommodation must complete a Request for
Accommodation form, and an intake interview with a campus services coordinator prior
to the academic term. A student can request accommodation at any point during the
academic term. However, accommodations cannot be applied to past failures, only to
future academic endeavors. Appropriate modifications of accommodations will be
worked out on a case-by-case basis and will not necessarily incorporate all requested
changes.
Students for whom auxiliary services have been approved, such as readers, interpreters,
or note takers, etc., should arrange these services with the campus services coordina-
tor. In addition to discussing appropriate educational modifications, the coordinator
will serve as a liaison with other college faculty and administration on behalf of stu-
dents with disabilities, including the Office of Human Resources for those students who
are also employees and in need of accommodation in the workplace.
Students with disabilities are encouraged to take advantage of the following related
services available to all students at the college:
n Use of the campus learning centers and listing of free tutorial services;
n Individual, confidential counseling and advisement about their concerns;
n Academic monitoring, career advisement, general study skills, time
management and goal setting assistance;
n Referral to qualified resources for diagnostic evaluation of learning disabilities
at the student's expense.
89
NYIT does not offer students with disabilities the following:

n Diagnostic evaluation for disabilities;
n Special classes;
n A reduced standard for academic performance;
n Exemption to graduation requirements;
n Credit for effort in place of demonstrated competence in the content.
Disabilities and Temporary Disabilities

Students wishing to discuss the availability of services for the disabled or temporarily
disabled, or who wish to identify barrier problems should contact the campus services
coordinator or the disabilities compliance coordinator.
For further information regarding disability-related programs or services contact:
ADA/Disabilities Compliance Coordinator
Theobald Hall, Room 401
Northern Boulevard
Old Westbury, NY 11568-8000
516.686.7976
Campus Services Coordinators
Old Westbury campus
Theobald Hall, Room 401
516.686.7976
Manhattan campus
Information Hall, Room 231
212.261.1770
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Student Activities
NYIT campuses provide a student developmental environment that promotes leadership
and responsibility through involvement in cultural, educational and social events out-
side the classroom. Most activities are initiated through student-run, extracurricular
and academic organizations, including publications, radio stations, and groups with
social, service, religious, and special-interest affiliations.
The Offices of Student Activities on all campuses coordinates extracurricular activities
and provides liaison with student government organizations. Professional staff mem-
bers advise student organizations, schedule campus facilities for student programs,
assist in forming new clubs, and coordinate the orientation program for new students.
Academic Clubs. NYIT academic schools actively advise and support student-run
organizations, most of which maintain national affiliation with professional societies.
Involvement and membership include participation in special projects, benefits of affil-
iation with professional societies, and assisting the school and its students in furthering
educational programs. Academic school clubs, include American Institute of
Architecture Students, American Society of Interior Design, American Society of
Mechanical Engineers, Behavioral Sciences Club, Biomedical Engineering Society,
Criminal Justice Club, Financial Management Association, Institute of Electrical and
Electronic Engineers, National Society of Black Engineers, the Society of Automotive
Engineers and the Society of Hosteurs.
Honor Societies. International and national honor societies, recognizing distinction in
scholarship and achievement, offer membership to academically gifted students.
General honor societies recognize overall academic achievement. NYIT has chapters
in two nationally recognized general honor societies: 1) Golden Key International
Honour Society that accepts full-time, fully matriculated students who have success-
fully completed at least 50 semester hours, with at least 25 of those semester hours at
NYIT, and have demonstrated scholastic excellence by maintaining a grade point aver-
age of 3.5 or higher, and 2) Phi Eta Sigma National Freshman Honor Society that
accepts full-time matriculated students who have earned a 3.5 grade point
average during their first year of registration in the college and who have not
completed more than 20 semester hours or 30 quarter hours at another college or
university after high school graduation and before matriculation at NYIT.
Discipline specific honor societies recognize high academic achievement among
students majoring in particular subjects. NYIT has active chapters in a number of
discipline specific national honor societies: Tau Sigma Delta (Architecture), Delta Mu
Delta (Business), Tau Alpha Pi (engineering technology), Psi Chi (psychology), Alpha
Epsilon Rho (communication arts and broadcasting), Chi Alpha Chi (culinary arts),
and Phi Eta Epsilon (occupational therapy). Membership is open to upper-class and
graduate students and each is administered through their respective academic schools.
Nu Ypsilon Tau is a local, general academic honor society for students who have a
cumulative grade point average of 3.40 for at least 62 credits earned and for transfer
students who have completed a minimum of 45 of the 62 credits at NYIT and have
obtained a cumulative grade point average of 3.40.
Each year’s edition of ”Who’s Who Among Students in American Universities and
Colleges” includes a full range of NYIT seniors. Recommendation of candidates is made
by faculty and student affairs personnel on the basis of scholarship, participation in
extracurricular activities and service to the college.
91
Student Government. The Student Government Association is the self-governing,

policy-making and executive structure for students on each campus. Each student gov-
ernment provides activities and programs geared specifically to the needs and interests
of students on the different campuses. All undergraduate day students are automati-
cally members of one of these three organizations. Each student government recognizes
and funds academic and special-interest clubs, and works with the college to provide
activities that enhance the quality of education and student life. The deans of students
have administrative authority over all NYIT student governments.
Student Organizations
Following is a description of some currently active student organizations. NYIT will
support the organization and activities of new student groups only if they have been
officially recognized.
Special-Interest Groups. Each campus and its student government offer participation
and membership in special-interest clubs, such as International Student Association,
Law Club, Women’s Association, African Peoples Organization, Jewish Student Union,
Hispanic Student Council, Role-Players/Gamers Association, and Theatre Club.
Cultural Activities. The College-Wide Cultural Committee — comprised of administra-
tors, faculty, student leaders and community leaders — plans annual programs of
chamber music, symphony, band and jazz concerts, modern dance, and poetry readings,
and sponsors presentations on a regular basis during which faculty members discuss
contemporary topics.
Social Organizations. Fraternities and sororities play an active role in the student
activities program at NYIT. Membership emphasis is placed on leadership, friendship,
creativity and responsibility through social and service projects.
Religious Organizations. Jewish Student Union, Christian Fellowship, Muslim and
Newman Clubs are active in planning religious, cultural, educational, social and non-
sectarian activities events for students, faculty and staff.
Student Media. The Campus Slate at Old Westbury, and The Chronicle in Manhattan
are student-funded and student-run newspapers.
Campus Radio Stations. NYIT maintains a student-operated radio station, WNYT at the
Old Westbury campus. Transmissions originate via commercial cable and may be heard
directly in student lounges, meeting rooms and cafeterias. Student staff members
manage the station and assume roles of disc-jockeys, announcers, newscasters,
newswriters, programmers and business agents.
Women’s Association
Everyone is invited to participate in the activities of this group that supports
programs related to the experiences of women. Activities include discussion groups,
luncheons, and speakers on topics such as careers, affirmative action, and women’s
physiology. The annual celebration of Women’s History Month includes special
programs and educational lectures on current topics.
92
Athletics and Recreation

NYIT’s Long Island campuses offer a competitive intercollegiate athletic program
organized for men and women. Men’s varsity teams compete in baseball, basketball,
lacrosse, soccer, indoor and outdoor track and field, and cross country. Women’s
varsity teams include intercollegiate cross country, soccer, softball, indoor and outdoor
track and volleyball.
Varsity teams compete with colleges throughout New York and in neighboring eastern
states under the auspices of the National Collegiate Athletic Association (NCAA), the
Eastern Collegiate Athletic Conference (ECAC), and the East Coast Conference (ECC).
Baseball is an NCAA Division I sport and all other varsity teams compete in Division II.
Intramural and recreation programs are offered at all campuses for men and women.
Organized activities promote the concept of total development through competition
providing students opportunities to improve emotional and physiological qualities, and
to develop skills in leadership, discipline, loyalty and a sense of fair play. Intramural
and recreational activities vary on each campus and include aerobics, basketball, flag
football, soccer, softball, table tennis, volleyball, tennis and weightlifting. There is a full
fitness center and weight room on the Old Westbury campus.
NYIT Policies Affecting Students

Students who accept enrollment at NYIT are responsible for knowledge of, and compli-
ance with, all policies and rules affecting students, including but not limited to those
in the student handbooks, traffic and parking regulations, and residence life as a con-
dition upon which the student’s status at the college is contingent. Specific policies
affecting students include:
Student Code of Conduct
Policy on Alcohol and Drugs
Sexual Harassment
Use of Campus Facilities
Immunizations
Residential Life
Traffic Rules and Regulations
Academic Integrity Policy
Copies of any or all policies and rules affecting students are available on all campuses
through the Offices of Student Affairs, Student Activities, Counseling and Residential Life,
as well as on the Web site: www.nyit.edu.
Alumni Placement
NYIT actively follows with great interest the careers of its graduates. Questionnaires are
mailed to alumni from time to time, and the results are compared to the U.S.
Department of Labor statistics and quarterly reports of the Placement Council. A high
percentage of NYIT graduates have been determined to be gainfully employed in their
chosen fields of academic study.
Graduate and professional school advisement and referrals, in conjunction with aca-
demic schools, are provided through the Office of Career Services. NYIT alumni attend
postgraduate schools throughout the United States and successfully complete degree
programs in every field of study.
93
Honors and Awards recognition of demonstrated scholarly achievement

and potential outstanding contribution to the behav-
NYIT recognizes outstanding scholarship, service and ioral science of criminal justice.
leadership. Through the interest of various individuals
and organizations, the following are conferred for dis- Excelsior Award in Nursing Conferred by the nursing
tinctive student achievement: faculty upon the graduating student with the highest
overall GPA.
Dorothy Schure Memorial Award In memory of
Dorothy Schure, a founder and member of the Board of Madeline M. Leininger Award in Nursing Conferred
Trustees of NYIT, annual cash awards are granted to by the faculty of the nursing department upon the
students whose extracurricular activities reflect con- graduating student who best exemplifies the applica-
cern, support and dedication to the college communi- tion of transcultural nursing principles to the chal-
ty at large. lenge of nursing practice in a global society.
Leonard J. Knuth Trustees’ Award To the full–time Life Sciences Award For outstanding scholarship in
student graduating with the highest scholastic aver- the field of life sciences.
age in the class with 55 percent or more credits taken
at NYIT. Life Sciences Faculty Award For outstanding service
to the discipline of life sciences.
Evan Rubin Memorial Award Conferred at school
recognition ceremonies each year to the student who Florence Nightingale Award in Nursing Conferred by
is viewed as having manifested the greatest concern the faculty of the nursing department upon the grad-
for other individuals within the NYIT community. uating student who best embodies the spirit of nursing.
Honor’s Program Certificate Awarded to students in Nursing Chairs Award Conferred by the chairperson
the honor’s program who have met or exceeded all of the Department of Nursing upon the graduating
requirements of the program. student who has demonstrated significant persever-
ance in the pursuit of success in nursing.
Honor’s Program Award for Excellence Presented to
the student(s) in the honor’s program who have earned Nursing Leadership Award Conferred by the nursing
the highest cumulative GPA. department faculty upon the graduating student who
has demonstrated outstanding service to students and
Special Program Award—HEOP Awarded to Higher faculty of the program in nursing and to the NYIT
Education Opportunity Program participants who have community.
demonstrated exceptional educational achievements.
Physician Assistant Studies Academic Performance
Award For outstanding academic performance in the
Health Professions, didactic phase of the program.
Behavioral, and Life Sciences
Physician Assistant Studies Clinical Performance
B.S./D.O. Award For outstanding scholarship in the Award For outstanding academic performance in the
BS/DO program. clinical year.
B.S./D.O. Service Award For outstanding service to Physician Assistant Studies Leadership Award For
the student body and improvement of college life at leadership, dedication and service to the PA program,
NYIT. college and community.
B.S./D.O. Pre–Clinical Education Award For the most Psychology Award Conferred by behavioral sciences
outstanding BS/DO student in his/her first year of faculty on a graduate from each campus in recognition
medical school. of demonstrated scholarly achievement and potential
outstanding contribution to the behavioral science
Biomedical Society Award Presented by the officers of psychology.
of the Biomedical Society for outstanding service in
the life sciences. David G. Salten Award Awarded by the Alumni
Federation for excellence in the natural sciences.
Community Mental Health Award To a graduating
student in recognition of demonstrated scholarly Sociology Award Conferred by the behavioral sciences
achievement and potential outstanding contribution faculty on a graduating student in recognition of
to the behavioral science of community mental health. demonstrated scholarly achievement and potential
outstanding contribution to the behavioral science
Criminal Justice Award Conferred by the behavioral of sociology.
sciences faculty on a graduate from each campus in
94
achieved a high scholastic record in architectural

technology.
Certificate in Teacher Education, Life Sciences
Conferred by the life sciences faculty for excellence Certificate for Achievement in Architecture Gold
in teacher education. and silver certificates awarded by the architecture
faculty to graduates who have achieved a high
Michael Brian Unger Award Presented in memory scholastic record in the bachelor of architecture pro-
of a youthful victim of cancer to a graduating gram.
student whose scholarly achievement in the life
sciences denotes an outstanding graduate with a Salvatore Coco Memorial Design Fellowship Award
promising future. To a third-year architecture design student for out-
standing achievement in design.
Michael Wubnig Memorial Scholarship Award To
the outstanding graduating senior in behavioral Salvatore Coco Memorial Design Fellowship Citation
sciences who enrolls in the graduate M.P.S. program. To an outstanding architecture student enrolled in the
evening program.
Dean’s Award for Design Excellence Awarded by the

Architecture and Design
dean of the School of Architecture and Design to a
Alpha Rho Chi Medal National Professional graduating senior who has achieved excellence in the
Fraternity of Architecture Award presented to a architecture program.
senior for leadership, willing service to the college, and
promise of professional merit through attitude John Emmi Memorial Award Presented to the interior
and personality. design graduate in Old Westbury with a high academ-
ic standing who has excelled in interior design. Named
American Institute of Architects Henry Adams Medal in memory of a former student.
and Certificate A medal of achievement and a certificate
of achievement to outstanding architecture students. The Raymond F. Fellman Design Fundamentals
Fellowship Award To design fundamentals students
Architectural Chairs’ Award Awarded by the School showing the greatest promise in the field of architecture.
of Architecture and Design chairpersons at each
campus to the graduate who has achieved distinction Leonard Horowitz Award To the interior design
in architectural design. graduate in Old Westbury who has excelled in the
discipline of interior design. Named in memory of a
Maria A. Bentel Memorial Thesis Travel Grant former student.
Awarded by a review committee composed of the
dean, thesis coordinator, and a senior faculty and one Interior Design Award Conferred by the architecture
other full time faculty to a female fourth year student and design faculty for excellence in interior design.
in the bachelor of architecture program for travel
related to a proposed thesis project. Selection will Interior Design Faculty Award Conferred by the
be based on the review of a written proposal, the architecture and design faculty for outstanding
student’s academic record and a portfolio. Named achievement in interior design.
in memory of the first female tenured architecture
faculty at NYIT. Gary Hess Memorial Scholarship Established
in memory of the many contributions of the
Michael T. Berthold Energy Conservation Award late Professor Gary Hess. Funds from this traveling
Awarded to a graduating senior in the Bachelor of scholarship will be awarded to deserving students who
Science in Architectural Technology or Bachelor have demonstrated superior academic achievement in
of Architecture program who has demonstrated the NYIT School of Architecture and Design.
ecologically sensitive and environmentally sound
designing architecture or community planning. Robert Jensen Memorial Award Presented by the
faculty to a graduating student in architecture for
Certificate for Architectural Design Gold and silver exceptional abilities in one or more of the following
certificates awarded by the architecture faculty design fields of study: architectural history, architectural
committee to the most deserving graduating five–year theory and criticism, historic preservation and
students in architecture. Based on the five–year craft–based architectural design.
exhaustive review of very high excellence.
Melvin Lerner Memorial Award Presented to the
Certificate for Achievement in Architectural interior design graduate in Old Westbury for excellence
Technology Gold and silver certificates; awarded in leadership, service to the college and promise of pro-
by the architecture faculty to graduates who have fessional merit through performance and personality.
95
The Long Island Chapter of the American Institute John Tam Memorial Award To the interior design
of Architects Award To an architecture student for graduate in Old Westbury who has excelled in the
the winning solution in the spring architectural com- program. Named in memory of a former student.
petition. This tuition award is established with an
annual fund sponsored jointly by the Long Island
Chapter of the AIA and NYIT. Arts and Sciences
The Long Island Chapter of the American Institute
of Architects Annual Sophomore Award A renewable Arts
scholarship awarded to a sophomore attending Old Certificate for Art Faculty Award Conferred by the
Westbury for academic achievement and dedication to fine arts faculty to the graduating senior who has
architecture as a career. shown distinction and promise in the field of fine arts.
The Thomas Mojo Design Fellowship To first–year Computer Graphics Faculty Award Conferred by the
architectural design students showing the greatest fine arts faculty for excellence in computer graphics.
promise in the field of architecture.
Graphic Design Faculty Award Conferred by the
The New York Council of the Society of American faculty for outstanding achievement in graphic design.
Registered Architects Award To the senior student
in the bachelor of architecture program who has given Animation Faculty Award Conferred by the fine arts
worthy service to the school and to other students faculty for outstanding achievement in an animation
in friendship, assistance and constructive attitude. project.
The New York Society of Architects Matthew W. Del Web Design Faculty Award Conferred by the fine arts
Gaudio Award Presented for excellence in total design faculty for outstanding achievement in a Web design
to a graduating student in each of the architectural project.
schools in the state.
Fine Art Department Chairperson Award Conferred by
Outstanding Service to the Department Award the fine arts department to the student with the high-
Conferred by the interior design faculty for outstanding est academic record in the major.
service to the department.
Outstanding Service to the College Award Conferred
Arthur J. Pettorino Memorial Award Presented to by the fine arts faculty for outstanding service.
a graduating student in the architectural technology
program, selected by the faculty, in recognition Certificate in Teacher Education, Fine Arts Conferred
of outstanding achievement in the study of architec- by the fine arts faculty for excellence in teacher
tural technology. education.
Gina Pisano Ricci Award To the female graduate, Faculty Award for Best Web Design Project Awarded
architecture program, who has shown outstanding to a student who has completed the best web design
ability and leadership, willingness to serve and prom- project as judged by a committee of fine arts faculty.
ise of professional achievement.
The Marvin Horowitz Sculpture Award Awarded to
Special Faculty Award for Service and Involvement the student who excels in the discipline of digital
Conferred by the faculty to a graduating student in sculpture.
the architecture program, at each campus, who has
generously served the student body and thereby The Valdis Kupris Painting Award Awarded to the
improved the quality of life within the School of student who excels in the discipline of digital painting.
Architecture and Design.
The Cornelius Scholl Photography Award Awarded
The Spector Competition for Architectural Design To to the student who excels in the discipline of digital
the winners of an annual student competition for photography.
resolution of a particularly difficult architectural
Interdisciplinary Studies Award To graduating
problem. A class project for third- and fourth–year
seniors in recognition of outstanding scholarship
architectural design majors, the resulting plans, models
and overall achievement.
and renderings are judged by leading architects from
the community and the NYIT architecture faculty. Dr. Chung S. Lee Memorial Scholarship This scholar-
Sponsored by Michael Harris Spector of the Spector Group. ship is intended for majors in political science, and has
been established in memory of Professor Chung S. Lee.
96
Professor Carl A. Atkins Award To a graduating William M. Altman Award To the communication arts
senior from the Manhattan campus for proficiency in graduate in Old Westbury with high academic stand-
English. Named in honor of a former faculty member. ing and all–around excellence. Named in memory of a
former faculty member.
Ann McLaughlin Award Recognizes outstanding
scholarship in English by a graduating senior. Named J. Jack Brown Memorial Award Awarded to a grad-
in honor of a former staff member of the English uating student in communication arts, Old Westbury,
department. who has chosen film as a specialization and has
excelled in this field. Named in memory of the father
Social Sciences Award To a graduating senior who of a communication arts staff member.
has demonstrated excellence in a degree program
of social sciences. Neal Martin Cohen Memorial Award To the commu-
nication arts graduate in Old Westbury who has done
Society for Technical Communication (New York outstanding work in the field of broadcasting. Named
Chapter) Scholarship Awards Cash awards, based on in memory of a former faculty member.
an annual competition, to undergraduate students
showing excellence and achievement in technical writing. Communication Arts Award Conferred on graduating
students at the Old Westbury and Manhattan campuses
Technical Writing Award Conferred by the technical for high academic average in communication arts.
writing faculty for excellence in the subject.
Regina Greene Service Award Awarded to a graduat-
Humanities Award Conferred to recognize excellence ing student in communication arts who has shown
in writing and scholarship by a graduating senior unusual dedication and service to the program. Named
majoring in English or political science. in honor of a dedicated former staff member who
served the communication arts department for more
Sciences than a quarter century.
Annual Physics Prize For outstanding scholarship,
character and dedication to the field of physics. Charles J. Kambourian Advertising Achievement
Award Conferred on a graduating student whose work
Eugene Odin Memorial Award Presented to the shows great promise in the field. Named in honor of
graduate who has achieved the greatest efficiency the first chairperson of the advertising program.
and progress in mathematics. Named in memory of a
former faculty member. The John R. Mazey Memorial Award Conferred on a
graduating senior in communication arts from the
Harvey Pollack Scholarship Award To deserving NYIT Old Westbury and Manhattan campuses for an out-
students whose studies are in the field of physics. standing, professional advertising project.
Named in memory of a former member of faculty
and staff. Media Production Award Conferred by the School of
Arts, Sciences and Communication on a graduating
Communication student for an outstanding, professional media pro-
Advertising Copy Award To the advertising degree duction.
graduating student at the Old Westbury and
Manhattan campuses who has demonstrated the most Philip Miele Memorial Award To a graduating
outstanding skills in advertising writing. student for excellence in public relations and/or
advertising. Named in memory of a former chairman
Advertising Design Award To the advertising degree and faculty member.
graduating senior at the Old Westbury and Manhattan
campuses who has excelled in advertising design. Lee Morrison Memorial Award To graduating
students in communication arts, Old Westbury
Advertising Leadership Award To the advertising and Manhattan, for overall excellence in the field of
degree graduating senior at the Old Westbury and radio. Named in memory of a former faculty member.
Manhattan campuses who has demonstrated outstand-
ing leadership in management of professional and New York Chapter of the National Academy
academic advertising projects. of Television Arts and Science Award Awarded to
graduating communication arts students at the Old
Advertising Presentation Award To the advertising Westbury and Manhattan campuses who excel and
degree graduating student at the Old Westbury and show promise in the area of television.
Manhattan campuses who has demonstrated the most
outstanding presentation skills.
97
Frank Spreeman Memorial Award Awarded to the Award for Excellence in a Professional Field Project
communication arts graduate, at the Old Westbury – UFT/ TC Conferred upon a deserving student for
campus with high academic standing, who has done excellence in preparation of a professional thesis/project
outstanding work in the field of public relations. related to instructional technology and childhood or
Named in memory of a beloved family member of the adolescence education.
communication arts department.
Award for Excellence in Professional Training
Edith Wigutow Memorial Award Presented to a Presented to a deserving graduate for outstanding per-
graduating student in communication arts at the formance in the field of training and learning technology.
Manhattan campus for scholarship and all–around
excellence. Dean’s Award for Academic Excellence in
Educational Leadership and Technology Bestowed
on a graduate of the educational leadership and
Education technology program who has demonstrated superior
academic achievement by earning a 4.0 GPA, a superior
Career and Technical Education Awards Awarded to rating on the course portfolio, and a strong faculty
the graduate and certified teacher of career and tech- recommendation.
nical education subject who has achieved a high qual-
ity grade point average in: business and marketing Faculty Award for Educational Leadership Given to a
education, health occupations, trade subjects or tech- graduate of the Educational Leadership and Technology
nical subjects. program in recognition of superior leadership during
the internship and within the cohort. The recipient
Award for Excellence in Technology Teacher illustrates the spirit of "team leader," has earned a GPA
Education Presented to the outstanding graduate and of 3.75 or higher, and has received superior recom-
certified teacher who has achieved a high quality mendations from cooperating administrators during
grade point average. internship.
Award for Excellence in Undergraduate Childhood Technology Leader Award Given to a graduate of the
Education Awarded to the graduate who has educational leadership and technology program
demonstrated significant growth in professional in recognition of superior expertise in the use and
responsibility and competence, and has manifested integration of technology in educational administra-
effective sensitivity in teaching. tion, teaching and learning. The recipient has demon-
strated this expertise through exemplary work in the
Award for Excellence in Adolescence Education application of technology in course work and practice
Awarded to the graduate who has demonstrated great and has taken a leadership role in the use of technol-
growth in professional responsibility and competence, ogy within the cohort or internship setting.
and manifested effective sensitivity in teaching.
Dean’s Award for Academic Excellence in School
John J. Theobald Achievement Award in Graduate Counseling Presented to a graduate of the school
Childhood Education Conferred upon a deserving stu- counseling program who has demonstrated excellent
dent in the Master of Science in Childhood Education academic achievement earned a superior rating on
program, based on scholarship and outstanding con- the course portfolio, and received a strong faculty
tribution to the college and /or community. recommendation.
Dean’s Award for Excellence in Instructional Dean’s Award for Academic Excellence in Mental
Technology – Off-Campus Students Conferred upon Health Counseling Presented to a graduate of the
off-campus students in instructional technology, who mental health couseling program who has demon-
have shown superior accomplishment in teaching, strated excellence academic achievement, earned a
scholarship and the integration of technology in superior rating on the course portfolio, and received a
instruction. strong faculty recommendation.
John J. Theobald Graduate Achievement Award in John J. Theobald Graduate Achievement Award for
Instructional Technology Conferred upon a deserving Counseling Leadership Presented to a graduate of the
student in the Master of Science in instructional School counseling or mental health counseling
technology program, based on scholarship and out- program in recognition of outstanding leadership
standing contribution to the college and/or community. within the cohort and in the field. The recipient
illustrates the spirit of leader-advocate, demonstrated
excellence in academic work, and has received superior
recommendations from cooperating professionals
during internship.
98
Culinary/Hospitality Management Dean’s Award Presented by the dean of the School of

Chefs’ Award Conferred by chefs in the discipline to a Engineering and Computing Sciences to the graduat-
graduating student for excellence in production ing student at each of the campus who has achieved
throughout the degree program. high academic average in the bachelor of science pro-
gram in computer science.
Dean’s Award Conferred on a graduating student who
has demonstrated academic and career excellence Electrical Engineering Award Awarded to the gradu-
through major improvements as a student and as ating student at each campus for creativity, ability and
member of the industry and/or who has publications service in this discipline.
related to hotel, enology, institutional or restaurant
administration that have brought credit to the stu- Electrical Engineering Faculty Award Awarded by
dent, the school and the college. the Old Westbury faculty to the graduate who has
attained superior scholastic achievement and partici-
Department of Culinary Arts Award Presented by pation in the discipline.
chefs to a graduating student who demonstrates excel-
lence in performance and high academic achievement. Environmental Technology Faculty Award Awarded
to the graduating student in the undergraduate
Director’s Award Conferred by the director and chefs environmental technology discipline who combines
to the graduate who best exemplifies management outstanding scholarship with personal and profes-
skills in the discipline. sional achievement.
Hotel Faculty Award Conferred by the faculty of the Andrew Farber Memorial Award To the full–time
hospitality management department on the student electrical engineering undergraduate who has
who has demonstrated continued service, concern and achieved excellence in the field throughout the
support of the school, the college and the industry. four–year program.
Society of Hosteurs Club Award Presented to a grad- The Gottlieb Koenig Achievement Award Presented
uating senior who has made a significant contribution to graduating senior with a high academic average
to the club. in mechanical engineering and a record of service to
the college and/or the outside community.
Student Colleague Award Conferred by students on a
colleague who best exemplifies team–work and con- N.A. Karr Award Presented to graduating students in
sistency in the program. computer science at each of the campuses who have
high scholastic averages and records of service to the
Whitsons Scholarship A cash award given to culinar- campus community.
ian contest winner.
Louis Liss Memorial Award To the upper–class stu-
Engineering and Computing dent of electrical engineering who has shown creative
Sciences ability and ingenuity in the field.
American Institute of Aeronautics and Astronautics Metropolitan Club, Association of Old Crows
Outstanding Student Award To a graduating student Scholarship To an upper–class student in electrical
who has made a great contribution toward the opera- engineering to encourage the pursuit of a career in the
tions of the student branch of the AIAA. electronic defense profession.
American Society of Mechanical Engineers Award Henry and Alice Schiff Award To the student with a
In recognition of outstanding academic achievement high academic average in the Bachelor of Science
in the mechanical engineering major throughout a program in industrial engineering.
four–year program.
School of Engineering and Computing Sciences,
Bachelor of Technology Faculty Award To the Telecommunications Award To the graduate who
graduate at each campus who has attained demonstrates academic excellence in the program.
superior scholastic achievement and participation
in the program. Samuel Shapiro Scholarship Award To the graduate
of the School of Engineering and Computing Sciences
Computer Science Faculty Award To the graduating deemed most worthy in his or her pursuit of graduate
senior at each campus for creativity, ability and serv- studies.
ice in the discipline of computer science.
99
Management NYIT Alumni Award To graduating students from each

campus who have contributed outstanding service to
Nat Deerson Scholarship Award Conferred on an Old the college.
Westbury graduating student for academic excellence
in one of the management degree programs, who has Estelle Ormont Award Presented for outstanding
a sincere desire to pursue a career in law. extracurricular activity and/or special effort related to
the student’s field of interest.
Delta Mu Delta National Honor Society Award
Conferred by Alpha Xi, the NYIT chapter of the national Residential Life Service Award To the graduating
business honor society, in recognition of outstanding student who has provided outstanding leadership,
scholarship in business. sincere dedication, and meritorious service in the area
of residential life.
Finance, Accounting and Management Association
Award To the student who has excelled in extracurric- Israel Louis Schure Award Conferred for outstanding
ular activities related to the business program. performance in extracurricular leadership.
New York CPA Society Award To the student gradu- Jules H. Singer Memorial Award To a student who
ating with a high academic average in accounting who has made outstanding contributions to the intellectual
shows promise in the public accounting profession. and cultural climate of the college.
School of Management Award Conferred on graduat- Student Services Award To a graduating student at
ing students who have achieved the highest averages each campus for outstanding service to the college.
in the majors offered by the discipline: accounting,
business administration, management, marketing, MIS
and finance. New York College of
Benjamin and Ethel Silverstein Award Conferred on a Osteopathic Medicine Senior
graduating student in recognition of outstanding Student Awards for Service
achievement in finance. and Academic Achievement
AMWA's Janet M. Glasgow Memorial Award for the
Wall Street Journal Achievement Award To a female receiving top honors in her class.
graduating student who has achieved excellence
in business studies. Mark A. Andrews, Ph.D., Award for excellence
in physiology.
Student Services Biophysical Society Student Research Achievement

Award.
Athletic Achievement Award For demonstrated
outstanding team spirit, sportsmanship, and playing Board of Governor's Award for excellence in
ability. osteopathic manipulation.
Richard Gabay Memorial Award Presented by the Old The Council of Deans' Achievement Award for
Westbury Student Government Association for overall academic excellence.
demonstrated outstanding leadership in extracurricu-
lar activities. Council of Student Council President's Student D.O.
of the Year Award.
P.W. Gentile Award for Sportsmanship For demon-
strated outstanding athletic ability and sportsmanship. Dean's Award for service to NYCOM.
Frank R. Jaklitsch Memorial Award Presented by the Roy DeBeer, D.O., Award for excellence in gastroen-
Office of Student Services, Central Islip, for demon- terology.
strated outstanding leadership in extracurricular
activities. Philip F. Fleisher, D.O., Memorial Award for
excellence in cardiology.
Dr. Martin Luther King, Jr. Award Presented for out-
standing contribution to the minority community Steven Galler, D.O., Alan Scheinbach, D.O. and
at NYIT. Named in honor of the Dr. Martin Luther King, Steven Grainer, D.O., Award for excellence in internal
Jr. in recognition of his charismatic leadership in the medicine.
cause of civil rights and peace.
100
Robert E. Mancini, Ph.D., D.O., Award for excellence NYSOMS Award for interest in organizational affairs.
in medical pharmacology.
Award for Excellence in Obstetrics/Gynecology
Gates Pharmaceutical Award for outstanding
achievement in the study of medicine. Award for Excellence in Pediatrics
Mary E. Hitchcock, D.O., Memorial Award for Samuel Plotnick, D.D.S., MPH Award for community
commitment to osteopathic principles. medicine.
Robert E. Mancini, Ph.D., D.O., Award for excellence Excellence in Psychiatry Award
in clinical toxicology.
Thomas A. Scandalis, D.O., Award for excellence in
Philip Marcus, M.D., Award for excellence in sports medicine.
pulmonary medicine.
Society for Academic Emergency Medicine Award
Mark Marmora, D.O., Memorial Award for excellence
in teaching OMM sponsored by Schering Pharmceutical. Shepard Splain, D.O., Award for excellence in surgery.
The McNeil Pharmaceutical Award for excellence in St. Barnabas Award for excellence in radiology.
family practice.
Student National Medical Association Dedicated
Medical Society of New York State Award for Service Award
community service.
Donna Jones Maritsugu Award to a supportive spouse.
Esther & Max Nagler Fund Award for excellence
in pathology.
NYCOM Alumni Association Award
101
BRANDON KUBIK ARCHITECTURE MAJOR

School of Architecture and Design
Judith DiMaio, M.Arch., AIA, Dean
Architecture
Architectural Technology
Interior Design
Degrees Offered
The School of Architecture and Design offers degrees both in Architecture and Interior
Design. Four degrees are offered in Architecture: an Associate in Applied Science in
Architectural Technology Degree (A.A.S.), a Bachelor of Science in Architectural
Technology (B.S.A.T.), a Bachelor of Architecture (B.Arch.), and a Master of Architecture
in Urban and Regional Design. The B.Arch. degree is recognized as a first professional
degree and is fully accredited by the National Architectural Accrediting Board
(N.A.A.B.). The Masters program offers a “post professional degree”. The school also
offers a Bachelor of Fine Arts in Interior Design (B.F.A.) which is a professional degree
accredited by The Council for Interior Design Accreditation (C.I.D.A.).
About the School of Architecture and Design

Architecture, since ancient times, has been considered the mother of all the arts. In a
manner much the same as in the other visual arts, the act of making architecture
requires the use of the eye, the mind and the hand. Above all, the making of architec-
ture demands passion, precision, and intelligence without which no act of creation can
occur. Unlike the other arts, architecture has a functional task, the creation of built
environments for human activity. In doing this, architecture becomes the inevitable
expression of human values. Through the design process and the production of a built
environment, architecture not only addresses issues of form and space making, it
addresses the interrelated physical, social, political, economic, and cultural values
prevailing in a particular place and time.
Design is an intellectual exercise and an art form, and serves as the primary focus of
the academic program at the NYIT’s School of Architecture and Design. The School
maintains that this emphasis on design within the curricula best prepares students for
effective participation in the profession and for rendering service to the public. With this
being said, the intentions of the program for every student are summarized as follows:
1. To stimulate artistic sensitivity, creative power, and personal self-confidence.
2. To strengthen intellectual ability as it is applied to the making of solutions to
architectural problems.
3. To acquire the technical skills needed for the practice of architecture and the
related design fields.
Architecture today operates in a fast changing and complex milieu. The emergence of
computer technology, and the rapid paced change in building construction imposes
tremendous pressures on design pedagogy. Architecture must meet the demands made
for energy conservation. Vast changes in contemporary society, such as the disintegra-
tion of social, geographic, and communication barriers, impose additional challenges.
Prescriptive philosophies, once embraced by architecture schools are now questioned
for their relevance and effectiveness. In response to this, the School of Architecture and
Design holds that each student must develop his or her own approach to design, based
upon the sound intellectual and technical foundations offered at NYIT.
Diverse course offerings allow students to explore the interrelationships and special-
izations occurring in the architecture and interior design fields. Students may define
their own career paths and goals based on the knowledge acquired in the classroom.
After the first foundation year, students may select either majors in architecture or
104 interior design.
Computer technology is having a profound effect, not only the planning and design of
the built environment, but in actual construction practices. Consistent with the
changes occurring in the other professions, computers are drastically changing the
way that architecture as an art and as a profession is practiced. The curriculum at the
School of Architecture and Design, in step with the objectives of NYIT, is committed to
keeping up with change and anticipating the future. Computer use is introduced early
in the program. As they progress in their studies, students are provided the opportunity
to master computer aided design. Several student access computer labs feature
up-to-date computer software and are available to all students enrolled in the program.
Interior Design as an art and a profession has greatly changed. In the past, it was
understood primarily as the act of decorating an existing space. It has evolved into a
profession that is far broader and encompassing. Today’s interior designers are trained
to enhance the quality of working and living environments. This includes, not only
aesthetics but functionality, efficiency, and safety. Many interior designers today are
part of larger design teams including architects, engineers, consultants, contractors,
and others all working in tandem to create exciting environments. Their work
professionally allies and interrelates with architecture and architectural technology.
The integration of course work between the interior design program and the architecture
program at the School of Architecture and Design facilitates an interchange
and comprehension between interior design and architecture students that will serve
graduates well when they enter the workplace. All interior design students are required
to complete two semesters of design fundamentals ARCH 101 & 102 as well as an archi-
tecture history survey course, alongside architecture students, prior to advancing in the
Interior Design studio sequence. From that point in the curriculum, course work remains
closely related to the program offerings in architecture, with additional course work
specific to their field. Courses offered throughout the Interior Design curriculum demonstrate
an intention to closely unify the studies of interior design and architecture studnts.
Architecture
Faculty: M. Altwicker, P. Amatuzzo, R. Beattie, F. Bentel, M. Bertomen, F. Campani,
A. Dadras, D. Diamond, N. Defelice, J. DiDomenico, J. DiMaio, A. DiSanto, M. Dockery,
J. Friedman, P. Griffin, Y. Ilkaneyev, R. Imas, B. Karahan, M. Nolan, E. O’Keefe,
W. Palmore, T. Rochon, A. Sayles, J. M. Schwarting, B.B. Taylor, N. Vossoughian,
J. Wiesenfeld.
Adjunct Faculty: M. Ackerson, J. Alayo, A. Amoia, D. Baskin, J. Bassin, A. Bollinger,
S. Buzbee, F. Capone, C. Carbonaro, L. Cespedes, M. Chen, J. Cornell, T. Costello,
G. Cumella, J. Cunniffe, D. Cunningham, H. Chin-Hong, T. Collins, Y. Crespo, R. Dadras,
E. Davis, J. Davis, P. Dawson, F. de la Cruz, J. Dillon, A. Dong, E. Emerson, P. Dorsey,
J. Fink, L. Fischer, J. Gabriel, A. Gale, E. Gamburg, E. Gandhi, S. Garcia, A. Gutman,
G. Haley, C. Harp, D. Heinze, H. Hoang, J. Hwang, W. Haskas, J. Hoppa, A. Jackson,
E. Kath, J. Ke, M. Kim, Z. Kostura, T. Lazzaro, P. Lew, R. Liu,P. Locascio, R. Liu, C. Mack,
F. Meuschke, F. Mruk, D. Neff, J. Palazzolo, J. Pike, A. Pisano, G. Proksch, C. Puchall,
R, Requejo, C. Rodriguez, R. Saxton, J. Tax, B. Urick, C. Rivielle, W. Rockwell, B. Roslyn,
B. Russell, R. Saxton, L. Schwartz, P. Scott, R. Shatarah, S. Sloan, K. Striga, T. Szalczer,
P. Tymus, A. Yalcin, T. Zoli.
All students admitted to Architecture first enter the Bachelor of Science in Architecture
Technology (B.S.A.T.) program, and undertake a two-year common core curriculum. This
curriculum includes design studios and architectural history courses, as well as liberal
arts courses such as English composition, math, physics, behavioral science, economics,
fine arts, and social science. Direct admission into the first year of this curriculum 105
requires a minimum combined SAT score of 1000. Students failing to meet the require-
ment are permitted to matriculate with an undeclared degree status in the School of
Architecture and Design and undertake selected courses that foster the exploration of
architecture and provides the student the opportunity to demonstrate academic success
in a college setting. Completion of the first semester with a minimum cumulative grade
average of 2.5 allows the undeclared major access to the B.S.A.T. program.
In the United States, most state registration boards require a degree from an accredited
professional degree program as a prerequisite for licensure. The National Architectural
Accrediting Board (NAAB), which is the sole agency authorized to accredit U.S. profes-
sional degree programs in architecture, recognizes three types of degrees: the Bachelor
of Architecture, the Master of Architecture, and the Doctor of Architecture. A program
may be granted a 6-year, 3-year, or 2-year term of accreditation, depending on the
extent of its conformance with established educational standards. Master’s degree
programs may consist of a preprofessional undergraduate degree and a professional
graduate degree that, when earned sequentially, constitute an accredited professional
education. However, the preprofessional degree is not, by itself, recognized as an
accredited degree.
After successful completion of the two-year common core curriculum, students may
either continue in the four-year B.S.A.T. program, which is accredited by New York State
and may lead to New York State licensure, or apply for admission into the five-year
B.Arch. program, which provides the successful candidate with a first professional
degree accredited by the National Architectural Accrediting Board. The N.A.A.B. certified
B.Arch. degree may lead to New York State licensure plus reciprocal licensure in all
States except California. Admission to the B.Arch. program requires the submission of
a representative portfolio of individual student design work, called the Foundation
Portfolio, which is reviewed by a committee of faculty members. Following the accep-
tance of the Foundation Portfolio by the review committee, the student candidate may
apply for admission to the Bachelor of Architecture program. At the time of application,
the student must demonstrate a cumulative grade average of 2.75 for all courses
undertaken at NYIT or 3.00 for courses undertaken in architecture exclusively.
Candidates for admission into the B.Arch. program must submit their Foundation
Portfolios for review prior to enrollment in Design V or Arch. 401. Students must be
accepted in the B. Arch. Program prior to enrolling Design VI, ARCH 402.
With the Bachelor of Architecture degree, the successful student may proceed with the
sequence of internship and the professional steps that lead to licensure as well as eli-
gibility for certification from the National Council of Architectural Registration Boards
(NCARB). The Bachelor of Science in Architectural Technology is a non-professional
degree offering that permits the successful student to gain a license to practice archi-
tecture in the State of New York but does not make the degree holder eligible for
NCARB certification. Should the successful Bachelor of Science in Architecture
Technology graduate later seek to gain a first professional degree in architecture, he or
she could pursue a first professional degree Bachelor of Architecture or a first profes-
sional degree Master of Architecture.
Those students who choose to undertake the B.S.A.T. program may wish to consider the
opportunity to concentrate their studies in construction management. Upper level
courses in areas such as contract management, construction supervision, and real
estate fundamentals make up the offer of the B.S.A.T. with a concentration in con-
struction management.
106
Two semesters of Design Fundamentals, the first year design studios, introduce the
student to the basic principals of three-dimensional design through a series of compo-
sition, planning, and introductory design problems. In the second year, progressively
more demanding problems, in addition to significant building design analysis exercises,
are undertaken. The student that is accepted into the Bachelor of Architecture program
is required to complete Design III through Design VIII, or an additional six semesters of
design studios. In the third year students are required to solve architectural problems
involving small but increasingly more complex building programs. Urban and commu-
nity design and building design programs requiring inventive structural systems are
emphasized in the fourth year. In the fifth and final year of the five-year program, stu-
dents undertake a terminal thesis project, individually chosen, which serves to demon-
strate a cumulative grasp of all of the factors that influence the design of a complex
work of architecture.
In the fourth and final year of the Bachelor of Science in Architecture Technology cur-
riculum, the student is required to complete a capstone Project Integration Studio
where all aspects of a building design and architectural technology are fully explored
and integrated into one comprehensive exercise.
Although the design studios form the core of the experience at the School of
Architecture and Design, complementary avenues of study and inquiry operate as
essential aspects of the program and the training of students. Courses in architectural
history introduce the student to the history of the built domain from the earliest times
to the present. Methods of historical building design analysis and interpretation are
introduced to the student through the study of great architectural monuments, as well
as through the study of cities. Architectural history is introduced not only as a chronol-
ogy of building development, but as a body of knowledge, an anthology, that serves
as a tool in the design process. In addition to the survey courses, the School offers his-
tory seminars in areas such as architectural theory, the history of building technology,
and the history of urban planning. A coordinated sequence of drawing and computer
courses provide students with the skill to visualize and document design ideas starting
with an introductory course focusing on hand drawing and the use of art media and
concluding with a course on advanced digital visualization and rendering.
The NYIT School of Architecture and Design program is widely respected by the
professional community for its course offerings in areas of building technology.
Technical competence is cultivated by exposure to an array of course offerings that
cover all aspects of building materials, structural systems, and mechanical and electri-
cal systems. The management of the construction process is covered by comprehensive
upper level courses that focus on the procedures of professional practice and construc-
tion supervision as well as contemporary use of computers in construction industry.
The technology faculty, as active members of the construction community, brings real
world experience to the coursework and maintains an up-to-date bridge between the
curriculum and changes in professional practice. The Associate in Applied Science
degree in Architectural Technology is also offered.
Additional Information
Transfer students must complete at least 30 credits with a 2.75 cumulative grade average
in all course work or a 3.0 cumulative average in architecture courses before applying for
admission to the Bachelor of Architecture (B.Arch.). A portfolio review by school design
faculty is required for all transfer students seeking transfer credit for design course work.
107
All work completed in fulfillment of course requirements or in conjunction with a

student’s coursework shall be the property of the School of Architecture and Design.
The School may waive this right at its discretion. Students reserve the right to gain
access to materials for the purpose of making copies and reproductions.
The School of Architecture exercises a policy of student redistribution in design studio
sections that meet at the same scheduled time period in order to promote a diversity
in the learning experience. Redistribution is based on the student’s prior experience of
design faculty members and their previous academic performance.
Additional Options
1. In conjunction with the School of Engineering, a B.S.A.T. with a concentration in
Energy Management is offered. This program trains the student in areas of building
technology and construction with a particular emphasis on energy management and
the development of energy use policies. The program allows the student to substi-
tute courses in energy management for general elective credits required by the
B.S.A.T. program.
2. In conjunction with the School of Management, a B.S.A.T. with a concentration in
Business Administration is offered. This program enables students to compliment a
growing expertise in construction technology with organization and management
skills. The program allows the student to substitute courses in business for general
elective credits required by the B.S.A.T. program.
3. In Conjunction with the School of Engineering, a combined B.S.A.T. in Energy
Management and Master of Science in Energy Management is offered. This five year
program is offered to qualified undergraduate architecture students who undertake
18 credits of graduate level Energy Management courses in a fifth year of study. This
program permits attainment of the combined degrees in five years of full time study.
Interested students must declare their intention to pursue this option by formal
submission to the Deans of both the School of Architecture and Design and the
School of Management.
Summer Study Abroad

The School of Architecture and Design enjoys an international reputation for its
summer studies abroad programs. These programs are offered under the direction of
one or more full time faculty members. The school offers one to three diverse programs
a summer depending upon interested students, and faculty availability. Thus far we
have offered programs in China, France, Italy, Germany, Spain, Greece and Turkey. These
programs put students and faculty in contact with foreign students and architects
while living in another culture, enabling them to understand first-hand the range,
diversity, and power of living architecture as individual buildings or as entire cities and
spaces. Summer study abroad course credit can be applied to a student’s specific cur-
riculum and field of study. The summer programs are open to students enrolled in any
degree program offered by the School of Architecture and Design.
108
n Curriculum requirements for the English

Composition 6
Bachelor of Architecture Speech 3
One Group A course 3
College Success Seminar (1)
2 credits One Group B course 3
Architecture
ARCH 101 Design Fundamentals I 5 15 credits
ARCH 102 Design Fundamentals II 5 Fine Arts
ARCH 140 Visualization I 3 ARTH 111 Introduction to the Arts 2 credits
ARCH 160 Introduction to History, Theory
Liberal Arts 3 credits
and Criticism in Architecture 3
ARCH 161 Survey History of Architecture I 3 Mathematics
ARCH 162 Survey History of Architecture II 3 MATH 141 Precalculus 4
ARCH 201 Architectural Design I 5
ARCH 202 Architectural Design II 5 4 credits
ARCH 211 Statics & Strength of Materials 3 Physics
ARCH 221 Building Construction I 3 PHYS 136 Physics for the Modern Architect 4
ARCH 222 Building Construction II 3
ARCH 240 Visualization II 3 4 credits
ARCH 271 Site Planning 3 Science and Math electives
ARCH 301 Architectural Design III 5 PHYS 156 Selected topics in Environmental
ARCH 302 Architectural Design IV 5 & Engergy Issues for the
ARCH 311 Structural Steel Design 3 Modern Architect 3
ARCH 312 Reinforced Concrete Design 3 or
ARCH 321 Building Equipment I 3 MATH161 Basic Applied Calculus 3
ARCH 322 Building Equipment II 3 or
ARCH 327 CAD Construction Drawings 3 MATH170 Calculus I 4
ARCH 340 Visualization III 3 or
ARCH 361 Arch History & Theory Sem. 3 PHIL 250 Logic and the Scientific Method 3
ARCH 362 City Planning 3
ARCH 401 Architectural Design V 5 3-4 credits
ARCH 402 Architectural Design VI 5 Social Sciences
ARCH 411 Advanced Structural Concepts I 3 History or Political Science 3
ARCH 481 Professional Practice I 3 Philosophy 3
ARCH 501 Architectural Design VII 5 Social Science Choice 3
ARCH 502 Architectural Design VIII 5 Economics 3
Architecture Electives 3
12 credits
110 credits
Electives 8-10 credits
Behavioral Sciences
PSYC 101 Intro. to Psychology 3 Total credits required—169
or
(1) All entering first-year freshmen, transfer students with less than
SOCI 101 Introduction to Sociology 3 12 credits, and students on probation are required to complete the
PSYC 367 Environmental Psychology 3 College Success Seminar (see p. 83).
or
SOCI 355 Urban Society 3
6 credits
109
n Curriculum requirements for the One Group B course 3

Bachelor of Science in 15 credits
Architectural Technology Liberal Arts 3 credits
2 credits Mathematics
MATH 141 Precalculus 4
Architecture
ARCH 101 Design Fundamentals I 5 4 credits
ARCH 102 Design Fundamentals II 5 Physics
ARCH140 Visualization I 3 PHYS 136 Physics for the Modern Architect 4
4 credits
and Criticism in Architecture 3
ARCH 161 Survey History of Architecture I 3 Science and Math electives
ARCH 162 Survey History of Architecture II 3 PHYS 156 Selected topics in Environmental
ARCH 201 Architectural Design I 5 & Engergy Issues for the
Modern Architect 3
ARCH 202 Architectural Design II 5 or
ARCH 211 Statics & Strength of Materials 3 MATH161 Basic Applied Calculus 4
ARCH 221 Building Construction I 3 or
ARCH 222 Building Construction II 3 MATH170 Calculus I 3
ARCH 240 Visualization II 3 or
ARCH 271 Site Planning 3 PHIL 250 Logic and the Scientific Method 3
ARCH 311 Structural Steel Design 3
ARCH 312 Reinforced Concrete Design 3
ARCH 321 Building Equipment I 3 3 credits
ARCH 322 Building Equipment II 3 Social Sciences
ARCH 327 CAD Construction Drawings 3 Economics 3
ARCH 340 Visualization III 3 History or Political Science 3
ARCH 411 Advanced Structural Concepts I 3 Philosophy 3
ARCH 412 Advanced Structural Concepts II 2 Social Science Choice 3
ARCH 423 Project Integration Studio 5
ARCH 471 Construction Supervision & Mgmt I 3 12 credits
ARCH 481 Professional Practice I 3 Electives 6-8 credits
Architecture Electives 3
Total credits required—136
84 credits (1) All entering first-year freshmen, transfer students with less than
Behavioral Sciences 3 credits 12 credits, and students on probation are required to complete the
College Success Seminar (see p. 83).
English
Composition 6
Speech 3
110
n Curriculum requirements English

Composition 6
for the Bachelor of Science Speech 3
in Architectural Technology One Group A course 3
with a Minor Concentration in One Group B course 3
Construction Management
15 credits
2 credits
Architecture
Mathematics
ARCH 101 Design Fundamentals I 5
ARCH 102 Design Fundamentals II 5
ARCH 140 Visualization I 3 4 credits
and Criticism in Architecture 3 Physics
ARCH 161 Survey History of Architecture I 3 PHYS 136 Physics for the Modern Architect 4
ARCH 162 Survey History of Architecture II 3 4 credits
ARCH 201 Architectural Design I 5
ARCH 202 Architectural Design II 5 Science and Math electives
ARCH 211 Statics & Strength of Materials 3 PHYS 156 Selected topics in Environmental
ARCH 221 Building Construction I 3 & Engergy Issues for the
ARCH 222 Building Construction II 3 Modern Architect 3
ARCH 240 Visualization II 3 or
ARCH 271 Site Planning 3 MATH161 Introduction to Calculus 3
ARCH 311 Structural Steel Design 3 or
ARCH 312 Reinforced Concrete Design 3 MATH170 Calculus I 4
ARCH 321 Building Equipment I 3 or
ARCH 322 Building Equipment II 3 PHIL 250 Logic and the Scientific Method 3
ARCH 327 CAD Construction Drawings 3
ARCH 411 Advanced Structural Concepts I 3 3-4 credits
ARCH 412 Advanced Structural Concepts II 2
ARCH 423 Project Integration Studio 5 Social Sciences
ARCH 471 Construction Supervision & Mgmt I 3 Economics 3
ARCH 473 Construction Management Contracts 3 History or Political Science 3
ARCH 474 Real Estate Fundamental Development 3 Philosophy 3
ARCH 475 CAD Management and Administration 3 Social Science Choice 3
ARCH 476 Modern Construction Technologies 3
12 credits
ARCH 481 Professional Practice I 3
Total credits required-136
90 credits
Behavioral Sciences 3 credits 12 credits, and students on probation are required to complete the
111
n The following courses may be n Curriculum requirements for the

used as architectural electives: Associate in Applied Science
Degree in Architectural
ARCH 291 Special Studies in Arch.* 3
Technology
ARCH 292 Selected Studies in History
& Delineation* 3
2 credits
ARCH 293 Research in Architecture* 2
ARCH 313 Structural Timber Design 2 Architecture
ARCH 361 Architecture History Seminar 3 ARCH 101 Design Fundamentals I 5
ARCH 375 Landscape Design 3 ARCH 102 Design Fundamentals II 5
ARCH 376 Energy Conservation 3 ARCH 140 Visualization I 3
ARCH 377 Building Renovation 3 ARCH 160 Introduction to History, Theory
ARCH 378 Tropical Architecture 3 and Criticism in Architecture 3
ARCH 381 Externship in Architecture 3 ARCH 201 Architectural Design I 5
ARCH 382 Externship in Architecture 2 ARCH 202 Architectural Design II 5
ARCH 383 Externship in Architecture 1 ARCH 211 Statics and Strength of Materials 3
ARCH 395 Special Topics in the History ARCH 221 Building Construction I 3
of Architecture 2 ARCH 222 Building Construction II 3
ARCH 483 Building & Zoning Codes 3 ARCH 327 CAD Construction Drawings 3
ARCH 491 Honor Student Teaching I 3 Architecture electives 3
ARCH 492 Honor Student Teaching II 3
41 credits
ARCH 493 High School Teaching Aide 3
English
*ARCH 291, 292, 293, 361: Composition 6
Speech 3
Topics may cover any of the following:
Computer Graphics 15 credits
Energy Applications in Architecture Liberal Arts 3 credits
Seminar in Theory of Architecture Mathematics
Specifications
4 credits
Design Development
Seminar in History of Architecture Physics
PHYS 136 Physics for the Modern Architect 4
Community Design Project
4 credits
Sketching
Social Sciences
Earthquakes-Hazards Economics 3
Environmental Psychology History or Political Science 3
Urban Workshop 6 credits
Design Competitions General Elective 1-3 credits
Lighting Design Total credits required—70
Furniture Design (1) All entering first-year freshmen, transfer students with less than
12 credits, and students on probation are required to complete the
Landscape and Garden History College Success Seminar (see p. 83).
Frank Lloyd Wright
Contemporary Architecture of Asia, Africa
and Latin America
New York City Topics
Theories of Architecture
Case Studies in Urbanism
112
ARCH 100 Walter Gropius, Mies van der Rohe, Alvar Aalto, and Louis
Introduction to Architecture and Design Kahn. Changes in the form and the development of modern
(for non-majors) building types are discussed in relation to the new techno-
2-3-3 logical, social, political, and economic circumstances to
An introduction to what Architecture and Design are, and which they respond. Prerequisite: ARCH 161
what architects and designers do. Lectures, readings, and ARCH 201
projects provide a general study of the theories, practices, Architectural Design I
and outcomes of the design professions and their influences 2-5-5
on the evolution of human environments. This course is open
Design problems are given which deal with specific issues as
to all students.
they pertain to the generation and making of architectural
ARCH 101 form/space, i.e. program, site, structure, material, light,
Design Fundamentals I geometry; all of which are understood as sources and refer-
2-5-5 ence for spacial intervention/solution. Emphasis is on the
Architectonics. Studies nature of architectural ideas directly generation and evaluation of the architectural parti.
through medium of space. Mass- void modeling explores part, Prerequisite: ARCH 102.
transformation, figure-ground, etc. and is basis of planimetric, ARCH 202
axonometric, perspective and graphic studies. Co-requisites: Architectural Design II
ARCH 140– Architecture students / DSGN 131– ID students 2-5-5
ARCH 102 Design problems are structured so as to necessitate the res-
Design Fundamentals II olution of multiple issues simultaneously and interdepen-
2-5-5 dently. Emphasis is on the translation and development of a
Dynamics. Continues study of architectural ideas directly parti into spaces capable of being inhabited and constructed.
through space. Volume modeling explores spatial intersec- Prerequisite: ARCH 201.
tions, tartan grid, light, circulation, materials and structure, ARCH 211
as aspects of plastic design at human scale. Animation and Statics and Strength of Materials
color also studied. Prerequisite: ARCH 101, Co-requisites: 3-0-3
ARCH 240 – Architecture students / DSGN 341 – ID students
Statics and strength of materials; force systems; equations of
ARCH 140 statics; beam supports and reactions; geometric properties of
Visualization I sections; stress and strain; axial tensile stress and elongation;
1-3-3 axial compressive stress and buckling; shear stress and shear
The course focuses on three areas simultaneously: technical diagrams; bending stress and moment diagrams and beam
drawing, graphic and fine arts, and an introduction to com- deflections. Prerequisites: PHYS 135 and MATH 161.
puter applications in architecture. It includes descriptive ARCH 221
geometry, art composition, mediums and techniques, analysis Building Construction I
and theory of fine art and computer software application. 3-0-3
The course assists the production of the required Design
Introduction to materials of architectural construction (lime,
Studio portfolio.
gypsum, cement, concrete, wood, brick, metals, stone) with ref-
ARCH 160 erence to their structural capabilities and aesthetic qualities.
Introduction to History, Theory and Criticism in Elementary methods of construction, problems of public safe-
Architecture ty, and requirements of building law. Prerequisite: ARCH 102.
3-0-3
ARCH 222
The course exposes the culture of architecture in order to Building Construction II
acquire conceptual and language tools specific to the realm 3-0-3
of architecture. It is thematic and topical rather than chrono-
Fire resistant, non-fire resistant, and slow- burning construc-
logical and discusses theory, methodology, technology, con-
tion. Framing systems and types of foundations. Analyzing
struction, building equipment systems and other fine arts and
the above structures in terms of safety, strength, weather-
related fields.
ability, and long-term economy. Related subjects such as
ARCH 161 interior and exterior finishes, floor, roof, and panel systems.
Survey History of Architecture I Prerequisite: ARCH 221.
3-0-3
ARCH 240
A Survey of the historical development of architecture from Visualization II
its earliest forms through the Baroque period. The course 3-0-3
focuses on major buildings primarily from the Western tradi-
Continuation of ARCH 140 introducing basic CAD skills and
tion. Basic issues of planning, design, program, structure, and
architectural drawing as it pertains to producing drawings of
materials are examined in relation to one another and to the
buildings. Auto CAD skills and software, printing and plotting
cultural and climatic context in which the building was
hardware are taught. The application of these combined with
erected. Prerequisite: ARCH 160, architecture students / ARTH
other visual presentation techniques are explored in relation
111 – ID students
to the design process and presentation. The course supports
ARCH 162 the design studio. Prerequisite Arch 140 – Visualization I
Survey History of Architecture II
ARCH 271
3-0-3
Site Planning
Addresses the development of the modern movement in 2-3-3
architecture from the built and theoretical work of Boullée
Concepts of site design and engineering, including projects,
and Ledoux in the eighteenth century to buildings by twenti-
theory, process, and techniques, from analysis to design
eth century masters such as Frank Lloyd Wright, LeCorbusier, 113
drawings. The basic principles of surveying are applied to site standard prefabricated units. Prerequisites: ARCH 311, ARCH
planning and design. Reference to zoning concepts, con- 312, and completion of three years.
straints of environmental considerations, roadways, parking,
ARCH 321
cut and fill. Prerequisites: ARCH 201, MATH 161
Building Equipment I
ARCH 291 3-0-3
Special Studies in Architecture Sources of water and design of water supply systems. Design
3-0-3 of sanitary and storm drainage systems, and sewerage dis-
Study on topics of interest in architectural design and struc- posal. Thermal properties of materials: computation of heat-
tures. Prerequisite: completion of core program. ing and cooling loads, methods of heating, ventilating, and
air conditioning systems. Prerequisite: ARCH 202.
ARCH 292
Selected Studies in History and Delineation ARCH 322
3-0-3 Building Equipment II
Study of selected topics in architectural history and delin- 3-0-3
eation. Prerequisite: completion of core program. Characteristics of electrical distribution systems, computa-
tion of electrical loads, theory and design of wiring systems,
ARCH 293
study of electrical codes, electrical service and controls for
Research in Architecture
elevators and escalators, types of lighting equipment, theory
2-0-2
and design of lighting systems. Prerequisite: ARCH 202 or
Study in topics of interest in architectural design and struc- DSGN 202.
tures, and research as required. Prerequisite: completion of
core program. ARCH 327
Computer Aided Construction Drawings
ARCH 294 1-3-3
Studio Workshop
Modern Methods of construction drawing development, pur-
0-1-1
pose, and organization, through the use of computer-aided
Investigation of selected topics in architectural design design and drawing. Study is directed and guided in the
ARCH 301 preparation of a complete set of drawings: plans, sections,
Architectural Design III elevations, details, schedules, and an introduction to specifi-
2-5-5 cations through digital media. Prerequisites: ARCH 202, ARCH
Investigation of the public realm in our communities through 211, ARCH 221, ARCH 222
the design of a public building. The semester-long problem ARCH 340
encompasses analysis of precedent and site, and development Visualization III
of a design project from initial parti through large-sale pre- 3-0-3
sentation models and drawings. Emphasis is placed on the Continuation of ARCH 240 to develop skills with advanced
unique capacity of architecture to convey meaning through drawing and multi-media techniques as well as state of the
purely spatial and plastic means. Prerequisite: ARCH 202. art digital skills. The emphasis is on working with a wide
ARCH 302 range of techniques available to the architect and on the
Architectural Design IV graphic art of presentation. Prerequisite ARCH 240.
2-5-5 ARCH 361
Investigation of the public realm in our communities through Architectural History and Theory Seminar
the study of housing. Design problems examine housing pro- 3-0-3
totypes and the mutual impact the design solutions and A seminar engaging historical, theoretical, and thematically
neighborhood contexts exert on one another. Emphasis on based topics, integrating architecture and texts, across the
exploring the interface between the large scale of city public historical spectrum. Topics will include the major historical
spaces and the intimate scale of private individual spaces. period styles, the work of specific architects, or the develop-
Prerequisites: ARCH 301 and ARCH 311 or ARCH 312. ment of important building typologies. The formal and tech-
ARCH 311 nological aspects of architecture will be examined in relation
Structural Steel Design to primary and secondary documentary sources as well as in
3-0-3 the context of prevailing cultural and political circumstances.
Design of steel and tension, compression and flexure mem- Specific topics to be announced each semester. Prerequisite:
bers. Design and detail of welded, bolted, and riveted con- ARCH 162. Students may substitute graduate course ARCH
nections. Prerequisite: ARCH 211. 725 or ARCH 726 with permission of the chairperson.
ARCH 312 ARCH 362
Reinforced Concrete Design City Planning
3-0-3 3-0-3
Design of concrete columns, beams, one-way slabs, isolated A comparative analysis of urban design and planning from the
footings, and retaining walls. Introduction to prestressed classical period to the present. The attitudes and theories that
concrete design. Introduction to indeterminate structures. have shaped the city historically are discussed in the context
Prerequisite: ARCH 211. of prevailing social, economic, and political conditions.
Important built and unbuilt paradigms are used to examine
ARCH 313 the theoretical and practical issues of urban and suburban
Structural Timber Design development, new town planning, land-use controls and zon-
2-0-2 ing, transportation planning, and historic preservation.
Design of tension, compression and flexure members in tim- Prerequisite: ARCH 302. Students may substitute graduate
ber. Includes sawn and glue-laminated members and ply- course ARCH 721 with permission of the chairperson.
114 wood. Bolted, nailed and split-ring connections. Surveys
ARCH 375 ARCH 395

Landscape Design Special Topics in the History of Architecture
3-0-3 2-0-2
Study of plant materials and landscape forms, their relation Special topics in architectural history will be offered as
to site planning and buildings. Design of exterior areas. teaching staff becomes available and as student interest
Prerequisite: ARCH 202. indicates. May change from semester to semester, and more
than one special topic may be taught per semester.
ARCH 376
Prerequisites: ARCH 161 and ARCH 162.
Energy Conservation
3-0-3 ARCH 396
Study of solar energy, alternate sources of energy, design Urban Studies
technology for energy efficient buildings, application, com- 2-0-2
putations, equipment, present development of conservation Seminar on urban form, urban renewal projects, rehabilita-
techniques. Prerequisite: ARCH 321. tion studies. Prerequisite: completion of three years.
ARCH 377 ARCH 401
Building Renovation Architectural Design V
3-0-3 2-5-5
Selected studies in the problems of change of use of existing The design of complex mixed-use buildings in an urban context
buildings. Prerequisites: ARCH 202, Arch 327 or similar (New York City) is the vehicle for exploring issues of density,
acceptable experience. sequence and connection. Textural/figural, public/private and
cultural/social overlays are introduced. Prerequisites: ARCH 302.
ARCH 378
Tropical Architecture ARCH 402
3-0-3 Architectural Design VI
Study of the impact of climate, local materials and methods, 2-5-5
and environmental influences on design in tropical areas. An increasingly complex large-scale design problem in the
Problems of shelter are analyzed in terms of past solutions and ambiguous suburban realm (Long Island) tests characteristics
new techniques. (Fall semester only.) Prerequisite: ARCH 202. of urbanity/suburbanity in both public and private domains.
The interaction of architecture and planning are explored
ARCH 381
through study of infrastructure, program, type and landscape.
Externship in Architecture
Prerequisites: ARCH 401 and admission to Bachelor of
0-6-3
Architecture Degree program.
Students enrolled in this course are given an opportunity to
work in the architecture professional environment of an ARCH 411
architectural office for credit. To be eligible, students must Advanced Structural Concepts I
have a junior or senior status, 3.0 or better GPA, recommen- 3-0-3
dation of the faculty advisor and the permission of the chair- Conceptual studies of the behavior of structures under load
person. This course is repeatable without limit, but no more and the analysis of forces acting on these structures. Building
than six externship credits may be credited toward BSAT or frames, trusses, long spans, prestressed and precast members.
BARCH degrees. Application must be approved during the Use of models. Prerequisites: ARCH 311 and ARCH 312.
prior semester. Grades are on pass/fail basis.
ARCH 412
ARCH 382 Advanced Structural Concepts II
Externship in Architecture 2-0-2
0-4-2 Continuing conceptual studies of behavior of structural sys-
Students enrolled in this course are given an opportunity to tems including space frames, arches and domes, suspension
work in the architecture professional environment of an structures, membrane structures, and high rise buildings.
architectural office for credit. To be eligible, students must Introduction to methods of analysis including use of the
have a junior or senior status, 3.0 or better GPA, recommen- computer and models. Prerequisite: ARCH 411.
dation of the faculty advisor and the permission of the chair-
ARCH 416
person. Application must be approved during the prior semes-
Advanced Structural Concepts in CAD
ter. Grades are on pass/fail basis. This course is repeatable
2-0-2
without limit, but no more than six externship credits may be
credited toward BSAT or BARCH degrees. Application must be Advanced studies of behavior of structural systems, utilizing
approved during the prior semester. CAD in the investigations. Systems may include space frames,
arches and domes, suspension and membrane structures, and
ARCH 383 high-rise buildings. Methods of analysis utilize digital media.
Externship in Architecture Prerequisite: ARCH 411.
0-2-1
ARCH 423
Students enrolled in this course earn credit while gaining
Project Integration Studio
practical experience in a professional architectural office. To
2-5-5
be eligible, students must have completed one year of archi-
tectural studies with a minimum GPA of 2.75. Students working in teams generate and develop the design
Recommendation of the Externship faculty advisor and per- of a small-scale building. In the process the students incor-
mission of the chairperson. Upon registration, a separate porate the guidelines as described in the phases of service of
application must be filed with the Externship advisor. Grades the Professional A.I.A. Agreement. The design of a harmo-
are on a Pass/Fail basis. This course is repeatable without limit, nious relationship between the site and building is stressed.
but no more than six externship credits may be credited Emphasis is placed on creativity in the process of integrating
toward BSAT or BARCH degrees. Application must be all building systems (spatial, structural, mechanical and
electrical) in the design. Prerequisite: ARCH 202 (6176),
approved during the prior semester.
completion of 3rd year.
115
ARCH 471 ARCH 481

Construction Supervision Professional Practice I
and Management I 3-0-3
3-0-3 Introduction to the problems involved in the practice of
Concepts and goals of construction supervision and manage- architecture and building. A study of the personal, ethical,
ment and their application to contemporary building, includ- and legal interrelations of the architect, engineer, owner,
ing conventional and innovative building methods and struc- builder, and artisan. An analysis of the organization and
tural concepts. Installation problems, requirements, and administration of an architectural practice, and the various
costs. Construction manager’s legal responsibilities and legal forms under which it can be organized. Study of build-
obligations. The manager’s relation to various building pro- ing laws, codes, and zoning and their application. Supervised
fessionals. Quantity surveys, cost control, and scheduling. externships in offices. Prerequisite: ARCH 222, 271, 311 or
Prerequisite: completion of three years. 312, 327
ARCH 472 ARCH 483
Construction Supervision Building and Zoning Codes
and Management II 3-0-3
3-0-3 An intensive study of background and scope of building and
Continuation of Construction Management I. Cost estimat- zoning codes and their effect on the design and construction
ing, bidding negotiations, labor and trade union relations, of buildings. Examples are drawn from practice using existing
advanced cost and schedule control methods. Prerequisites: New York City and other local codes. Prerequisite: completion
completion of three years and ARCH 471. of two years.
ARCH 473 ARCH 491
Construction Management Contracts Honor Student Teaching I
3-0-3 0-0-3
The management of a project from conceptualization to com- Selected senior students participate in the teaching of fresh-
pletion is studied. The responsibilities of the construction men, primarily in design fundamentals courses. They assist
manager in contracts and communication with the owner, and counsel those requiring special attention. Prerequisite:
consultants and contractors/sub-contractors will be reviewed. approval of dean.
Methods of financial management and account, record-keep-
ARCH 492
ing, construction safety and risk management/ time manage-
Honor Student Teaching II
ment will be discussed. Prerequisite: Completion of 3rd year.
0-0-3
ARCH 474 Continuation of ARCH 491. Prerequisite: approval of dean.
Real Estate Fundamentals
and Development ARCH 493
3-0-3 High School Teaching Aides
0-0-3
The course will outline the owners expectation of the con-
struction manager in the development process. Project feasi- Advanced students are recommended for service as aides in
bility, zoning issues and project financing will be presented the teaching of students in architectural courses in high
and discussed by means of case studies. Prerequisite: schools. Programs are developed with faculty assistance.
Completion of 3rd year. Prerequisites: ARCH 202 and approval of dean.
ARCH 475 ARCH 501

Computer Aided Management Architectural Design VII
and Administration 2-5-5
3-0-3 The first half of a two-semester thesis sequence
This course teaches concepts and goals of construction man- providing the student with an opportunity to carry out an
agement and administration and their application to con- architectural design at a highly realistic and professional level.
temporary buildings using computer-aided methods and con- This semester is devoted to research, programming, and pre-
temporary digital media. Topics include installation issues, sentation of alternative schematic proposals. The student may
legal responsibilities, costs and benefits, relation between choose either a studio or independent study. Emphasis is
building trades and professionals, critical path methods, placed on a thorough definition of the project and its physical,
administrative organization and on line project management social, and conceptual parameters. Prerequisite: ARCH 402.
methods. Prerequisite: Completion of 3rd year. ARCH 502
ARCH 476 Architectural Design VIII
Modern Construction Technologies 2-5-5
3-0-3 A continuation of ARCH 501. The student develops a final the-
In this course students study the history of modern techno- sis design proposal. After evaluation and approval by the fac-
logical developments in construction methods and techniques. ulty, the student proceeds to final presentation of drawings,
The latest innovations in the means and methods of construc- models, and films, together with a final written program. The
tion will be explored, including value engineering programs. presentation will demonstrate the student’s ability to identify,
The course will use a case study and an internship/externship understand, and ultimately control the many forces which
format. Prerequisite: Completion of 3rd year. shape contemporary architecture. Prerequisite: ARCH 501.
ARTH 111
Introduction to the Arts
2-0-2
The history of art is viewed from the standpoint of painting
and sculpting as they relate to architecture during significant
116 periods in the history of art. Emphasis will be placed upon the
parallels in the history of art and architecture.
Interior Design
Faculty: R. Allen, M. Newman, M. Siegel
Adjunct Faculty: A. Adefope, S. Dallago-Genden, B. Beldock, V. Berzins, M. Del Pezzo, A.
Gale, J. Katimaris, S. Kim, S. Stegmaier, K. Striga, A. Zoli.
Interior design has taken on a multi-faceted identity. Interior designers create human
environments that enhance the function and quality of public and private spaces as
opposed to the decoration of interior rooms. Interior design is the expression of human
values and a context for human activity. Interior designers work, based upon aesthet-
ics, improves the quality of life, increases productivity, and protects health and safety.
This course of study, leading to the Bachelor of Fine Arts degree in Interior Design, will
prepare you for the rewarding challenges of designing for the 21st Century. The pro-
gram focuses on the relationship between human performance and environment
through an innovative mix of studio design projects, profession-specific coursework,
community oriented projects, and externships in the field.
Complementing these experiences, the program also incorporates multiple site visits to
furniture, fabric/textile, lighting and other material showrooms. This is easily accom-
plished because New York City and the surrounding metropolitan area are a major cen-
ter of design, including showrooms of products, thousands of practitioners’ offices, and
access to many public spaces. Links for the student are established with professionals
through office visits and, wherever possible, with project sites. The Summer Abroad
Programs are open to both interior design and architecture students. The experience
becomes an opportunity for the design and architecture students to intermingle and
confront architecture and design together in the same way that it developed in other
cultures through the ages.
The curriculum includes course work that covers all aspects of professional interior
design. A unique aspect of the program is that during the course of their studies the
students of interior design and architecture will join in classes, which emphasize design
fundamentals, building technology, and the history of architecture introducing the
close working partnership between the two professions. Advanced courses in interior
design cover such topics as materials, perspective, color, computer-aided drawing
(CAD), building codes, history of interior design, furniture design, lighting, business pro-
cedures and special projects. There is a strong correlation between the different levels
of courses. The curriculum is sequential, with the knowledge that the skills and design
sensibilities gained at each level directly affect succeeding levels, as they advance
through the program.
A very special aspect to the program is that faculty members are either practicing pro-
fessionals in the fields of interior design, architecture and other related professions. This
cross-disciplinary approach mirrors real world interaction and relationships. As the pro-
fessions of interior design and architecture cross-reference each other more and more,
this becomes a critical and important distinction for both programs.
Students’ cultural diversity and broad life experiences are integral to the program, and
to ensure opportunity for students with diverse backgrounds, freshmen are not required
to submit portfolios as part of their admission process. However, all students are
required to submit a portfolio for review, and have a 2.75 cumulative index or a 3.00
average in interior design courses after completion of DSGN 202 Interior Design II.
117
Since acceptance of portfolios is required prior to admittance to DSGN 301 Interior

Design Problems 1, students must submit portfolios for review while enrolled in DSGN
202 Interior Design II. Portfolio reviews are required for transfer students who are
applying for interior design, architecture or fine arts credits.
As a student, they will work closely with a faculty advisor who serves as an academic
and professional mentor throughout the years at NYIT. During the junior or senior year,
they will be required to complete a 256-hour externship in a professional design
studio. In the final year of study the student will develop a capstone thesis, which
serves to showcase their skills and accrued knowledge in the design program.
They develop and research a program, select the site, and conceptualize and design the
interior environment. The research, drawings and images that result are then
presented to a professional jury of practitioners and professors.
NYIT’s four-year Bachelor of Fine Arts degree in Interior Design is based at the
Old Westbury campus and puts the student on a career path to professionalism. Upon
graduation and two years of interior design work experience, one is eligible to sit for
the National Council of Interior Design Qualification (NCIDQ) exam. Passage of this
exam, in conjunction with one additional year of work experience will allow one to
apply to NY State for certification. Other states have similar certification and licensing
requirements.
The NYIT Interior Design Program at Old Westbury has been accredited by the Council
for Interior Design Accreditation (CIDA) since March 1984. The most recent CIDA visit
resulted in a six-year professional level accreditation from 2007-2013.
118
n Curriculum requirements for the Behavioral Sciences

English
3 credits
Bachelor of Fine Arts in Interior
Design Composition 6
Speech 3
College Success Seminar (1) 2 credits One Group A course 3
One Group B course 3
Interior Design
DSGN 131 Technical Drawing 2 15 credits
DSGN 201 Interior Design I 4
Fine Arts
DSGN202 Interior Design II 4
ARTW 101 Drawing I 3
DSGN 211 Structures 2
ARTH 111 Introduction to the Arts 2
DSGN 221 Working Drawings 3
DSGN222 Materials I 2 5 credits
DSGN223 Materials II (Specs & Systems) 2
DSGN 301 Interior Design Problems I 4 Liberal Arts 3 credits
DSGN302 Interior Design Problems II 4 Life Science 3 credits
DSGN 331 Perspective Drawing & Rendering I 2
Mathematics 3 credits
DSGN332 Color in Space 2
DSGN 341 Interior Design CAD I 3 Physical Science 3 credits
DSGN342 Interior Design CAD II 3 Social Sciences
DSGN360 Philosophy of Design 2 Economics 3
DSGN362 History of Interiors I 3 History or Political Science 3
DSGN363 History of Interiors II 3 Philosophy 3
DSGN 370 Lighting Strategies for Interiors 3
DSGN 381 Business Procedures in Interior Design 2 9 credits
DSGN 401 Interior Design Problems III 4
General Electives 6-8 credits
DSGN402 Senior Project in Interior Design 4
DSGN 421 Furniture Design I 2 Total credits required—131
DSGN 481 Building Codes & Regulations 3
63 credits 12 credits, and students on probation are required to complete the
Architecture
ARCH 101 Design Fundamentals I 5
ARCH 102 Design Fundamental II 5
ARCH 161 Survey History of Architecture I 3
ARCH 322 Building Equipment II 3
16 credits
119
DSGN 131 of design elements such as color, furnishings, and textures.

Technical Drawing Prerequisite: DSGN 202, approved portfolio, a 2.75 cumula-
1-3-2 tive index or a 3.00 average in Interior Design.
Practice in the fundamentals of creative graphic representa- DSGN 302
tion. Use and maintenance of drafting materials and instru- Interior Design Problems II
ments. Execution of projects. Perspectives, isometrics. 2-6-4
DSGN 201 Continuation of DSGN 301 with emphasis on research, pro-
Interior Design I gramming, and analysis of task. Task performance as a basis
2-5-4 for the design of residential and nonresidential interiors.
Recognition of simple design problems and their analysis. Aesthetic qualities. Prerequisites: DSGN 301, DSGN 332.
Human needs and behavioral patterns as a basis for planning DSGN 323
interior environments. Interactions of spaces. Experiments in Model Making
organization and furnishing of residential interiors. 1-3-2
Prerequisite: DSGN 131 and ARCH 102 or permission of the
A specialized course of study in materials, techniques, and
chairperson.
skills necessary to design and construct scale models used in
DSGN 202 the interior design profession. Models of furniture as well as
Interior Design II interior spaces and geometric forms will be constructed. The
2-5-4 student will be taught the use of simple hand tools and the
Interior design problems of moderate scope. Design analysis realization of a tool’s potential. Prerequisite: DSGN 131 or
and criticism of projects in residential, commercial, and insti- permission of the chairperson.
tutional interiors. Prerequisites: DSGN 201. DSGN 324
DSGN 211 Textile Design
Structures 1-3-2
1-3-2 Study of textiles. Adaptation of textile design to varied pur-
Study of basic construction components, materials, and sys- poses. Design as related to function, texture, and color. Use of
tems, and their applications for the interior designer. diversified processes for production. Style and analysis.
Prerequisite: DSGN 131 and ARCH 102 or permission of the DSGN 325
chairperson. Furniture Detailing
DSGN 221 1-3-2
Working Drawings Structural detailing, working drawings, and specifications for
1-3-3 custom-made and mass-produced furniture. Prerequisite:
A continuation of DSGN 131 emphasizing drafting technique DSGN 421.
and detailing as it applies to the Interior Designer. Working DSGN 331
drawings are produced with quality, precision and accuracy Perspective Drawing and Rendering I
stressed. The essential elements necessary to communicate 1-3-2
the manufacture or building of a project are learned.
Development of professional skills in one and two point per-
Prerequisite: ARCH 102 and DSGN 211.
spective drawing and methods of rapid rendering for interi-
DSGN 222 ors. Use of various media such as watercolor, ink and tem-
Materials I pera. Prerequisite: DSGN 131.
2-0-2
DSGN 332
Introduction to various materials; their properties and aes- Color in Space
thetic qualities; methods of working with them and their use 1-3-2
in the interior design field.
Experiments in the use of color in spatial and environmental
DSGN 223 design; its effect on scale, balance, form, size, movement, etc.
Materials II, Specifications and Systems Color and the senses. Color organization and theories. Color
1-3-2 and lighting. Prerequisite: DSGN 201 or ARCH 201 and DSGN
The characteristics and function of materials for interiors and 331 or ARCH 231.
furniture other than those covered in DSGN 222. Students DSGN 333
will become familiar with the proper specification of these Graphics Workshop
materials based on function, maintenance, comfort, and safe- 1-2-2
ty; including fire rating and barrier free requirements and
Processes, methods, and skills utilized for graphic expression
aesthetics. Along with acquainting the student with these
in the Interior Design field.
materials, emphasis will be placed on the development of
material boards, presentation formats, specification writing, DSGN 334
finish schedules and specification of modular office systems. Rendering II
Prerequisites: DSGN 222. 1-3-2
Application of perspective construction and rendering tech-
DSGN 294
niques. Exercises in rendering and presentation of architec-
Studio Workshop
tonics: interior space and buildings. Use of different media.
0-1-1
Prerequisite: DSGN 331.
Investigation of selected topics in Interior Design.
DSGN 335
DSGN 301
Marker Techniques
Interior Design Problems I
1-3-2
2-5-4
An introduction to the professional use of markers in color for
Design of larger scale interiors in commercial, public, and
working drawings and final presentation in interior designs.
120 institutional buildings. Analytical exploration of space, mod-
Prerequisite: DSGN 131 and DSGN 331.
ulation, and perception. Analysis of functions. Coordination
DSGN 341 DSGN 401

Interior Design CAD I Interior Design Problems III
1-3-3 2-5-4
In a studio/laboratory setting, students learn to use comput- Advanced, more complex problems in interior design.
ers for the creation, manipulation and understanding of three Coordination of design aspects and elements to achieve an
dimensional space. They will learn the necessary skills to cre- integrated, balanced interior. Emphasis is placed upon pre-
ate their own design through their interaction with the soft- sentation. A necessary requirement for credit in this course is
ware and the instructor’s guidance. Prerequisite: DSGN 131. a specified number of hours in externship to a professional
interior design studio. The selection of the cooperating firm is
DSGN 342
the responsibility of the student and must be approved by the
Interior Design CAD II
instructor. This same externship may also satisfy this require-
2-2-3
ment in DSGN 402. Prerequisite: DSGN 302, DSGN 332 and
A continuation of DSGN 341 Interior Design CAD I with DSGN 371.
emphasis on three dimensional work and project rendering.
Prerequisite: DSGN 341 or ARCH 341. DSGN 402
Senior Project in Interior Design
DSGN 360 2-5-4
Philosophy of Design
Final design project in interior design or furniture design,
2-0-2
including a written thesis selected by the student with the
In this course the students will be introduced to the nature advice of the faculty. The student will prove the ability to uti-
of human sensory perceptions and their relationships with lize and organize all the aspects of design in the solution of
spatial design concepts in the 20th century interior design a problem, and to express them in a complete presentation. A
and architecture. Prerequisite: ARCH 101. necessary requirement for credit in this course is a specified
DSGN 362 number of hours in externship to a professional interior
History of Interiors I design studio. The selection of the cooperating firm must be
3-0-3 approved by the instructor. The student may use experience
Analysis of the principles which have guided interior and fur- acquired in DSGN 401, if the total hours of involvement were
niture design through the ages—with sketching exercises. The sufficient. Prerequisite: DSGN 401.
Classical period to 1815. Prerequisite: DSGN 201. DSGN 421
DSGN 363 Furniture Design I
History of Interiors II 1-3-2
3-0-3 Furniture as an element of interior space. A study of the func-
A continuation of History of Interiors I, from 1815 to approx- tion of form and its effect on furnishings. Investigating and
imately 1925. Prerequisite: DSGN 362. utilizing modern materials. Techniques of furniture produc-
tion. Prerequisite: DSGN 301.
DSGN 370
Lighting Strategies for Interiors DSGN 422
2-1-3 Furniture Design II
The objectives of this course are to give students a working 1-3-2
knowledge of the field of lighting and illumination. It will Continuation of DSGN 421. Problems will provide opportuni-
ty for the execution of designs in model forms, some of which
examine lighting as an influential role in the design land-
will be executed in full scale. Prerequisite: DSGN 421.
scape today. The Lecture component will consist of explo-
ration of vocabulary, calculations, an graphic representations DSGN 481
of lighting. In the Demonstration and Studio Components, Building Codes and Regulations
students will gain further knowledge through observation of 3-0-3
Using the health, safety and welfare of building occupants as
lighting system and collaborative research projects. Issues of
an underlying rationale, this course studies the impact of
materials science, health concerns and sustainability relative building codes and regulations as they specifically relate to
to lighting strategies will be covered. Prerequisite: DSGN 201 building interiors. The identification, comprehension and
or ARCH 201. application of codes, in tandem with the different phases of
DSGN 372 design, construction and occupancy, are stressed. Specific
Lighting Design topics include occupancy, fire prevention, egress, environ-
1-3-2 mental standards, ADA and Universal Design. Prerequisite:
Design of lighting fixtures based on contemporary lighting DSGN 202.
theories and using modern material and techniques. Full- DSGN 492
scale models. Prerequisite: DSGN 370. Open Elective—Interior Design
DSGN 373 1-2-2
Design for Interior Environment An elective course intended for specialized material, such as
1-5-3 model building, and certain subjects which utilize the unique
Design projects and research related to current problems of expertise of particular instructors from the profession at
the interior environment: space planning, community plan- large. The content and prerequisites will be announced upon
ning, and low-cost housing interiors. Exploration of new scheduling.
materials and systems. Prerequisite: DSGN 301. DSGN 493
DSGN 381 Open Elective—Interior Design
Business Procedures in Interior Design 3-0-3
2-0-2 Similar to ID 8492 in all respects except credit yield since
Financial, legal, and other commercial aspects of interior more after-class hours will be required of the student.
design. Prerequisite: DSGN 301. 121
OLGA POGREBINSKAYA ADVERTISING MAJOR

College of Arts and Sciences
Roger Yu, Ph.D, Dean
Advertising
Communication Arts
English and Speech

n Foreign Languages
n English Language Programs
English Language Institute
Fine Arts
n Computer Graphics n Graphic Design n Visual Arts Education
Interdisciplinary Studies
Mathematics
Physics
Social Sciences
Advertising
Manhattan Coordinator: D. Winokur
The rapid growth of integrated communications has created an unprecedented demand
for more and more professional practitioners, pursuing fast-track careers in advertising,
public relations, direct marketing, and sales promotion. This quick expansion within the
contemporary media environment is being met at NYIT by the Communications Arts
Department, and its unique Bachelor of Science Degree Program in Advertising.
Students studying and working with us gain real world knowledge and skills through a
rich variety of hands-on/minds-on experiences in our career oriented, liberal arts based
curriculum–and our award winning, student managed advertising and public relations
agency, serving a prestigious client list of local, regional, and national organizations.
Our program, historically one of the first such academic majors established and developed
in the Northeast, emphasizes professional specialization areas encompassing account
management, advertising research, media planning, creative and art direction, copy-
writing and workplace literacy skills in applicable multimedia technologies, and profes-
sionally-oriented computer programs.
This practical training is enhanced by a balance of studies in the humanities and the
sciences, incorporating the college's liberal arts core curriculum with a complementary
concentration of Business and Marketing courses. While students anchor their work
with us, progressing through the requirements of the Advertising degree, each individ-
ual is encouraged to explore appropriate elective offerings in other related programs,
including Communication Arts, Fine Arts, Behavioral Sciences, and Interdisciplinary
Studies.
In addition, Advertising majors who qualify are advised to take advantage of the
numerous opportunities within our internship program, structured for upper level
students to earn academic credit while working off-campus, on-site in professional
settings; as well as to participate in local, regional, and national competitions spon-
sored by non-profit organizations such as the Advertising Club of New York, the Long
Island Advertising Club, Advertising Women of New York, the American Advertising
Federation, and other corporations and businesses.
Before graduation, each student, working with an Advertising program mentor, devel-
ops a professional portfolio, which then becomes an integral component of each indi-
vidual's personal employment and/or graduate school search.
The B.S. in Advertising degree program is offered at the college’s Old Westbury and
Manhattan campuses; a specialization in advertising is available in the B.F.A. program
on the Old Westbury Campus.
Students earning baccalaureate degrees in the Humanities and Interdisciplinary Studies
at NYIT can include a concentration in Advertising as a part of their degree programs.
Transfer students considering the Advertising major at NYIT should immediately inquire
about the acceptance of transfer credits into our program.
124
n Curriculum requirements Science

Life Sciences 3
for the Bachelor of Science Physical Sciences 3
in Advertising
6 credits
2 credits
Social Sciences
Communication Arts Economics 3
ADVG 101 Introduction to Advertising 3 History or Political Science 3
ADVG 150 Plan and Create Ad Campaign 3 Philosophy 3
ADVG 160 Media Planning and Buying 3
ADVG 201 Advertising Design Concepts 3 9 credits
ADVG 210 Computer Application in Advertising 3 Advertising/Communication Arts Electives
ADVG 220 Media Production 4 (consult with advisor) 9 credits
ADVG 240 Advertising Copywriting 3
ADVG 301 Agency Workshop I 4 Free Electives
ADVG 330 Advertising and Public Policy (with faculty approval) 12-14 credits
(Capstone) 3 Total credits required—125
ADVG 450 Advertising Portfolio Workshop
(Capstone) 3 (1) All entering first-year freshmen, transfer students with less than
32 credits College Success Seminar (see p. 83).
Upper Electives
(Strongly Recommended)
ADVG 320 Business to Business Advertising 3
ADVG 401 Agency Workshop II 4
PREL 101 Public Relations I 3
10 credits
Behavioral Sciences 6 credits
Business
MGMT101 Introduction to Business 3
MRKT 101 Introduction to Marketing 3
MRKT305 Direct Response Marketing 3
MRKT 401 Marketing Research 3
12 credits
English
Composition 6
Speech 6
One Group A Course 3
One Group B Course 3
English Elective 3
21 credits
Mathematics
MATH 125 Finite Mathematics 3
3 credits
125
ADVG 101 ADVG 220

Introduction to Advertising Media Production Workshop
3-0-3 1-3-4
This course provides a survey of modern advertising covering Advertising majors are introduced to fundamental techniques
the major media: print, radio and television. Media are com- of media production including: still visuals, moving visuals
pared for their utility, impact and effectiveness as vehicles for and sound. This is a workshop experience in which students
advertising. Principles of good advertising copy and produc- gain basic audio-visual skills. Required of advertising majors.
tion are emphasized as are advertising ethics. Required of
ADVG 230
advertising majors.
Broadcast Advertising
ADVG 150 3-0-3
Planning and Creating the Advertising Campaign In this course, advertising for radio and television is studied
3-0-3 in detail. Topics include: audience measurement, rate cards,
This course moves onto the study of planning, organizing and sales servicing and merchandising, preparation and evaluation
executing an advertising campaign, including such elements of commercials. Prerequisite: ADVG 101.
as research, market analysis, target market, consumer and
ADVG 240
trade strategy, budget, media strategy, promotion and evalu-
Advertising Copywriting
ation. The creation of print and broadcast advertising is
3-0-3
included, as is the role of the client in campaign planning.
Required of advertising majors. This course teaches practical application of the principles and
techniques of copywriting to the preparation of advertising
ADVG 160 campaigns. It emphasizes the development of professional
Media Planning and Buying skills in writing effective copy for advertising in the print,
3-0-3 radio and film/television media. Each student is expected to
This combination case study-project course translates target develop through all stages of preparation of the following: ad
marketing into media plans for specific advertising projects. copy and layout for print, script for radio commercials with
It deals with the nature of the respective media (television, all necessary cues for sound effects and music, script and sto-
radio, newspapers, magazines), trade practices in each area ryboard for a commercial to be produced on film or video-
and case studies in successful use of each medium. Media tape. Required of advertising majors.
strategies are treated at a complex level, integrating prior
ADVG 301
coursework and current information on media services.
Agency Workshop I
Required of advertising majors. Prerequisites: ADVG 101,
0-6-4
MRKT 101.
In the professional environment of an advertising agency for-
ADVG 201 mat, students work on selected advertising projects under a
Advertising Design Concepts specialist’s supervision. Organizational planning, target audi-
3-0-3 ence analysis, trafficking, as well as campaign management
In this course, lectures and discussions cover the applications skills, are stressed while the creative execution of varying lev-
of professional design concepts, from original creative ideas els of projects, e.g., direct response ads, business-to-business
to completed advertising material. Discussions cover a wide ads, takes place. This course is open to juniors and seniors
variety of artistic and practical uses of typography, photogra- only.
phy, film, video, other visuals, layout, and storyboarding, in
ADVG 310
preparing print and electronic commercial messages for the
Intermediate Advertising Design Concepts
page and screen. Assignments are oriented toward helping
1-3-3
students to develop critical thinking and media skills, as they
develop personal portfolios, as well as assimilating acquired This course provides workshop and laboratory simulations of
concepts into other courses and the advanced agency media professional techniques and processes for generating adver-
and experiences within the Advertising degree tising material including brochures, logos, packages, and dig-
program–based on computer soft-ware. Required for all ital videos. Discussions incorporate the situational dynamics
Advertising majors of the working environment. Assignments are oriented
toward helping students to develop critical thinking, creative
ADVG 210 skills, and personal portfolios, as well as assimilating acquired
Computer Applications in Advertising concepts into other courses and the advanced agency expe-
1-3-3 riences within the Advertising degree program. Completed
This course provides an introduction to computer-based through computer-based media and software. Prerequisites:
technologies utilized by the advertising field. Students are ADVG 201, ADVG 210.
initiated into electronic publishing and computer applica-
ADVG 320
tions in typesetting, layout, graphics, printing, photography,
Business-to-Business Advertising
and multimedia material. It includes a survey of the impact
3-0-3
of digital systems on newspapers, book publishing, radio and
audio recording, film, television and video, direct marketing, This course concentrates on that essential segment of adver-
data base services, and research techniques. Lecture, discus- tising directed toward trade and industry. It analyzes and
sion, and laboratory formats provide a thorough overview for reviews the frequently specialized and often highly technical
understanding the sophisticated uses of software packages, creative approaches required to reach these markets as well
to enhance productivity in subsequent coursework. Required as the highly selective media in which the advertising must
for all Advertising majors. Prerequisite: ADVG 201. run to be most productive. Also included are reviews and
126
appraisals of the "non-media" advertising utilized within ADVG 362

these marketing areas. Prerequisites: ADVG 101, MRKT 101, Independent Advertising Project**
ADVG 220. 0-0-2
ADVG 330
ADVG 363
Advertising and Public Policy
Independent Advertising Project**
3-0-3
0-0-3
In this course, the ethical and legal implications of current
professional standards in are examined critically. Issues
ADVG 364
selected for analysis include truth in advertising advertising,
Independent Advertising Project**
gender and ethnic stereotyping and advertising for the chil-
0-0-4
dren’s market. Practices are viewed from the vantage point,
not only of present federal regulations, but also from an
ADVG 384
enlightened public policy for the future. Junior level required
Externship in Advertising
of advertising majors; open to non-majors by instructor’s per-
0-0-4
mission only.
Selected junior and senior-level advertising majors who have
ADVG 340 demonstrated superior performance in coursework have the
Television Commercial Writing Workshop opportunity to participate in the advertising field at a spon-
3-0-3 soring agency site. Externs carry out assigned tasks under
This course is designed to help develop students’ knowledge professional supervision in the field; a log of activities and
of techniques and structure used in planning TV commercials, evaluation report is required. (Consult the Externship
including new technologies. The basic disciplines necessary Guidelines for details on application, standards, hours and
for the creation of a professionally acceptable TV commercial deadlines.) Placement is based on availability of sponsoring
will be reviewed and redefined. The written commercial will agency, cooperation and qualification of candidates, the
be evaluated in its totality (concept, philosophy, words, visu- department site, the number of externship credits applicable
al credibility, music, sound effects and potential for satisfying to the degree. Open to qualified upper division advertising
a specific objective). This course is an elective for junior and majors; non-majors require departmental approval. The grade
senior advertising majors; non-majors need instructor’s per- of P (Pass) is awarded for successful completion of extern-
mission. ships.
ADVG 351 ADVG 401
Independent Study in Advertising Agency Workshop II
0-0-1 0-6-4
Upper division advertising majors with superior performance This is a continuation of the first level of Agency Workshop in
records have the opportunity to pursue special topics of pro- which students pursue more complex and diversified projects.
fessional interest in an independent study format. An The course poses projects utilizing basic media strategy, e.g.,
approved preliminary independent study proposal including television, radio, newspaper, magazines, outdoor and transit
the grading criteria must be on file prior to registration in this advertising and supplementary media. Visualization contin-
course. Registrants are expected to devote forty-five hours of ues as an important focus, as do print production techniques,
academic work for each academic credit awarded. (See television and radio commercial production and dealer pro-
Independent Study Guidelines.) This course is an elective for grams. Cost effectiveness factors are a theme throughout.
junior and senior advertising majors. Upper division advertising elective; strongly suggested for
advertising majors. Non-advertising majors need instructor’s
ADVG 352
permission. Prerequisite: ADVG 301.
Independent Study in Advertising*
0-0-2 ADVG 410
Advanced Advertising Design Concepts
ADVG 353 1-3-3
Independent Study in Advertising* This course provides seminar and laboratory replications of
0-0-3 professional guidelines and procedures for directing creative
personnel and for coordinating the development of advertis-
ADVG 354 ing material. Discussions explore the independent relation-
Independent Study in Advertising* ships among advertising principals and their clients, and
0-0-4 emphasize organizational and industry precepts. Assignments
are oriented toward having students develop critical thinking,
ADVG 361 managerial skills. Prerequisites: ADVG 310.
Independent Advertising Project
0-0-1
This course is limited to junior and senior-level advertising
majors with superior performance records in the major have
the opportunity to pursue a creative advertising project in an
independent study format. An approved project proposal,
including grading criteria, must be on file prior to registration
in this course. Registrants are expected to devote forty-five
hours of academic work for each academic credit awarded.
(See Independent Study Guidelines.)
127
ADVG 450 COMM 350

Advertising Portfolio Workshop Seminar in Mass Communication Problems
1-3-3 3-0-3
This course provides a culminating educational experience for This seminar deals with different current problems and
advertising Majors, in which individuals develop professional selected topics affecting mass media or a specific medium.
materials illustrating the broad range of expertise acquired Students may re-enroll if the topic varies. Open to juniors and
throughout the degree program. A survey of employment seniors only.
opportunities in the field is undertaken; and regular trade
PREL 101
journal reading reports are required. Techniques of profes-
Public Relations and Publicity I
sional preparation of resumes, arrangement of writing and
3-0-3
print samples, and display of campaign project involvement,
presentation of research and media strategy skills will be This introductory course confronts the ethics of public rela-
emphasized. Each student develops a professional videotape tions and techniques of identifying public relations problems
of "self-presentation." Required for advertising majors. This by using public relations techniques, and then measuring
course is open to senior level students only. results. Case histories are analyzed.
COMM 240 PREL 201

Writing for the Mass Media Public Relations and Publicity II
3-0-3 3-0-3
This is a practical introductory course that exposes students This is a workshop course in which students select actual
to the basics of effective writing and the variety of writing organizations as "clients," and develop practical public rela-
challenges posed by the mass media. Simple forms of writing tions programs. The class operates as a consulting public
for various media are explored as are elements of good writ- relations agency, which assists each member with program
ing such as internal conflict, word economy, objectivity, sub- development. Prerequisite: PREL 101.
jectivity, and the use of nonverbal messages. Prerequisites: *Same as ADVG 351.
WRIT 101 and WRIT 151.
**Same as ADVG 361.
COMM 301
Communication Law
3-0-3
This survey of the statutes and regulations governing press,
broadcasting, film, and the Internet includes the analysis of
defamation, contempt, privacy, freedom of speech, censor-
ship, and political expression. Open to juniors and seniors
only
128
Communication Arts
Faculty: M. Banks, G. Brinkmann-Zhang, V. Ditingo, J. Fauvell, D. Fizzinoglia,
M. Gamble, J. Hanc, P. Hopper, P. Lipsky, I. Matic, A. O’Brien, A. Piazza, J. Saslow,
R. Sherwin, D. Winokur.
Professional Staff: L.I. News Tonight-K. Eckhardt, C. Pack, G. Licker.
Engineering- H. Savran, J. Vincennes.
Adjunct Faculty: : D. Bird, D. Cavanaugh, L. Colantuono, K. Eckhardt, T. Fleming, E.
Lansdale, S.M. Lin, J. Locicero, A. Mandel, J. McCune, B. Monteiro, J. Morosoff, C. Pack,
P. Perez, B. Pierce, T. Pison, J. Price, H. Savran, B. Walsh.
The distance between Madison Avenue and Hollywood, between the newsroom and the
editing suite is closer than ever. The communications industry of the twenty-first cen-
tury demands professionals who can span that distance—professionals with multiple
skills, who can utilize multiple platforms—digital, visual, written—to produce and dis-
seminate their messages.
This kind of versatility is characteristic of NYIT Communication Arts graduates: news
people who can write, edit and deliver a news story on-air; new media specialists who
design, digitize, animate and publish web pages; and filmmakers who write, direct and
edit for television, cinema and the web.
Communication Arts students may focus on traditional aspects of the field—radio and
audio recording, filmmaking, television, advertising/public relations, print and electron-
ic journalism, corporate and international communication.
Our newly equipped laboratories also permit study and experimentation in the latest
aspects of digital graphics, animation, web design and broadcast graphics, which may
be integrated into interactive multiple media productions for the web.
All NYIT Communication Arts students follow a similar educational model: a solid con-
ceptual grounding, hands-on instruction in the practical aspects of the discipline, and
digital literacy on the latest equipment. Through this combination of learning and
doing, of time-honored principles and timely applications, our students learn how to
function successfully in the new, integrated world of communications.
Degree Programs
NYIT's Communication Arts department offers four degree-program paths:
The Associate in Applied Science Degree with a major in Communication Arts: a two-
year, 66-credit program with basic coursework in all media, a humanities core and some
specialization. (See curriculum requirements on the following pages.)
The Bachelor of Fine Arts (B.F.A.) Degree with a major in Communication Arts: a four-
year program with specializations possible in: advertising, audio recording and radio,
digital film, media studies, print and electronic journalism, public relations, corporate
and documentary video, television production, web design and computer graphics.
The Bachelor of Science (B.S.) with a major in advertising. (See curriculum requirements
on the following pages.)
The Master of Arts (M.A.) in Communication Arts: a graduate degree with a number of
media specializations described in the NYIT graduate catalog.
In special cases of advanced standing, individualized degree programs are customized
to meet the special needs and interest of registrants.
129
The Communication Arts Department also provides selected areas of concentration for
students pursuing a degree in Interdisciplinary Studies or Humanities. Further, the
department offers a rich selection of elective coursework for other majors at NYIT, espe-
cially those in Technical Writing and Computer Graphics.
Communication Arts Combined BFA-MA Program

The Communication Arts combined BFA/MA program allows students to achieve a
Bachelor of Fine Arts in Communication Arts and a Master of Arts in Communication
Arts in five (5) years.
The five year program creates a fast track to our Master’s degree by allowing the best
Communication Arts students to complete a total of 109 undergraduate credits, and
then move into the 36-credit Master of Arts Program. This combined degree is intend-
ed for students who wish to be recognized as graduates of a highly selective program.
It also offers students an opportunity to enter the job force earlier than they might oth-
erwise be able to.
Admissions: Entering Freshmen who wish to apply for admission to the combined
BFA/MA program must have a minimum combined SAT score of 1100 and/or a 90 (3.5)
average in high school. Students in the regular undergraduate degree program who
demonstrate academic success as evidenced by their academic performance (3.0 GPA
or better) may request consideration for transfer into the five-year program at the
beginning of their second academic year, or completion of 30 credits. Communication
Arts majors from other institutions may transfer into this program provided that they
have a 3.0 GPA and transfer in no more than 30 credits.
Two letters of recommendation and an essay are also required of all applicants to the
five-year program. The applicants will also be interviewed by members of the Graduate
Committee of the Communication Arts department in order to ascertain their ability
and their understanding of the challenges of the program they are about to undertake.
Students who apply for admission but are not accepted into the combined BFA/MA pro-
gram will automatically be considered for admission into the 4 year BFA program in
Communication Arts.
Annual Reevaluation: All students in this combined program will be reviewed at the
end of each of the first three academic years in order to monitor their performance
achievement. Students whose grade point averages fall below 3.0 will be notified that
their standing in the program is in jeopardy. Their standing will be reevaluated at the
end of the following semester.
Progression to the MA: Students will progress to the graduate phase of the combined
degree program after completing all 109 undergraduate credits with a cumulative grade
point average of 3.0.
Specialized Professional Opportunities

Long Island News Tonight: The department maintains a professional news bureau in
Old Westbury which produces a nightly news program for cable distribution. Students
selected for interest in newswriting, reporting and production register for specific
courses to participate in the production of this nightly news program under profes-
sional supervision. Registrants must be available at least one full day a week for this
activity which runs through the calendar year.
130
Externship Program: To further enhance student professionalism cultivated in course-

work, the School administers an internship program. Qualified advanced students are
placed in professional situations. Working for a semester or more within a company,
students acquire a sense of the real world for which they are preparing, and receive
academic credit for their efforts. On many occasions, externships lead to full-time
employment.
NYIT externs are actively sought in all areas of communication: broadcast networks and
independent television and radio stations; cable and public broadcast stations; adver-
tising and public relations agencies; international corporate and educational institu-
tions; newspapers, magazines and production companies.
To qualify, students must have junior-senior status, a GPA of 3.0 or better, and be
recommended by academic advisers.
Students can register for two, three, four, or five externship credits. Credit varies
depending on activities of the extern and the amount of time in the placement.
Registration in the same externship may be possible if responsibilities of the role are
more complex or diversified. Students should plan about 150 hours as the minimum
commitment for a three-credit externship. The department sets the credit allocation
and there is a 12 credit limit to the number of externship credits allowed.
Advertising and Public Relations Agency: The department provides a professional
full-service agency environment in conjunction with advertising and public relations
curriculum offerings. In Manhattan, the Agency Workshop and on the Old Westbury
campus, the Carleton Group serve this function for those majoring in advertising and
public relations in the B.S. programs. NuVision, a student public relations experience on
the Old Westbury campus serves that specialization in the B.F.A. program.
Facilities
The department of Communication Arts maintains studios and laboratories for all
production classes in television, digital filmmaking, radio and sound, multi-media
productions, advertising/public relations, web design and computer graphics.
Television: Both the Manhattan and the Old Westbury campuses have television
studios with high quality cameras. Both campuses have video editing suites with
state-of-the-art avid and final cut pro nonlinear editing stations. In Old Westbury, a TV
newsroom is equipped with AP wire service and and web based research service. Both
campuses have broadcast quality, and HDV digital cameras.
Filmmaking: In Old Westbury at the de Seversky Center’s academic wing and at 16 W.
61 of the Manhattan campus, digital filmmaking laboratories include digital cameras,
non-linear editing stations and screening facilities.
Radio: On the Old Westbury and Manhattan campuses, radio laboratories are equipped
with digital stereo consoles, digital recording equipment and computer-based audio
editing programs. The sound processing laboratories have voice recording, sound
transfer and digital mixing facilities.
Motion Graphics: State-of-the art, multi-platform computer labs are avail-able on
both campuses to support all communication arts specializations including the new
media.
Radio Station: The radio station operated by students is WNYT in Old Westbury.
131
Quality of Academic Experience

Communication arts majors are encouraged to participate in academic, social, and ser-
vice activities. Voluntary service to each campus newspaper, radio station, yearbook, the
production house, media festivals, special events and the like is part of the communi-
cation arts major’s way to gain experience with media as well as to contribute to cam-
pus life.
While it is the responsibility of each student to review options and make wise choices
regarding degree programs, concerned faculty and staff are available for academic
advisement.
Not all course offerings are available at each campus every semester; planned courses
may be cancelled for lack of sufficient registration. Students are urged to discuss spe-
cial needs with advisers early in degree programs.
Rights to Media Productions Developed

in NYIT Coursework
Essentially this policy covers films, video and audio productions, and other nonprint
media.
All films and videotapes produced in the Department of Communication Arts in fulfill-
ment of class assignments, or as advanced individual study projects, whether made on
school premises or elsewhere, with or without departmental equipment, with or with-
out extra funds, are subject to the following ownership policy:
1. All such films and tapes are co-owned by the student and the school. In each case
the students who originate the film/tape should decide which student or students
co-own the film/tape with the school.
2. Either the student or the school may arrange distribution. Students who do not wish
to have their films/tapes distributed may veto distribution.
3. The school will decide whether or not to put its name on a given film/tape.
4. Distribution deals, whether arranged by the school or by the student, must be
approved and signed by the dean.
5. All income, after print costs and other up-front obligations are paid, will go directly
from the distributor to the student and the school on a 50/50 basis. Outside fund-
ing is not considered to be an up-front obligation.
6. The school’s income will be used for scholarships, for funding future student
films/tapes and for fees and expenses in connection with placing student
films/tapes in festivals. If a film/tape wins a prize, that prize goes to the student
minus the cost of placing the film/tape in competition.
7. Films/tapes may be distributed only after a faculty adviser is certain that all neces-
sary clearances have been obtained by the student.
8. The student and NYIT each have a right to prints (copies) at cost as such prints
(copies) are needed for NYIT or student use. Such prints (copies) may not be rented
or sold.
132
n Curriculum requirements for CA Electives 23 credits

Bachelor of Fine Arts in
Communication Arts, Combined Non-major Electives 12 credits
Baccalaureate/ Masters of Arts in
Communication Arts program Total Undergraduate credits required—109 credits
Undergraduate and Graduate Requirements B. Graduate MA Courses

A student’s graduate work would begin in the 8th
A. Undergraduate BFA Courses semester at NYIT. At the graduate level, students will
take 4 core courses (12 credits) spread out over the
College Success Seminar(1) 2 credits three semesters of graduate work. Students will also
select 24 credits of graduate level courses from those
listed in our Graduate Catalog. Students should con-
Communication Arts tinue to consult with faculty advisors to select elec-
ADVG 101 Introduction to Advertising 3 tives that will form one of four graduate tracks.
or
PREL 101 Public Relations and Publicity 3 Graduate Core 12 credits
COMM 101 Communication: Principles & Process 3 COMM610 Vocabulary of the Media Critic 3
COMM 210 Broadcasting History and Crit. 3 COMM630 Media & Culture 3
or COMM620 Media Research
FILM 210 History of Motion Pictures 3 or
COMM 240 Writing for the Mass Media 3 COMM625Art in the Era of Mass Comm 3
or DGIM 601 Multimedia Production Tools
TEVE 340 Scriptwriting I 3 or
COMM 301 Communications Law 3 DGIM 700 Advertising Design 3
COMM 401 Mass Communication in Society 3
DGIM 101 Intro. to Digital Imaging 3
FILM 101 Fundamentals of Filmmaking (FILM I) 3 Graduate Electives 24 credits
JOUR 101 Introduction to Journalism 3 Total Graduate credits required—36 credits
TEVE 101 Fundamentals of TV Production (TV I) 3
30 credits Total credits for BFA/MA—148 credits
Behavioral Sciences 6 credits (1) All entering first-year freshmen, transfer students with less than
College Success Seminar (see p. 83) .
English
Composition 6 Communication Arts students should consult advisers for appropriate
open elective courses such as: marketing, business, political science,
One Group A Course 3 computer graphics, technical writing, behavioral science, speech,
One Group B Course 3 English, and computer courses. Special permission may be given to
Speech 3 qualified students to select advanced open electives in lieu of CA
electives; check prerequisite requirements.
15 credits

Sciences
Life Science 3
Physical Science 3
6 credits
Social Sciences
Economics 3
History or Political Science 3
Philosophy 3
9 credits
133
n Core Curriculum for Bachelor of Communication Arts students should consult advisers for
Fine Arts in Communication Arts appropriate open elective courses such as: marketing, busi-
ness, political science, computer graphics, technical writing,
2 credits behavioral science, speech, English, and computer courses.
Special permission may be given to qualified students to
Communication Arts select advanced open electives in lieu of CA electives; check
ADVG 101 Introduction to Advertising 3 prerequisite requirements.
COMM101 Communication: Principles
and Process 3
COMM210 Broadcasting History and Crit. 3
COMM240 Writing for the Mass Media 3
n Curriculum requirements for the

COMM301 Communications Law 3
COMM401 Mass Communication in Society 3
DGIM 101 Intro. to Digital Imaging 3 Associate in Applied Science
FILM 101 Fundamentals of Film Production Degree in Communication Arts
(FILM I) 3
FILM 210 History of Motion Pictures 3 College Success Seminar (1)
2 credits
JOUR 101 Introduction to Journalism 3
PREL 101 Public Relations and Publicity I 3
RADI 101 Fundamentals of Radio Prod. 3 Communication Arts
TEVE 101 Fundamentals of TV Production ADVG 101 Introduction to Advertising 3
(TV I) 3 COMM101 Communication: Principles
and Process 3
39 credits COMM210 Broadcasting History and Crit. 3
DGIM 101 Intro. to Digital Imaging 3
FILM 101 Fundamentals of Film Production
English (FILM I) 3
Composition 6 FILM 210 History of Motion Pictures 3
One Group A Course 3 JOUR 101 Introduction to Journalism 3
One Group B Course 3 RADI 101 Fundamentals of Radio Prod. 3
Speech 3 TEVE 101 Fundamentals of TV Production (TV I) 3
15 credits 27 credits
Liberal Arts 3 credits English
Mathematics 3 credits Composition 6
Sciences One Group B Course 3
Life Science 3 Speech 3
Physical Science 3
15 credits
6 credits
Social Sciences
Economics 3 Liberal Arts 3 credits
History or Political Science 3 Mathematics 3 credits
Philosophy 3
Sciences
9 credits Life Science 3
Physical Science 3
CA Electives 26 credits
Non-major Electives 19-21 credits 6 credits
Total credits required—128 Social Sciences

History or Political Science 3 credits
Open Electives 4-6
12 credits, and students on probation are required to complete the Total credits required—66
134
ADVG 101 AUDI 301

Introduction to Advertising Advanced Theory and Practice of Audio
3-0-3 Recording
This course provides a survey of modern advertising covering 2-1-3
the major media: print, radio and television. Media are com- This second-level course in audio recording gives the stu-
pared for their utility, impact and effectiveness as vehicles for dents an opportunity to carry out professional recording
advertising. Principles of good advertising copy and produc- assignments that further expand the theoretical and practi-
tion are emphasized as are advertising ethics. Required of cal knowledge acquired in the pre-requisite course.
advertising majors. Prerequisite: AUDI 201.
ADVG 150 COMM 101
Planning and Creating Communication: Principles and Process
the Advertising Campaign 3-0-3
3-0-3 This survey course introduces the nature, principles,
This course moves onto the study of planning, organizing and elements, and mechanism of the communication
executing an advertising campaign, including such elements process. How, why, in what forms, and through what
as research, market analysis, target market, consumer and stages communication occurs is explored along with
trade strategy, budget, media strategy, promotion and evalu- the nature of human perception and the role of verbal
ation. The creation of print and broadcast advertising is and nonverbal language in conveying meaning.
included, as is the role of the client in campaign planning. Emphasis is placed on providing a working knowledge
Required of advertising majors. Prerequisite: ADVG 101. of the fundamental principles of communication as
ADVG 230 they apply to the design and delivery of the message
Broadcast Advertising via such media as print, radio, television, film, and the
3-0-3 Internet. Required for all communication arts freshmen.
In this course, advertising for radio and television is studied
in detail. Topics include: audience measurement, rate cards, COMM 210
sales servicing and merchandising, preparation and evalua- Broadcast History and Criticism
tion of commercials. Prerequisite: ADVG 101. 2-1-3
This survey of radio and television development in the United
ADVG 240 States includes consideration of the roles played by the
Advertising Copywriting broadcast media as cultural, social, and economic forces.
3-0-3 Special emphasis is placed on major trends in both entertain-
This course teaches practical application of the principles and ment and factual programming. The course includes class
techniques of copywriting to the preparation of advertising lectures plus independent viewing assignments.
campaigns. It emphasizes the development of professional
skills in writing effective copy for advertising in the print, COMM 240
radio and film/television media. Each student is expected to Writing for the Mass Media
develop through all stages of preparation all of the following: 3-0-3
ad copy and layout for print, script for radio commercials This is a practical introductory course that exposes students
with all necessary cues for sound effects and music, script to the basics of effective writing and the variety of writing
and storyboard for a commercial to be produced on film or challenges posed by the mass media. Simple forms of writing
videotape. Required of advertising majors. Prerequisite: ADVG for various media are explored as are elements of good writ-
150. ing such as internal conflict, word economy, objectivity, sub-
jectivity, and the use of nonverbal messages. Prerequisites:
AUDI 201 WRIT 101 and WRIT 151.
Theory and Practice of Audio Recording
2-1-3 COMM 301
Students are introduced to the theory and practice of multi- Communication Law
channel recording. The rationale behind equipment selection 3-0-3
will be explored as it applies to the recording and editing of This survey of the statutes and regulations governing the
a variety of live materials. Students will carry out recording press, broadcasting, film, and the Internet includes the analy-
and editing assignments applicable to all areas in which mul- sis of defamation, contempt, privacy, freedom of speech, cen-
tichannel recording is used. Prerequisite: RADI 101. sorship, and political expression. Open to juniors and seniors
only.
AUDI 250
Advanced Audio Engineering COMM 310
3-0-3 Current Broadcast Operations
Emphasis is placed on assuming total responsibility for the 3-0-3
various phases of recording live music. Students are involved Students in this course study the modern radio or television
in the set-up, overdubs, and mixes, and will be held respon- broadcast station. The functions, requirements, and problems
sible for demonstrating the mastery of all the techniques of each department are dealt with in detail. Station-network
involved in such recording. Prerequisites: AUDI 201, AUDI relationships, unions, the independent station, and the edu-
301. cational station are also considered. Open to juniors and
seniors only.
135
COMM 340 out in the NYIT newsroom, which is capable of broadcasting

Modern Audiovisual Techniques TV news to the Long Island market. Emphasis is on "on-the-
1-3-3 scene" reporting, utilizing portable equipment (ENG).
This course covers the operation and handling of modern A/V Qualified second-level students assume responsibilities with
systems and their utilization in a variety of training and edu- newsroom personnel such as correspondent/reporter, camera
cational settings. Open to juniors and seniors only. person, sound operator, news writer and video tape editor.
When the nightly show is videotaped, students act as crew
COMM 350
members. Grades are on a pass/fail basis. May be repeated up
Seminar in Mass Communication Problems
to 12 credits. Prerequisites: TEVE 101; instructors permission
3-0-3
and approval of news director. Students enrolled in the
This seminar deals with different current problems and Externship in Communication Arts are given an opportunity
selected topics affecting mass media or a specific medium. to work in professional environments in the area of commu-
Students may re-enroll if the topic varies. Open to juniors and nications and advertising for credit. To be eligible, student
seniors only. must have junior or senior status, a 3.0 or better GPA, the
COMM 355 recommendation of his/her faculty adviser and the chair’s
Special Studies in Communication Arts permission. Applications must be approved during the prior
3-0-3 semester. Grades are on pass/fail basis. The number of hours
Individual creative and/or research projects in one or more for a particular externship assignment is determined by each
medium are offered for intensive study in areas of specific externship coordinator, based on the sponsoring agency
student interest. Registration by permission of instructor in requirements and learning value. May be repeated up to 12
whose area the study is performed. credits.
COMM 360 COMM 365
Special Projects, in Communication Arts Externship in Communication Arts
3-0-3 0-5-5
Essentially the same as COMM 355, particularly applicable to Students enrolled in this course are given an opportunity to
interschool projects. Registration by permission of instructor work in professional environments in the area of communi-
in whose area the study is performed. cations and advertising for credit. To be eligible, student must
have junior or senior status, a 3.0 or better GPA, the recom-
COMM 362 mendation of his/her faculty adviser and the chair’s permis-
Externship in Communication Arts sion. Applications must be approved during the prior semes-
0-2-2 ter. Grades are on pass/fail basis. The number of hours for a
Students enrolled in this course are given an opportunity to particular externship assignment is determined by each
work in professional environments in the area of communi- externship coordinator, based on the sponsoring agency
cations and advertising for credit. To be eligible, student must requirements and learning value. May be repeated up to 12
have junior or senior status, a 3.0 or better GPA, the recom- credits.
mendation of his/her faculty adviser and the chair’s permis-
sion. Applications must be approved during the prior semes- COMM 370
ter. Grades are on pass/fail basis. The number of hours for a Media Workshop I
particular externship assignment is determined by each 2-6-4
externship coordinator, based on the sponsoring agency Advanced students are assigned to projects on an individual
requirements and learning value. May be repeated up to 12 basis. Prerequisite: Instructor’s permission.
credits. COMM 372
COMM 363 Externship in Communication Arts
Externship in Communication Arts 0-2-2
0-3-3
Students enrolled in this course are given an opportunity to COMM 375
work in professional environments in the area of communi- Media Workshop II
cations and advertising for credit. To be eligible, student must 2-6-4
have junior or senior status, a 3.0 or better GPA, the recom- A continuation of the media workshop begun in COMM 360.
mendation of his/her faculty adviser and the chair’s permis- Prerequisite: Instructor’s permission.
sion. Applications must be approved during the prior semes- COMM 380
ter. Grades are on pass/fail basis. The number of hours for a Externship in Communication Arts
particular externship assignment is determined by each 0-4-4
externship coordinator, based on the sponsoring agency Students enrolled in this course are given an opportunity to
requirements and learning value. May be repeated up to 12 work in professional environments in the area of communi-
credits. cations and advertising for credit. To be eligible, student must
COMM 364 have junior or senior status, a 3.0 or better GPA, the recom-
Externship in TV Newsroom Operation or mendation of his/her faculty adviser and the chair’s permis-
Externship in Communication Arts sion. Applications must be approved during the prior semes-
0-4-4 ter. Grades are on pass/fail basis. The number of hours for a
The Externship in TV Newsroom Operation is a two-level particular externship assignment is determined by each
course in Broadcast News Operations. First level students will externship coordinator, based on the sponsoring agency
be provided instruction in preparing, gathering, writing, pro- requirements and learning value. May be repeated up to 12
ducing and broadcasting TV news. Assignments are carried credits.
136
COMM 401 FILM 301

Mass Communication in Society Advanced Film Production Workshop
3-0-3 2-3-3
This capstone course is an intensive, multi-faceted explo- This course uses the skills and knowledge provided in FILM
ration of the mass media as systems of communication as 201 to progress to the in-depth study of advanced production
well as social and psychological influences on society. Media techniques through rough cut stage. Students are required to
ethics and responsibilities are explored along with a study of complete projects. Prerequisites: FILM 201 or instructor’s per-
research methodologies in the communications field. mission. This course is open to juniors and seniors only.
Readings and discussions. Open to seniors only.
FILM 310
DGIM 101 Film Industry in the United States
Introduction to Digital Imaging 3-0-3
3-0-3 This course provides an analysis of the organizational struc-
This course focuses on the uses of the computer as a media ture, finances, and management of the film industry in the
development system. Students create imagery using drawing United States. The mechanism of film funding, specifics of
and painting software, and explore the computer’s potential distribution and exhibition of films produced by the major
in new forms of media content. Focus is on the development studios and by independent producers are explored as are
of the Internet as a resource for communication. Each stu- sponsored film and other non-theatrical markets. The legal
dent creates a personal web page. aspects of film production, distribution and exhibition are
also covered.
FILM 101
Fundamentals of FILM Production FILM 350
2-3-3 Documentary Film and Television Workshop
This course provides an introduction to the theoretical and 1-4-3
practical aspects of digital filmmaking. Elementary aesthetic This advanced filmmaking course emphasizes the production
principles of film language are introduced along with the of documentary and informational films for use in television
roles of director, cinematographer, and other creative person- and other purposes. Each student, working individually or in
nel. Specially designed shooting exercises in the classroom an assigned group, is assigned to produce any one of the vari-
teach the basic techniques of digital film production. Student eties of such film material. Prerequisites: FILM 201 and
director/cameraperson teams are assigned to produce and instructor’s permission.
edit short silent digital films. Shooting and editing sessions
JOUR 101
are scheduled in addition to class time. All necessary equip-
Introduction to Journalism
ment is provided.
3-0-3
FILM 201 This course provides a survey of evolution of the American
FILM Production Workshop press and its influence in our democratic society. Freedom of
2-3-3 the press and social responsibilities are emphasized along
This course explores all the essentials of sync-sound digital with the professional goals, qualities, and ethics of a journal-
filmmaking. Its emphasis is on tools and technology and their ist. Technical developments and organizational structure in
relationship to the aesthetic and functional concerns of the print and broadcast journalism are explored. Various types
filmmaker. Basic practical skills are taught in cinematogra- and styles of journalism and profiles of the prominent jour-
phy, lighting and sound. Student teams of director and cam- nalists are covered through a survey of literature Vocational
eraperson write, cast and shoot a short digital film. opportunities in journalism are also discussed.
Preproduction and production for these projects are sched-
JOUR 315
uled in addition to classes. Prerequisite: FILM 101 and TEVE
Investigative Reporting
340 or instructor’s permission.
3-0-3
FILM 210 This course is a practical application of journalism theory and
History of Motion Pictures practice to developing in-depth news material in such fields
2-1-3 as government, politics, crime, and other areas of public con-
This survey course explores the development of the film as an cern. Significant case histories in the field of investigative
art form and a technique. Fifteen hours of selected represen- reporting will be examined. Prerequisite: JOUR 401
tative films are screened during the laboratory portion of the
JOUR 340
course. Post-screening analysis, research, and a term paper
Advanced Techniques in News Reporting and
are required.
Editing
FILM 215 3-0-3
The Documentary in Film and Television This course covers the reporting and editing of news, with
1-3-3 particular emphasis on the functions of rewrite, copy-editing,
This course provides a brief historical introduction to the doc- and make-up. The roles of the copy-editor and managing edi-
umentary film and its role as an educational, ideological, and tor along with the use of electronic media in the gathering of
sociological force. Post-screening analysis, research, and a news are explored. Prerequisite: JOUR 350.
term paper are required.
137
JOUR 350 TEVE 250

Introduction to News Reporting Video Editing
for All Media 1-3-3
3-0-3 This course explores the process of video editing. Videotape
This course is an introduction to the principles and practices formats, the recording process and elements of postproduc-
of news reporting through the study of sources and the tion management as they apply to the video-editing environ-
preparation of news, feature, and editorial materials. The ment are studied. Students are familiarized with the opera-
emphasis is on print, although the techniques of electronic tion of equipment in the edit suite. Prerequisite: TEVE 201.
journalism are included. Prerequisites: JOUR 101, WRIT 101,
TEVE 301
WRIT 151.
Television Project Development
JOUR 401 3-0-3
Broadcast News Writing and Editing Students develop a script for the purpose of its production in
3-0-3 the following semester, devising the floor plan, light plot, sto-
This class teaches the fundamentals of writing, editing, and ryboard, graphics, music, and all other preproduction ele-
organizing news broadcasts, with special emphasis on the ments. Prerequisite: TEVE 201 and instructor’s permission.
electronic media. Prerequisites: JOUR 101, WRIT 101, and
TEVE 310
WRIT 151.
TV Studio Crew Working
PREL 101 1-8-4
Public Relations and Publicity I This course consists of intermediate-level practical work in
3-0-3 television production as a member of a studio crew. Lectures
This introductory course confronts the ethics of public rela- and laboratory workshops are held in conjunction with TEVE
tions and techniques of identifying public relations problems 401. Each student shares responsibilities with other members
by using public relations techniques, and then measuring of the TV studio crew involved in producing a TV show origi-
results. Case histories are analyzed. nated and directed by students enrolled in TEVE 401.
Responsibilities include: creative use of camera, sound, light-
PREL 201
ing, and duties of the technical director, assistant director,
Public Relations and Publicity II
floor manager, recording operator, tele-cine operator, graph-
3-0-3
ic generator operator, grips and floor assistants. At least two
This is a workshop course in which students select actual
of the areas listed above must be covered by each student for
organizations as “clients,” and develop practical public rela-
completion of the course. Prerequisite: TEVE 201. This course
tions programs. The class operates as a consulting public
is open to juniors and seniors only. Instructor’s permission
relations agency, which assists each member with program
required for other students.
development. Prerequisite: PREL 101.
TEVE 315
RADI 101
Set Design for FILM and Television
Fundamentals of Radio Production
3-0-3
1-3-3
This course explores the practical basic skills of set design
This course provides students with orientation in the basic
techniques and technologies (limited to interiors only).
techniques of radio production. Major attention is paid to the
Students study styles of set design produced by a variety of
development of competence in basic studio equipment and
artists for actual films and television shows. Students com-
terminology. Essentials of studio production in basic program
plete a project based on a given script that includes sketch-
forms are covered. An additional hour for preparation of pro-
es, perspective drawings, elevations, and floor plan (model is
duction material is required.
optional). Prerequisite: This course is open to juniors and
RADI 102 seniors only. Other students require permission of the chair.
Radio Production Workshop
TEVE 320
2-3-3
Directing Professional Talent
This class moves on to the study of the radio program: its 1-3-3
planning, writing, and production. Major emphasis is placed
This course provides a practical workshop in the fundamen-
on current radio program forms. Prerequisite: RADI 101.
tals of the director’s craft. Techniques of script analysis, cast-
TEVE 101 ing and rehearsals are studied through exercises and discus-
Fundamentals of Television Production sions. Emphasis is placed on the working relationship
1-3-3 between the director and actor. Additional hours TBA.
This course provides students the basic techniques of televi- Prerequisite: TEVE 201.
sion production. Major attention is paid to developing com- TEVE 326
petencies in studio equipment and terminology. Essentials of Broadcast Announcing
studio production in basic program forms are covered. 2-2-3
TEVE 201 This class provides practice in announcing, interviewing, and
Television Production Workshop leading discussions. Students will have the opportunity to
1-4-3 host panel shows and variety programs while learning specif-
This course centers on the television program: its planning, ic methods for improving voice, posture, dress, and TV per-
writing, and production. Major emphasis is placed on current sonality. Prerequisites: RADI 101, TEVE 101.
non-dramatic programming forms, which are produced live
to tape Prerequisite: TEVE 101.
138
TEVE 330 TEVE 402

Electronic Field Production Set Building, Dressing, and Lighting
1-3-3 0-5-3
The workshop-project approach in this course provides stu- This practical course is required for all students registered in
dents with experience and skill in location video techniques. TEVE 401, Advanced Television Workshop. By building, dress-
A production team project is generally required in drama, ing, and lighting the sets for student productions in the tele-
music or documentary video production. Producing, directing, vision studio, students develop the basic skills of profession-
lighting, and editing are covered. Prerequisite: TEVE 201. als such as the stagehand, prop man, lighting director, set
decorator. Corequisite: TEVE 401.
TEVE 340
Scriptwriting I TEVE 410
3-0-3 Advanced Television Workshop II
This course covers the basic principles of dramaturgy and its 2-6-4
application to the writing of screenplays for film and televi- This advanced workshop offers students the opportunity to
sion. Students learn the technicalities of script formats for continue their development as writers, producers and direc-
film and television and the various stages of preparation tors through participation in all aspects of the creation of
through which scripts normally pass such as: concept, treat- dramatic television. Shows produced in this class are shot in
ment, draft, rewrites, synopsis. Students are guided as they the studio "film style." Productions are designed around the
develop of short screenplay through all necessary stages into matte effect, whereby a set is created by using a miniature,
a complete story script ready for pre-production and produc- computerized images, or previously recorded video to replace
tion in future semesters. Required for students specializing in a chrom-key blue background. Post-production elements are
film and television. Prerequisites: WRIT 101 and WRIT 151. emphasized, and students are encouraged to utilize non-lin-
ear editing computer graphics and video effects, adding
TEVE 345
music and sound effects as well as titles and credits.
Writing for Television
Prerequisite: TEVE 301.
and FILM/Scriptwriting II
3-0-3 TEVE 420
This course builds on the principles learned in TEVE 340 as Educational and Instructional
students study scriptwriting techniques for television and Television Workshop
motion pictures. Analysis of script formats, techniques, and 2-6-4
styles of the filmmaker today are coupled with practice This course explores the role of educational, instructional,
assignments in writing synopses and scripts. Prerequisite: and community television in contemporary society. Students
TEVE 340 receive laboratory experience in the planning, writing, and
production of instructional and educational material in the
TEVE 401
context of current practices. Prerequisite: TEVE 301 and
Advanced Television Workshop
instructor’s permission.
2-6-4
This is a course in writing, producing, and directing, a digital
production with emphasis on working on a set, utilizing both
single and multi-camera techniqes. Students assume the
responsibilities of the producer and director as they work
with professional actors. Members of the class are responsi-
ble for, the creative use of lighting, scenery, and makeup.
Prerequisite: TEVE 301 and instructor’s permission.
Corequisite: TEVE 402.
139
English and Speech

Faculty: C. Bernard, E. Brown, A. DiMatteo, E. Donaldson, J. Duffy, H. Fils-Aime,
M. Gamble, J. Griffiths, E. Guiliano, D. Hogsette, L. Jirousek, K. LaGrandeur, C. Moylan,
M. Prézeau, D. Quigley, M. Schiavi, G. Stephens, J. Thoms, K. Williams.
Adjunct Faculty: S. Aiello, J. Bamford, N. Bandele, C. Barnett, A. Boodaghian,
J.C. Clark, L. Comac, G. Feinzig, D. Fiumano, D. Fleischhacker, J. Frymer,
S. Getzen, N. Gold, D. Horwitz, S. Jarvis, L. Karkala, D. Kohn, A. Kraar, M. Kremers,
A. Levine, A. Menzie, J. Misak, B. Nelson, M. Nolan, C. Patterson,
L. Piscitello, E. Rind, S. Rubinstein,C. Seaman, R. Seret, M. Shavell, S. Sparacio,
M. Stacey, J. Stahl, C. Sylvia, D. Velasquez, W. Weydig.
Bachelor of Arts in English

The Bachelor of Arts in English degree offered at NYIT prepares graduates to be creative
thinkers and articulate workers in the changing world of the 21st century. Students take
core and advanced classes in literature and culture, drama, and/or professional writing.
This rigorous and structured curriculum also offers students the opportunity to pursue
their own professional interests and to personally shape their education through work
in a second field and through the opportunity to take a large number of elective cours-
es. The curriculum reflects attention to multiculturalism and takes advantage of NYIT’s
strengths in using computers to teach professional writing, multimedia, and theater, as
well as literature.
NYIT’s distinctive English program incorporates technology of all kinds into the
education process. While students meet routinely in conventional classes, they also use
computers and emerging technologies throughout their study. Many of their courses
meet in "computer classrooms," and in distance learning labs supported by NYIT’s fiber
optic network.
Employment opportunities for English majors have traditionally been excellent. The
skills and flexibility the study of English provides is an asset in our changing economy
and world. The world economy will demand an ever-greater number of candidates with
strong writing, editing, and speaking skills, as well as computer literacy, software skills,
and Internet training. The NYIT English program helps students develop not only
intellectual skills and cultural literacy, but also applied critical thinking, graphic com-
munication, and computer application competencies. NYIT English majors develop a
competitive edge.
Bachelor of Arts students register for 39-41 credits of core curriculum courses, 30 credits
of English courses beyond the freshman/sophomore level, and 50-51 elective credits. In
the English area, students take five required core courses in English plus 15 credits (5
courses) in one of three areas: literature and culture, drama, and professional writing.
The B.A. in English is offered at all three NYIT campuses and courses taken at any NYIT
campus apply toward the degree.
Visit us at www.nyit.edu
140
n Curriculum requirements for Drama

LITR 315 Modern Drama 3
Bachelor of Arts in English LITR 320 Shakespeare 3
LITR 410 Literature Seminar (drama topics) 3
2 credits THEA 110 Intro to Theater Arts 3
Behavioral Sciences 3 credits THEA 210 Principles of Acting 3
THEA 260 Advanced Acting 3
Economics 3 credits
THEA 265 Wkshp in Theatrical Performance 2
English THEA 270 Wkshp in Theatrical Performance 3
SPCH 105 Basic Speech Communications 3 THEA 275 Wkshp in Theatrical Performance 4
WRIT 101/111 College Composition I 3
WRIT151/161 College Composition II 3 Note: In fulfilling the drama subspecialty, students may
choose a maximum of 6 acting/performance credits; addi-
1 of 4 Group A (see p. 175) Literary Genre Surveys:3 tional credits may be taken as part of the students’ pool of
LITR 210 The Art of Poetry elective credits. Also, students who choose this area should
LITR 220 The Art of Drama select LITR 220 (The Art of Drama) as their Group A course.
LITR 230 The Art of Fiction
Professional Writing
LITR 240 The Art of Prose
SPCH 205 Professional Speaking 3
WRIT 210 Workshop in Publication 2
Group B (recommended course-see p. 175)
WRIT 330 Writing for Commun Arts 3
15 credits WRIT 335 Writing for Publication 3
WRIT 351 Advanced Technical Writing 3
History or Political Science 3 credits WRIT 355 Advanced Writing and Editing 3
Liberal Arts 3 credits WRIT 360 Seminar Professional Writing 3
WRIT 363 Writing for the Web 3
Life Science 3 credits
WRIT 366 Survey of Technical & Professional
Mathematics 3 credits Document Production 3
Philosophy 3 credits WRIT 415 Internship in Technical
& Professional Writing 3
Physical Science 3 credits
15 credits
Core credits required—39-41
English credits required—30
(Plus 15 credits of General Core English)
English Courses (2)
Electives
Required Core Students select 50-51 credits of electives in consultation with
LITR 420 Literature Survey 3 faculty advisers. Electives may be selected from within any
LITR 430 Major Author 3 discipline and may include courses in education, commu-
LITR 440 Multicultural Literature 3 nication arts and/or English.
LITR 450 Special Topics in Literature 3
Elective credits required—49-51
LITR 460 Capstone Seminar 3
15 credits
Subspecialty Courses 12 credits, and students on probation are required to complete the
Students select 15 credits from one of three subspecialties: College Success Seminar (see p.83).
literature and culture, drama,or professional writing.
(2) Note: no single course can satisfy two (2) or more requirements
Literature and Culture
LITR 310 Modern Poetry 3
LITR 315 Modern Drama 3
LITR 320 Shakespeare 3
LITR 330 Surv World Literature 3
LITR 331 Art of the Novel 3
LITR 340 African American Literature 3
LITR 341 20th Century American Literature 3
LITR 342 19th Century American Lit. 3
LITR 360 Irish Literature 3
LITR 410 Literature Seminar 3
141
Bachelor of Science
The English Department collaborates with the School of Education to offer rigorous
content study in English for students preparing to be teachers of English in grades 7 to
12. In addition to a general English core, students may select a subspecialty in litera-
ture and culture, drama, or professional writing.
The requirements for NYS certification are very specific and will affect students’ selec-
tion of courses for the core curriculum and as electives. Students pursuing a degree in
Childhood Education in English and Adolescence Education in English should meet with
an advisor in the English Department as well as their advisor in Teacher Education to
plan their class schedules in order to meet degree requirements in the core curriculum,
English, and teacher education.
Core Requirements—All Majors*

A student's performance on the English Placement Test determines the sequence of
English courses. All students must take WRIT 101 or WRIT 111 and WRIT 151 or WRIT
161. A separate sequence of English courses is designed for ESL students who, on the
basis of the English Placement Test, require specialized instruction in written English.
Students in the English as a Second Language (ESL) sequence take WRIT 111 and WRIT
161, which are equivalent to WRIT 101 and WRIT 151. Some students may require
additional practice in basic writing and may be asked to take WRIT 100 or WRIT 110
or the intensive English sequence. Upon completion of the required sequence of
composition courses, students choose one course from each of the following groups:
GROUP A— GROUP B—
Literature Options Career Writing Options
LITR 210 The Art of Poetry WRIT 310 Business Writing

LITR 220 The Art of Drama WRIT 316 Writing for the Technical Professions
LITR 230 The Art of Fiction WRIT 320 Report Writing
LITR 240 The Art of Prose WRIT 325 Writing for Arts
or any English and Architecture
literature course. WRIT 330 Writing for
Communication Arts
or any advanced
writing course.
The speech program emphasizes the importance of effective oral communication in

formal and informal situations. Students learn the fundamentals of speech composition
and delivery through informative and persuasive speaking and through discussion. All
students take SPCH 105 and earn a total of 15 credits in English and speech. Practicums
in theater arts and principles of acting are also offered.
*See page 81 for complete core requirements.
142
n Curriculum requirements for Plus one of the following advanced courses

DGIM 101 Introduction to Digital Imaging 3
Technical Writing Certificate LITR 240 The Art of Prose: Scientific
Program and Technical Literature 3
SPCH 205 Professional Speaking and Advanced
Students seeking to earn a Certificate in Technical Oral Communication 3
Writing are required to complete 18 credits of WRIT 220 Workshop in Publication 3
course work in the technical writing/professional WRIT 355 Advanced Writing
communications area and pass a final proficiency and Editing Techniques 3
examination. (Students with a 3.0 or better WRIT 360 Seminar in Professional Writing 3
cumulative quality point average will be exempt WRIT 415 Internship in Technical
from the exam.) & Professional Writing 3
Foundation Class NOTE
WRIT 316 Writing for the Technical Professions 3
1) A student may earn up to 3 credits by challenging for life
Intermediate Level experience.
ARTV 110 Introduction to Visual Literacy 3
WRIT 366 Survey of Technical & Professional 2) Those entering the program without sufficient technical
background must take 6 additional credits in a technical
Document Production 3
area. Members of the faculty will determine what consti-
Advanced Level tutes an appropriate background.
WRIT 351 Advanced Technical Writing 3
WRIT 363 Writing for the Web 3
143
HUMA 210 with an emphasis on both the modern and contemporary

Humanities I periods. Satisfies Group A. Prerequisite: WRIT 151 or WRIT
3-0-3 161.
An interdisciplinary introduction to the humanistic values of LITR 320
contemporary Western civilization designed to broaden the Shakespeare
student’s human awareness. The approach is chronological, 3-0-3
from Biblical times to the mid-eighteenth century. (Offered
An advanced course in which selected texts and critiques
regularly, but not every semester.) Prerequisite: WRIT 151 or
from Shakespearean literature are examined intensively.
WRIT 161. Elective credits only. Does not satisfy Group A.
Satisfies Group A. Prerequisite: WRIT 151 or WRIT 161.
HUMA 220
LITR 330
Studies in Humanities
Survey of World Literature
3-0-3
3-0-3
An interdisciplinary exploration of selected topics in the arts
Study of outstanding writers from all over the world except
and humanities, designed to broaden the
England and America, from ancient times to the twentieth
student’s cultural awareness. Prerequisite: WRIT 151
century. Satisfies Group A. Prerequisite: WRIT 151 or WRIT
or WRIT 161. Elective credits only. Does not satisfy Group A.
161.
LITR 210
LITR 331
The Art of Poetry
The Art of the Novel
3-0-3
3-0-3
An intermediate-level course in which the student learns the
An advanced study of selected masterpieces in the novel
technique of reading, interpreting, and evaluating poetry of
form. Satisfies Group A. Prerequisite: WRIT 151 or WRIT 161.
increasing difficulty and brilliance. This course may be cho-
sen to fulfill the Group A requirement. Prerequisite: WRIT 151 LITR 340
or WRIT 161. African American Literature
3-0-3
LITR 220
Reading and discussion of representative works of African
The Art of Drama
American writers. Historical and social backgrounds are
3-0-3
explored to interpret African American literature within the
An intermediate-level course in which the student explores
American literary tradition. Satisfies Group A. Prerequisite:
dramatic literature in an effort to discover its ritual origins,
WRIT 151 or WRIT 161.
historical role, and current significance. This course may be
chosen to fulfill the Group A requirement. Prerequisite: WRIT LITR 341
151 or WRIT 161. Twentieth-Century American Literature
3-0-3
LITR 230
An advanced study of major American literature of this cen-
The Art of Fiction
tury. Satisfies Group A. Prerequisite: WRIT 151 or WRIT 161.
3-0-3
An intermediate-level course in which selected works of fic- LITR 342
tion are examined in an effort to understand the approaches, Nineteenth-Century American Literature
strategies, and techniques of artists in this compelling medi- 3-0-3
um. This course may be chosen to fulfill the Group A require- Concentrated readings in major American writers through the
ment. Prerequisite: WRIT 151 or WRIT 161. nineteenth century. Satisfies Group A. Prerequisite: WRIT 151
or WRIT 161.
LITR 240
The Art of Prose: Scientific LITR 350
and Technical Literature Children’s Literature
3-0-3 3-0-3
An intermediate-level course in which the art of prose writ- In this advanced course, students will study selected chil-
ing is explored in depth. This course focuses on stylistics and dren’s literature from the nineteenth century to the present.
rhetoric and covers the development of scientific and techni- A variety of genres, including fairytales, fantasy, fables and
cal literature. This course may be chosen to fulfill the Group adventure stories are examined, each in the light of literary
A requirement. Prerequisite: WRIT 151 or WRIT 161. and psychological themes. Writing is an integral component
of the course. Prerequisite: WRIT 151 or WRIT 161; counts as
LITR 310
Group A requirement for Education majors only.
Modern Poetry
3-0-3 LITR 360
This course is more a study in depth than an introduction to Irish Literature
representative British and American poets of the twentieth 3-0-3
century. Emphasis is placed on the manner in which modern This course examines representative works of Irish writers
poetry derives from traditional patterns yet manages to cre- since 1700, with special attention paid to social, historical,
ate new forms and messages for our time. Satisfies Group A. political and religious contexts and their effect on Irish liter-
Prerequisite: WRIT 151 or WRIT 161. ature. Satisfies Group A. Prerequisite: WRIT 151 or WRIT 161.
LITR 315 LITR 410
Modern Drama Literature Seminar
3-0-3 3-0-3
An in-depth study of representative British, American, An advanced course which explores in depth each semester
Continental and other dramatists of the twentieth century, one major literary figure, one historical period, one move-
144
ment, one literary type, one work, or the writing of literature placement test.
in the areas of fiction, nonfiction, poetry, or drama. The sub-
WRIT 101
ject will vary from offering to offering. A student may repeat
College Composition I
the seminar but not any one given course content. Satisfies
3-0-3
Group A. Prerequisite: WRIT 151 or WRIT 161.
Instruction in and application of the principles and skills
LITR 420 involved in effective expository writing, with most readings
Literature Survey from nonfiction prose. Required of all freshmen. Coursework
3-0-3 includes the creating of a portfolio and a computer lab com-
In this advanced course, students will survey British or ponent. Prerequisite: Writ 100 or English Placement Exam.
American literature of a specific period. The period covered
WRIT 110
will vary from semester to semester. Students may repeat the
Basic Writing and Reading
course to cover additional time periods. Satisfies Group A.
for International Students
Prerequisite: WRIT 151 or WRIT 161.
5-0-5*
LITR 430 A course for international students whose English placement
Major Author test reveals need for improved basic writing and reading
3-0-3 skills. Students will read various kinds of writing and create a
In this advanced course, students will study a single major portfolio of their own writing. The course will improve use of
author. The course will provide intensive study of selected standard grammar and mechanics and develop comprehen-
texts, an examination of the milieu in which the author wrote, sion strategies, vocabulary and study skills. Coursework
and will include study of other texts that were influential includes a computer lab component. Prerequisite: English
upon or influenced by the major author. The author studies placement test.
will vary from semester to semester; the choices will include
WRIT 111
those authors who are generally considered part of the canon
College Composition I for International Students
as well as third world and minority authors. Students may
3-0-3
repeat the course to study a different major author. Satisfies
Group A. Prerequisite: WRIT 151 or WRIT 161. A writing course for students of English as a second lan-
guage. Instruction in and application of the principles and
LITR 440 skills involved in effective expository writing, with attention
Multicultural Literature placed on vocabulary, idiom, sentence structure, and general
3-0-3 fluency. In lieu of College Composition I for ESL students.
In this advanced course, the focus will be on the literature of Coursework includes the creating of a portfolio and a com-
another culture, subculture, or combination of cultures. The puter lab component. Prerequisites: WRIT 110 or English
approach and subject matter will vary from offering to offer- placement test.
ing. A student may repeat the course to take advantage of
WRIT 151
the different offerings. Satisfies Group A. Prerequisite: WRIT
College Composition II
151 or WRIT 161.
3-0-3
LITR 450 Further development of the expository writing and reading
Special Topics in Literature skills taught in English. An introduction to literature and
3-0-3 development of library skills leading to a documented
In this advanced course, students will examine literature research paper. Prerequisite: WRIT 101.
from a particular perspective. The course will focus on a spe-
WRIT 161
cific theme, genre or approach, may focus on literature in
College Composition II
relation to another discipline, or may look at literature in any
for International Students
other way that does not fall within the Survey, Major Author,
3-0-3
or Multicultural categories. The content of the course will
vary from semester to semester. Many of the offerings will Continuation and expansion of Writ 111. An introduction to
focus on non-Western literature. Students may repeat the literature and development of library skills leading to a doc-
course to take advantage of the varying offerings. Satisfies umented research paper. Prerequisite: WRIT 111.
Group A. Prerequisite: WRIT 151 or WRIT 161. WRIT 210
LITR 460 Workshop in Publication
Capstone Seminar 2-0-2
3-0-3 Students enrolled in this course are given the opportunity to
This senior seminar provides special studies in the students' work in a supervised, professional manner on campus. Grades
area of specialization: Literature and Culture, Professional are on a pass/fail basis. May be repeated up to 12 credits.
Writing, or Theater. Individual, supervised research is a major Prerequisite: WRIT 101 or WRIT 111 and approval of instructor.
component of the course. Prerequisite: Senior standing. WRIT 220
WRIT 100 Workshop in Publication
Basic Writing and Reading 3-0-3
4-0-4* A continuation of WRIT 210. Prerequisite: WRIT 101 or WRIT
A course designed for students whose English placement test 111 and approval of instructor.
reveals the need for improved basic writing and reading skills. WRIT 230
Students will read various kinds of writing and create a port- Workshop in Publication
folio of their own writing. The course will improve the use of 4-0-4
standard grammar and mechanics and develop comprehen- A continuation of WRIT 220. Prerequisite: WRIT 101 or WRIT
sion strategies, vocabulary and study skills. Coursework 111 and approval of instructor.
includes a computer lab component. Prerequisite: English 145
WRIT 310 WRIT 351

Business Writing Advanced Technical Writing
3-0-3 3-0-3
An intermediate-level writing course for students in business. Advanced training and practice in the techniques and forms
Instruction and practice in all phases of business communi- of technical writing. Focused around planning and producing
cations, such as reports, memoranda, correspondence, and electronic and print-based manuals. Topics will include:
oral presentations, as well as in-depth study of research information gathering; usability testing; group collaboration,
methods. Required of all business and management majors. project management, using text and graphics, relevant tech-
Coursework includes a computer lab component. Prerequisite: nologies, and writing techniques. Course work includes a
WRIT 151 or 161. computer lab component. Prerequisite: Any Group B course.
WRIT 316 WRIT 355
Writing for the Technical Professions Advanced Writing and Editing Techniques
3-0-3 3-0-3
An intermediate-level writing course for students of the An advanced workshop in business and technical writing
physical and life sciences and technology. Emphasis on style techniques including technical aspects of editing and inter-
in technical writing, modes of technical discourse (definition, personal skills employed by successful editors. Participants
description, analysis, interpretation), and strategies for effec- practice revising writing for specific audiences; strengthen
tive business communication, including resume writing, tech- their techniques in revising for style, clarity, and conciseness;
nical reports and oral presentations. Methods and procedures increase their command of grammar and mechanics; practice
of research are explored in depth. Recommended for all sci- production editing and using style manuals; utilize word
ence and technology majors. Course work includes a comput- processors and computerized text editors; and develop
er lab component, oral presentation of final reports using important interpersonal editing skills through the use of role
presentation software, and exploration of appropriate tech- playing and peer evaluation. Participants also continue to be
nology for technical communication. Prerequisite: WRIT 151 exposed to a variety of common forms of career-oriented
or WRIT 161. business and technical writing. Prerequisite: Any Group B
course.
WRIT 320
Report Writing WRIT 360
3-0-3 Seminar in Professional Writing
An intermediate-level writing course for students of the 3-0-3
behavioral and social sciences. Methods and procedures of An advanced seminar in a specialized topic, utilizing the
research; emphasis on reports and advanced research papers expertise of an instructor from the profession at large or from
and strategies for effective business communication includ- the regular NYIT faculty. The topic will vary from offering to
ing resume writing and oral presentations. Recommended for offering. Prerequisites: Any Group B course.
all majors in the behavioral sciences, political science, and
WRIT 363
economics. Coursework includes a computer lab component.
Writing for the Web
Prerequisite: WRIT 151 or 161.
3-0-3
WRIT 325 This is a computer-intensive course. Focus is on learning and
Writing for Arts and Architecture practicing advanced aspects of creating multimedia, hyper-
3-0-3 text, and online help documents. Topics: linear and nonlinear
An intermediate-level writing course for students of the arts planning structures ("information architecture"), writing styl-
and architecture. Methods and procedures of writing criti- istics, the rhetoric and use of graphics, linking, reading and
cal and technical papers, proposals, and articles, and strate- editing online, project management. Oral presentations of
gies for effective business communication including resume final project with computer-based presentation programs.
writing and oral presentations. Recommended for all art and Prerequisite: Any Group B course.
architecture majors. Coursework includes a computer lab
WRIT 366
component. Prerequisite: WRIT 151 or 161.
Survey of Technical
WRIT 330 & Professional Document Production
Writing for Communication Arts 3-0-3
3-0-3 A survey of principles, techniques and procedures of elec-
An intermediate-level writing course for students in the com- tronic and print-based document production. Topics: the
munication field with emphasis on developing writing fluen- relationship between written and visual material, traditional
cy. Focus on expository, persuasive writing; in-depth study copy preparation and design, desktop publishing, traditional
of research methods; and strategies for effective business printing techniques for books, brochures, pamphlets, and
communication, including resume writing and oral presenta- newsletters. Students will produce their own brochures, pam-
tions. Coursework includes a computer lab component. phlets, and newsletters. Course work includes a computer lab
Prerequisite: WRIT 151 or 161. component. Prerequisite: Any Group B course.
WRIT 335 WRIT 415
Writing for Publication Internship in Technical
3-0-3 & Professional Writing
An advanced writing course, with special emphasis on pub- 3-0-3
lished work. Students interested in writing and those serious- An advanced elective course which permits the student to
ly committed to their own writing improvement and to the gain supervised on-the-job experience as a technical com-
writing of prose articles, fiction or poetry are especially municator in a professional environment. Prerequisite: WRIT
encouraged to take this course. Prerequisite: WRIT 151 or 161. 351, WRIT 355, and/or permission of advisor.
146
Theater SPCH 215

Speeches for all Occasions
THEA 110 1-0-1
Introduction to Theater Arts
Study and practice of basic types of speaking situations.
3-0-3
Prerequisites: SPCH 105.
The arts of the theater: drama, music, dance, and play pro-
duction, with study of plays representing major theatrical SPCH 250
trends. Parliamentary Procedure
1-0-1
THEA 210
Parliamentary procedure from the point of view of the chair-
Principles of Acting
person, combining study of the fundamental principles of
3-0-3
procedure and actual practice in the conduct of meetings.
An introductory course in acting intended to give the student Prerequisite: SPCH 105.
a basic technique. Prerequisite: SPCH 105.
THEA 260
Advanced Acting Foreign Languages
3-0-3
Students refine and develop acting techniques through ARAB 101
advanced exercises, in-class performance, formal instruction Elementary Arabic I
and professional and peer evaluation. Prerequisite: THEA 210. 3-0-3
The Arabic course is a semester-long course of Arabic as a liv-
THEA 265 ing language. It introduces students to the four language
Workshop in Theatrical Performance skills, namely listening, speaking, reading & writing.
2-0-2 Instruction includes initiating and responding to a simple
Students enrolled in this course are given the opportunity to conversation, reading simple short passages, and writing sim-
work in a supervised, professional manner on some aspect of ple compositions. The course touches on aspects of the cul-
play production—from acting to set design. Grades are on a ture and exposes students to authentic materials such as
pass/fail basis. May be repeated up to 12 credits. audio, video, and text. Previous knowledge of Arabic is not
THEA 270 required.
Workshop in Theatrical Performance CHIN 101
3-0-3 Elementary Chinese I
A continuation of THEA 265. 3-0-3
THEA 275 Elementary Chinese I is the beginning course in Chinese lan-
Work in Theatrical Performance guage. The emphasis of this class will be on developing con-
4-0-4 versational skills in Chinese. The course teaches Modern
Standard Chinese, the official language of the People’s
A continuation of THEA 270.
Republic of China and Taiwan. The dialect taught in this
course is Mandarin. The course also provides opportunities for
students to develop basic reading skills needed to function in
Speech contemporary China. Background information on China’s his-
SPCH 105 tory, culture and society will be introduced as an element of
Basic Speech Communication the course. No prerequisite required.
3-0-3 SPAN 101
Study of the fundamentals of verbal communication includ- Elementary Spanish I
ing public speaking, interpersonal communication, and small 3-0-3
group interaction. Training in methods of obtaining and orga- Drill in pronunciation, essentials of grammar and basic
nizing materials and ideas for effective verbal communica- vocabulary. Reading of basic text.
tion. Each student will speak several times to an audience.
SPAN 151
SPCH 205 Elementary Spanish II
Professional Speaking 3-0-3
and Advanced Oral Communication Continued drill in pronunciation, essentials of grammar and
3-0-3 basic vocabulary. Reading of progressively more difficult
Study through practice of professional public speaking and textual material. Prerequisite: SPAN 101.
advanced professional communication techniques. Topics
covered include: audience analysis, techniques of persuasion,
interview techniques, listening skills, presentation styles and * Equivalent credits. Not applicable to the baccalaureate degree, but
techniques, effective audio and visual aids, and special prob- valid for maintaining full-time student status.
lems of communicating technical information. Students
deliver presentations in both live audience and media envi- The credit for WRIT 100 or WRIT 110 may be used as elective credits
for some majors but not others. Check the specific major in this cat-
ronments. Prerequisites: SPCH 105. alog to determine if these credits are not eligible for elective credits.
SPCH 210
Oral Communication
2-0-2
Intensification of speech disciplines introduced in SPCH 105.
Individual recordings of oral readings and extemporaneous
speeches are made to effect improvement in oral communi-
cation. Prerequisite: SPCH 105. 147
English Language Program

The English Language Program offers students with English as a second language special prepara-
tion in the acquisition of college-level reading and writing skills. The Program, coordinated by spe-
cially-assigned faculty on the Manhattan, Old Westbury, and Central Islip campuses, is dedicated to
developing critical fluency in English language and American culture while at the same time
respecting the cultural diversity of students. The Program assists students in arranging for tutorial
and other support services should the need arise for extra help.
English Language Institute

Coordinator: Linda Comac
Assistant Coordinator: Tracy McGoldrick
Adjunct Faculty: J. Frymer, M. Stacey, T. Stacey.
The English Language Institute offers a highly competitive program in English as a Second Language,
especially designed to prepare students for both academic and professional careers. The ELI offers
beginners', high-beginners', intermediate, and advanced non-credit courses in reading, writing, lis-
tening comprehension, and speaking. Placement in one of these levels is determined by an English
proficiency exam. All classes are limited to 15 students so that every student receives individual
attention. All the classes run for fifteen weeks in the fall and spring and 8 weeks in the summer.
The English Language Institute is also a cultural center where international students are introduced
to American culture and life. The ELI offers cultural and social activities that become part of our stu-
dents’ educational experiences.
Furthermore, ELI is a service center for those residents of our communities for whom English is a sec-
ond language. ELI offers part-time courses for those students who need to improve their language
skills but do not need to be full-time students. This school is authorized under Federal law to enroll
non-immigrant alien students.
ESLI 068 ESLI 078

Basic English Intensive Conversation/Listening
20 hrs/wk Comprehension (Low-Intermediate)
This course is an intensive program in reading, writing, lis- 10 hrs/wk
tening comprehension and speaking for beginners. Students have the opportunity to improve their speaking and
listening skills through informal conversation, group work,
ESLI 077
and individual presentations. This course uses audio and
Intensive Reading and Writing
video materials in addition to lectures.
(Low-Intermediate)
10 hrs/wk ESLI 086
This course offers students instruction to improve their read- Intermediate Reading
ing and writing skills. 6 hrs/wk
The course is designed to expand students’ reading skills,
vocabulary, and command of idioms. Students read and dis-
cuss short stories, essays, and news articles.
148
ESLI 087 ESLI 594

Intermediate Writing American Academic Writing
6 hrs/wk 4 hrs/wk
The emphasis of this course is on the conventions of the writ- An advanced course that focuses on the writing conventions
ten language. Students practice writing in a variety of styles. expected of students in American colleges and universities.
Students will become acquainted with the concepts of thesis
ESLI 088
and topic sentences, paragraph structure, and developing an
Intermediate Course in Speaking
essay. Students will learn research techniques and practice
and Listening Comprehension
writing a research paper. Throughout the semester, sentence
6 hrs/wk
structure and grammer rules will be stressed.
This course is designed to develop oral fluency, pronunciation,
and accent reduction. The use of audio-video materials helps ESLI 595
the students develop their listening comprehension skills. Technical English
4 hrs/wk
ESLI 096
An advanced course that stresses the techniques and forms
Characteristics of American Culture
of scientific and technical writing for ESL students. It is pri-
6 hrs/week
marily for graduate students who are studying computer sci-
This course is designed for speakers of English as a second ence, engineering, environmental technology, and related
Language who wish to improve their conversation as well as fields. Students practice writing resumes, reports, manuals,
their writing and reading skills. The course examines the memos, and analysis essays. In addition, students will learn
beliefs, behaviors and experiences that may be unique to the research techniques and write a research paper.
United States. Students will read and discuss various docu-
ments (e.g., the Bill of Rights) as well as current essays. In ESLI 596
addition, noteworthy TV programs, films, and speeches will be Business English
presented in class. 4 hrs/wk
An advanced course that emphasizes the development of
ESLI 097
vocabulary and idioms used in the business world. Students
Advanced Reading and Writing Course
also learn research techniques and write a research paper,
6 hrs/wk
resume, cover letter, memos, and a proposal. Role-playing of
This course is designed mainly for students who need to pre- job situations increases fluency and confidence. This course is
pare themselves for academic writing. Students read and dis- primarily for students in the M.B.A. program and similar grad-
cuss essays and learn the conventions of essay writing uate majors but any qualified student may register for it.
through examples and practice.
ESLI 597
ESLI 098 American Culture in Film
Advanced Course in Speaking 4 hrs/wk
and Listening Comprehension
This course introduces ESL students to the various aspects of
6 hrs/wk
American culture as depicted in films. The course emphasizes
This course emphasizes stress and intonation, and the appro- the development of listening comprehension, speaking, and
priate use of idioms. Students learn to speak with ease in writing skills. Students watch, discuss, and write about films.
social, professional, and academic settings. Besides partici- In addition, they will learn research techniques and write a
pating in class discussion, students are expected to make for- research paper. This course is recommended for graduate stu-
mal presentations. The use of audio-visual materials helps dents in communication arts, but any qualified student may
the students develop their listening comprehension skills. register for it.
ESLI 100
The Sounds of American English:
A Course in Accent Reduction
3 hrs/wk
This course is designed for speakers of English as a second
language who are somewhat fluent in English but need to
improve their pronunciation skills. Students will have the
opportunity to practice the sounds of American English
extensively with the guidance of a professional instructor.
149
Fine Arts
Faculty: D. Durning, W. Ganis, J. Grundy, T. Nauheim, Y. Oda, L. Pocock, R. Smith,
R. Vavetsi, P. Voci.
Adjunct Faculty: M. Cerreta, J. Cino, J. Dewoody, T. DiSpigna, E. Donsky, M. Greene,
W. Leighton, V. Manzi-Schacht, A. Masino, S. McCarthy, L. Poliakov, A. Prohaska,
T. Radell, Y. Sun, Deborah Tint, M. Vahey, R. Valeo, G. Viskupic, D. Voci, P. Wongpakdee,
S. Woodburn, R. Zagury, F. Zbarsky.
The fine arts program of the College of Arts and Sciences is offered in three areas:
computer graphics, graphic design and teacher education. All lead to the Bachelor of
Fine Arts degree.
A distinguished faculty of practicing artists and designers expose the student to a
variety of artistic approaches, from traditional through modernist and contemporary styles.
Admission is competitive. Fine arts applicants are required to submit a portfolio of previ-
ous artwork; samples are evaluated for artistic skills, potential, and overall presentation.
All curriculums are designed to increase student awareness of the entire field of visual
arts. Prior to specialized study, each area requires the same first-year foundation
curriculum which establishes principles of artistic concepts through emphasis on
composition, design, color and drawing. A series of exhibitions throughout the academic
year reflects the scope of instruction within this area of study. The Fine Arts
Department's computer graphics coursework uses state-of-the-art hardware systems,
as well as a wide variety of 2-D and 3-D application software. The computer graphics
laboratories in Old Westbury and Manhattan are considered among the most advanced
facilities in the metropolitan area.
The range of experience for the student of fine arts includes drawing, painting, sculp-
ture, printmaking, computer graphics, and photography with emphasis upon both tech-
nique and artistic problems. The primary goal is to sharpen values and develop individ-
ual artistic personality. The fine arts curriculum has as its ultimate objective the
improvement of the very quality of the perceptions of life, and therefore forms the
philosophical foundation of the professionally oriented programs in this area.
Computer Graphics
Computer Graphics is an artist's medium which has emerged as a powerful imaging
tool. Today, computer graphics is a much sought-after field of study due to its expan-
sive use in a variety of visualization applications throughout the world. Without the
foundations in the principles of design, studio practice and a portfolio of critiqued work,
the application rarely produces professional results.
Our goal is to help students understand the relationship of design and technology. This
allows the student to develop the ability to create and compose content that commu-
nicates ideas in an effective manner for both general and specific markets. Successful
presentations will educate, inform, motivate, entertain, persuade, challenge and inspire
audiences while transcending the medium of delivery.
150

English
3 credits
Bachelor of Fine Arts degree in
Computer Graphics SPCH 105 Speech 3
WRIT 101 English Composition I 3
2 credits WRIT 151 English Composition II 3
WRIT English Group A 3
Freshman Foundation LITR English Group B 3
ARTD 101 Two-Dimensional Design I 3
ARTD 102 Three-Dimensional Design I 3 15 credits
ARTD 151 Two-Dimensional Design II 3
ARTD 152 Three-Dimensional Design II 3
ARTW 101 Drawing I 3 Mathematics 3 credits
ARTW 151 Drawing II 3 Science
Computer Graphics Sequence * Life Science 3
ARTC 201 Computer Graphics I 3 PHYS 115 Humanity & Physical Univ. 3
ARTC 251 Computer Graphics II 3
ARTC 301 Computer Graphics III 3 6 credits
ARTC 351 Computer Graphics IV 3 Social Sciences
ARTC 401 Sr. Project Computer Graphics I 4 ECON 101 Economics 3
ARTC 402 Sr. Thesis Computer Graphics I 3 History or Political Science 3
ARTC 451 Sr. Project Computer Graphics II 4 PHIL 110 Philosophy 3
ARTC 452 Sr. Thesis Computer Graphics II 3
ARTC 404 Special Project A 4 9 credits
Studio Options (choose 5) Departmental elective 3 credits
ARTJ 403 Special Project B 3 Free electives 9 credits
ARTP 201 Painting I 3
ARTR 201 Printing I 3 Total credits required— 126-128
ARTS 201 Sculpture I 3
ARTW 201 Drawing III 3 *All computer graphics courses require department permission prior
ARTW 251 Drawing IV 3 to registration.
ARTY 201 Photography I 3
Art History
ARTH 101 Art History I 3
ARTH 151 Art History II 3
ARTH 201 Art History III 3
ARTH 301 Aesthetics I 3
12 credits
151
Graphic Design
Graphic Design as an industry has become a significant growth area worldwide. With the rapid
changes taking hold in the way business and advertising is being conducted today, it surely is no won-
der that experts have targeted graphic design as the profession to manage and deliver the volume of
information which is exponentially produced and consumed.
The new graphic designers must be able to design and direct a multitude of media without being lost
in the avalanche. The graphic design sequence of courses prepares our students to accept the
challenge by integrating and interpreting the language and syntax of visualization within emerging
technology. This knowledge and skill has become the current entry level requirement of the industry.
NYIT students will be well prepared at their first employment interview with portfolio in hand, on
CD-ROM and on a Web page.

English
3 credits
Bachelor of Fine Arts in Graphic
Design SPCH 105 Speech 3
WRIT 101 English Composition I 3
2 credits WRIT 151 English Composition II 3
WRIT English Group A 3
Freshman Foundation LITR English Group B 3
ARTD 101 Two-Dimensional Design I 3
ARTD 102 Three-Dimensional Design I 3 15 credits
ARTD 151 Two-Dimensional Design II 3
ARTD 152 Three-Dimensional Design II 3
ARTW 101 Drawing I 3 Mathematics 3 credits
ARTW 151 Drawing II 3 Science
Design Graphics Sequence Life Science Option 3
ARTC 201 Computer Graphics I * 3 PHYS 115 Humanity & Physical Univ. 3
ARTC 251 Computer Graphics II * 3
ARTC 301 Computer Graphics III * 3 6 credits
ARTG 201 Graphic Design I 3 Social Sciences
ARTG 251 Graphic Design II 3 ECON 101 Economics 3
ARTG 301 Graphic Design III 3 History or Political Science 3
ARTG 302 Typography 3 PHIL 110 Philosophy 3
ARTG 303 Illustration 3
ARTG 351 Package Design 3 9 credits
ARTG 352 Editorial Design 3 Departmental elective 3 credits
ARTG 401 Advertising Design Problems 3
ARTG 402 Book Design 3 Free electives 9 credits
ARTG 451 Portfolio 3 Total credits required—128
Studio Options (choose 3)
ARTP 201 Painting I 3 *All computer graphics courses require department permission prior
ARTR 201 Printing I 3 to registration.
ARTS 201 Sculpture I 3
ARTW 201 Drawing III 3 12 credits, and students on probation are required to complete the
ARTW 251 Drawing IV 3 College Success Seminar (see p. 83).
66 credits
Art History
ARTH 151 Art History II 3
ARTH 201 Art History III 3
9 credits
152
Visual Arts Education

The Fine Arts Department collaborates with the School of Education to offer rigorous
content study in art for students preparing to be teachers of Visual Arts in grades P to
12. The Visual Arts education program is an important component of the B.F.A. program
and the Department is committed to continually developing the program with the
School of Education.
The sequence of required courses in the Visual Arts has been structured to provide a
solid base in drawing and design, art history, and the studio arts, including computer
graphics. Options provide flexibility and enable teacher candidates to explore areas of
interest and talent. The Visual Arts concentration develops knowledge and technical
skills needed to teach all aspects of the P-12 Visual Arts curriculum.
tion of core curriculum and elective courses. Students in the Visual Arts Education pro-
gram should meet with an advisor in the Fine Arts Department as well as their advisor
in Teacher Education to plan their class schedules in order to meet degree requirements
in the core curriculum, Fine Arts, and teacher education. For additional information,
please see the School of Education section, beginning on page 173.
153
ARTC 201 the scope of the proposal warrants. Prerequisite: ARTC 402.
Computer Graphics I
ARTD 101
1-3-3
2-D Design I
Introductory course in digital image-making which surveys 1-3-3
the currently used application packages in the computer
An introduction to the principles of two-dimensional design
graphics field. Hands-on experience with emphasis on devel-
and color theory. Visual concepts are presented and rein-
oping and understanding of the workings of a digital design
forced through a series of classroom assignments.
system. Prerequisite: Department permission.
ARTD 102
ARTC 251
3-D Design I
Computer Graphics II
1-3-3
1-3-3
An introduction to the principles of three-dimensional
In-depth use of commercial computer graphic design pack-
design. Methods and materials are explored through a pro-
ages. Lecture topics include: preparation, input, manipula-
gressive series of studio assignments.
tion, display and output of digital images. Prerequisite: ARTC
201. ARTD 151
2-D Design II
ARTC 301
1-3-3
Computer Graphics III
A continuation of ARTD 101. Prerequisite: ARTD 101.
1-3-3
Advanced work in two-dimensional computer graphic design ARTD 152
with emphasis on the process for creating digital composi- 3-D Design II
tions. Prerequisite: ARTC 251. 1-3-3
A continuation of ARTD 102. Prerequisite: ARTD 102.
ARTC 351
Computer Graphics IV ARTG 201
1-3-3 Graphic Design I
Introduction to multimedia creation utilizing a computer 1-3-3
graphic system and commercial software. Final project An introduction to various aspects of graphic design from
includes production and presentation of a complete digital concept to finished art for visual communications. Learning
portfolio of student work. Prerequisite: ARTC 301. skills include: symbol design, die cutting, embossing, magic
marker indication, and various use of art tools and materials.
ARTC 401
Basic lecture in computer technology, production, pre-press
Senior Project in Computer Graphics I
and printing methods.
2-6-4
A final project for the senior student in computer graphics ARTG 251
involving a team approach to formulating and executing a Graphic Design II
professional 3-D production. Prerequisites: ARTC 351 and 1-3-3
department permission. Designing the corporate identity and its application to busi-
ness graphics. Long term design applications for business sta-
ARTC 402
tionary, signage, and trademarks. For advertising on client's
Senior Thesis in Computer Graphics I
products and services to convey a public image. From concept
3-0-3
to finish art. Prerequisite: ARTG 201.
A writing course in which the senior student presents a the-
sis in computer graphics on either its technical or conceptu- ARTG 301
al aspects. This thesis may be related to a concurrent senior Graphic Design III
project. Faculty will approve and direct the proposal. 1-3-3
Prerequisite: Senior student. Advanced graphic design projects with a greater emphasis on
concepts (integrating art and copy). Assignments based on
ARTC 404
the unique use of typography and other visual elements of
Special Project A
design. Project solution are guided towards finished art and
2-6-4
professional presentation methods, to achieve competitive
Advanced work in 3-D computer graphics with an emphasis
portfolio samples. Prerequisite: ARTG 251.
on the development of a singular directed project. The stu-
dent will be responsible for concept development, storyboard ARTG 302
creation, technical and aesthetic problem solving, and final Typography
product presentation. Prerequisite: Department permission. 1-3-3
A course in type awareness. To explore the history of typog-
ARTC 451
raphy, origins of the alphabet, type families, and designing
Senior Project in Computer Graphics II
with type. Learning skills will cover type preferences, type
2-6-4
moods, traditional and computer copyediting methods.
A continuation of Senior Project I in which the project or
series of projects in Computer Graphics are finalized. ARTG 303
Presentation of final work for critique is required. Illustration
Prerequisite: ARTC 401. 1-3-3
Techniques pertinent to editorial design. Advanced illustra-
ARTC 452
tion techniques using pencil, gouache, tempera, watercolor,
Senior Thesis in Computer Graphics II
and magic marker.
3-0-3
A continuation of Senior Thesis I in which a new thesis may
be introduced. The previous thesis may also be extended if
154
ARTG 351 ARTH 301

Package Design Aesthetics I
1-3-3 3-0-3
A study in two and three-dimensional package design, creat- A survey of the visual arts of the present days. Comparative
ing innovative and functional packaging to promote the analysis of the visual arts and the various performing and
manufactured product. Learning skills will include designs for literary arts. The study of the more notable historical
labels, various shaped containers, and point of purchase in contemplation on the nature of art and beauty.
store counter-top display. Prerequisite: ARTG 301.
ARTH 351
ARTG 352 Aesthetics II
Editorial Design 3-0-3
1-3-3 A continuation of ARTH 301. Prerequisite: ARTH 301.
The design of single and double page layouts for magazines
ARTJ 301
and newspapers using typography, illustrations, photography
Open Elective in Fine Arts
and other design elements to enhance the layout.
1-3-3
Prerequisite: ARTG 351.
A course intended to utilize the unique experience or talents
ARTG 401 of particular instructors, either currently teaching in the
Advertising Design Problems school or from the profession at large. The content and pre-
1-3-3 requisites will be announced upon each scheduling.
Advanced graphic design problems will explore planning and
ARTJ 302
design of a corporate advertising campaign. The student will
Open Elective in Fine Arts
learn how to design ads, brochures, packaging, TV story-
2-4-4
boards, car cards, direct mail and billboard advertising.
Prerequisite: ARTG 401. A course intended to utilize the unique experience or talents
of particular instructors, either currently teaching in the
ARTG 402 school or from the profession at large. The content and pre-
Book Design requisites will be announced upon each scheduling.
1-3-3
ARTJ 401
Planning and producing illustrated manuals and trade and
Special Project D
textbooks for publication. In addition to designing contents,
1-1-1
construction techniques may include the accordion fold, spi-
ral binding, a stapled pamphlet, and a hand-sewn, bound Designed for the advanced student to carry out investigations
hardcovered book. Prerequisite: ARTG 251. of certain aesthetic concepts and experiments using diverse
materials which cannot be accomplished under other more
ARTG 451 specialized course numbers. Project abstract must be filed
Portfolio and approved prior to registration. Prerequisite: Departmental
1-3-3 permission.
This course will help the student enhance and assemble a
ARTJ 402
variety of work samples acquired throughout the degree pro-
Special Project C
gram. A resumé will also be prepared. Additional objectives
1-2-2
will include learning advertising agency procedures, prepar-
ing for the interview, working with placement agencies, and Designed for the advanced student to carry out investigations
where to look for employment in the graphic design field. of certain aesthetic concepts and experiments using diverse
Prerequisite: ARTG 401. materials which cannot be accomplished under other more
specialized course numbers. Project abstract must be filed
ARTH 101 and approved prior to registration. Prerequisite: Departmental
Art History I permission.
3-0-3
ARTJ 403
A survey of history and principles of the fine and utilitarian
Special Project B
arts from the Paleolithic era through the Renaissance.
1-3-3
ARTH 111 Designed for the advanced student to carry out investigations
Introduction to the Arts of certain aesthetic concepts and experiments using diverse
2-0-2 materials which cannot be accomplished under other more
The history of art is viewed from the standpoint of painting specialized course numbers. Project abstract must be filed
and sculpture as they relate to architecture during significant and approved prior to registration. Prerequisite: Departmental
periods in the history of art. Emphasis will be placed upon the permission.
parallels in the history of art and architecture.
ARTP 201
ARTH 151 Painting I
Art History II 1-3-3
3-0-3 Elements of composition as well as basic painting techniques
A continuation of Art History I from the Baroque Era to the are introduced through studio assignments.
eve of World War I.
ARTP 251
ARTH 201 Painting II
Art History III 1-3-3
3-0-3 A continuation of ARTP 201. Prerequisite: ARTP 201.
A continuation of Art History II from 1914 to approximately
1980. (Art beyond this point is reviewed in ARTH 301
Aesthetics). 155
ARTP 301 ARTV 110

Painting III Introduction to Visual Literacy
1-3-3 1-3-3
Advanced projects in painting are offered to allow the stu- The investigation, interpretation and practice of communi-
dent a greater interaction with the medium. Prerequisite: cating information and emotions is explored via visual
ARTP 251. imagery. Using the language of 2D and 3D composition, stu-
dents are introduced to design fundamentals that emphasize
ARTP 351
the relationships between line, mass and form in organizing
Painting IV
the elements that create statements within the frame.
1-3-3
Exercises will be assigned utilizing a wide variety of media.
A continuation of ARTP 301. Prerequisite: ARTP 301. Topics include: the meaning of images in a cultural context;
ARTR 201 misrepresentation and subliminal messaging in visualization;
Printing I application of color theory; uses of photography and typog-
1-3-3 raphy; internet site and page design.
Studio survey of the process used in designing and producing ARTW 101
prints. Zinc plate etching is the primary medium. Drawing I
ARTR 251 1-3-3
Printing II An introduction to perspective and figure drawing in which a
1-3-3 variety of techniques are used.
Technical theory and studio work in the screenprint process. ARTW 151
Basic stencil and photographic methods are explored. Drawing II
Prerequisite: ARTR 201. 1-3-3
ARTR 301 A continuation of ARTW 101. Prerequisite: ARTW 101.
Printing III ARTW 201
1-3-3 Drawing III
Advanced work in printmaking allowing the student a greater 1-3-3
range of experimentation with the medium. Prerequisite: Intermediate drawing. Emphasis on form, structure, and indi-
ARTR 251. vidual expression. Projects are geared toward the preparation
ARTR 351 of independent work. Prerequisite: ARTW 151.
Printing IV ARTW 251
1-3-3 Drawing IV
A continuation of ARTR 301. Prerequisite: ARTR 301. 1-3-3
ARTS 201 A continuation of ARTW 201. Prerequisite: ARTW 201.
Sculpture I ARTW 301
1-3-3 Drawing V
An introduction to sculpture utilizing a variety of natural and 1-3-3
synthetic materials. Methods include: casting, carving and Advanced concepts in drawing. Prerequisite: ARTW 251.
construction.
ARTW 351
ARTS 251 Drawing VI
Sculpture II 1-3-3
1-3-3
A continuation of ARTW 301. Prerequisite: ARTW 301.
A continuation of ARTS 201. Prerequisite: ARTS 201.
ARTY 201
ARTS 301 Photography I
Sculpture III 1-3-3
1-3-3
An introduction to the fundamentals of photography.
Advanced studio work in a variety of different materials and Emphasis on procedures and aesthetic approaches to the
methods. Prerequisite: ARTS 251. medium.
ARTS 351 ARTY 251
Sculpture IV Photography II
1-3-3 1-3-3
A continuation of ARTS 301. Prerequisite: ARTS 301. A continuation of ARTY 201. Prerequisite: ARTY 201.
ARTS 401 ARTY 301
Sculpture Workshop Photography III
1-3-3 1-3-3
A sculpture course offered primarily to non-matriculated stu- Advanced black and white photography projects using a large
dents. A variety of materials and methods are explored. Stone format camera. Prerequisite: ARTY 251.
carving, casting, welding, and model making projects are
assigned and evaluated. Prerequisite: Instructor's permission. ARTY 351
Photography IV
1-3-3
Intro to color photography with any format camera.
Prerequisite: ARTY 301.
156
Interdisciplinary Studies Degree

Faculty: N. Bloom, E. Donaldson.
Adjunct Faculty: M. Kremers.
The degree program in Interdisciplinary Studies educates students for a wide variety of
careers and graduate study. The program stresses knowledge and understanding by pro-
moting the virtues of a broad-based general education. A broadly focused degree that
develops competencies in several disciplines may be the best preparation for the mod-
ern workplace.
Enrollment in Interdisciplinary Studies offers students the opportunity to organize a
degree program to suit their individual career and academic goals. A program of acad-
emic advisement matches a student with a faculty adviser and together they design a
degree map. The course of study is built around a required liberal arts core curriculum
(39-41 credits), which introduces students to the various areas of study at the college.
In addition to the core courses, each student selects three subject areas of concentra-
tion, taking at least 12 credits in each area. An additional 18 elective credits may be
taken in one of these areas of concentration, and an additional 6 elective credits in
each of the other two areas. The 37-39 elective credits are chosen to complete and
complement the student’s individual degree plan. The Foundations of Interdisciplinary
Research (IDSP 310) introduces the students to the historical contexts of
Interdisciplinary Studies and the development of academic disciplines. The Capstone
Seminar (IDSP 410) rounds out the college experience by involving students in research
activities related to their concentrations.
Areas of concentration may be selected from the following sixteen categories:
Architecture, Behavioral Sciences, Business, Communication Arts, Computer Science,
English, Fine Arts, Hospitality Management, Humanities, Labor Relations, Life Sciences,
Mathematics/Physics, Social Sciences, Technical Writing, Technology, and
Telecommunications Management. Note that the humanities concentration may include
courses in such areas as literature, philosophy, art history, architectural history, or film
history.
The wealth of elective credits available in Interdisciplinary Studies affords excellent
opportunities for students with prior learning experience. Through transfer credits
taken at other institutions or through life experience, students may have their learning
experiences converted to NYIT credits.
The program in Interdisciplinary Studies offers three degrees: Bachelor of Arts, Bachelor
of Science, and Bachelor of Professional Studies. Although all students complete the
same core courses, individual degree plans differ significantly. Students who complete
at least 75% (90 credits or more) of liberal arts courses will be granted the Bachelor of
Arts degree. Those who complete at least 50% (60-89 credits) of liberal arts courses will
be awarded the Bachelor of Science degree. The Bachelor of Professional Studies degree
is granted to those students with fewer than 60 credits of liberal arts courses.
157
n Curriculum requirements for the Interdisiplinary Studies

IDSP 310 Foundations of IS Research 3
Bachelor’s degree in IDSP 410 Capstone Seminar 3
Interdisciplinary Studies
Interdisciplinary Studies Concentrations
Liberal Arts Core: At least 36 credits in three permitted areas of concentration,
with a minimum of 12 credits in each area. Up to 18 addi-
2 credits tional elective credits in any one of the three areas (a possi-
Behavioral Sciences 3 credits ble total of 30 credits) will count toward the IS degree; up to
6 additional elective credits in each of the other two areas (a
English possible total of 18 credits each) are also allowed.
Composition 6
Speech 3 Concentrations include:
One Group A course 3 Architecture, Behavioral Science, Business, Communication
One Group B course 3 Arts, Computer Science, English, Fine Arts, Hospitality
Management, Humanities, Labor Relations, Life Sciences,
15 credits Math/Physics, Social Sciences, Technical Writing, Technology,
Telecommunications Management.
Mathematics 3 credits Concentration credits—36
Sciences
Life Science 3 Electives 37-39 credits
Physical Science 3
6 credits
(1) All entering first-year freshmen, transfer students with fewer
Social Sciences than 12 credits, and students on probation are required to complete
Economics 3 the College Success Seminar (see p. 83).
Philosophy 3
9 credits
IDSP 310 IDSP 403

Foundations of Interdisciplinary Research Senior Project
3-0-3 3-0-3
A junior level course that introduces students to the histori- This course provides students an opportunity to pursue a cre-
cal contexts of interdisciplinary studies and the development ative interdisciplinary project. Individual, supervised research
of academic disciplines. Students learn key concepts and or creative activity is a major component of the course. A
methods of disciplinary and interdisciplinary research and are final report is required.
trained in critical thinking in information and technological
IDSP 404
literacy.
Senior Project
IDSP 320 4-0-4
Special Topics in Interdisciplinary Research This course provides students an opportunity to pursue a cre-
3-0-3 ative interdisciplinary project. Individual, supervised research
Specialized studies in interdisciplinary topics. The course may or creative activity is a major component of the course. A
focus on an interdisciplinary field of study or may examine a final report is required.
specific issue or theme from a variety of disciplinary perspec-
IDSP 410
tives. May be repeated if topic changes.
Capstone Seminar
IDSP 401 3-0-3
Senior Project This seminar involves reading, writing and research activities
1-0-1 requiring demonstration of mastery in analytic and commu-
This course provides students an opportunity to pursue a cre- nication skills in addressing a problem related to students’
ative interdisciplinary project. Individual, supervised research individualized programs of study. Prerequisite: IDSP 310.
or creative activity is a major component of the course. A
IDSP 450
final report is required.
Internship/Service Learning in Interdisciplinary
IDSP 402 Studies
Senior Project 0-3-3
2-0-2 An advanced elective course which permits the student to
This course provides students an opportunity to pursue a cre- gain supervised professional experience. Prerequisite:
ative interdisciplinary project. Individual, supervised research Permission of advisor.
or creative activity is a major component of the course. A
final report is required.
158
Mathematics
Faculty: J. Chini, S. Goodman-Petrushka, F. Gordon, G. Guram, B. Kestenband, M. Kohn,
L. Luo, T. Loughlin, Y. Roitberg, R. Roy, D. Segal, A. Silverstein.
Adjunct Faculty: P. Bigliani, R. Bigliani, D. Capozzi, R. D’Ambrosio, R. Dumas,
D. Ehrhardt, D. Esposito, B. Greene, E. Inkelis, G. Lancer, M. Lomangino, P. Papazogolou,
R. Schecter, F. Schieferstein, W. Smith, G. Weickel.
Coursework in mathematics is a key area of study at the college. Required and elective
mathematics courses are prominent in every NYIT curriculum. Although a liberal arts
major in mathematics is not offered, students may elect to pursue a mathematics
program option to prepare for teacher certification in secondary school mathematics
education.
For science and technology majors, mathematics essentially represents a “second
language” without which comprehension of the laws of science would be impossible.
The curriculum provides a meaningful sequence of courses to help technically oriented
students grasp the quantitative elements of physics, life sciences, and electrical,
computer, mechanical, architectural, and aerospace technology. Courses give students
of nontechnical subjects an understanding of the basic tools of algebra, trigonometry,
and elements of calculus for application in their professional fields. Use of technology
is stressed throughout the curriculum. Most mathematics courses require the use of a
pocket computer.
In addition to the prescribed mathematics courses, advanced electives provide further
study and enrichment.
Most students taking college mathematics for the first time, whether currently enrolled,
entering freshmen, or transferring from another institution, are required to take a
mathematics examination prior to registration. Registration in the appropriate level
mathematics class will be determined by the results of the examination and consultation
with the mathematics faculty. Students whose mathematics diagnostic test results
indicate they need a developmental mathematics course will be enrolled in either MATH
096 or MATH 101 in order to receive intensive assistance in developing the basic skills
required to study mathematics.
Mathematics Education
The Mathematics Department collaborates with the School of Education to offer rigor-
ous mathematics content study for students preparing to be teachers of Mathematics
in grades 7 to 12. Mathematics is one of the areas identified by the NYS Department
of Education as having a shortage of teachers, making job prospects in this field very
promising.
The sequence of required mathematics courses provides a solid core of knowledge from
several modern branches of this science and equips teacher candidates with the tech-
nical skills need to teach all mathematics subjects in secondary school. The require-
ments for NYS certification are very specific and will affect students’ selection of core
curriculum and elective courses. Students pursuing a degree in Adolescence Education
in Mathematics should meet with an advisor in the Mathematics Department as well
as their advisor in Teacher Education to plan their class schedules in order to meet
degree requirements in the core curriculum, mathematics, and teacher education. For
additional information, please see the School of Education section, beginning on page
173.
159
MATH 096 MATH 120

Developmental Mathematics I Fundamentals of Mathematics
5-0-4* 5-0-4
This course is for students who have not acquired the tech- A review of algebra, including exponents, factoring, fractions,
niques of algebra. It can also serve as a refresher course and linear equations, ratios, proportions. Content includes word
must be followed by MATH 100, as a prerequisite for MATH problems, coordinate systems, graphs of functions, straight
120, 125, 140, or TMAT 135. line, slope, systems of linear equations and their applications,
complex numbers, quadratic equations. Introduction to
MATH 100
trigonometry. Prerequisite: Placement Exam, MATH 100 or
Developmental Mathematics II
101 or equivalent.
5-0-4†
A continuation of the sequence of topics in algebra begun in MATH 125
MATH 096. This course may not be challenged and may not Finite Mathematics
be substituted for required mathematics credit. This course, 3-0-3
or its equivalent, is a prerequisite for MATH 120, 125, 140 or Review of elementary algebra and selected topics in statistics
TMAT 135. Prerequisite: MATH 096 or equivalent determined and probability. Sets, real numbers, graphing, linear and qua-
by placement test. dratic equations and inequalities, relations and functions, solv-
ing systems of linear equations, descriptive statistics, frequency
MATH 101
distributions, graphical displays of data, measures of central
Developmental Mathematics I/II
tendency and dispersion, introduction to probability.
5-0-4†
Prerequisite: Placement Exam, MATH 100 or 101, or equivalent.
Designed for the accelerated student who has had some skills
in algebra and is more motivated to finish at a faster pace. MATH 141
Topics covered include basic operations of signed integers Precalculus
and fractions, factoring, basic operations of algebraic frac- 4-0-4**
tions, exponents and radicals, functions and graphs, and A study of relations and functions; inequalities; complex
equations. This course or its equivalent is a prerequisite for numbers; quadratic equations; linear systems of equations;
MATH 120, 125, 140, or TMAT 135. Prerequisite: diagnostic higher degree equations; trigonometric functions; identities;
test or permission of the instructor. functions of composite angles; graphs of the trigonometric
functions; exponential and logarithmic functions; and bino-
MATH 110
mial theorem. Note: A graphing calculator is used throughout
Introductory Seminar
the course. Prerequisite: Placement exam, MATH 100 or 101,
2-0-2
or equivalent.
Introduction to special topics of current interest in mathe-
matics.
MATH 115
*Equivalent credits. Not applicable to the baccalaureate degree, but
Introductory Concepts of Mathematics valid for maintaining full-time student status.
3-0-3
A course on selected topics in mathematics for students of **Equivalent to TMAT 135 and TMAT 155.
the humanities, especially in communication arts. Topics
† The credit for MATH 100 or MATH 101 may be used as elective
include: graphs, matrices, elements of linear programming, credits for some majors but not others. Check the specific major in
finite probabilities, introduction to statistics. Applications to this catalog to determine if these credits are not eligible for elective
real-life situations are emphasized. The place of these topics credits.
in the history of mathematics is outlined.
160
MATH 145 MATH 220

Introduction to Probability Probability Theory
3-0-3 3-0-3
Functions, curve equation relationship, set theory, random An introduction to probability theory and its applications
events, probability functions, mathematical expectation, con- with emphasis on stochastic processes such as random walk
ditional probability, special distributions (e.g., binomial, nor- phenomena and waiting time distributions. Computer graph-
mal, and notion of a statistic). Prerequisite: MATH 141 or ics simulations will be used. Students use mathematical mod-
equivalent. eling/multiple representations to provide a means of present-
ing, interpreting communication, and connecting mathemat-
MATH 151
ical information and relationships. Topics include sets;
Fundamentals of Calculus
events; sample spaces; mathematical models of random phe-
3-0-3
nomena; basic probability laws; conditional probability; inde-
Applications of calculus to business and social science. pendent events; Bernoulli trials; binomial, hypergeometric,
Intuitive use of limits and continuity. Derivatives, extrema, Poisson, normal and exponential distributions; random walk
concavity, and applications such as marginal analysis, busi- and Markov chains.
ness models, optimization of tax revenue, and minimization
of storage cost. The exponential and logarithmic functions. MATH 225
Antiderivatives and the definite integral. Areas and con- Biostatistics
sumer’s surplus. Some concepts of probability extended to 3-0-3
discrete and continuous sample spaces. Prerequisite: MATH An introduction to statistical techniques for the analysis of
125, 140 or TMAT 135. biomedical data, including data organization, inferential sta-
tistics, regression and correlation, analysis of variance, dis-
MATH 161
criminant analysis and factor analysis. Computer statistical
Basic Applied Calculus
package will be taught and applied. Prerequisite: MATH 180.
3-0-3
An introduction to calculus and its applications. Topics MATH 230
include functions, limits, the derivative, tangent line, the Applied Mathematics for Information Sciences
chain rule, maxima and minima, curve sketching, applica- 3-0-3
tions, antiderivatives, fundamental theorem of calculus, inte- Sequences and series, Taylor series; functions of several vari-
gration by simple substitution, finding areas. Prerequisite: ables, partial derivatives, implicit partial differentiation,
MATH 141 or equivalent. higher-order partial derivatives, the chain rule; maxima and
minima for functions of two variables, La Grange multipliers
MATH 170
with applications; topics in linear algebra and matrix theory,
Calculus I
row-reduced echelon matrices; approximation techniques;
4-0-4
Fourier series, including the method of least squares.
Study of lines and circles. Functions, limits, derivatives of Prerequisite: MATH 151 or equivalent.
algebraic functions, introduction to derivatives of trigono-
metric functions. Application of derivatives to physics prob- MATH 235
lems, related rates, maximum-minimum word problems and Applied Statistics
curve sketching. Introduction to indefinite integrals. The 3-0-3
conic sections. Prerequisite: MATH 141 or equivalent. An introduction to modern inferential statistics with appro-
priate applications to telecommunications and related fields.
MATH 180
Major topics covered are descriptive statistics, introduction
Calculus II
to probability, binomial distribution, normal distribution,
4-0-4
sampling and the Central Limit Theorem, estimation, hypoth-
Riemann sums, the definite integral, the fundamental theo- esis testing, regression and correlation, chi-square analysis
rem of the calculus. Area, volumes of solids of revolution, arc and analysis of variance. The primary focus in this course will
length, work. Exponential and logarithmic functions. Inverse be on application of these statistical ideas and methods.
trigonometric functions. Formal integration techniques. Students will be required to conduct individual statistical pro-
L’Hopital’s rule, improper integrals. Polar coordinates. jects involving the collection, organization and analysis of
Prerequisite: MATH 170. data. Prerequisite: MATH 151 or equivalent.
MATH 210 MATH 260
Plane Geometry Calculus III
3-0-3 4-0-4
This course is directed toward understanding the main con- Sequences and series, Taylor series. Vector analysis and ana-
cepts of plane geometry, as applicable to high school teach- lytic geometry in three dimensions. Functions of several vari-
ing. Topics include polygons, tessellations, symmetry, polyhe- ables, partial derivatives, total differential, the chain rule,
dra, metric and non-metric geometry, topological properties directional derivatives and gradients. Multiple integrals and
of plane figures. Prerequisite: MATH 141. applications. Prerequisite: MATH 180.
MATH 215 MATH 310
Introduction to Sets and Logic Linear Algebra
3-0-3 3-0-3
An introduction to set theory and the foundations of mathe- Matrices and systems of linear equations, vector spaces,
matics. Topics in set theory include: deMorgan’s Laws, infinite change of base matrices, linear transformations, determi-
sets, cardinals and ordinals, combinatorics. Topics in logic nants, eigenvalues and eigenvectors, canonical forms.
include: paradoxes, mathematical induction, propositional Prerequisite: MATH 180.
logic, rules of inference, predicate logic. Prerequisite: MATH
180 or permission of department.
161
MATH 320 MATH 460

Differential Equations Advanced Seminar
3-0-3 3-0-3
Solving first order ordinary differential equations: exact, sep- Advanced topics of current interest in mathematics.
arable, and linear. Application to rates and mechanics. Theory Prerequisite: permission of the instructor.
of higher order linear differential equations. Method of unde-
TMAT 135
termined coefficients and variation of parameters.
Technical Mathematics I
Application to vibrating mass and electric circuits. Power
5-0-4
series solutions: ordinary and singular points, the method of
Frobenius. Partial differential equations: the method of sepa- The first course in the sequence of mathematics courses for
ration of variables. Prerequisite: MATH 260. students in the Bachelor of Technology program. Review of
algebra: exponents, factoring, fractions. Linear equations,
MATH 350 ratio, proportions. Word problem application. Coordinate sys-
Advanced Calculus tems and graphs of functions: straight line, slope. Systems of
3-0-3 linear equations and their applications. Complex numbers.
Topics include: Vector functions of several variables, the Quadratic equations. Introduction to trigonometry.
Jacobian matrix, the generalized chain rule, inverse function Applications to problems in engineering technology are
theorem, curvilinear coordinates, the Laplacian in cylindrical emphasized throughout. Prerequisite: Placement exam, MATH
and spherical coordinates, Lagrange multipliers, line inte- 100 or MATH 101, or equivalent.
grals, vector differential and integral calculus including
TMAT 155
Green’s, Stokes’s and Gauss’s theorem. The change of variable
Technical Mathematics II
in multiple integrals, Leibnitz’s rule, sequences and uniform
5-0-4
convergence of series. Prerequisite: MATH 260.
Part of the integrated course sequence in mathematics for
MATH 360 students in the Bachelor of Technology program. Topics
Functions of a Complex Variable include trigonometric functions, identities and equations, the
3-0-3 sine and cosine laws; graphs of the trigonometric functions;
The general theory of functions of a complex variable, ana- functions of a composite angle; DeMoivre’s theorem; loga-
lytic functions, the Cauchy-Riemann equations, the Cauchy rithms; binomial theorem; and Cramer’s rule. Applications
integral theorem and formula, Taylor series, Laurent series, drawn from technology. Prerequisite: TMAT 135 or equivalent.
singularities and residues, conformal mappings with applica-
TMAT 235
tions to problems in applied science. Prerequisite: MATH 260.
Technical Mathematics III
MATH 450 5-0-4
Partial Differential Equations The derivative and the tangent line, maxima- minima prob-
3-0-3 lems, differentiation of algebraic, trigonometric, logarithmic
Generalities on linear partial differential equations and their and exponential functions, curve sketching, velocity and
applications to physics. Solution of initial boundary value acceleration, the indefinite integral, areas under curves, def-
problems for the heat equation in one dimension, eigenfunc- inite integrals, applications to electrical circuits. Prerequisite:
tion expansions. Definition and use of Fourier series and TMAT 155 or equivalent.
Fourier transform. Inhomogeneous problems. The wave equa-
TMAT 255
tion in one dimension. Problems in two dimensions: vibrating
Engineering Mathematics
rectangular membranes, Dirichlet and Neumann problems.
3-0-3
Prerequisite: MATH 320.
The last course in the sequence of mathematics courses for
MATH 455 students in the Bachelor of Technology program. Topics
Numerical Analysis include elements of calculus of two variables, introduction to
3-0-3 first and second order differential equations, series, and
The following topics are covered: solution of algebraic and transform methods. Prerequisite: TMAT 235 or equivalent.
transcendental equations by Newton-Raphson, Muller, and
TMAT 265
other iterative methods including discussion of convergence
Technical Mathematics IV
considerations, finite and divided differences, numerical inte-
3-0-3
gration by Newton-Cotes and Gaussian methods, solution of
ordinary differential equations by predictor-corrector and Topics in linear algebra and matrix theory, including systems
Runge-Kutta methods, Gaussian elimination and band matri- of equations, vector spaces. Linear transformations, determi-
ces. Additional topics are selected from: Operator methods, nants, eigenvalues and eigenvectors. Row-reduced echelon
interpolation, numerical differentiation, Romberg extrapola- matrices. Approximation techniques, including Fourier series.
tion, stability, boundary value problems, polynomial and Prerequisite: TMAT 235.
spline approximation. Prerequisite: MATH 320.
162
Physics
Faculty: M. Chang, B. Fryshman, S. Lin, L. Silverstein, G. Sunshine.
Adjunct Faculty: S. Catto, W. Eng, Y. Li, Z. Li, P. Serafino.
The objective of the core curriculum in physics and mathematics is to provide students
with an understanding of the fundamental laws and basic principles which govern
the physical world. Classes are conducted in both lecture and laboratory sessions
for appropriate correlation of theory and experiment.
Science Education
The Physics Department collaborates with the School of Education to offer rigorous sci-
ence content study for students preparing to be teachers of Physics in grades 7 to 12.
Physics is one of the areas identified by the NYS Department of Education as having a
shortage of teachers, making job prospects in this field very promising.
The sequence of required science courses provides students with fundamental princi-
ples of physics, mathematics and chemistry at the beginning of the program, then
exposes them to the enriching experience of advanced concepts intensively presented
in small classes. The program includes science electives to further enrich the teacher
candidates’ background. The requirements for NYS certification are very specific and
will affect students’ selection of core curriculum and elective courses. Students pursu-
ing a degree in Adolescence Education in Physics should meet with an advisor in the
Physics Department as well as their advisor in Teacher Education to plan their class
schedules in order to meet degree requirements in the core curriculum, science, and
teacher education. For additional information, please see the School of Education sec-
tion, beginning on page 173.
163
PHYS 110 PHYS 141

Introductory Seminar Physics I Laboratory
2-0-2 0-2-1
Introduction to special topics of current interest in physics Laboratory course illustrating principles taught in the intro-
and astronomy. ductory physics for life sciences course, PHYS 155.
Corequisite: PHYS 140.
PHYS 115
Humanity and the Physical Universe PHYS 150
3-0-3 Introductory Physics II
A survey course utilizing inquiry based strategies in the phys- 3-2-3
ical sciences for non-science students. This course examines For Bachelor of Technology majors. A continuation of PHYS
a broad range of topics including: Newtonian mechanics, 130, Introductory Physics. Topics covered include electricity,
electricity, magnetism, sound, optics, heat, energy and power, magnetism, optics and modern physics. Prerequisites: TMAT
earth science including weather and climate, modern physics 135 and PHYS 130.
and the solar system. The interactions between physical sci-
PHYS 156
ence and technology and their impact upon society and the
Selected Topics in Environmental and Energy
quality of life will be considered.
Issues for the Modern Architect
PHYS 116 3-0-3
Humanity and the Physical This course uses physical perspectives to descriptively exam-
Universe Laboratory ine issues relating to interactions between the built environ-
0-2-1 ment and the natural world as they are likely to be encoun-
This is an elective laboratory course that is designed for stu- tered by practicing architects in the 21st century; especially
dents to get hands-on discovery experience through collabo- as they relate to building design, construction and utilization.
rative laboratory experiments and exercises. Utilizing inquiry Major topic areas addressed will include such environmental
strategies allows the student to experience experimental and energy issues as: greenhouse effect, acid rain, ozone
design and data examination through graphical and analyti- layer depletion, air, water and land pollution, traditional and
cal means. The laboratory will include the use of various alternative energy resources and their efficient utilization.
measuring instruments. Students will be required to submit Additionally, issues associated with ambient electromagnetic
written laboratory reports with detailed analysis of experi- energy exposure, light pollution, thermal pollution and other
mental data from the various explorations they performed. contemporary concerns will be discussed. A descriptive
This laboratory course is open to all non-science majors. approach will be emphasized and required mathematical
Corequisite: PHYS 115. skills will be minimal. Invited speakers and/or field trips to
local sites will be incorporated where possible to supplement
PHYS 120
and enrich classroom discussions. Prerequisite: PHYS 136.
Journey Through The Universe
3-0-3 PHYS 160
Introductory and descriptive course in astronomy. Topics Physics for Life Sciences II
include: study of the Universe; planetary motion; the solar 4-0-3
system; stars and galaxies; quasars, pulsars, and black holes; A continuation of PHYS 140. Topics are selected from the
possibility of extra-terrestrial life. fields of thermodynamics, electricity, magnetism, optics,
atomic and nuclear physics. Applications for the field of life
PHYS 130
sciences will be emphasized. Prerequisites: PHYS 140, 141;
Introductory Physics
Corequisite: PHYS 161.
3-2-3
This course covers the basic principles of mechanics and heat. PHYS 161
Prerequisite: TMAT 135. (Required of Bachelor of Technology Physics II Laboratory
students.) 0-2-1
Laboratory course in physics supplementing the physics for
PHYS 136
life sciences course, PHYS 160. Corequisite: PHYS 160.
Physics for the Modern Architect
4-0-4 PHYS 165
The course will cover basic physical principles relating to cur- Physics for Telecommunications
rent architectural practice. A broad spectrum of topics will be 4-0-4
covered, primarily in classical physics to include: Units, A basic course in the physics of communication systems.
Vectors, Motion, Statics, Work, Energy, Heat, Electricity, Topics include electricity and magnetism, optics, frequency
Sound and Light. The emphasis will be conceptual and band width relationships. This course will include an intro-
required mathematical skills will be college algebra and duction to signal propagation in different media as well as
trigonometry. Prerequisite: MATH 141. amplification and signal correction as applied to electrical
and optical systems. Prerequisite: MATH 125 or equivalent;
PHYS 140
Corequisite: MATH 151.
Physics for Life Sciences I
4-0-3 PHYS 170
A basic course designed to meet the needs of biology and General Physics I
medical technology majors. Topics covered include vectors, 4-2-4
laws of motion, work, energy, momentum, heat and wave A basic course covering vectors, Newton’s laws of motion,
motion. Illustrations from the field of life sciences will be particle kinematics and dynamics, work, energy, momentum,
stressed. Corequisites: MATH 161, PHYS 141. and rotational motion. Corequisite: MATH 170.
164
PHYS 175 energy and incentives for reducing consumption.

General Physics for Pre-Med I Prerequisites: ECON 101, PHYS 460.
5-2-5
PHYS 250
A basic course in physics for the student in the Combined Introduction to Pollution Sources
Baccalaureate/Osteopathic Physician Program. Covers vec- and Diffusion
tors, forces and torques, dynamics, energy momentum, fluids, 3-0-3
gasses, liquids, solids, heat and thermodynamics. Corequisite:
This course examines factors affecting existence of natural
MATH 170.
resources and the consequences of exploitation. Among top-
PHYS 180 ics treated are identification of sources, effects and fates of
General Physics II pollutants in the atmosphere and in the food chain; the cre-
4-2-4 ation of acid rain and snow and their effect on forests and
A continuation of PHYS 170. Topics include fluids, wave marine life; the green house effect and nuclear winter.
motion, electric fields and electric potential, dc circuits, mag- Mathematical modeling and treatment of diffusion processes
netic fields, capacitance and inductance, ac circuits, and will be considered. Prerequisites: PHYS 460, TMAT 235, CHEM
electromagnetic waves. Prerequisite: PHYS 170; Corequisite: 105.
MATH 180. PHYS 260
PHYS 185 Energy and Environment Instrumentation
General Physics for Pre-Med II 2-3-3
5-2-5 This course covers electrical test and measurement tech-
A continuation of PHYS 175. Includes waves, sound, light, niques using basic modern laboratory instruments, including
optics, electricity, current, magnetism, instrumentation, digital and analog devices such as function generators, oscil-
atoms and nuclei. Prerequisite: PHYS 175; Corequisite: MATH loscopes, multi-meters and sensors. The two-hour lecture
180. emphasizes principle components and operation of those
devices. Prerequisite: PHYS 220.
PHYS 220
General Physics III PHYS 310
4-2-4 Optics
The final basic course covering the laws of thermodynamics, 3-0-3
reflection and refraction of light, interference and diffraction, An intermediate course in geometrical and physical optics
radiation, atomic physics, waves and corpuscles, and nuclear covering wave motion, interference, diffraction, polarization,
physics. Prerequisite: PHYS 180. spectrometry, and laser optics. Prerequisites: PHYS 220,
MATH 260.
PHYS 225
Introduction to Modern Physics PHYS 320
This course is designed to familiarize students with the fol- Thermodynamics
lowing topics: thermodynamics, optics, relativity, atomic and 3-0-3
nuclear physics, fundamental quantum theory of photons, The relations between heat and work, the first and second
and semiconductors. Prerequisite: PHYS 180. laws of thermodynamics, entropy, applications to various sys-
tems, the kinetic theory of gases, and an introduction to clas-
PHYS 230 sical statistical mechanics. Prerequisites: PHYS 220, MATH
Hydrology and Water Resources 260.
4-0-4
This course covers fundamental elements of hydrology for PHYS 330
ground waters, flowing waters and impounded waters, Advanced Laboratory I
including occurrence of groundwater, precipitation, snow 1-3-2
surveys, factors affecting runoff, floods and flood-routing. A senior course covering the art of physical measurement, the
Water quality is examined as are effects of pollution, sam- techniques of experimental research, and the treatment of
pling and testing, dispersion of waste waters, deoxygenation data. The student performs advanced experiments requiring
of polluted waters, reaeration of flowing waters and water much independent work in the fields of mechanics, electron
resource management. The survey includes various assess- physics, magnetism, optics, and atomic, quantum, and
ments of water policy in the United States. Prerequisite: PHYS nuclear physics. The lectures include such topics as laborato-
460; Corequisite: CHEM 105. ry safety, theory of errors, vacuum technology, electronics,
the operation of standard laboratory equipment, and
PHYS 240 machine shop operations. Prerequisites: PHYS 220, MATH
Introduction to Energy, Environmental Issues and 260.
Policy
3-0-3 PHYS 340
This course is designed to analyze basic economic and polit- Analytical Mechanics I
ical factors which are involved in production and use of 3-0-3
energy-related resources and consequent impact on the An intermediate course covering particle kinematics and
environment, with particular attention to the environmental dynamics, one-dimensional oscillatory motion, mechanics of
crisis. Problems and prospects facing non-conventional or a system of particles, the central force problem, essentials of
alternative energy systems are studied, including solar, wind, celestial mechanics, and motion in a noninertial frame of ref-
geothermal and bio-mass conversion, use of agricultural and erence. Prerequisite: PHYS 220; Corequisite: MATH 320.
urban waste, use of conservation as an alternative source of
165
PHYS 350 PHYS 420

Analytical Mechanics II Modern Physics II
3-0-3 3-0-3
A continuation of PHYS 340. Subjects include kinematics and A continuation of PHYS 410 covering X-rays; statistical
dynamics of a rigid body in two and three dimensions, gen- mechanics with application to molecular physics; molecular
eralized coordinates, calculus of variations, Lagrange’s for- binding and spectra; and nuclear physics including nuclear
malism, Hamilton’s equations, and vibration theory. structure, stability transformations, and reactions.
Prerequisite: PHYS 340. Prerequisite: PHYS 410.
PHYS 360 PHYS 430
Advanced Laboratory II Advanced Laboratory III
1-3-2 1-5-2
A continuation of PHYS 330. Selected students will begin to This course covers the design and performance of research
work with faculty members on advanced projects. experiments in physics. Prerequisite: PHYS 360.
Prerequisite: PHYS 330.
PHYS 440
PHYS 370 Solid State Physics
Electricity and Magnetism I 3-0-3
3-0-3 An introduction to the theory of solids with applications to
The first course in a two-term sequence in the theory of elec- solid state devices and the techniques of physical measure-
tromagnetism. Topics include vector calculus, electrostatics, ment. Topics include crystal structure, the band theory, the
dielectrics, static magnetic fields, magnetic materials, elec- free-electron and Fermi-Dirac theories, and the physical
tromagnetic induction. The course culminates with an intro- properties of semiconductors and metals. Prerequisite: PHYS
duction to Maxwell’s equations. Prerequisites: PHYS 220, 410.
MATH 320.
PHYS 450
PHYS 380 Mathematical Physics
Electricity and Magnetism II 3-0-3
3-0-3 A course designed to provide the student with the mathe-
A continuation of PHYS 370. Topics include plane electro- matics required for advanced undergraduate and beginning
magnetic waves in infinite media, reflection and refraction of graduate study in the physical sciences. Topics covered are
plane waves, radiation of electromagnetic waves, and rela- vector analysis, introduction to vector space and matrix alge-
tivistic aspects of electrodynamics. Prerequisite: PHYS 370. bra, infinite series, the partial differential equations of
physics, an introduction to the special functions of Bessel,
PHYS 410
Legendre, Hermite, and Laguerre, and Fourier series. Physical
Modern Physics I
applications are stressed. Prerequisites: PHYS 220, MATH 320.
3-0-3
A senior course designed to familiarize the student with PHYS 460
modern concepts in physics. Includes: special relativity, Advanced Seminar
wave-particle duality, limits of classical physics and the ori- 3-0-3
gin of quantum theory, atomic spectra and structure, Advanced topics of current interest in physics.
Schroedinger’s wave equation with applications to simple
systems. Prerequisites: PHYS 370, MATH 320.
166
Social Sciences
Faculty: N. Bloom, K. Cheek, E. Katz, E. Kelly, L. Navia, S. Pinkerton, L. Schuster.
Adjunct Faculty: A. Abraham, D. Albrecht, J.P. Barnabas, J. Buchwalter, A. Candal,
A. DeLaurentiis, T. Farkas, J. Grasso, M. Gregorek, J. Misiano, M. Navia, M. Izady, J.
O'Connell, S. Puccio, M. Roussis, J. White.
Social sciences at NYIT include history, philosophy and political science. These disciplines
impart appreciation for intellectual, historical and political accomplishments of
humankind and aid students in assuming civic and social responsibility. Students who
major in political science are prepared for public service and policy formation, graduate
programs in political science, law, international service and political careers.
Social Science Education

The Social Sciences Department collaborates with the School of Education to offer rig-
orous content study in Social Studies for students preparing to be teachers of Social
Studies in grades 7 to 12. The sequence of required courses in the Social Sciences pro-
vides students with the solid knowledge base in US and world history, government and
politics, economics, philosophy and sociology they need to teach all aspects of Social
Studies in secondary school.
tion of core curriculum and elective courses. Students pursuing a degree in Adolescence
Education in Social Studies meet with an advisor in the Social Science Department as
well as their advisor in Teacher Education to plan their class schedules in order to meet
degree requirements in the core curriculum, the Social Sciences, and teacher education.
For additional information, please see the School of Education section, beginning on
page 173.
167

Composition 6
Bachelor of Science in Political SPCH 105 Basic Speech Communication 3
Science One Group A course 3
One Group B course 3
2 credits
Political Science 15 credits
Required Courses: Liberal Arts 3 credits

PSCI 110 American Gov. and Politics 3 Mathematics
PSCI 210 Comparative Government 3 MATH 115 Introductory Concepts of Mathematics 3
PSCI 230 International Relations 3 or
PSCI 305 Politics and Society 3 MATH141 PreCalculus 4
PSCI 325 Public Administration 3
3-4 credits
15 credits
Science
Life Science 3
Choose, as advised, at least 15 credits from the
Physical Science 3
following non-core Political Science Courses:
Non-core Political Science Courses: 6 credits
PSCI 220 History of Political Thought 3 Social Sciences
PSCI 240 Basic Legal Concepts Philosophy 3
and Administration of Justice 3 HIST 110 American History I 3
PSCI 310 Politics of Change 3 HIST 150 American History II 3
PSCI 315 American Society and Judicial Behavior 3 HIST 210 Contemporary World 3
PSCI 320 Foreign Policy of the U.S. 3 History Electives 6
PSCI 350 Government
and Metropolitan Problems 3 18 credits
PSCI 355 Government and Business 3 Electives and/or
PSCI 360 International Law and Organization 3 Interdisciplinary Concentration 28-30 credits
PSCI 365 Public Policy Analysis 3
PSCI 390 Seminar in Political Science 3 Total credits required—120-121
PSCI 410 Selected Topics in American
Government and Politics 3 12 credits, and students on probation are required to complete the
PSCI 420 Selected Topics in Comparative College Success Seminar (see p. 83).
Government 3
PSCI 430 Selected Topics in International
Relations and Foreign Policy 3
PSCI 440 Selected Topics in Public
Administration and Policy 3
PSCI 450 Selected Topics in Political Theory
and Methodology 3
PSCI 470 Political Science Internship 3
PSCI 480 Public Administration Internship 3
(at least) 15 credits
Behavioral Sciences
ANTH 101 Anthropology 3
PSYC 101 Intro. to Psychology 3
SOCI 101 Introduction to Sociology 3
9 credits
Economics
ECON 105 Principles of Economics I 3
ECON 110 Principles of Economics II 3
6 credits
168
History HIST 230

Survey of Jewish History
HIST 110 3-0-3
American History I
A survey of the life of the Jewish people from their begin-
3-0-3
nings in the Near East to the mid- twentieth century.
This is a survey course of American history from the colonial Attention is focused on major migrations, leading personali-
period, the Revolution to the establishment of the Republic, ties, and historic movements.
the first half of the nineteenth century, up through the peri-
od of the Civil War, ending in 1865. The impact of geography HIST 220
on the growth of the Republic is considered. The political, African American Experience
economic, and cultural evolution of the American people is 3-0-3
examined, providing the student with historical foundations A survey of the role of African American people in American
for an informed political awareness of present-day issues. history from African beginnings to the present time. Topics
include: African American response to the major political,
HIST 150
social and economic changes in America; the contributions of
American History II
outstanding African American to American history; the inter-
3-0-3
action of the African American and majority environments;
This is a survey course of American history from the end of and the black movements that help shape African American
the Civil War to the present: the period of the Reconstruction, consciousness.
the industrialization of the United States, the emergence of
the country as a Great Power, U.S. role in the twentieth cen- HIST 240
tury are considered. The political, economic, and cultural evo- History of Technology
lution of the American people is examined, providing the stu- 3-0-3
dent with historical foundations for an informed political The history of Western technology is surveyed with emphasis
awareness of present-day issues. on technological change since the Industrial Revolution.
Attention is given to both the positive and the negative
HIST 170
aspects of technological change. The various interrelation-
History of the State of New York
ships among technological change and other aspects of his-
1-0-1
tory are highlighted, as is the phenomenon of the geometri-
This one credit course is a survey of the political, economic cal progression of technological changes.
and social history of the state of New York beginning with its
colonial history. Special attention will be paid to the legacy HIST 310
of the American Indians, such as the Iroquois confederacy, Seminar in History
the early Dutch settlers of the colonial period, the industrial 3-0-3
growth of the state, the emergence of New York as the finan- Selected topics in history.
cial center of the world, and New York state's role in nation-
al politics.
HIST 210 Philosophy
The Contemporary World PHIL 110
3-0-3 Problems of Philosophy
This is a survey course of 20th century global history; it cov- 3-0-3
ers the period of imperialism leading to World War I, the An introduction to philosophy by way of selected problems
emergence of the USSR as a major power, the transformation from various areas of philosophy. Topics include: the nature
of Europe as a result of World War II, the period of the Cold of a priori knowledge and of scientific explanation, the exis-
War, the role of the USA in the post-cold war world. Special tence of God, whether or not there can be moral knowledge,
emphasis is placed on the impact of geography, science and and the problem of free will. The course objective is to
technology on political, economic and cultural development acquaint students with these philosophical issues, and
of the world. through detailed discussion, to teach them how to analyze
ideas critically.
169
PHIL 210 PSCI 160

Philosophy and History of Religion American Intelligence Community and its
3-0-3 Relation to Foreign Policy
This course acquaints the student with major elements asso- 3-0-3
ciated with the development of religion as examined by psy- This course provides an introduction to U.S. Intelligence and
chologists, anthropologists, sociologists, and historians, as the Intelligence Community, surveying the intelligence
well as by selected theologians. Special attention is paid to process from collection to analysis and dissemination. Also
the philosophical analysis of religious phenomena, clarifying covered will be the roles of intelligence in the development
issues, such as the existence of God and gods, the nature of and maintenance of US foreign policy, as well as ethical
religious experience, the belief in the soul, and other typical- issues in intelligence. Case studies of Intelligence successes
ly religious subjects. (Offered only if there is sufficient and failures will be featured.
demand.)
PSCI 210
PHIL 220 Comparative Government
Ethics and Social Philosophy 3-0-3
3-0-3 An introduction to comparative political structures and insti-
An examination of some of the most critical issues of moral tutions covering the major European governments as well as
and social philosophy. These include subjects such as the lin- non-Western political systems.
guistic analysis of terms such as “good,” “evil,” “duty,” “right,”
PSCI 220
and others. The basis of different moral systems will be studied,
History of Political Thought
and selections from ethical and social philosophers will be read.
3-0-3
PHIL 230 A study of the historical and theoretical underpinnings to
Technology, Society, and Values current political ideologies, starting with the Greek city state
3-0-3 and the political theories of Plato and Aristotle, continuing
An examination of models and case studies concerned with with the Roman, Medieval and Renaissance contributions to
the impact of machines on man, of technological systems on political thought and culminating in the radical political the-
social structures, and modes of production on value systems. ories of the nineteenth and twentieth centuries.
Special attention is paid to the ethical problems connected
PSCI 230
with newly emerging technologies. (Offered only if there is
International Relations
sufficient demand.)
3-0-3
PHIL 250 A systematic analysis of national goals and determinants, the
Logic and the Scientific Method basis of national power, sources of international conflict. The
3-0-3 uses of power: balance of power and the balance of terror.
An introduction to the valid forms of reasoning and the Diplomacy, collective security, and international organiza-
methods of inquiry practiced by the natural, social, and tions will also be explored. (Offered regularly, but not every
behavioral sciences. semester.)
PHIL 260 PSCI 240
Philosophy and History of Science Basic Legal Concepts and Administration
3-0-3 of Justice
An examination of the principal moments in the development 3-0-3
of scientific thought, with special emphasis on the analysis of This course covers the judicial process and its evolution, the
the principles of scientific methodology. The contributions of rights of accused persons, and the administration of justice in
individuals like Aristotle, Ptolemy, Copernicus, Galileo, Kepler, the light of the elementary foundations and functions of sub-
Newton, Kant, Darwin, and Einstein will be carefully explored. stantive and adjective law. The theoretical aspects of basic
Notions such as induction, deduction, proof, explanation, and concepts will be examined, but the stress will be on the prac-
truth will be subjected to extensive criticism. tical aspects.
PHIL 310 PSCI 305
Seminar in Philosophy Politics and Society
3-0-3 3-0-3
Selected topics in philosophy. The fundamental concepts of the state, government, and
their interrelationships. Topics include: the state as an instru-
ment of social control; power, its legitimacy and authority;
Political Science political doctrines such as democracy, oligarchy, and totali-
tarianism; the modern state and its political structures, elites,
PSCI 110 and decision makers; the electoral process and sociopolitical
American Government and Politics means of attitudinal influence. The impact of class, status,
3-0-3 and influence will also be analyzed. (Offered regularly, but
This course is an introduction to the processes of the not every semester.)
American form of democratic government; the nature and
structure of US government; its chief characteristics and func- PSCI 310
tions. Special attention is paid to the intimate relation and Politics of Change
mutual impact of government and the people on each other, 3-0-3
expanding the students' awareness of the effects of govern- This course is concerned with the impact of modernization on
mental decisions on the American people. the political system; the relationship between modernization
and decolonization, revolution and nation-building; theories
170
of political change; and the consequences of modernization PSCI 365

as experienced by several countries from the First, Second, Public Policy Analysis
and Third Worlds. 3-0-3
PSCI 315 This course will approach public policy decisions to determine
American Society and Judicial Behavior goal achievement in terms of need articulation, relative costs
3-0-3 and expended resources, planning and programming for
future needs, and resource development.
This course covers changing values and patterns of judicial
behavior, federal courts and the power of judicial review, fun- PSCI 390
damental constitutional principles, nationalization and Seminar in Political Science
enforcement of the Bill of Rights, the Supreme Court’s poli- 3-0-3
cy-making role and its effect on economic policy, and the Research topics in political science.
controversy over the arbiter role of the court. Included will be
an analysis of constitutional development of rights and PSCI 410
duties of the people, and the role of the government as an Selected Topics in American Government
institution. and Politics
3-0-3
PSCI 320
Foreign Policy of the United States PSCI 420
3-0-3 Selected Topics in Comparative Government
The historical development of American policy, the mechan- 3-0-3
ics of its formulation, and its current objectives will be stud-
ied, discussed, and analyzed. (Offered regularly, but not every
semester.) PSCI 430
Selected Topics in International Relations and
PSCI 325 Foreign Policy
Public Administration 3-0-3
3-0-3
This is a study of the nature and scope of public administra-
tion: principles, societal protection, assistance to various PSCI 440
groups, governmental proprietary enterprises, and regulation Selected Topics in Public Administration
of business. Bureaucratic organization administration rela- and Policy
tionships. Policy making and implementation will be closely 3-0-3
examined: unit specialization, organization coordination,
centralization, planning, efficiencies, and control. (Offered PSCI 450
regularly, but not every semester.) Selected Topics in Political Theory
PSCI 350 and Methodology
Government and Metropolitan Problems 3-0-3
3-0-3
The first part comprises the political framework: state gov- PSCI 470
ernmental structure, its functions, services, and financing; Political Science Internship
local, rural, and urban governments, their structures, services, 3-0-3
and functions. The second half focuses on metropolitan prob- This internship is designed to offer the student an opportuni-
lems and their interaction with metropolitan government; ty to combine academic preparation with practical political
housing, schooling, transportation, sanitation, pollution, and experience under the joint supervision of cooperating per-
taxation. Social parameters stemming from ethnic, religious, sonnel and faculty members. This course may be repeated.
class, and employment factors, among others, will be inter- Prerequisite: 15 credits of political science coursework; open
woven in the analysis. to juniors and seniors only.
PSCI 355 PSCI 480
Government and Business Public Administration Internship
3-0-3 3-0-3
A consideration of relationships between business enterprise Participation in an internship program will enable students to
and the societal and political milieu in which these enter- integrate academic preparation with administration practice
prises operate. New concepts in business ethics and corporate under the joint supervision of cooperating personnel and fac-
responsibility. Government regulation of business activity. ulty members. Prerequisite: 15 credits of political science
PSCI 360 coursework; open to juniors and seniors only.
International Law and Organization
3-0-3
The nature of international law; the organization of the com-
munity of nations; the United Nations system; the regional
organizations of the bloc type; the substantive rules of inter-
national law; procedures for the pacific settlement of inter-
national disputes; international and social cooperation; and
prospects for a development system of world order through
international organization.
171
MOHAMMAD AMIR BUSINESS MAJOR

School of Education
Division of Teacher Education Programs
Michael E. Uttendorfer, Ed.D., Dean
Childhood Education
Adolescence Education
n Biology n Chemistry n English n Physics n Math n Social Studies
Business and Marketing Education
Career and Technical Education

n Health Occupation Subjects n Technical Subjects n Trade Subjects
Technology Education

School of Education
The School of Education (SOE) offers preparatory and advanced professional study
through two divisions: the Division of Teacher Education Programs (undergraduate and
graduate), and the Division of Advanced Professional Programs (graduate only).
Programs (degree and non-degree certificate) are offered for persons preparing for
careers in education as P-12 teachers, school building leaders, school counselors, edu-
cational technology specialists, mental health counselors, or as professional trainers.
Accreditation
The School of Education is accredited by the National Council for Accreditation of
Teacher Education (NCATE). This accreditation covers initial teacher preparation and
advanced educator preparation programs. NCATE is recognized by the US Department of
Education and the Council for Higher Education Accreditation to accredit programs for
the preparation of teachers and other professional school personnel. In addition, the child-
hood education program received national recognition from the Association for Childhood
Education International (ACEI) and the Technology Education program received recognition
from the International Technology Education Association Council on Technology Teacher
Education. (ITEA/CTTE)
Mission of the School of Education

The mission of the School of Education is to provide effective professional preparation
and development programs that are career oriented, integrate technology, support
diversity, and connect with the real world through learner active instructional strate-
gies. In addition to professional education, our purposes include the generation of field
relevant research that expands the knowledge base and the provision of services to the
community to inform practice.
Distinctive Characteristics of the School

Three characteristics make NYIT’s School of Education unique among New York State’s
112 teacher education institutions: technology, diversity, and field relations.
Technology is not just part of our name, it is substantively woven through our beliefs
and actions. We see technology as the medium of communication and the foremost
tool for teaching and learning: It entices, encourages, enables and empowers learners
(Silverman, 1990). Technology skills needed by professionals in the field are infused in
every program design, from childhood education to adolescence education, visual arts
education, and business and marketing education.
Our commitment to diversity is tangible in all we do. Our programs seek to benefit all
learners and are offered in several delivery modes at multiple sites. This variety offers
modality options and expands access by reducing geographic and time barriers. By tap-
ping the vast array of content material, formats, and instructional strategies candidates
learn to create and customize instructional experiences to meet the specific needs (age,
exceptionality, cultural, language, reading level, learning style, modality etc.) of stu-
dents and clients.
From the earliest years, NYIT has been committed to preparing students for successful
careers and with that focus in mind has brought together a faculty with strong field
174
School of Education
relations. The faculty of the School of Education are both highly credentialed scholars
and successful practitioners in their fields. Faculty in teacher education have P-12
teacher/administrator experience as well as doctoral degrees in the areas they teach.
This combination assures that theory and practice are inextricably linked and that the
programs of study provide sufficient opportunities for candidates to develop critically
needed professional knowledge, dispositions, and skills before graduation. Faculty
include teacher educators, counselors, classroom teachers, principals, superintendents,
instructional systems designers, psychologists, trainers and developers of training and
instructional materials.
Campus Locations
Programs of study are offered at both NYIT’s New York campuses: Old Westbury and
Manhattan. Not all courses in each program are offered every semester at each cam-
pus. The table below shows where particular programs are primarily located. Note: sev-
eral courses are offered simultaneously on all three campuses by teleconference in our
distance learning facilities.
Program Old Westbury Manhattan
Childhood Education (Grades 1-6) P
Adolescence Education 7-12
(Biology, Chemistry, English,
Physics, Social Studies) P C
Business and Marketing Education P C
(Health Occupation Subjects,
Technical Subjects, Trade Subjects) P C
Technology Education (Grades 1-12) P C
Visual Arts Education (Grades 1-12) P C
P = Entire program offered here; C = Courses in the program offered here.
Facilities
The School of Education degree and certificate programs are supported by the college’s
campus libraries, the Academic Computing Laboratories (ACL), wireless Internet access,
the Educational Media Center (EMC), software libraries, computer multimedia and televi-
sion facilities. In addition, the Curriculum Materials Center (CMC) housed in the lower
level of the Wisser Library on the Old Westbury campus provides print and non-print
resources for teacher candidates, including text books, videotapes, P-12 educational soft-
ware, and education reference materials.
175
All students in the School of Education are provided Internet accounts for their educa-
tional and personal communication needs. Coursework and assignments require the use
of computers outside the classroom. Students use their own computers, those in one of
the NYIT labs, or others to which they have access. Assignments may involve word pro-
cessing, spreadsheets, presentation graphics, multimedia, Internet-based resources, or
specialized software applications. Please obtain a technology brochure from your
department, or check the School's web site for additional specifications.
Class Schedules
Education classes are normally scheduled Monday through Friday starting at 10a.m.
These classes usually meet twice a week for 1 hour and 20 minutes or once a week for
2 hours and 40 minutes for 15 weeks. Contact time is adjusted if the number of weeks
is changed. Some courses are offered in the evening to accommodate field experience
in schools.
Classes are occasionally offered on Saturdays. The Saturday classes usually meet either
in the morning from 8 AM to 12:30 PM or in the afternoon from 1:00 PM to 5:30 PM.
All teacher education courses require field experience in P-12 classrooms in addition to
regular college class attendance. These field experiences are part of state teacher cer-
tification requirements, occur during regular school hours, and contribute significantly
to candidates’ preparation for teaching independently.
Academic Advisement
Each academic program has a prescribed course of study and a developmentally
sequenced progression of content and skills. Each student has an assigned faculty advi-
sor. Students are required to meet with their advisors prior to registration for course
selection guidance. Substitutions for courses or changes in course sequence require
prior approval. For an appointment, call 516.686.7777.
Students preparing to be teachers must seek advisement from their assigned teacher
education advisor as well as from their concentration advisor to select courses that
meet state certification requirements and NYIT’s core curriculum and discipline area
requirements. Failure to do so may result in the need to complete additional courses in
order to qualify for certification. Please note that state certification requirements will
affect your choice of electives.
176
School of Education
Division of Teacher Education Programs

Faculty: D. Arneson, D. Burton, H. Hsu, D. Palak, J. Penrose, R. Slotnick, S.K. Wang.
Adjunct Faculty: M. Costello, M. Gallo, Z. Gega, D. Gordon, J. Kappenberg, B. Love,
B. Pollock
Programs of Study
The Division of Teacher Education programs offers a wide variety of teacher prepara-
tion programs in conjunction with concentrations in the College of Arts and Sciences;
the School of Health Professions, Behavioral, and Life Sciences; the School of
Management, and the School of Engineering and Computing Sciences. These programs
lead to initial certification as a classroom teacher in New York State. In addition, stu-
dents in any major at NYIT who are interested in learning about contemporary educa-
tion may register for EDUC 201 Educational Foundations as an elective course without
prerequisites.
The table below lists the teacher preparation programs, the certification for which
graduates will be eligible, approved concentrations for each program, and the degree
earned at program completion.
n Childhood Education
Certification: Childhood Education 1-6
Concentration in:
Behavioral Science (Psychology) Mathematics
Biology Physics
Chemistry Political Science (Social Studies)
English
Degree: B.S. in Childhood Education
n Adolescence Education
Certification: Adolescence Biology 7-12; Adolescence Chemistry 7-12; Adolescence English
7-12; Adolescence Mathematics 7-12; Adolescence Physics 7-12; or Adolescence Social
Studies 7-12
Concentration in:
Life Science: Biology Mathematics
Life Science: Chemistry Physics
English Political Science/Social Science Option
Degrees: B.S. in Adolescence Education: Biology; B.S. in Adolescence Education: Chemistry; B.S.
in Adolescence Education: English; B.S. in Adolescence Education: Mathematics; B.S. in
Adolescence Education: Physics; B.S. in Adolescence Education: Social Studies
n Business and Marketing Education

Certification: Business and Marketing (All grades)
Concentration in: Business Administration
Degree: B.S. in Business and Marketing
n Technology Education
Certification: Technology Education (All grades)
Concentration in: Interdisciplinary Technical Fields
Degree: B.S. in Technology Education
177
n Career and Technical Education

Certification: Teacher of Technical Subjects; Teacher of Health Occupations Subjects;
Teacher of Trade Subjects
Concentration in: Technical/Occupational Fields
Degree: B.S. in Health Occupations Subjects; B.S. in Technical Subjects; Certificate, B.S. in Trade Subjects
n Visual Arts Education

Certification: Visual Arts (All grades)
Concentration in: Fine Arts
Degree: B.F.A. in Visual Arts Education
Academic Standards
Teacher education candidates are expected to satisfactorily complete all components of
their degree program including but not limited to core curriculum requirements, their
subject area concentration, the teacher education course components, field experi-
ences, student teaching, professional examinations, and professional portfolio (if
required for their programs).
Candidates must maintain an overall GPA of 2.75 or higher. If their GPA falls below
2.50, they will be placed on probation and allowed one semester to bring their grade
point average up to the standard. Failure to meet the GPA requirement after a semes-
ter of probation may result in additional remedial actions and/or dismissal from the
program.
Candidates are expected to exhibit professional conduct, academic integrity, and excel-
lent moral and ethical behavior throughout their programs. Failure to do so may result
in disciplinary action, remedial actions and/or dismissal from the program.
The development of professional knowledge, dispositions and skills occurs throughout
the program of study and candidates’ progress is assessed at multiple points in their
programs, including but not limited to entry, at the end of each semester, prior to
admission to the Professional Semester (student teaching), exiting student teaching,
and prior to graduation. Teacher education candidates are expected to make satisfac-
tory progress through each of these gateways or they may be subject to remedial
actions.
Post-Baccalaureate Teacher Certification Courses

New York State teacher certification regulations currently permit individuals who have
a bachelor’s degree and specific required education courses and experiences to apply
for certification through transcript evaluation. Individuals who are pursuing this route
to certification may be permitted to take the required courses as post-baccalaureate
study. Interested persons should call 516.686.7777 for an appointment with a teacher
education advisor. Note: The NYS Department of Education has announced that
transcript evaluation will be terminated in the future. For up-to-date information
regarding the state’s timeline for this change, visit their website at www.nysed.gov.
Teacher Preparation Programs

NYIT’s teacher education programs are structured to assure that each candidate has a
strong foundation in the liberal arts and sciences (39-41 credits in NYIT’s core
curriculum), a strong major in the area(s) he or she will teach (30 or more credits),
college-level course work in the areas of NYSED’s Student Learning Standards (at least
178 9 credits in each area), a grounding in professional studies, preparation to use
School of Education
technology for teaching and learning, and a skill-building sequence of pedagogical

courses (45 credits in education). This content is paired with progressive stages of field
experience leading to student teaching and independent practice. In addition, candi-
dates develop as reflective practitioners—professionals who can critically examine and
refine practice, always creating new ways to help students reach their personal best.
Career preparation is broader than job preparation and encompasses growth beyond
course content. Teacher candidates study and experience social, emotional, psycholog-
ical and psychomotor development and acquire a broad range of skills, attitudes and
knowledge. In addition, they develop sophisticated skills in information processing and
instructional technology that will enable them to continue to learn and successfully
confront the challenges and changes in their professional future.
Admission to the Teacher Education Programs

Admission to Teacher Education has two distinct levels:
Level 1: Admission to a teacher education program of study;

Level 2: Admission to teacher education candidacy (Gateway 1)
Level 1: Admission to a teacher education program of study.

Prospective teacher education candidates may apply directly to the desired education
program as an entering freshman or apply to the education program after completing
one or more semesters in an area of concentration.
Direct application. To make a direct application, follow the general application pro-
cedures outlined in the beginning of this catalog and checkmark the box on the
admissions application identifying the specific teacher education program requested.
Upon admission to NYIT, contact an advisor in your area of concentration and your
education advisor for assistance coordinating your program of study to avoid conflicts
in scheduling and to assure proper sequencing of the core curriculum, concentration
courses, and teacher education components of their degree.
From another program. Prospective teachers are encouraged to apply to their

teacher education program before the end of freshman year, or as soon as possible
thereafter. The timing of the change may affect the number of credits and courses
required to graduate and meet certification standards.
To apply to a teacher education program after one or more semesters requires

completion of a Change of Major form and approval from the dean of the school
you are leaving as well as the dean of the School of Education. Applicants who have
completed one or more semesters of college must have earned a minimum of 2.50
cumulative GPA , a minimum of 2.75 GPA in their subject concentration, and be in
good academic standing (no incompletes). Admitted students will continue to be
advised by their advisor in their area of concentration as well as a teacher education
advisor to avoid conflicts in scheduling and to assure proper sequencing of core cur-
riculum, concentration courses, and teacher education components of their degree.
Once admitted to a teacher education program, prospective teachers prepare by

building a foundation in the arts and sciences through NYIT’s core curriculum and by
179
developing content knowledge through courses in their area of concentration.

Language skills are strengthened in WRIT 101 and WRIT 151 and candidates are intro-
duced to contemporary issues in education, human development, learning theory and
behavior, and instructional technology in EDUC 201, EDUC 203 and EDUC 212.
Courses in the core curriculum and concentrations have been identified that meet
NYIT degree requirements and the state’s requirements for general education study in
English, mathematics, science, social studies, a language other than English, and
artistic expression.
Level 2: Admission to Teacher Education Candidacy

The second level of admission – Gateway 1—generally occurs in the candidate’s third
semester but no later than the fifth semester of study. This level marks the begin-
ning of focused attention on teacher preparation as a teacher candidate. To apply for
a Gateway 1 review and teacher education candidacy, students must:
1. Complete the application for Teacher Education Candidacy –Gateway 1 form.
2. Have completed at least 36 credits toward a bachelor’s degree with a cumulative
GPA of at least 2.50 and a minimum of 2.75 GPA in their area of concentration.
3. Demonstrate competent English language skills by successful completion of WRIT
101, WRIT 151, and acceptable performance on the teacher education writing skills
assessment and verbal skills assessment.
4. Successfully complete EDUC 201 and EDUC 203
5. Provide two completed recommendation forms, one from a personal reference
and one from a faculty member, attesting to positive personal attributes and dispo-
sitions.
An approved Teacher Education Candidacy form will be issued by the coordinators of
Teacher Education and sent to the registrar when all above requirements are met. This
permits candidates to take more advanced courses in teacher education leading up to
student teaching including: EDUC 211 (EDUC 262 or EDUC 345, if appropriate), EDUC
306 and an appropriate methods course(s). In these courses candidates learn principles
of curriculum design, a wide range of teaching strategies, and best practices for supporting
the learning of all children. Concurrently, they are gaining expertise in their area(s) of
concentration and related liberal arts. Candidates are also engaged in field experiences
in schools linking their classroom learning with observation and participation in P-12
settings. (See section on Field Experiences below.)
The chart below shows a timeline for courses prior to application for Student
Teaching.
Courses Recommended Semester
EDUC 201 Educational Foundations 2
EDUC 203 Introduction to Educational Technology 2-3
EDUC 212 Teaching, Learning and Growth 3-4
EDUC 211, EDUC 262
or EDUC 345 Curriculum and Instruction * 4-5
EDUC 306 Servicing Special Needs 3-5
EDUC 317 Literacy Across the Curriculum 4-8
*After EDUC 211 (or EDUC 262 or EDUC 345, if appropriate) and prior to student teach-
ing, teacher education candidates other than those in childhood education take one of
the following courses, depending on their teacher certification focus:
180 EDUC 260—Occupational Education 5-7
School of Education
EDUC 320—Art; EDUC 325—English; EDUC 330—Science

EDUC 335—Social Studies; EDUC 340 - Business
EDUC 350—Mathematics; EDUC 346 - Technology Education
*After EDUC 211 and prior to student teaching, childhood education candidates take
the following courses:
EDUC 318 Teaching Reading 5-7

EDUC 319 Reading and Language Arts for At-Risk Learners 5-7
EDUC 370 Strategies Utilizing Instructional Technology in Science 5-7
EDUC 371 Strategies Utilizing Instructional Technology in Mathematics 5-7
EDUC 372 Strategies Utilizing Instructional Technology in Social Studies 5-7
EDUC 374 Curriculum Articulation Through Multimedia 5-7
Field Experience Requirements

NYIT’s teacher education programs provide extensive opportunities for observation,
participatory field experiences, and student teaching in a variety of communities and
school districts, including those designated by the state as "high-needs" schools. Field
experiences prior to student teaching give candidates the opportunity to observe
and work with a range of student populations and developmental levels, including
students who are English language learners, and students with a range of abilities and
disabilities. Student teaching assignments are made to provide multiple grade level
placements in accord with state requirements for certification.
All field experiences are arranged by the Director of Field Experience. Details regarding
the requirements for each field experience are provided by the faculty members who
teach the related courses. Documentation of the field experience is required and
students must achieve a satisfactory grade on field experiences prior to being approved
for Student Teaching The table below shows the total number of field experience hours
required.
Certification Type Required Field Experience Hours

Childhood Education 1-6 220 hours
Adolescence Education 7-12
(Biology, Chemistry, English, Physics, Social Studies) 140 hours
Business and Marketing Education (All Grades) 140 hours
Career and Technical Education 160 hours
Technology Education 160 hours
Visual Arts Education (All Grades) 140 hours
Approval for Student Teaching – Gateway 2

Teacher education candidates apply for Gateway 2 approval for Student Teaching
October 1st for Spring semester or by March 1st for Fall semester.
To be approved for Student Teaching and pass the Gateway 2 review, candidates must:
1. Have completed at least 90 credits toward the bachelor’s degree and earned a min-
imum cumulative GPA of 2.75 and a minimum of 3.00 GPA in their area of concen-
tration and education courses.
2. Successfully completed the required pre-student teaching courses listed previously.
3. Submit the following completed application components by the due date:
a. application for Student Teaching
b. approval form signed by dean or designee of concentration area 181
c. student teaching profile form

d. medical clearance
e. fingerprint clearance
4. Have completed and documented the required clock hours of field experience in
sites approved by the Director of Field Experience. Documentation must show time,
nature of the experience and activities completed consistent with course assign-
ments. For additional information about applying for Student Teaching, please call
516.686.7777.
5. Provide a copy of their passing score report for the New York State Teacher
Certification Examinations’ (NYSTCE) Liberal Arts and Science Test (LAST).
The Student Teaching Semester

For all programs except Career and Technical Education, Student Teaching is a
nine-credit experience consisting of:
EDUC 489 Seminar in Student Teaching 3 Credits
EDUC 490 Supervised Student Teaching 6 Credits
For the A.A.S. and B.S. in Career and Technical Education, Student Teaching is a
six-credit experience:
EDUC263/463 Seminar in Student Teaching 3 Credits
EDUC292/492 Supervised Student Teaching 3 Credits
Candidates who are admitted to Student Teaching are assigned placements in ele-
mentary or secondary school settings appropriate for their programs and as required
by state certification regulations. Student teaching is a full-time experience and can-
didates are required to be at their assigned schools for the full school day, five days
per week. Placements are based on the semester schedule of the cooperating school
and begin on the first day of that school’s semester through the final day of classes
in NYIT’s semester. The seminar and other workshops and classes on campus follow
the regular college calendar. The demands of Student Teaching and the related
seminars are substantial. Permission from the program coordinator is needed to
take additional courses during this semester.
During student teaching, the candidate works under the guidance of a master
cooperating teacher and an NYIT college field supervisor to plan instructional
activities, teach and evaluate student learning. Candidates participate in school
related activities including parent-teacher conferences, school board meetings,
faculty meetings, etc. Each candidate maintains a student teaching journal and a
daily log that form a record of the student teaching experience. Journals and logs are
submitted to the program coordinator during the last week of classes in the college
calendar after being reviewed by the college field supervisor. Candidates planning to
register for student teaching must be approved for the experience in advance.
WHEN CAN YOU START?
182
School of Education
Education Careers in New York State

The School of Education offers degree programs that prepare individuals for initial
teacher certification in biology, business and marketing, career and technical education,
chemistry, childhood, English, mathematics, physics, social studies, technology educa-
tion, and visual arts education. At the graduate level, the school offers an initial certi-
fication program in childhood education as well as programs leading to certification as
an educational technology specialist, school counselor, or school building and technol-
ogy leadership. Candidates who satisfactorily complete all program components,
including field experience, student teaching, or internships, are eligible for NYIT
endorsement for certification. [Note: state certification tests are also required.]
Information about state certification requirements is available on the New York State
Department of Education web site at www.highered.nysed.gov/tcert/.
New York State Certification Examinations (NYSTCE)

New York State requires candidates for teaching certification to demonstrate their gen-
eral knowledge, knowledge of the content they will teach, and teaching skills. These are
assessed using the New York State Certification Examinations. The exams include a
Liberal Arts and Science Test (LAST), a Content Specialty Test (CST), and an Assessment
of Teaching Skills-Written (ATS-W). The examinations are scheduled throughout the
year. Advance registration is required. Information regarding the exams is available on
the test website at http://www.highered.nysed.gov/tcert/certificate/certexaminfo.htm
or by calling 516.686.7777.
The table below shows data reported by New York State Education Department (NYSED)
on the proportion of NYIT teacher candidates who passed the teacher certification
examinations from 2005 to 2006.
NYIT Candidates’ NYSTCE Pass Rates 2005 to 2006

Test Number Tested Number Passed Pass Rate
Assessment of 20 20 100%
Teaching Skills
Written (ATS-W)
Liberal Arts and 21 21 100%
Sciences Test (LAST)r
Academic Content Areas, 13 13 100%
including Biology,
Multi-subject,
Social Studies
Education Job Opportunities in New York State

According to the New York State Education Department, there are significant shortages
of qualified teachers and other educational professionals throughout the state.
The supply and demand for teachers varies by certificate title (teaching area) and
geographic location. New York City currently has a shortage of classroom teachers in
Mathematics, Science, Special Education, and Languages according to a report of the
NYSED (www.highered.nysed.gov/tcert/respublic/teachersupplydemanddata.htm). This
report also indicated that school district and Board of Cooperative Educational Services
(BOCES) data from a 2001 NYSED survey revealed schools were having difficulty
183
recruiting certified teachers in languages other than English, technology education, sci-
ences, career and technical education, mathematics, bilingual/TESOL, and school media sub-
jects, with the most hard to hire areas being the sciences and mathematics. Urban and
rural areas reported more difficulty than suburban districts.
The following tables provide information on median teacher salaries for the three geo-
graphic areas served by NYIT: Long Island Region (Nassau and Suffolk counties), New
York City Region (New York, Bronx, Kings, Queens and Richmond counties), and the
Mid-Hudson Region (Dutchess, Orange, Putnam, Rockland, Sullivan and Ulster coun-
ties). Data presented are from the annual Report the Governor and Legislature on the
Educational Status of the State’s Schools: Statewide Profile of the Educational System,
July 2005.
Range of Median Teacher Salaries by County and Region

Region County Range of Median
Salaries for Districts
In County
Long Island Region
Nassau $67,740 – $72,218
Suffolk $54,476 – $63,261
New York City Region
Bronx $54,476 – $48,947
Kings $54,476 – $52,422
New York $54,476 – $52,181
Queens $54,476 – $56,996
Richmond (S.I.) $59,830 – $60,729
Mid-Hudson Region
Dutchess $59,830 – $53,958
Orange $59,830 – $55,941
Putnam $59,830 – $71,000
Rockland $59,830 – $67,190
Sullivan $59,830 – $52,774
Ulster $59,830 – $58,126
Westchester $59,830 – $74,038
184
School of Education
Childhood Education
The program in Childhood Education prepares individuals for successful careers teach-
ing children in grades 1 to 6. It leads to a B.S. in Childhood Education and qualifies
graduates for initial NYS certification in Childhood Education. The Childhood program
has been accorded national recognition by the Association of Childhood Education
International. In addition to core curriculum courses and professional study related to
childhood education, program candidates take a concentration of at least 30 creditsin
one of these content areas:
Behavioral Science (Psychology) Mathematics
Biology Physics
Chemistry Political Science (Social Studies)
English
In the program, emphasis is placed on developing knowledge and understanding of the

learning process and the use of instructional techniques and approaches that maximize
children’s learning. The program embodies a constructivist philosophy, develops candi-
dates as reflective practitioners who can critically evaluate learning activities and cre-
ate experiences that enable all children to reach their personal best. The program’s
emphasis on multicultural understanding and respect for all persons undergirds its
approach to diversity and the development of meaningful learning experiences for all
students.
The program includes study of curriculum scope and sequence, a broad range of best
practice teaching/learning strategies, and the integrated use of instructional technolo-
gy. Course work is enhanced and linked to classroom practice through extensive pre-
student teaching field experiences that progress from observation to participation to
full class teaching.
The program was designed to prepare educators who are able to integrate technology
in teaching and learning, adopt instructional approaches that are socially and cultural-
ly connected to learners, and model strong moral values and ethics in their profession-
al practice and interactions. The curriculum model below shows the program compo-
nents. Degree maps for each concentration outline the specific courses in the discipline
and number of credits required for graduation. See an advisor for the degree map for
your area of concentration.
185
n Curriculum requirements for the Teacher Education Core

EDUC 201 Educ. Foundations 3
Bachelor of Science in Childhood EDUC 203 Intro. Ed. Technology 3
Education EDUC 211 Curriculum and Instruction 3
EDUC 212 Teaching, Learning and Growth 3
2 credits EDUC 306 Serving Special Needs Students 3
English PSYC 220 Child Psychology 3
WRIT 101 College Comp I 3
WRIT 151 College Comp II 3 18 credits
SPCH 105 Basic Speech 3 Curriculum and Instruction
LITR 350 Children’s Literature 3 EDUC 318 Teaching Reading 3
One Group B English 3 EDUC 319 Reading and Language
Arts for At-Risk Learners 3
15 credits EDUC 370 Strategies using Instructional
Social Sciences Technology in Science 3
PHIL 110 Problems of Philosophy 3 EDUC 371 Strategies using Instructional
HIST 110 American History I 3 Technology in Mathematics 3
HIST 150 American History II 3 EDUC 372 Strategies using Instructional
HIST 170 History of NY State 1 Technology in Social Studies 3
HIST 210 The Contemporary World 3 EDUC 374 Curriculum Articulation through
PSCI 110 Amer Govt Politics 3 Multimedia 3
Behavioral Science Professional Semester
PSYC 101 Introductory to Psychology 3 EDUC 489 Seminar in Student Teaching 3
EDUC 490 Supervised Student Teaching 6
Economics
ECON 101 Basic Economics 3 9 credits
Physical Science Note: 220 hours of field experience are required

PHYS 115 Humanity and the Physical Universe 3 prior to student teaching.
Life Science Required Non-credit Workshops 0 cr
BIOL 102 Basic Concepts in Life Sciences 3 Reporting and Prevention of Child Abuse/Abduction
Safety and Violence Education (SAVE)
Mathematics 6-12 credits Personal Health Workshop
Courses/credits dependent on concentration Fire Safety
Language Total credits required—127-139
SPAN 101 Elem. Spanish I 3
SPAN 151 Elem. Spanish II 3 (1) All entering first-year freshmen, transfer students with less than
6 credits College Success Seminar (p. 83)
Artistic Expression 3 credits

One fine art course with approval
Arts and Science Concentration
(30 credits minimum)
Courses and credits are dependent on the subject
concentration. Concentrations are available in biolo-
gy, chemistry, English, physics, political science, psy-
chology.
186
School of Education
Adolescence Education
The programs in Adolescence Education prepare individuals to teach specific subjects
in grades 7 to 12. They lead to a B.S. in Adolescence Education with a specialization in
one of the following subject areas: Biology, Chemistry, English, Mathematics, Physics,
or Social Studies. Graduates of the programs are eligible for initial NYS certification to
teach their content subject in grades 7-12.
The programs of study were designed to give aspiring teachers a broad background in
the liberal arts and sciences through NYIT’s core curriculum and maximum knowledge
and technical skills in the subject matter they will teach through rigorous 30-36-cred-
it area concentrations. In addition, the program provides a strong professional educa-
tion component including preparation to infuse cutting-edge technology in a wide vari-
ety of instructional strategies to help meet the learning needs of all students. The
courses in the content area concentration provide breath and depth in the subject mat-
ter and the background to excel in teaching and graduate study. Education course work
is enhanced and linked to classroom practice through extensive pre-student teaching
field experiences that progress from observation to participation to full class teaching.
The programs culminate in full-time student teaching with the support of master
teachers and a college field supervisor.
For the specific courses in each of the subject areas, see the detailed curriculum for
each major on the pages that follow.
187
n Curriculum requirements Biology Concentration

BIOL 150 General Biology II 4
for the Bachelor of Science BIOL 310 Human Physiology 4
in Adolescence Education: BIOL 330 Microbiology 4
Biology 7-12 BIOL 107 Environmental Science OR 3
BIOL 230 Ecology 3
2 cr BIOL 340 Biochemistry 4
English BIOL 410 Genetics OR 4
WRIT 101 College Comp I 3 BIOL 430 Cell Physiology 4
WRIT 151 College Comp II 3 CHEM110 General Chemistry I 4
SPCH 105 Basic Speech 3 CHEM150 General Chemistry II 4
LITR 350 Children’s Literature 3 CHEM210 Organic Chemistry I 4
WRIT 316 Writing for Tech. Professions 3 CHEM250 Organic Chemistry II 4
Social Sciences Professional Education Core
PHIL 110 Problems of Philosophy 3 EDUC 201 Educational Foundations 3
HIST 210 Contemporary World 3 EDUC 203 Intro. to Ed. Technology 3
Social Science Option 3 EDUC 211 Curriculum and Instruction 3
9 credits EDUC 306 Serving Special Needs Students 3
Behavioral Science EDUC 317 Literacy Across the Curriculum 3
PSYC 101 Intro. to Psychology 3 EDUC 330 Methods and Materials
of Teaching Science 3
Economics
Physical Sciences Professional Semester
PHYS141/140 Physics for Life Science I 4 EDUC 489 Seminar in Student Teaching 3
PHYS161/160 Physics for Life Science II 4 EDUC 490 Supervised Student Teaching 6
8 credits 9 credits
Life Science
BIOL 110 General Biology I 4 Note: 140 hours of field experience are required
Mathematics prior to student teaching.
MATH 161 Basic Applied Calculus 3 Required Workshops 0 cr
7 credits Reporting and Prevention of Child Abuse/Abduction
Language Study Teaching Personal Health
SPAN 101 Elem. Spanish I 3 Teaching Fire Safety
SPAN 151 Elem. Spanish II 3
Total Credits 127-129
6 credits
Artistic Expression 12 credits, and students on probation are required to complete the
One Fine Arts course w/approval 3 credits College Success Seminar (see p. 83).
188
School of Education
n Curriculum requirements Artistic Expression

One Fine Arts course w/approval 3 credits
for the Bachelor of Science
in Adolescence Education: Chemistry Concentration
Chemistry 7-12 BIOL 107 Environmental Science 3
BIOL 150 General Biology II 4
2 credits BIOL 310 Human Physiology 4
BIOL 340 Biochemistry 4
English CHEM 110 General Chemistry I 4
WRIT 101 College Comp I 3 CHEM150 General Chemistry II 4
WRIT 151 College Comp II 3 CHEM 210 Organic Chemistry I 4
SPCH 105 Basic Speech 3 CHEM250 Organic Chemistry II 4
LITR 350 Children’s Literature 3 CHEM 310 Quantitative Analysis 4
WRIT 316 Writing for Tech. Professions 3 CHEM 410 Physical Chemistry I 4
Social Sciences Professional Education Core
PHIL 110 Problems of Philosophy 3 EDUC 201 Educational Foundations 3
HIST 210 Contemporary World 3 EDUC 203 Intro. to Ed. Technology 3
6 credits EDUC 211 Curriculum and Instruction 3
Behavioral Science 3 credits EDUC 306 Serving Special Needs Students 3
PSYC 101 Intro. to Psychology 3 EDUC 317 Literacy Across the Curriculum 3
Economics 3 credits EDUC 330 Methods and Materials
ECON 101 Basic Economics 3 of Teaching Science 3
Physical Sciences 21 credits
PHYS 175 Physics Pre-Med I 5 Professional Semester
PHYS 185 Physics Pre-Med II 5 EDUC 489 Seminar in Student Teaching 3
10 credits
Life Science 9 credits
BIOL 110 General Biology I 4
Mathematics Note: 140 hours of field experience are required
MATH 141 Precalculus 4 prior to student teaching.
MATH 170 Calculus I 4
MATH 180 Calculus II 4 Required Workshops 0 cr
Language Study Teaching Personal Health
SPAN 101 Elem. Spanish I 3 Teaching Fire Safety
6 credits
189

One Fine Arts course w/approval 3 credits
in Adolescence Education: Physics Concentration
Physics 7-12 PHYS 180 General Physics II 4
PHYS 220 General Physics III 4
2 credits PHYS 330 Advanced Laboratory I 2
PHYS 340 Analytical Mechanics 3
English PHYS 360 Advanced Laboratory II 2
WRIT 101 College Comp I 3 PHYS 370 Electricity and Magnetism I 3
WRIT 151 College Comp II 3 PHYS 410 Modern Physics I 3
SPCH 105 Basic Speech 3 PHYS 450 Mathematical Physics 3
LITR 350 Children’s Literature 3
WRIT 316 Writing for Tech. Professions 3 24 credits
15 credits Science Elective (select one) 3 credits
BIOL 107 Environmental Science 3
Social Sciences BIOL 230 Ecology 3
PHIL 110 Problems of Philosophy 3 PHYS 310 Optics 3
HIST 210 Contemporary World 3
Professional Education Core
6 credits EDUC 201 Educational Foundations 3
Physical Science EDUC 203 Intro. to Ed. Technology 3
PHYS 170 General Physics I 4 EDUC 211 Curriculum and Instruction 3
Behavioral Science EDUC 306 Serving Special Needs Students 3
PSYC 101 Intro. to Psychology 3 EDUC 317 Literacy Across the Curriculum 3
Economics EDUC 330 Methods and Materials
ECON 101 Basic Economics 3 of Teaching Science 3
Professional Semester
EDUC 489 Seminar in Student Teaching 3
MATH 180 Calculus II 4
MATH 260 Calculus III 4
MATH 310 Linear Algebra 3 9 credits
MATH 320 Differential Equations 3
22 credits Note: 140 hours of field experience are required
Life Sciences prior to student teaching.
CHEM 110 General Chemistry I 4
CHEM 150 General Chemistry II 4
Required Workshops 0 cr
Language Study Safety and Violence Education (SAVE)
SPAN 101 Elem. Spanish I 3 Teaching Personal Health
SPAN 151 Elem. Spanish II 3 Teaching Fire Safety
6 credits
190
School of Education
n Curriculum requirements Mathematics Core

for the Bachelor of Science MATH 180 Calculus II 4
in Adolescence Education: MATH 220 Probability Theory 3
Mathematics 7-12 MATH 235 Applied Statistics 3
2 credits MATH 310 Linear Algebra 3
English MATH 320 Differential Equations 3
WRIT 101 College Comp I 3
WRIT 151 College Comp II 3 24 credits
SPCH 105 Basic Speech 3 Mathematics Electives (select three)
LITR 350 Children’s Literature 3 MATH 110 Introductory Seminar 2
WRIT 316 Writing for Tech. Professions 3 MATH 210 Plane Geometry 3
MATH 215 Intro. to Sets and Logic 3
15 credits MATH 350 Advanced Calculus 3
Social Sciences MATH 360 Functions: Complex Variations 3
PHIL 110 Problems of Philosophy 3 MATH 450 Partial Differential Equations 3
History or Political Science Option 3 MATH 455 Numerical Analysis 3
MATH 460 Advanced Seminar 3
6 credits
8-9 credits
Mathematics
MATH 141 Precalculus 4 Professional Education Core
Behavioral Science
EDUC 203 Intro. to Ed. Technology 3
EDUC 211 Curriculum and Instruction 3
Economics EDUC 212 Teaching, Learning and Growth 3
ECON 101 Basic Economics 3 EDUC 306 Serving Special Needs Students 3
Physical Science EDUC 317 Literacy Across the Curriculum 3
PHYS 170 General Physics I 4 EDUC 350 Methods and Materials
and of Teaching Math 3
PHYS 180 General Physics II 4 21 credits
or
PHYS 175 Physics for Pre-Med I 5 Professional Semester
and EDUC 489 Seminar in Student Teaching 3
PHYS 185 Physics for Pre-Med II 5 EDUC 490 Supervised Student Teaching 6
8-10 credits 9 credits

Life Sciences
BIOL 102 Basic Concepts—life Sciences 3 Note: 140 hours of field experience are required
CHEM 105 Applied Chemistry 3 prior to student teaching.
6 credits
Language Study Required Workshops 0 cr
SPAN 101 Elem. Spanish I 3 Reporting and Prevention of Child Abuse/Abduction
SPAN 151 Elem. Spanish II 3 Safety and Violence Education (SAVE)
Teaching Personal Health
6 credits Teaching Fire Safety
Electives 3-6 credits Total Credits 121-127
Artistic Expression
One Fine Arts course w/approval 3 credits 12 credits, and students on probation are required to complete the
191
n Curriculum requirements Literature

LITR 310
and Culture Option
Modern Poetry 3
for the Bachelor of Science LITR 315 Modern Drama 3
in Adolescence Education: LITR 320 Shakespeare 3
English 7-12 LITR 330 Survey of World Literature 3
LITR 331 Art of the Novel 3
2 credits LITR 332 Survey of Jewish Literature 3
English LITR 340 African American Literature 3
WRIT 101 College Comp I 3 LITR 341 20th Century American Literature 3
WRIT 151 College Comp II 3 LITR 342 19th Century American Literature 3
SPCH 105 Basic Speech 3 LITR 410 Literature Seminar 3
LITR 350 Children’s Literature 3
WRIT 350 Writing for Comm. Arts 3 15 credits
Drama Option
15 credits LITR 315 Modern Drama 3
Social Sciences LITR 320 Shakespeare 3
PHIL 110 Problems of Philosophy 3 LITR 410 Literature Seminar (drama) 3
HIST 210 Contemporary World 3 THEA 110 Intro. to Theater Arts 3
THEA 210 Principles of Acting 3
6 credits THEA 260 Advanced Acting 3
Behavioral Science THEA 265 Wkshp in Theatrical Performance 2
PSYC 101 Intro. to Psychology 3 THEA 270 Wkshp in Theatrical Performance 3
THEA 275 Wkshp in Theatrical Performance 4
Economics
Physical Science Professional Writing Option
PHYS 115 Humanity and the Physical Universe 3 SPCH 205 Professional Speaking 3
Life Sciences WRIT 210 Wkshp in Publication 2
BIOL 102 Basic Concepts—Life Sciences 3 WRIT 220 Wkshp in Publication 3
WRIT 230 Wkshp in Publication 4
Mathematics WRIT 351 Advanced Technical Writing 3
MATH 115 Intro. Concept in Mathematics 3 WRIT 355 Advanced Writing and Editing 3
MATH 141 Precalculus 4 WRIT 363 Writing for the Web 3
WRIT 366 Survey of Technical and
7 credits
Professional Document Production 3
Language Study WRIT 415 Internship in Technical
SPAN 101 Elem. Spanish I 3 and Professional Writing 3
15 credits
Artistic Expression
One Fine Arts course w/approval 3 Concentration: English Core
LITR 420 Literature Survey 3
Professional Education Core LITR 430 Major Author 3
EDUC 201 Educational Foundations 3 LITR 440 Multicultural Literature 3
EDUC 203 Intro. to Ed. Technology 3 LITR 450 Special Topics in Literature 3
EDUC 211 Curriculum and Instruction 3 LITR 460 Capstone Seminar 3
EDUC 306 Serving Special Needs Students 3 15 credits
EDUC 317 Literacy Across the Curriculum 3 English Electives 12 cr
EDUC 325 Methods and Materials
of Teaching English 3 Professional Semester
EDUC 489 Sem. in Student Teaching 3
21 credits EDUC 490 Supervised Student Teaching 6
Required Workshops 0 cr 9 credits
Reporting and Prevention of Child Abuse/Abduction
Teaching Personal Health Note: 140 hours of field experience are required
Teaching Fire Safety prior to student teaching.
12 credits, and students on probation are required to complete the Total Credits 121-123
192
School of Education

One Fine Arts course w/approval 3
in Adolescence Education: Social Studies Concentration
Social Studies 7-12 PSCI 110 American Gov’t. and Politics 3
PSCI 210 Comparative Gov’t. 3
2 credits PSCI 230 International Relations 3
PSCI 305 Politics and Society 3
English PSCI 325 Public Administration 3
WRIT 101 College Comp I 3 HIST 110 American History I 3
WRIT 151 College Comp II 3 HIST 150 American History II 3
SPCH 105 Basic Speech 3 PHIL 110 Problems of Philosophy 3
LITR 350 Children’s Literature 3 PHIL 220 Ethics and Social Philosophy 3
WRIT One Group B 3 PHIL 250 Logic and Scientific Method 3
15 credits Political Science Elective 3
History Elective 3
Social Sciences
PHIL 110 Problems of Philosophy 3 36 credits
HIST 210 Contemporary World 3 Professional Education Core
6 credits EDUC 201 Educational Foundations 3
EDUC 203 Intro. to Ed. Technology 3
Mathematics EDUC 211 Curriculum and Instruction 3
TMAT 135 Technical Math I` 4 EDUC 212 Teaching, Learning and Growth 3
TMAT 155 Technical Math II 4 EDUC 306 Serving Special Needs Students 3
8 credits EDUC 317 Literacy Across the Curriculum 3
EDUC 335 Methods and Materials
Economics of Teaching Social Studies 3
ECON 101 Basic Economics 3
ECON 105 Principles of Economics I 3 21 credits
ECON 110 Principles of Economics II 3 Professional Semester
9 credits EDUC 489 Seminar in Student Teaching 3
Behavioral Science
ANTH 101 Anthropology 3 9 credits
or
SOCI 101 Intro. to Sociology 3
Note: 140 hours of field experience are required
prior to student teaching.
PSYC 240 Educational Psychology 3
9 credits Required Workshops 0 cr
Natural Sciences Reporting and Prevention of Child Abuse/Abduction
BIOL 102 Basic Concepts—life Sciences 3 Safety and Violence Education (SAVE)
PHYS 115 Humanity and the Physical Universe 3 Personal Health Workshop
Fire Safety
6 credits
Language Study
SPAN 101 Elem. Spanish I 3 (1) All entering first-year freshmen, transfer students with less than
SPAN 151 Elem. Spanish II 3 12 credits, and students on probation are required to complete the
6 credits
193
Business and Marketing Education

The program in Business and Marketing Education prepares candidates for careers as
teachers of business related subjects (accounting, marketing, business math, etc.). It
provides the foundation of knowledge and skills required by NYS Student Learning
Standards in Career Development and Occupational Studies (CDOS). It leads to a B.S. in
Business and Marketing and NYS certification as a Business and Marketing teacher for
all grades. The program was designed to give aspiring teachers a broad background in
the liberal arts and sciences through NYIT’s core curriculum and a substantial knowl-
edge base in the business content they will teach through a rigorous 36-credit area
concentration taken in the School of Management. Course work addresses the subject
matter identified by NYS as critical to students’ preparation for careers in business:
business communications, accounting, marketing, information technology, qualitative
and quantitative analysis, economics, banking, law, and finance.
In addition, the program provides a strong professional education component including
preparation to infuse cutting-edge technology in a wide variety of instructional strate-
gies to help meet the learning needs of all students. The teacher education course work
is enhanced and linked to classroom practice through extensive pre-student teaching
field experiences that progress from observation to participation to full class teaching.
The program culminates in full-time student teaching with the support of master
teachers and a college field supervisor.
194
School of Education
n Curriculum requirements Concentration: Business and Marketing

MGMT101 Intro. to Business 3
for the Bachelor of Science MRKT 101 Intro. to Marketing 3
in Business and Marketing ACCT 101 Accounting I 3
ACCT 110 Managerial Accounting 3
2 credits LLAW 101 Business Law I 3
English LLAW 150 Business Law II 3
WRIT 101 College Comp I 3 FINC 201 Corporation Finance 3
WRIT 151 College Comp II 3 MIST 101 Intro. to Computer Applications 3
SPCH 105 Basic Speech 3 MIST 205 Software and Hardware Survey 3
LITR 350 Children’s Literature 3 MGMT205 Organizational Behavior 3
WRIT 310 Business Writing 3 QANT 301 Statistical Sampling Theory 3
Business Elective 3
15 credits
36 credits
Social Sciences
PHIL 110 Problems of Philosophy 3 Professional Education Core
HIST 210 Contemporary World 3 EDUC 201 Educational Foundations 3
PSCI 110 American Gov’t. and Politics 3 EDUC 203 Intro. to Ed. Technology 3
EDUC 211 Curriculum and Instruction 3
9 credits EDUC 212 Teaching, Learning and Growth 3
Mathematics EDUC 306 Serving Special Needs Students 3
MATH 125 Finite Mathematics 3 EDUC 317 Literacy Across the Curriculum 3
MATH 151 Fundamentals of Calculus 3 EDUC 340 Methods and Materials
of Teaching Business 3
6 credits
21 credits
Behavioral Science
PSYC 101 Intro. to Psychology 3 Professional Semester
SOCI 101 Intro. to Sociology 3 EDUC 489 Seminar in Student Teaching 3
6 credits
9 credits
Economics
ECON 105 Principles of Economics I 3
ECON 110 Principles of Economics II 3 Note: 140 hours of field experience are required
ECON 201 Money and Banking 3 prior to student teaching.
9 credits
Required Workshops 0 cr
Physical Science Reporting and Prevention of Child Abuse/Abduction
PHYS 115 Humanity and the Physical Universe 3 Safety and Violence Education (SAVE)
Life Sciences Personal Health Workshop
BIOL 101 Humanity and the Biological Universe 3 Fire Safety
Language Study Total Credits 129-131
SPAN 151 Elem. Spanish II 3 (1) All entering first-year freshmen, transfer students with less than
6 credits
Artistic Expression
One Fine Arts course w/approval 3
Psychology
PSYC 223 Adolescent Psychology 3
195

The programs in Career and Technical Education prepare individuals with work experience
in a technical or occupational field to teach in the area of their expertise in grades 7
to 12. Career and Technical Education (also referred to as occupational education) is
one of areas identified by NYS Department of Education as having a shortage of
teachers; thus job prospects for qualified graduates are very promising.
The programs complement the knowledge and skills acquired through practical on-the-
job experience, and take maximum advantage of the candidate’s qualifications and
abilities. Up to 36 credits may be granted toward a bachelor’s degree for qualified work
experience. Criteria for credit include validation of the work experience and competen-
cy in the field. Note: The bachelors degree qualifies candidates for initial certification
or professional certification, depending on prior certification and teaching experience.
There are three areas of specialization offered in the Bachelor of Science in Career and
Technical Education: Health Occupation Subjects 7-12, Technical Subjects 7-12, and
Trade Subjects 7-12. Candidates become certified in a single subject, based on their
professional area. The list below shows the areas of teacher certification in Career and
Technical Education and their certifications code.
Three major areas of specialization are offered:
Health Occupations Subjects:
Dental Assisting (8200)
Dental Laboratory Assisting (8201)
Health Assisting (8220)
Home Health Assisting (8230)
Medical Assisting (8240)
Medical Laboratory Assisting (8250)
Medical Therapy Assisting (8260)
Nurse’s Assisting (8290)
Ophthalmic Dispensing (8426)
Physical Therapy Assisting (8285)
Practical Nursing (8300)
Radiation Therapy Assisting (8280)
Technical Subjects
Aerospace Technology (8134)
Architectural Technology (8135)
Biological Technology (8144)
Chemical Technology (8136)
Civil Technology (8137)
Computer Technology (8138)
Electrical/Electronic Technology (8139)
Electro/Mechanical Technology (8140)
Fashion Design Technology (8141)
Industrial Design Technology (8142)
Manufacturing Technology (8143)
Marine Technology (8761)
Mechanical Technology (8145)
Systems Technology (8146)
Transit Technology (8154)
196
School of Education
Technical Subjects
Automotive Service (8162)
Diesel Mechanic (8163)
Heavy Equipment Repair and Operation (8164)
Vehicle Body Repair and Painting (8103)
Vehicle Mechanical Repair (8102)
Drafting (8392)
Electrical/Electronic Equipment Occupations Repair and Installation (8109)
Electro-mechanical Equipment Occupations Repair and Installation (8110)
Elevator Mechanic (8161)
Commercial Art (8111)
Professional Photography (8112)
Printing/Lithography (8113)
Carpentry (8114),
Masonry (8115)
Plumbing (8116)
Electrical (8117)
Heating, Ventilation, Air Conditioning and Refrigeration (8118)
Residential/Commercial Building Maintenance and Remodeling (8119)
Machine Tool Operation/Machine Shop (8120)
Sheet Metal (8121)
Welding (8122)
Machine/Specialty Area (8123)
Motorcycle, Marine and Outdoor Power Equipment Occupations (8124)
Jewelry Making (8166)
Cosmetology (8129)
Airframe Maintenance and Repair (8125)
Power Plant Maintenance and Repair (8126)
Avionics Servicing and Repair (8127)
Ground Support Equipment Maintenance and Repair (8128)
Optical Mechanics (8427)
Public and Private Security (8130)
Visual Merchandising (8429)
Dance - Classical Ballet (8155)
Dance - Modern (8157)
Dance Music (8158)
Drama (8159)
Stage Design (8165)
Food Preparation Baker(8420)
Food Preparation Catering (8421)
Food Preparation Cook/Chef (8422)
Food Preparation Meat Cutter (8423)
Food Preparation Store Services (8425)
Note: New York State teacher certification regulations provides options for qualifying for initial certification in
one of these areas prior to completing the bachelor's degree. Individuals who are interested in applying for ini-
tial certification through individual transcript review while enrolled in the bachelor's degree program should
contact their advisor. If candidates hold the initial certification, the bachelor's degree qualifies them profession-
al certification, providing they have met the state's testing and teaching experience criteria.
197
n Curriculum requirements Professional Education

for Bachelor of Science in Career EDUC 203 Intro. to Ed. Technology 3
and Technical Education: Health EDUC 212 Teaching, Learning and Growth 3
Occupations Subjects, Technical EDUC 306 Serving Special Needs Students 3
Subjects or Trade Subjects EDUC 317 Literacy Across the Curriculum 3
EDUC 260 Methods and Materials Teaching
2 credits Occupational Ed. 3
English EDUC 262 Curriculum Development
WRIT 101 College Comp I 3 for Occupational Education 3
WRIT 151 College Comp II 3 EDUC 265 Occupational Analysis 3
SPCH 105 Basic Speech 3
LITR 350 Children’s Literature 3 24 credits
WRIT 310 Business Writing 3 Professional Semester
or EDUC 263 Occupational Professional
WRIT 316 Writing for Tech. Professions 3 Development Seminar 3
or
15 credits EDUC 463 Professional Development Seminar 3
Mathematics and
MATH 115 Intro Concept of Math 3 EDUC 294 Supervised Student Teaching in 3
TMAT 135 Technical Math I 4 Occupational Ed.
or
7 credits EDUC 494 Supervised Student Teaching in 3
Physical Sciences Occ. Ed.
PHYS 115 Humanity and Physical Universe 3
6 credits
Life Science
Career and Technical Electives 6
BIOL 101 Humanity and Biological Universe 3
Health, Technical or Trade Concentration 36 cr
Social Science
Courses or experience; max. 20 cr granted for 5 yrs.
HIST 210 Contemp. World Hist. 3
eligible work experience;
or
Max 16 cr granted for 4 yrs. teaching in field
PSCI 110 Amer. Gov’t. and Politics 3
PHIL 110 Problems of Philosophy 3 Required Non-credit Workshops
6 credits Safety and Violence Education (SAVE)
Economics Teaching Personal Health
ECON 101 Basic Economics 3 Teaching Fire Safety
Behavioral Science Note: a minimum of 160 hours of field experience is
PSYC 101 Intro. to Psychology 3 required prior to student teaching
Language
SPAN 101 Elementary Spanish I 3 Total Credits 126-128
SPAN 151 Elementary Spanish II 3
General Electives 3 credits
Liberal Arts Electives 6 credits
198
School of Education
Technology Education
Technology is an applied discipline that focuses on extending human capabilities and
problem solving in the real world. Technology education teaches children in grades 1 to
12 how the principles of science and mathematics, the art of design, and human and/or
computer skill and technique combine and work in manufacturing, communications,
construction, power, energy, and environmental control. The School of Education
Technology Education program leads to the Bachelor of Science in Technology
Education and certification as a technology teacher for all grades. Technology
Education is one of areas identified by NYS Department of Education as having a short-
age of teachers. As schools implement curriculum geared to Student Learning
Standards in Math, Science and Technology, this shortage may become more acute.
The Technology Education program gives aspiring teachers a broad background in the
liberal arts and sciences through NYIT’s core curriculum and a significant knowledge
and skills base in the subject matter they will teach through a rigorous 43-48-credit
area concentration. The content courses address all of the topics recommended by
NYSED: design, communication and information technology, construction technology,
electricity/electronics, energy, engineering, manufacturing, transportation, materials,
systems, and technology as a human endeavor. The Technology Education has been
accorded national recognition by the International Technology Education Association of
the Council on Technology Teacher Education (ITEA/CTTE).
In addition the program provides a strong professional education including preparation
to infuse cutting-edge technology in a wide variety of instructional strategies to help
meet the learning needs of all students. Education course work is enhanced and linked
to classroom practice through extensive pre-student teaching field experiences that
progress from observation to participation to full class teaching. The programs culmi-
nate in full-time student teaching with the support of master teachers and a college
field supervisor. The curriculum requirements below outline the general program of
study for technology education.
199
n Curriculum requirements Required Technical Courses

DSGN 211 Structures 2
for the Bachelor of Science DSGN 222 Materials I 2
in Technology Education CTEC 205 Computer Programming 3
ARCH 140 Visualization I 3
2 credits ETEC 110 Electrical Tech I 4
English ETEC 120 Electrical Tech II 4
WRIT 101 College Comp I 3 ETEC 131 Electronic Tech I 4
WRIT 151 College Comp II 3 ENVT 301 Air and Noise Pollution 3
SPCH 105 Basic Speech 3 MENG105 Engineering Graphics 2
LITR 350 Children’s Literature 3 MTEC 210 Intro. to CAD 3
WRIT 316 Writing for Tech. Prof. 3 MTEC 220 Automation and Computer
Aided Manufacturing 3
15 credits RADI 101 Fund. Radio Production 3
Social Sciences or
PHIL 230 Technology, Society and Values 3 TEVE 101 Fund. TV Production 3
36 credits
PSCI 110 American Government and Politics 3
Technology Electives 3-5 credits
9 credits
Teacher Education Core
Behavioral Science EDUC 201 Educational Foundations 3
PSYC 101 Intro. to Psychology 3 EDUC 203 Intro. to Ed. Technology 3
or EDUC 212 Teaching, Learning and Growth 3
SOC 101 Intro to Sociology EDUC 306 Serving Special Needs Students 3
3 credits EDUC 317 Literacy Across the Curriculum 3
EDUC 345 Curriculum for Technology Education 3
Economics EDUC 346 Methods of Teaching
ECON 101 Basic Economics 3 Technology Education 3
Physical Science EDUC 365 Strategies Using Instructional
PHYS 130 Introductory Physics 3 Technology in Technology Education 3
Life Sciences 24 credits
BIOL 107 Environmental Science 3 Professional Semester
CHEM 105 Applied Chemistry 3 EDUC 489 Seminar in Student Teaching 3
6 credits EDUC 490 Supervised Student Teaching 6
TMAT 135 Tech. Math I 4
TMAT 155 Tech. Math II 4 Note: 160 clock hours of approved field experience
are required prior to Professional Semester
8 credits
Language Required Non-credit Workshops 0 cr
SPAN 101 Elem. Spanish I 3 Reporting and Prevention of Child Abuse and Abduction
SPAN 151 Elem. Spanish II 3 Safety and Violence Education (SAVE)
6 credits Teahing Personal Health
Teaching Fire Safety
Artistic Expression
ARTC 201 Computer Graphics 3 Total Credits 135-138
or
One Fine Arts course w/approval 3 (1) All entering first-year freshmen, transfer students with less than
3 credits College Success Seminar (see p. 83)
Liberal Arts Elective 3 credits
200
School of Education

The program in Visual Arts Education is offered in conjunction with the School of Arts,
Sciences, and Communication and leads to NYS certification as a Teacher of Visual Arts
(all grades) and to a Bachelor of Fine Arts in Visual Arts.
The Visual Arts Education program gives aspiring art teachers a broad background in
the liberal arts and sciences through NYIT’s core curriculum and a solid knowledge and
skills base in art with a strong emphasis on design, drawing, art history, computer
graphics and studio art.
In addition the program provides a strong professional education including preparation
to infuse cutting-edge technology in a wide variety of instructional strategies to help
meet the learning needs of all students. Education course work is enhanced and linked
to classroom practice through extensive pre-student teaching field experiences that
progress from observation to participation to full class teaching. The programs culmi-
nate in full-time student teaching with the support of master teachers and a college
field supervisor.
201
n Curriculum requirements Concentration: Visual Arts

for the Bachelor of Fine Arts ARTH 151 Art History II 3
in Visual Arts Education ARTH 201 Art History III 3
ARTW101 Drawing I 3
2 credits ARTW151 Drawing II 3
English ARTD 101 2-D Design I 3
WRIT 101 College Comp I 3 ARTD 151 2-D Design II 3
WRIT 151 College Comp II 3 ARTD 102 3-D Design I 3
SPCH 105 Basic Speech 3 ARTD 152 3-D Design II 3
LITR 350 Children’s Literature 3 ARTP 201 Painting I 3
WRIT 325 Writing for Arts and Architecture 3 ARTS 201 Sculpture I 3
15 credits ARTC 201 Computer Graphics I 3
Social Sciences ARTC 251 Computer Graphics II 3
PHIL 110 Problems of Philosophy 3
42 credits
Fine Arts Electives 6 credits
6 credits ARTW201 Drawing III 3
Mathematics ARTP 251 Painting II 3
MATH 115 Intro. Concepts of Mathematics 3 ARTS 251 Sculpture II 3
MATH Math Option 3 ARTR 201 Printing I 3
6 credits Professional Education Core
Behavioral Science EDUC 203 Intro. to Ed. Technology 3
PSYC 101 Intro. to Psychology 3 EDUC 211 Curriculum and Instruction 3
Economics EDUC 212 Teaching, Learning and Growth 3
ECON 101 Basic Economics 3 EDUC 306 Serving Special Needs Students 3
EDUC 317 Literacy Across the Curriculum 3
Physical Science EDUC 320 Methods and Materials
PHYS 115 Humanity and the Physical Universe 3 of Teaching Art 3
Life Science
21 credits
BIOL 101 Humanity and the Biological Universe 3
Professional Semester
Language Study
EDUC 489 Seminar in Student Teaching 3
9 credits
6 credits
Liberal Arts Option 3 credits
Note: 140 hours of field experience are required
Required Workshops 0 cr prior to student teaching.
Teaching Personal Health Total Credits 126-128
Teaching Fire Safety
College Success Seminar. (see p. 83)
WHEN CAN YOU START?
202
School of Education
Course Descriptions learning styles, technology integration, multicultural diversi-

ty, rubrics and assessment. Students design a unit plan apply-
EDUC 108 ing learning principles and a systematic, constructivist, learn-
College Reading Strategies er-active approach to instruction. Through required field-
2-1-3 work, pre-service teachers participate in the implementation
A performance-based course providing intensive, direct of the curriculum in the classroom Prerequisite: Approval for
instruction leading to rapid improvement in the reading and Teacher Certification candidacy, Department Chairperson’s
study strategies needed for college and career success. approval.
EDUC 201 EDUC 212
Educational Foundations Teaching, Learning and Growth
3-0-3 3-0-3
This course is a study of major educational factors that impact Students will study the processes of physical, cognitive and
on the schools. The topics emphasized are social issues, school psychosocial growth and development in early and middle
governance and finance, cultural diversity, learning and learn- childhood and adolescence, and how to provide learning
ing styles, inclusion, curriculum and instruction, legal issues, experiences (and conduct assignments) reflecting the under-
global education, and technology integration in the class- standing of those processes. Developmental issues specifical-
room. Historical and philosophical approaches are emphasized ly pertaining to home, school and community will be exam-
and sociological principles are applied to the solution of these ined. Students will explore pedagogical concepts, knowledge
problems. In this required course for teacher certification the and skills that will allow them to become good and effective
profession of teaching is studied and experienced through teachers and foster effective relationships with their pupils
required field observations, a visit to a school board meeting that increase motivation, readiness to learn, and ability to
and by modeling a constructivist, learner-active approach to interact and collaborate with others. Students will learn how
instruction. Required for teacher certification students. to enhance student achievement, create a positive classroom
EDUC 203 climate, effectively communicate with their pupils, manage
Introduction to Educational Technology the classroom and improve pupil cooperation. Field observa-
3-0-3 tion is required. Required for teacher certification students.
This keystone course will provide students with a technology EDUC 214
toolbox for lifelong learning and teaching. The student learns Middle Childhood Characteristics
theoretical and application related uses of databases, spread- and Development
sheets, telecommunications, word processing, presentation 3-0-3
and modeling tools which are integrated and enhanced in all This course prepares professionals to understand the develop-
courses in the program. Students develop skills in using tech- mental characteristics and educational needs of the early
nology and in teaching K-12 students to use technology to adolescent. The course topics will include the physiological,
acquire information, communicate successfully in person, on sociological, emotional, intellectual, and moral characteris-
paper and online, and to enhance learning. Field observation tics of the developmental period of early adolescence within
is required. Required for teacher certification students. social and cultural context. Study will include changes in
EDUC 211 family settings and relationships, social contexts, threats to
Curriculum and Instruction health and safety, and risk behaviors in contemporary society
3-0-3 that effect health development of young adolescents. Field
Learning and curriculum design theories and principles are observation and experience are required and integrated into
studied in this course. The topics emphasized are curriculum the course. Required for Middle Childhood Teacher
planning, methodology, evaluation, instructional strategies, Certification.
203
EDUC 215 EDUC 291/491

Middle Childhood Models and Curriculum Studies Education Seminar
3-0-3 2-0-1
This course will encompass study of various curricular struc- The student will undertake directed study in one or more
tures including interdisciplinary and multidisciplinary, as well areas of the educational process/ profession. Prerequisite:
as traditional approaches. Technology rich instructional Approval of School of Education.
strategies that are based on appropriate teaching and learn-
EDUC 292/492
ing approaches will be emphasized along with the study of
Education Seminar
school structures such as team teaching and cooperative
2-0-2
learning. Integration of content areas of the curriculum and
the process of curriculum development, adaptation, and The student will undertake directed study in one or more
assessment will be given. Early field experience is required. areas of the educational process/ profession. Prerequisite:
Required for Middle Childhood Teacher Certification. Approval of School of Education.
Prerequisite: Approval of Teacher Certification candidacy, EDUC 293/493
ACD. Education Seminar
EDUC 260 3-0-3
Methods and Materials The student will undertake directed study in one or more
of Teaching Occupational Subjects areas of the educational process. Prerequisite: Approval of
3-0-3 School of Education.
This course on siders teaching techniques and materials as EDUC 294/494
applied to selected occupational subject areas in order to Supervised Student Teaching—Occupational
develop appreciation for a variety of teaching/learning Education
methodologies. Early Field Experience is required. 0-0-3
Prerequisite: Approval of School of Education. Teaching in a school under the direction and close supervi-
EDUC 262 sion of a cooperating teacher and a college supervisor.
Curriculum Development for Teachers Appropriate experience in the various roles of a teacher for a
of Occupational Subjects minimum period to be determined by the coordinator of the
3-0-3 School of Education and the college supervisor responsible
Acquisition of curriculum-development skills and techniques. for assessing student achievement of required competencies.
Student effort will focus on in-depth development of units, Enrollment limited to individuals who are employed full time
modules, and other resource materials for teachers’ use in the and who seek certification to teach an occupational subject.
occupational subject classes. Early Field Experience is Prerequisite: Approval of School of Education. Corequisite:
required. Prerequisite: Approval of School of Education. EDUC 263/463.
EDUC 263/463 EDUC 296/496, 297/497, 298/498

Occupational Professional Development Seminar Education Workshop *
3-0-3 The student will undertake a specific educational task or
A seminar designed to facilitate development of selected tasks other than student teaching. Illustrative tasks include
occupational education professional competencies to be serving as a teacher aide, tutoring, designing curriculum
determined by assessment of individual needs during candi- components, or directing a training program for volunteers.
date’s college-supervised field experience. Learning activities Requirements include task design and implementation as
will, when appropriate, provide field support by faculty for well as development of evaluative criteria and implementa-
the demonstration of competencies under development. tion of the evaluation process. Prerequisite: Approval of the
Prerequisite: Admission to field placement semester. School of Education. *Credits to be arranged.
EDUC 265 EDUC 306

Occupational Analysis Serving Special Needs Students
3-0-3 3-0-3
Consideration of techniques for analysis of an occupational Prospective teachers focus on the growing diversity of stu-
area to identify skills and related technical information to be dent populations in contemporary elementary and secondary
taught. Independent study and application of techniques in schools. Consideration is given to servicing special needs of
the development of individual student projects. Attention will students from minority families; students with handicapping
be given to problems of shop organization and management, conditions and the use of assistive technology; and those
as appropriate. Early Field Experience is required. Prerequisite: who are identified as gifted and talented. Home and commu-
Approval of School of Education. nity factors are studied in order to foster the health, learning,
appropriate behavior and independence of all students in a
EDUC 268 supportive, respectful and least restrictive environment.
Technology for Special and Mainstreamed Particular emphasis is placed on developing open-minded-
Students ness, eliminating prejudicial bias as well as addressing tar-
3-0-3 geted students’ strengths and needs. Principles of nonsexist
A performance based instructional experience which exam- and collaborative education will also be explored. Field obser-
ines the use of technology for teaching mainstreamed stu- vation is required. Prerequisite: Approval of School of
dents having a wide range of special learning needs. Education.
Application of the technologies in the support and evaluation
of methods and curricula for different learners is covered.
204
School of Education
EDUC 313 EDUC 318

Occupationally Related Mathematics Teaching Reading
3-0-3 3-0-3
This course is designed to provide occupational education This course is designed to provide the pre-service teacher
students with practical applications of basic mathematical with the theories and principles of children’s language and
knowledge and skills as related to their specific occupational literacy development from emergent status to that of accom-
field. Successful performance will broaden and strengthen plished reader and writer. The course will focus on effective
each student's understanding of mathematical processes and strategies in teaching reading, listening, speaking, and writ-
procedures beyond mathematics study at the senior high ing for all children, including those with special learning
school level. The intent of this course is to provide each needs by developing skill in designing and offering differen-
occupational education student with the mathematical and tiated instruction, understanding learning processes that
personal finance background essential for success in teaching stimulate and sustain student achievement to each student’s
the skills needed to become a working citizen. This course will highest level of learning, and integrating technology to sup-
provide instruction in the use of mathematical procedures in port literacy acquisition activities. This course satisfies three
problem solving, decision-making, and day-to-day operations hours of teaching reading for teachers in childhood educa-
within a cross-section of the various occupational areas. A tion. Field observation and experience are required and inte-
State syllabus will describe the educational results expected, grated into the course. Prerequisites: EDUC 201, EDUC 203,
and provide examples of how the several areas of mathemat- EDUC 211, EDUC 212, PSYCH 220.
ics are applied in a variety of employment tasks.
EDUC 319
EDUC 314 Reading and Language Arts for At-Risk Learners
Occupationally Related Mathematics II 3-0-3
3-0-3 This course develops an understanding of concepts and appli-
Continuation of practical applications of mathematical prin- cation of methods and materials necessary for utilizing effec-
ciples and processes related to the student's occupational tive instructional strategies in teaching language arts.
field. Advanced algebra, geometry, personal finance problem Curriculum analysis, instructional planning and skills in
solving and decision making are key elements of this course. selecting multiple research-validated instructional strategies
Hands-on laboratory activities will be utilized so that con- for teaching students within the full range of abilities and
cept application and understanding can be assessed. developing skill in designing and offering differentiated
Prerequisites: EDUC 313 or equivalent. instruction to enhance the learning of all students is stressed.
Special emphasis is placed on understanding formal and
EDUC 315
informal methods of assessing the learning process as it
Occupationally Related Science I
applies to classroom management, raising student achieve-
3-0-3
ment to encourage each student’s highest level of learning in
Practical applications of scientific principles and processes the classroom, developing skills in identifying learners’
related to the student's occupational teaching field. This strengths, cooperative learning techniques and developing
course will focus on the health science and safety and the skills in listening, speaking, reading and writing. This course
physical applications modules of the state syllabus. Hands-on satisfies three hours of teaching reading; language acquisi-
laboratory activities will be utilized to enhance scientific con- tion and literacy development for childhood education. Field
cepts presented. Teachers of Occupationally Related Science observation and experience are required and integrated into
must prepare students to solve problems and make decisions. the course. Prerequisites: EDUC 201, EDUC 203, EDUC 211,
EDUC 316 EDUC 212, EDUC 318, PSYC 220.
Occupationally Related Science II EDUC 320
3-0-3 Methods and Materials of Teaching Art
This course will focus on chemical and material science appli- 3-0-3
cations and on the life science modules of the state syllabus. Emphasis is placed on up-to-date analysis and synthesis of
Hands-on problem solving and laboratory activities will be the standards-based content in elementary and secondary
utilized to enhance scientific concepts presented. Teachers art. This course is designed to prepare the student with mul-
will utilize models from the State Education Department syl- tiple research-validated instructional strategies, including
labus for Middle and Junior High School Science and from the use of computer technology to effectively differentiate
Secondary School Science, Technology and Society syllabus. instruction and stimulate and sustain student interest, stu-
Prerequisites: EDUC 315 or equivalent. dent collaboration, and student achievement to each stu-
EDUC 317 dent’s highest level of learning. Students use art materials
Literacy Across the Curriculum and resources, respond to and analyze works of art and
This course is designed to provide students with the knowl- understand the cultural dimensions and contribution of
edge of various approaches, methods, and procedures for use teaching the arts. Attention will be placed on literacy devel-
in content area classrooms to encourage and improve stu- opment and content terminology as it applies to art. Field
dents’ literacy skills (reading, writing, speaking, listening, and observation and experience are required and integrated into
representing). It will further provide proactive experience the course. Prerequisites: Approval for Teacher Certification
using various literacy engagements, study/learning strategies, candidacy; Department Chairperson’s Approval.
and textbooks and supplemental reading and will describe
modification, and methods of differentiation of literacy
instruction to teach students from diverse populations
including ESL/ELL students. “New literacies” will be empha-
sized across the curriculum. Field observation and experience
are required and integrated into the course. Prerequisites:
EDUC 201, EDUC 203, EDUC 212.
205
EDUC 321 EDUC 335

Multimedia Evaluation Methods and Materials of Teaching
and Classroom Applications Social Studies
3-0-3 3-0-3
This course would examine the use of multimedia technolo- Emphasis will be placed on up-to-date analysis and synthesis
gies in the classroom setting. Students will develop strategies of the standards-based content areas in history, geography,
for identifying and selecting appropriate media for instruc- economics, civics, citizenship, and government, and is
tional goals. Students will evaluate and experience current designed to prepare the student with multiple research-vali-
available multimedia program packages, that is, laser disc dated instructional strategies, including the use of computer
and CD-ROM technologies. This activity will culminate in the technology, to effectively stimulate and sustain student
design and development of interactive lessons incorporating interest, student collaboration, and student achievement to
appropriate multimedia components. Prerequisite: EDUC 203. each student's highest level of learning. The course provides
the understanding that the process of social studies synthe-
EDUC 322
sizes academic areas in the social sciences and that its teach-
Multimedia Design, Development
ing necessitates creativity and a sensitivity to culture and
and Curriculum Integration
heritage. Attention will be placed on literacy development
3-0-3
and content terminology as it applies to social studies. Field
This course would explore the factors involved in designing observation and experience are required and integrated into
and creating effective instructional multimedia materials. the course. Prerequisites: Approval for Teacher Certification
The students will develop skills and work with multimedia Candidacy; Department Chairperson’s Approval.
resources that are interactive, graphics based, relevant to
curriculum topics in the subject content field at the appropri- EDUC 340
ate grade level and include usage of telecomputing learning Methods and Materials of Teaching Business
resources. The role of the community, development of chil- 3-0-3
dren and adolescents, and consideration of the changing Emphasis is placed on up-to-date analysis and synthesis of
school population with attention to learning disabilities will the standards-based content in business. Students demon-
also be learning dimensions of the course. Prerequisites: strate an understanding of business, marketing, and multina-
EDUC 203, EDUC 211 or equivalent, and EDUC 321. tional economic concepts; perform business related mathe-
matical computations; and analyze and interpret business-
EDUC 325
related numerical information. They will demonstrate an
Methods and Materials of Teaching English
understanding of the inter-relatedness of business, social and
3-0-3
economic systems. The course is designed to prepare the stu-
This course prepares students to become teachers of English dent with multiple research-validated instructional strate-
at the secondary level. Teaching techniques, curriculum gies, including the use of computer technology, activities to
development and instructional planning are studied, stimulate and sustain student interest, techniques to develop
appraised and applied for the purpose of developing a variety student collaboration and foster achievement to each stu-
of appropriate, updated knowledge and teaching methodolo- dent’s highest level of learning. Attention will be placed on
gies to enhance the learning of all students. Special empha- literacy development and content terminology as it applies to
sis is given to understanding the learning processes in class- business. Field observation and experience are required and
room organization and management and focuses on applying integrated into the course. Prerequisites: Approval for Teacher
this understanding to stimulate and sustain student achieve- Certification Candidacy; Department Chairperson’s Approval.
ment to each student’s highest level of learning. Students will
develop skills in collaborating with others to address special EDUC 345
needs and students with disabilities in the classroom. Curriculum and Instruction
Attention will be placed on language acquisition, literacy for Technology Education
development, and content terminology as it applies to 3-0-3
English. Field observation and experience are required and This course covers the principles of learning as applied to the
integrated into the course. Prerequisites: Approval for Teacher technology teaching/learning process. Emphasis is placed on
Certification candidacy; Department Chairperson’s Approval. the development of curriculum materials and on the develop-
ment of learning activities for teaching technological con-
EDUC 330
cepts, including the NYS standards and student outcomes.
Methods and Materials of Teaching Science
Emphasis is given to curriculum planning, methodology, and
3-0-3
student learning styles and evaluation procedures. Field
Multiple strategies for presenting science on the secondary experiences are part of course requirements. Prerequisite:
level are discussed, analyzed, and practiced. This includes Approval for Teacher Certification Candidacy; Department
application activities that highlight scientific principles and Chairperson’s Approval.
practices as well as responding to a variety of learning styles.
In addition, assessment strategies are developed that coin- EDUC 346
cide with the science classroom experience. The infusion of Methods and Materials
technology into the science curriculum is a critical compo- of Teaching Technology Education
nent. Students gain insights into the use of instructional 3-0-3
technology and its effectiveness as a learning tool. Attention This course is part of the teacher preparation program in
will be placed on Literacy development and content terminol- technology education for teachers of technology in the ele-
ogy as it applies to science. Field observation and experience mentary and secondary schools. It integrates methods and
are required and integrated into the course. Prerequisites: materials to be used in teaching NYS curricula in the areas of
Approval for Teacher Certification candidacy; Department manufacturing, communications, construction, power, tech-
Chairperson’s Approval. nical drawing, computer, electronics, and graphics. Infusion
of standards into the curriculum and instructional approaches
206
School of Education
will be examined. Attention will be placed on literacy devel- EDUC 367

opment and content terminology as it applies to technology Operation of Cooperative Education Programs
education. Field observation and experience are required and 3-0-3
integrated into the course. Prerequisite: Approval for Teacher Development of the competency necessary to operate a
Certification Candidacy; Department Chairperson’s Approval. cooperative work-study program to include identification of
EDUC 350 training stations, student placement, training of on-the-job
Methods and Materials instructors, coordination and supervision of on-the- job
of Teaching Mathematics instruction, evaluation of students, educational and career
3-0-3 guidance, and safety needs of vocational students.
Prerequisite: EDUC 366.
The course includes the study and utilization of a variety of
strategies for differentiated instruction and their application EDUC 369
in the teaching of elementary and secondary mathematics. Diverse Instructional Strategies
Problem-solving strategies include hands on applications, and Curriculum Studies
visualization, and heuristics. The role of computer applica- 3-0-3
tions and use of mathematical terminology in the teaching of This course focuses on the middle school structure, the con-
standards –based mathematics is included. Attention will be cept of middle education and the basis for the active learning
placed on literacy development and content terminology as it environment. Topics will include cooperative learning, middle
applies to mathematics. Field observation and experience is school classroom management and organization, learning
required. Prerequisites: Approval for Teacher Certification centers, instructional tasks, values-clarification activities and
Candidacy; Departmental Chairperson’s Approval. instructional coordination with content fields to meet the
EDUC 364 educational needs of the early adolescent. Field observation
Operating Vocational Student Organizations and experience are required and integrated into the course.
3-0-3 Required for Middle Childhood Teacher Certification.
The purpose of this course is to develop procedures for estab- EDUC 370
lishing student organizations; planning and conducting stu- Strategies Utilizing Instructional Technology in
dent leadership activities; and the relationship of student Science
leadership activities to the classroom instructional program. 3-0-3
This course is for advisers of specific organizations such as Instructional strategies are developed that illustrate the
VICA (Vocational Industrial Clubs of America), FBLA (Future incorporation of instructional technology into elementary
Business Leaders of America), DECA (Distributive Education science curricula in alignment with the NYS Standards and
Clubs of America), and HOSA (Health Occupation Students of assessment. Software that is appropriate to instructional
America). objectives is examined, and methods of incorporating the use
EDUC 365 of software into the science classroom are developed.
Strategies Utilizing Instructional Technology in Differentiated Instruction, critical thinking skills, and tech-
Teaching Technology Education nology applications are integrated into the science curricula.
3-0-3 Attention will be placed on literacy development, and con-
tent terminology as it applies to science. Field experiences are
This course encompasses the study of traditional curricula as
part of the course requirements. Prerequisites: EDUC 201,
well as interdisciplinary and multidisciplinary approaches.
EDUC 211, EDUC 212, PSYC 220.
Technology-based instruction is applied, with specific focus
on the New York State Standards as they are to be integrat- EDUC 371
ed into the technology curriculum. Field observation and Strategies Utilizing Instructional Technology in
experience is required. Prerequisite: EDUC 201, 203, 345, 346, Mathematics
EDUC 350. 3-0-3
EDUC 366 Instructional Strategies are developed that utilize manipula-
Organization of Cooperative tives, calculators, computers, and cooperative learning, as
Education Programs they may be applied to teaching the content of standards-
3-0-3 based elementary mathematics. Students focus on differenti-
ated instruction and the selection and utilization of appropri-
The first of two three-credit courses required to qualify for
ate hardware and software, examination and development of
New York State certification as coordinator of work-based
instructional programs, and the analysis and practice of
learning programs for career awareness, and/or for career
alternate problem-solving methodologies. Attention will be
development. Course focus is on planning, developing and
placed on literacy development and content terminology as it
organizing work-based learning experiences and programs.
applies to mathematics. Field experiences are part of the
Students develop the expertise necessary to organize work-
course requirements. Prerequisites: EDUC 201, EDUC 203,
based learning programs that include survey planning, estab-
EDUC 211, EDUC 212, PSYCH 220.
lishment of guidelines, data collection, student recruitment
and enrollment, securing training and shadowing stations,
legal consideration, credit allocation, budget preparation,
essential records and reports and related general instruction.
Prerequisite: Teacher certification in business, technology edu-
cation, career and technical subjects.
207
EDUC 372 EDUC 376

Strategies Utilizing Instructional Technology Strategies for Teaching Adults
in Teaching Elementary in Occupational Subjects
Social Studies 3-0-3
3-0-3 Teaching strategies particularly suitable to occupational set-
Multiple research-validated instructional strategies for the tings, that focus on analysis of classroom conditions, teach-
elementary classroom that prepare the prospective teacher ing/learning styles, alternative methods of assessment, and
with skills in developing technology-enhanced materials and application of new strategies in information processing.
strategies for differentiated instruction of students.
EDUC 489
The course will include the use of technology to acquire
Seminar in Student Teaching
information, communicate, and enhance achievement in
3-0-3
social studies. The focus of the course includes the pedagog-
ic examination, analysis, and synthesis of NYS Social Studies The culminating experience in our teacher education program
Standards within a technology-enhanced curriculum in his- focuses on integrating program goals and analyzing one’s
tory, geography, economics, citizenship, and government, own teaching practices throughout the student teaching
valuing diversity in culture, heritage, and socioeconomic level experience as the candidate makes the transition into the
in a state, national, and global context. Attention will be teaching profession. A problem solving approach is employed.
placed on literacy development and content terminology as it The role of technology applications is included. Required
applies to social studies. Field experiences are part of the course for teacher certification students in conjunction with
course requirements. Prerequisites: EDUC 201, EDUC 203, EDUC 490. Prerequisite: Approval for Teacher Certification
EDUC 211, EDUC 212, PSYC 220. candidacy; Department Chairperson’s Approval.
EDUC 373 EDUC 490

Practicum in Middle Childhood Education Supervised Student Teaching
3-0-3 0-0-6
A guided orientation of the many programs of intermediate Supervised student teaching is a full-time experience in a
level elementary schools and middle schools. Students will local school district under the direct guidance of a cooperat-
study, observe, and participate in a variety of school programs ing teacher and a college supervisor. Students observe class-
that encompass varied organizational structures. The course es, assist teachers with instructional tasks, teach indepen-
will meet regularly on campus, but will require observation dently, and assume other professional responsibilities. Focus
and participation in the school setting. Discussions will is on the application and further development of specific
include reports of field experiences and the relationship of educational competencies. Teaching experience will be
the on-site participation to the assigned readings. This course gained at both the lower and upper childhood and adolescent
cannot be waived on the basis of the student teaching expe- levels during the entire semester of the field assignment.
rience. Prerequisite: Teacher certification Candidacy. Required capstone course for teacher certification students
Department Chairperson’s approval. in conjunction with EDUC 489. Prerequisite: Approval for
Teacher Certification Candidacy; Department Chairperson’s
EDUC 374 Approval.
Curriculum Articulation Through
Multi-Media EDUC 499
3-0-3 Career Exploration Seminar
3-0-3
Instructional strategies for the elementary classroom that
involve experiences in music, art, physical movement and An education seminar designed to enable students to achieve
various media. Preparation of the prospective teacher for the the goals set for personal, academic, and career development.
utilization of media and materials that integrate into the cre- Students will receive instruction in problem solving, goal set-
ative arts will be the primary focus. As the development of ting, decision making, and value clarification through
software continues to emphasize the interconnections research, discussion, and group interaction. Learning activi-
between concepts and skills, experience with such materials ties will be developed in a logical, sequential order designed
is essential in sharpening children's views of the world to help students discover, clarify, and evaluate their own
around them. Field experiences are part of the course interests, values, talents, and skills, to set goals, and then to
requirements. Prerequisites: EDUC 201, EDUC 203, EDUC 211, relate these goals to specific academic and job-career choices.
EDUC 212, PSYC 220 and the approval of department. Prerequisite: Approval of Dean.
EDUC 375
Current Issues in Occupational/
Vocational Education
3-0-3
An examination of the major current issues, trends, and
approaches in teaching occupational education. This course
will consider the current and controversial topics that have
impacted occupational educators and assist them in assess-
ing their instructional approaches and course goals. Field
observation in required and integrated into the course.
208
School of Education
Teacher Education Workshop on Teaching Safety,

(Non-Credit) Workshops Fire Prevention, and Safe Environment
Teacher certification candidates are instructed in safety con-
Workshop on Teaching Health, Physical fitness, cerns and precautions in the classroom and how to deal with
Dance, and Movement Education these issues in the home setting as well. Students learn the
This workshop instructs teacher education candidates in the legal implications of these contemporary safety issues. This
relationship between physical activity and the positive effects non-credit required workshop is offered each semester. It will
on the body. The workshop includes instructional activities be conducted by School of Education faculty. Students are
that are used in the school setting to instruct education required to complete this workshop to earn the endorsement
majors about the relationship between health risks and an for teaching by the NYIT School of Education.
inactive lifestyle. The topics of the workshop include physical
education sports and fitness exercise, some approaches to Workshop on Career Awareness
dance activities and movement experiences, as well as an and Career Development
interdisciplinary approach to teaching sound and musical This workshop prepares teacher education candidates with a
experiences appropriate to the developmental age level. range of activities that are needed to stimulate interest and
knowledge of career areas, career skills, and the value of
Workshop on Teaching Prevention of Child analysis and self-evaluation of competencies in skill areas.
Abduction and Identifying and Reporting of Approaches to identifying the motivation to develop skills,
Child Abuse talents, and commitment to learn and prepare for challeng-
This workshop prepares teacher education candidates, and ing and satisfying careers is a key element of this workshop
other professionals dealing with children regarding the cur- activity. This workshop will be integrated into the weekly
rent contemporary issues of child abduction and identifica- schedule of topics offered in the student teaching seminar
tion and reporting of child abuse. The workshop includes the during the professional semester experience. This workshop
use of video materials, print-text materials, and cooperative will be conducted by School of Education faculty and college
learning activities that require the involvement and partici- student-teaching supervisors.
pation of individuals in a series of activities as prescribed by
the state. Students are required to complete this workshop to
earn the endorsement of the NYIT School of Education.
Workshop on Teaching Personal Health
This workshop consists of content instruction on personal
health topics and includes such topics as preventing alcohol,
tobacco, and other drug abuse. This non-credit workshop is
integrated into the teacher education program and is con-
ducted by our School of Education faculty. Students are
required to complete this workshop to earn the endorsement
for teaching by the NYIT School of Education.
209
TIJANA R. MIHAJLOVICH MASTER OF SCIENCE, COMPUTER SCIENCE

School of Engineering and Computing Sciences
Heskia Heskiaoff, Eng.Sc.D., Dean
Computer Science
Electrical and Computer Engineering
Information Technology
Mechanical Engineering
Engineering Management
Electrical and Computer Engineering Technology
Telecommunications Network Management
Telecommunications Technology

The School of Engineering and Computing Sciences offers baccalaureate degrees in
Computer Science, Electrical and Computer Engineering, Electronics and Information
Security, Information Technology, Mechanical Engineering, Engineering Management,
Electrical Engineering Technology, Mechanical Engineering Technology, and
Telecommunications Management. Associate degrees in Electrical, Mechanical, and
Telecommunications Technologies are also offered. The school also offers Master's
degrees in Computer Science, Environmental Technology, Electrical and Computer
Engineering, and Energy Management.
Computers are indispensable in virtually all fields of human endeavor today. Few
engineers or technologists can get along without them. The ability to use computers
with skill and intelligence is essential for graduates of engineering schools. At NYIT, the
use of computers has been integrated into almost all courses in the School of
Engineering and Computing Sciences. This process continues to include computer appli-
cations in all courses so that students will have the pervasive experience that produces
understanding of the tool and the possibilities it presents. To achieve program goals,
students must have unrestricted access to computers at all times. The only way this is
possible is for all students to purchase their own computers. Therefore, all students are
required to obtain a computer compatible with specifications available at the school.
A brochure containing specifications and possible suppliers may be available in
departmental offices of the School. This information is provided purely as a service to
students; NYIT does not recommend any suppliers nor does it imply any warranty or
benefit in dealing with them.
Computer Science
Faculty: S. Barone, S. Billis, M. Colef, M. Drossman, H. Heskiaoff, A. Jafari, E. Kafrissen,
K. Kaplan, F. Li, R. Mihajlovic, Y. Saito, S.L. Wang, J. Wu, Tao Zhang.
Adjunct Faculty: H. Chin, S., Homem de Mello, A. Lee, C. Liou, P. Stirpe, H. Taylor.
The college offers courses leading to both Bachelor of Science and Master of Science
degrees in Computer Science.
The electronic digital computer has contributed to revolutionary changes in the
methodologies of business and governmental data processing, the control of manufac-
turing operations, and the scope and nature of research in scientific and technological
areas. Present trends leave little doubt that increasing computer capabilities will exert
a profound influence on the nature of world culture.
At NYIT, courses pursued by computer science majors may be classified as (a) courses
in the hardware and software aspects of computer science; (b) humanities courses; (c)
groups of courses termed options which provide a solid background in the field in which
the student will apply a knowledge of computing. Present options include Internet
Engineering and Distributed Information Systems with minor concentrations in
Management, Fine Arts or Engineering.
212
Entering students should be prepared to begin calculus and have a working knowledge
of computer programming. Transfer students from recognized community colleges,
technical institutes, or undergraduate colleges will receive the maximum allowable
transferrable credit toward programs at NYIT. All students have access to sophisticated
computer equipment and up-to-date laboratory facilities.
By the end of the second term, each computer major must select, in consultation with
an adviser, an area of computer application in which to specialize. A minimum of 12
elective credits, approved by the department, must be selected in this area. Courses are
designed to produce a versatile individual capable of graduate study or employment in
expanding computer-based industries.
Those seeking graduate studies in computer science will find new avenues of knowledge
and many job opportunities. The Master of Science degree in computer science is
designed to serve a wide range of professional interests and includes a broad-based
approach to practical, computer-related applications.
213
n Curriculum requirements for the Mathematics

MATH170 Calculus I 4
Bachelor of Science in Computer MATH180 Calculus II 4
Science with options in Internet MATH310 Linear Algebra 3
Engineering and Distributed
Information Systems 11 credits
Science Requirements
PHYS170 General Physics I 4
ETCS 105 Career Discovery(1) 2 credits PHYS180 General Physics II 4
Computer Science Life Science/Biology Elective 3
Required courses: 11 credits

CSCI 120 Programming I 3 or
CSCI 130 Computer Organization 3 CHEM110 General Chemistry I 4
CSCI 170 Computer Architecture 3 CHEM150 General Chemistry II 4
CSCI 180 Programming II 3 Physics Elective 3
CSCI 230 Discrete Structures 3 11 credits
CSCI 260 Data Structures 3 or
CSCI 312 Theory of Computation 3 BIOL 110 General Biology I 4
CSCI 318 Programming Language Concepts 3 BIOL 150 General Biology II 4
CSCI 330 Operating Systems 3 Physics Elective 3
CSCI 335 Design and Analysis of Algorithms 3
CSCI 370 Intro. To Computer Networks 3 11 credits
CSCI 380 Introduction to Software Engineering 3 Social Sciences
CSCI 450 Seminar Project 3 Economics 3
CSCI Electives(2) 6 History or Political Science 3
45 credits Philosophy 3
9 credits
Internet Engineering Option: English(3)
ITEC 305 Internet Programming I 3 Composition 6
ITEC 320 Web-based Mult-Med I 3 Speech 3
CSCI 405 Distributed Database Systems 3 One Group A course(4) 3
9 credits WRIT 316 Writing for the Technical Professions 3
or 15 credits
Distributed Information Systems Option: Minor Concentration(5) 12 credits
ITEC 290 Appl Database Systems 3
CSCI 401 Database Interfaces and Programming 3
CSCI 405 Distributed Database Systems 3 Liberal Arts 3 credits
9 credits General Electives 3 credits

or
9 credits of 300 or 400 level courses from CS and/or Total credits required 130-132
ITEC with department approval 9 (1) This course may be waived for students and transfers with
sophomore or higher status. For course description, see computer
9 credits science course listing. All course substitutions must be approved
by the department chairperson.
IENG 245 Statistical Design I 3 (2) All electives must be approved by the department.
IENG 345 Statistical Design II 3
(3) Intensive English as a second language is not acceptable as a
IENG 400 Technology and Global Issues 3 substitution for any of these requirements. The only permissible
substitution is WRIT 111 and WRIT 161 in place of WRIT 101
and WRIT 151.
9 credits
(4) Group A courses are LITR 210, 220, 230 and 240.
(5) In consultation, with an advisor, the student can select a minor
area of concentration. Areas of specialization may include:
Computer Engineering, Mathematics, Management, Fine Arts,
Computer Graphics, and Telecommunications. Students with a
Minor concentration in one of the Engineering disciplines are
required to take Mathematics 260, 320.
214
ETCS 102 CSCI 130

Computers and Society Computer Organization
3-0-3 3-0-3
A course designed to provide an understanding of what the The course covers the basics of combinatorial and sequential
computer can do and how it does it for the nontechnically digital circuits. Representative digital circuits are multiplex-
oriented student. This course covers the basic concepts of ers, demuliplexers, decoders, counters, registers, memory and
computer operation and programming, applications of com- ALUs. The use of programmable logic devices in digital cir-
puters, and the effects of computers on society. This course cuitry is also covered. The course culminates with the design
replaces College Success Seminar for students in the School of a simple computer to specifications, both hardware
of Engineering & Computing Sciences. description language and a graphical editor to design and
implement digital circuits throughout the course. Equivalent
ETCS 105
to EENG 130. Prerequisite: MATH 141 or equivalent.
Career Discovery 2-0-2
The course experience provides the skills and tools necessary CSCI 170
for a technical career while enabling students to develop Computer Architecture
confidence in their academic endeavors. The creative role in 3-0-3
the multi-disciplinary design and development process is A detailed discussion of computer hardware organization and
emphasized in addition to communication skills, ethical, design. Topics included are: processor bus organization, the
legal, and professional responsibilities. This course may be arithmetic unit, micro-instructions, micro-programming,
waived for students with sophomore or higher status. This memory subsystem design, memory organization, I/O inter-
course replaces College Success Seminar for students in the face, asynchronous data transfer, interrupt and direct memo-
School of Engineering & Computing Sciences. ry access. Prerequisite: CSCI 130 or EENG 130.
ETCS 365 CSCI 180
Externship for the Technical Professions Programming II
1-0-1 3-0-3
This course provides students with an opportunity to work in Object oriented design concepts and techniques are explored.
a professional environment in areas appropriate to their field Topics covered include classes, objects, function overloading
of study. To be eligible, students must have junior or senior and inheritance, to name a few. Students are introduced to
status, a GPA of 3.0 or better, and the permission of his/her object oriented design, code reusability and encapsulation.
chairperson. The grade is on a Pass/Fail basis and is to be The techniques learned are applied in solving practical prob-
determined by the faculty advisor in consultation with the lems using a modern software development environment.
student’s supervisor. A term paper, with presentation, is Prerequisite: CSCI 120.
required. This course will be in addition to the required cours-
CSCI 220
es for the degree and may be repeated.
Computer Laboratory
CSCI 105 1-2-1
Introduction to Computational Tools This course is intended to strengthen the student’s program-
1-2-2 ming skills in a high level language such as JAVA, through
In this course students will learn how to use the computer as numerous programming assignments. Students who do not
a tool to solve problems in engineering, computer science, receive a grade of “B” or better in CSCI 120 may be required
and related area. Packages such as MathCAD or MATLAB will to take this course. Corequisite: CSCI 180.
be used to illustrate the solution to new and familiar prob-
CSCI 225
lems in physics, mathematics, engineering and computer sci-
Introduction to Hardware
ence.
Description Language
CSCI 110 3-0-3
Introduction to Computer Science An introduction to the programming techniques used to
3-0-3 design electronic circuits. The structure of the language, the
This course is designed to provide students with an overview method of specifying signals, digital logic and components
of the basic hardware and software organization of comput- will be developed using object-oriented programming algo-
er systems. Students get hands-on experience with the DOS rithms and constructs. Circuit design software and languages
and Windows operating systems environments. Computer such as ABEL, VERILOG, and VHDL will be reviewed.
Programming Skills are taught using the Visual Basic pro- Equivalent to EENG 225. Prerequisites: CSCI 130/EENG 130,
gramming language. Prerequisite: MATH 141 or TMAT 155 CSCI 180.
CSCI 120 CSCI 230
Programming I Discrete Structures
3-0-3 3-0-3
This course provides basic skills in problem solving and pro- A review of sets, functions, relations, mathematical induction
gramming. Topics covered include simple data types, expres- and algorithmic analysis as applied to Computer Science.
sions and statements, program flow control structures, Graph theory, including minimal and maximal algorithms and
exception handling and functions. Elements of object orient- the critical path method, is studied as well as automata the-
ed programming techniques are also introduced. Prerequisite: ory and formal languages. Prerequisite: MATH 170 or MATH
Knowledge of Algebra. 161, CSCI 180.
215
CSCI 260 CSCI 325

Data Structures Compiler Design
3-0-3 3-0-3
The classic data structures, such as stacks, queues, linked The design and implementation of a compiler is studied,
lists, binary trees, etc. are studied. Sorting and searching are including compiler organization, lexical analysis, searching
stressed. Computational analysis is also studied. methods and symbol tables, formal languages and grammar,
Prerequisites: CSCI 180, MATH 170 or MATH 161. parser construction, code syntax and code generation.
Prerequisites: CSCI 260, CSCI 170.
CSCI 280
COBOL CSCI 330
3-0-3 Operating Systems
For computer majors. A detailed study of the COBOL lan- 3-0-3
guages with application to business problems: identification, The design and implementation of an operating system is
environment, data and procedure divisions, syntax structure. studied, including process states and synchronization, mem-
File organization is discussed in connection with the data ory management strategies, processor scheduling, multipro-
processing system. Prerequisite: CSCI 180. (Offered regularly, cessing, parallel processing, hardware organization, disk
but not every semester.) scheduling and file management. Prerequisites: CSCI 260,
CSCI 170.
CSCI 305
Introduction to Automata Theory CSCI 335
3-0-3 Design and Analysis of Algorithms
Synchronous sequential circuits, interactive networks, trans- 3-0-3
formation of sequential machines. Asynchronous sequential The fundamentals of designing computer algorithms are
circuits, the structure of sequential machines, state identifi- introduced. An overview of advanced data structures such as
cation, finite state recognizers. Prerequisite: CSCI 130 or balanced trees, heaps and hash tables is presented. A discus-
equivalent. (Offered regularly, but not every semester.) sion of algorithm design techniques will include, but not be
limited to, sorting and ordering, divide and conquer, shortest
CSCI 310 path and dynamic programming. The complexity of each class
C and UNIX of algorithms is analyzed and the efficient use of algorithms
3-0-3 to various applications is discussed. Prerequisite: CSCI 260
A study of the ANSI Standard C programming language and
the UNIX programming environment. Topics covered include CSCI 340
the syntax of C, basic UNIX commands, the UNIX file system, Numerical Methods
filters and pipes, shell programming and using UNIX system 3-0-3
calls in C. C++, the object-oriented extension of C, will also A thorough treatment of problems requiring interpolation,
be introduced. Prerequisite: CSCI 260. numerical integration, relaxation and iterative processes.
Truncation and roundoff errors. Error estimate and curve fitting.
CSCI 312 Runge-Kutta methods. The solutions will be implemented in a
Theory of Computation scientific language such as FORTRAN which will be studied in
3-0-3 some detail. Prerequisites: CSCI 120, MATH 320. Corequisite:
The basic concepts of the theory of computation are studied MATH 310.
including set theory, finite automata, context free and con-
text sensitive languages, Turing machines, Church’s thesis CSCI 355
and uncomputability. The classes of computation complexity Artificial Intelligence I
and their practical limitations are studied. Prerequisite: CSCI 3-0-3
230 Introduction to artificial intelligence programming languages
LISP, PROLOG, and object- oriented programming. Basic prob-
CSCI 318
lem representation and heuristic searching techniques will be
Programming Language Concepts
discussed. Concept of knowledge engineering and various
3-0-3
application of knowledge representation schemes will be
Formal definition of programming languages including spec- studied. Prerequisite: CSCI 260.
ification of syntax and semantics. A comparative analysis of
various high-level programming languages with emphasis on CSCI 370
the appropriateness of languages for certain applications. Introduction to Computer Networks
Prerequisite: CSCI 260 3-0-3
CSCI 320 An introduction to the fundamentals and the applications of
Computer Graphics I data communications. Network architectures, topology and
the ISO model will be discussed. Novell’s LAN or equipment
3-0-3
will be used for practical hands-on experience. Prerequisite:
Introduction to the principles of interactive computer graphics, CSCI 330.
including input techniques and devices, display devices, display
files, interactive graphic techniques, two- and three-dimen-
sional computer graphics, and transformations. Graphic oriented
languages are also discussed. Prerequisites: MATH 310, and CSCI
260 or equivalent. (Offered regularly, but not every semester.)
216
CSCI 375 CSCI 420

Systems Design Computer Graphics II
3-0-3 3-0-3
Structured systems design including flow charts, structure charts, Advanced work in computer graphics, including surface
module coupling and cohesion, and composite design. The use of description methods, color perception and images synthesis.
simulation in systems design is discussed and various simulation Dynamic Vectors, Raster displays. Applications such as CAD/
techniques are covered. Prerequisite: CS 335. (Offered regularly, CAM will be discussed. Prerequisite: CSCI 320. (Offered regu-
but not every semester.) larly, but not every semester.)
CSCI 380 CSCI 450
Introduction to Software Engineering Seminar Project
3-0-3 3-0-3
Formal approach to techniques of software design, develop- The student will undertake a project under the guid-
ment, testing and management. Design techniques considered ance of an instructor. Each student will present oral
include formal models of structured programming, stepwise reports before the group in a seminar situation. The
refinement, segmentation, top-down design, data abstraction, project will be concerned with some aspect of com-
information hiding and object oriented development. A modern puter science and results will be presented in a final
programming language will be used. Prerequisites: CSCI 260. written report. Prerequisite: Approval of chairman.
CSCI 385
CSCI 460
Network and Internet Security
Special Topics I
3-0-3
3-0-3
In this course we provide students with a firm understanding
Critical study of theory and research related to advanced topics
of the major aspects of network and Internet security. A
in computer science such as computer graphics, artificial intel-
hands-on project in a laboratory setting to emphasize some
ligence, performance evaluation, advanced systems program-
aspect of network or Internet security will be studied.
ming or topics in computability, automata theory, etc. The spe-
Prerequisites: CSCI 370.
cific topics of the seminar will be determined by the interest of
CSCI 401 both the students and the instructor. Prerequisite: Approval of
Database Interfaces and Programming chairperson.
3-0-3 CSCI 470
An advanced course in static and dynamic programming, Special Topics II
embedded SQL using C. Open Database Connectivity (ODBC), 3-0-3
interface to access data from various database management
Advanced topics in computer science which are of interest to
systems with Structured Query Language (SQL). Prerequisite:
both students and faculty will be covered. Prerequisite:
CSCI 300 (offered regularly, but not every semester).
Approval of chairperson. (Offered regularly, but not every
CSCI 405 semester.)
Distributed Database Systems
3-0-3
Concepts underlying distributed systems: synchronization, communi-
cation, fault tolerance. Concepts and architecture of distributed data-
base systems. Distributed concurrency control and recovery.
Replicated databases. Distributed Query Processing. Examples of com-
mercial relational distributed DBMS. Prerequisite: CSCI 300.
CSCI 410
Artificial Intelligence II
3-0-3
Principal artificial intelligence application areas such as
Natural Language Processing (NLP), Computer Vision, speech
recognition and understanding, problem solving and planning
and machine learning systems will be studied. Current state-
of-the-art Expert Systems and Expert System Tools will be
introduced. Prerequisite: CSCI 355.
217
Electrical and Computer Engineering

Faculty: S. Barone, S. Billis, S. Blank, J. Cheung, M. Colef, M. Drossman, R. Dua, A. Jafari,
E. Kafrissen, W. Mesa, Y. Saito, S. Wadoo, M. Wernicki, Tao Zhang.
Adjunct Faculty: A. Gelman, D. Hoitsma, K. Kazi, M. Khoshsima, W. Vojir
Currently, NYIT offers courses leading to a Bachelor of Science degree in Electrical and
Computer Engineering at the Manhattan and Old Westbury campuses.
The primary educational objectives of the Electrical and Computer Engineering program
at NYIT are to produce well-rounded graduates who have a broad range of skills,
aptitudes, and interests, and are prepared for successful careers in industry, govern-
ment, or their pursuit of graduate studies.
These objectives are consistent with the overall mission of the college: to provide its
students with a career-oriented education and access to opportunity, to conduct appli-
cations-oriented research, and to render service in the public interest.
The objectives of the electrical and computer engineering program are satisfied by the
required and elective courses in liberal arts, humanities, science, mathematics, comput-
er science, and electrical engineering with an increasing emphasis on design. The
sequences established are meant to provide both depth and breadth in the major areas
of study while also providing a degree of flexibility, through a choice of elective cours-
es, that allows the students to specialize in areas of particular interest.
The college’s liberal arts and humanities core curriculum is designed to provide the stu-
dent with skills related to career and graduate school success. It is concerned with
preparing the student to be a responsible citizen and engineer. To achieve this goal, it
offers a broad perspective of advanced courses in social science, philosophy, and liter-
ature. Written and oral presentation skills are intended to carry over into their major
areas of study.
Today’s engineering student must understand both digital and electronic systems. The
electrical and computer engineering program addresses this need through its sequence
of course requirements. This includes the skills necessary to design and analyze the
hardware and software aspects of the computer systems.
The use of modern engineering tools and computers are integrated into nearly all engi-
neering courses. This includes lab work where software is used for the analysis and pre-
sentation of data.
As students progress through the curriculum, increasing emphasis is focused on analog
and digital electronics as well as software design. Each student takes two Capstone
design classes in both digital and electronic system design. The design projects are
intended to utilize the full extent of the technical skills and knowledge the students
gain throughout the curriculum as well as an understanding of the relevant economic,
societal, and ethical issues appropriate for effective engineering practice. Teamwork,
when appropriate, is emphasized and effective presentation of ideas, whether written
or oral, is stressed.
218
Within this general direction and the mission of the college as well, the faculty have
determined Program Educational Objectives (PEOs) that intend to create versatile
engineers who will:
n be successful in their engineering or chosen career path.
n engage in life-long learning and professional development through graduate

studies and active participation in professional organizations.
n be able to interact effectively with others in a collaborative team-oriented

manner in the management and execution of a project
n function as a responsible member of society with a willingness to act as a mentor

to fellow employees and in the community with an understanding of the social,
ethical and economic impact of his/her work at the local and global level.
To support these objectives, the curriculum has been developed to provide program
outcomes which describe what students are expected to know and be able to do by the
time of graduation.
Upon graduation students are expected to have:
n an ability to apply knowledge of mathematics, science, and engineering
n an ability to design and conduct experiments, as well as to analyze and interpret data
n an ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability
n an ability to function on multi-disciplinary teams
n an ability to identify, formulate, and solve engineering problems
n an understanding of professional and ethical responsibility
n an ability to communicate effectively
n the broad education necessary to understand the impact of engineering solutions

in a global, economic, environmental, and societal context
n a recognition of the need for, and an ability to engage in life-long learning
n a knowledge of contemporary issues
n an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
The program in Electrical and Computer Engineering is accredited by the Accreditation

Board for Engineering and Technology.
219
n Curriculum requirements for the Life Sciences

CHEM 107 Engineering Chemistry 4 credits
Bachelor of Science in Electrical
and Computer Engineering Mathematics
ETCS 105 Career Discovery(1) 2 credits MATH 180 Calculus II 4
Electrical Engineering MATH 310 Linear Algebra 3
EENG 130 Intro. to Computer Hardware 3 MATH 320 Differential Equations 3
EENG 212 Electrical Circuits I and Eng. Tools 4
EENG 270 Introduction to Electronic Circuits 3 18 credits
EENG 275 Electronics Laboratory I 1
EENG 281 Electrical Circuits II 3
MENG 211 Engineering Mechanics I 3 credits
EENG 310 Electronic Circuit Applications 3
EENG 315 Electronics Laboratory II 1 Physics
EENG 320 Control Systems 3 PHYS 170 General Physics I 4
EENG 330 Electromagnetic Theory I 3 PHYS 180 General Physics II 4
EENG 341 Signal and Systems 3 PHYS 225 Intro to Modern Physics 3
EENG 360 Electronics Laboratory III 1
EENG 370 Microprocessors 3 11 credits
EENG 382 Random Signals and Statistics 3 Social Sciences
EENG 401 Communication Theory 3 Economics 3
EENG 403 Electronics Laboratory IV 1 PHIL 230 Tech, Soc, & Val 3
EENG 491 Senior Design Project 2 OR
Design Elective 2 IENG 400 Tech & Global Issues 3
EE/CS Electives 6 Philosophy 3
Computer Science General Electives 3 credits
CSCI 120 Programming I 3
Total credits required—135-137
CSCI 170 Computer Architecture 3
CSCI 180 Programming II 3 (1) This course may be waived for students and transfers with
CSCI 230 Discrete Structures 3 sophomore or higher status. For course description, see computer
science course listing. All course substitutions must be approved by
CSCI 260 Data Structures 3 the department chairperson.
CSCI 330 Operating Systems 3
(2) Students should choose one from each of the following 2 groups
18 credits of courses. Group 1: EENG 410, 415, 420, 430, 450, 465, 470, 488,
492. Group 2: EENG 435, 440, 483, 488.
English (3) substitution for any of these requirements. The only permissible sub-
Composition 6 stitution is WRIT 111 and WRIT 161 in place of WRIT 101 and WRIT 151.
Speech 3 (4) Group A courses are LITR 210, 220, 230 and 240.
One Group A course (4) 3
WRIT 316 Writing for Technical Professions 3
15 credits
220
EENG 130 logic. Sampling, quantization and encodings of analog signals.

Introduction to Computer Hardware Not for electrical engineering majors. (Offered regularly, but
3-0-3 not every semester.) Prerequisite: EENG 201.
The course covers the basics of combinatorial and sequential EENG 270
digital circuits. Representative digital circuits are multiplex- Introduction to Electronics Circuits
ers, demuliplexers, decoders, counters, registers, memory and 3-0-3
ALUs. The use of programmable logic devices in digital cir-
Characterization of semiconductor diodes, Zener diodes,
cuitry is also covered. The course culminates with the design
transistors and field effect transistors (FET). Effect of temper-
of a simple computer to specifications, both hardware
ature variation. Amplifier bias analysis and large signal
description language and a graphical editor to design and
analysis. Power amplifiers. Small signal models and small
implement digital circuits throughout the course. Equivalent
signal amplifier analysis. Prerequisite: EENG 212.
to EENG 130. Prerequisite: MATH 141 or equivalent.
EENG 271
EENG 201
Introduction to Engineering Design
Introduction to Electrical Engineering
3-0-3
3-3-4
This course provides theoretical as well as practical insights
A lecture and laboratory course in the elements of electrical
into fundamental concepts of design in modern engineering.
engineering. Brief review of topics covered in elementary
Emphasis on the creative role of the engineer, model utiliza-
physics such as Ohm’s and Kirchhoff’s Laws. Elementary dc
tion, problem formulation and analysis, optimization tech-
and ac circuit analysis and basic electronic devices.
niques and the search for alternative solutions leading to a
Prerequisites: MATH 170, PHYS 170. (Not for electrical engi-
functional and economical design are studied. Tools for effec-
neering majors.)
tive engineering communication as well as the ethical, legal
EENG 211 and professional responsibilities of the engineer in the design
Electrical Circuits I process are presented. Prerequisite: EENG 212.
3-0-3
EENG 275
Properties of linear networks, mesh and nodal analysis, net- Electronics Laboratory I
work theorems, solution of first order and second order cir- 0-3-1
cuits in the time domain are studied. Prerequisites: MATH
Laboratory work to complement lecture courses.
170, PHYS 170. Corequisites: MATH 180, PHYS 180.
Prerequisites: Engl WRIT 101 or WRIT 111, EENG 212.
EENG 212
EENG 281
Electrical Circuits I and Engineering Tools
Electrical Circuits II
3-1-4
3-0-3
Properties of linear networks, mesh and nodal analysis, net-
Topics covered in this course include: phasors, AC steady-
work theorems, solution of first order and second order cir-
state analysis, transfer functions, frequency response, Laplace
cuits in the time domain are studied. A software package,
transform two-port networks. Prerequisites: EENG 211, CSCI
such as PSPICE, MATLAB and MATHCAD will be introduced.
180. Corequisite: MATH 320.
Prerequisites: MATH 170, PHYS 170. Corequisites: MATH 180,
PHYS 180. EENG 301
Energy Conversion
EENG 221
3-0-3
Computational and Engineering Tools
This course covers methods for converting energy between
1-0-1
electrical and other forms. Electromechanical, electrochemi-
An introduction to the problem solving process using soft-
cal, photoelectric, thermoelectric, and other methods of con-
ware packages, such as MATLAB. Corequisite: MATH 170.
version are studied. The transduction of low energy signals as
EENG 225 well as the conversion of large quantities of energy is dis-
Introduction to Hardware cussed. The transmission of electrical power is also covered in
Description Language this course. Prerequisites: EENG 270, PHYS 220.
3-0-3
EENG 310
An introduction to the programming techniques used to Electronic Circuit Applications
design electronic circuits. The structure of the language, the 3-0-3
method of specifying signals, digital logic and components
Difference amplifiers, Darlington configuration, low and high
will be developed using object-oriented programming algo-
frequency analysis, op-amps, gates: TTL, ECL, CMOS, com-
rithms and constucts. Circuit design software and languages
parators and Schmitt trigger, flip-flops with level and edge
such as ABEL, VERILOG, and VHDL will be reviewed.
triggering, monostable and astable timing circuits.
Equivalent to CSCI 225. Prerequisites: CSCI 130/EENG 130,
Prerequisites: EENG 270. Corequisites: EENG 281.
CSCI 180.
EENG 315
EENG 260
Electronics Laboratory II
Electrical Engineering II
0-3-1
3-0-3
Laboratory work to complement lecture courses. Prerequisite:
Direct current and alternating current motors and generators.
EENG 270, 275.
LaPlace transform and basics of control theory and digital
221
EENG 320 EENG 403

Control Systems Electronics Laboratory IV
3-0-3 0-3-1
Control systems analysis. Differential equations of motion of Laboratory work to complement lecture courses. Prerequisite:
mass-spring and RLC systems. Differential equations of EENG 360, 370. Corequisite: EENG 401.
motion of servomechanism. Response to step, ramp and sinu-
EENG 410
soidal forcing command. Servomechanism transfer functions,
Control Systems Design
signal-flow diagrams. State- space description; transition
3-0-3
matrix, sensitivity analysis and error analysis. Stability analy-
sis using the Bode diagram and the root locus methods. Design of linear feedback systems using the Bode diagram
Prerequisites: EENG 281 or EENG 260. and root locus method. System compensation using cascade
and minor-loop feedback techniques. Design of non-linear
EENG 330 feedback systems using the describing function, phase-plane
Electromagnetic Theory I method, Liapunov’s method, and Popov’s method.
3-0-3 Introduction to optimal control theory using dynamic pro-
Review of vector calculus, static electric and magnetic fields. gramming and the maximum principle. (Offered regularly, but
Maxwell equations in integral form, Maxwell's equations in not every semester.) Prerequisite: EENG 320.
differential forms. Dielectrics, conductors, magnetic materi-
EENG 415
als. Energy storage, Poynting's vector, dispersion and group
Digital Control Systems
velocity. Prerequisites: MATH 320, PHYS 180.
3-0-3
EENG 341 Linear discrete dynamic system analysis using the z-trans-
Signals and Systems form. Properties of the z-transform. Discrete equivalents to
3-0-3 continuous transfer functions: the digital filter. Analysis of
Topics covered in this course are: discrete networks, differ- sampling, data extrapolations, and block diagram reduction
ence equations, discrete continuous convolution, Z trans- techniques. Stability analysis of digital control systems using
forms and Fourier series and transforms. Prerequisite: EENG 281. frequency response methods (the w-transform), the root
locus method and Ragazzini’s method. Design of digital con-
EENG 360
trol system using state-space methods. The development of
Electronics Laboratory III
theoretical topics is coupled with application of the theory to
0-3-1
practical control system problems. (Offered regularly, but
Laboratory work to complement lecture courses. not every semester.) Prerequisite: EENG 320. Corequisite:
Prerequisites: EENG 310, 315, WRIT 316. EENG 341.
EENG 370 EENG 420
Microprocessors Digital Filter Design
3-0-3 3-0-3
Microprocessor architecture, memory, I/O ports, interrupts, This course provides step-by-step procedures for the design
DMA and A/D-D/A converters are discussed along with inter- and implementation of digital filters. Discrete Fourier trans-
facing and programming techniques. Prerequisites: EENG 310, forms and Z-transforms, recursive digital filter design satisfy-
EENG 130 or EENG 260. ing prescribed specifications, non-recursive digital filters,
EENG-382 quantization and practical implementations. (Offered regu-
Random Signals and Statistics larly, but not every semester.) Prerequisite: EENG 341.
3-0-3 EENG 430
This course covers basic probability concepts, discrete and Operational Amplifier Design
continuous random variables, distribution and density func- 3-0-3
tions, and stochastic processes. Principles of statistical infer- The theory and design of a medium scale integrated (MSI) cir-
ence with applications in basic engineering design are dis- cuits are discussed. Criteria for a single stage BJT and FET
cussed. Prerequisite: EENG 341 amplifier design, multi-stage cascode hybrid design, active
EENG 390 current source and active current load design, output stage
Electromagnetic Theory II design, and DC level shift design are covered. Multi-stage
3-0-3 operational amplifier design with differential and Darlington
Topics include: wave propagation in unbounded media; stages, frequency response of an operational amplifier, and
Transmission lines, closed and open wavequides, discontinu- the negative feedback design are also presented. Prerequisite:
ities, Smith chart, optical waveguides and resonators; anten- EENG 310
nas and antenna arrays. Prerequisite: EENG 330. EENG 435
EENG 401 Robotics and Flexible Automation
Communication Theory 3-0-3
3-0-3 Robot classification, robot subsystems; electrical, computer,
Review of Fourier transform and series, correlation and spec- mechanical drives and links. Programming methods, work
tral densities of deterministic signals, baseband and bandpass cells, and safety procedures. (Offered regularly, but not every
linear systems, AM and FM modulation/demodulation semester.) Prerequisite: EENG 320. Corequisite: EENG 370.
schemes, elements of PCM, introduction to information
theory and coding, and introduction to communication
networks. Prerequisite: EENG 341, Corequisite: EENG 382.
222
EENG 440 EENG 480

Microcomputer-Based Design Communication Network Design
3-0-3 3-0-3
Development of the ability to define and design “smart” Introduction to communication networks, layered network
microcomputer-based instruments. Digital circuitry which architecture models (OSI, SNA), Datalink, network and trans-
augments the capabilities of a microcomputer is discussed. port layers. Routing and flow control. LANs and ISDN.
Designing for maintainability is emphasized. Prerequisite: Prerequisite: EENG 382.
EENG 370. (Offered regularly, but not every semester.)
EENG 482
EENG 450 Advanced Communication Systems
Optical Engineering 3-0-3
3-0-3 Introduction to stochastic processes, narrowband noise, AM,
Introduction to optics and optical systems as applied to mod- coherent DSB and SSB, FM superheterodyne receiver, and
ern engineering problems. Fiber optics design consideration. their performance in noise. Prerequisite: EENG 382 and EENG
Fiber materials and characterization. Lasers and LED’s. 401.
Avalanche and PIN detectors, noise analysis. Receiver-trans-
EENG 483
mitter design and performance. Transmission system budget
Introduction to VLSI Design
analysis. State-of- the-art design for space satellite commu-
3-0-3
nication. Prerequisites: EENG 310, EENG 382, EENG 390.
Circuit design using VLSIs will be covered using basic CMOS
EENG 455 and NMOS circuit structures, design rules, and speed-time
Quantum Electronics tradeoffs. Introduction to computer-aided design tools and
3-0-3 design projects using top-down design methods and bottom-
Optical fibers, rays and beams, optical resonators. Interaction up circuit construction design. The testability of design is
of radiation and molecular systems, laser amplification and emphasized. Prerequisite: EENG 310.
oscillation. Harmonic generation, modulation noise, detec-
EENG 484
tion. Laser applications. (Offered regularly, but not every
Digital Communications
semester.) Prerequisite: EENG 390.
3-0-3
EENG 460 Models of digital communication systems, concepts of mutu-
Fiber Optics Concepts I al information and channel capacity, PCM, simple digital
3-0-3 modulation techniques (ASK, FSK, PSK, DPSK), coherent
Introductory topics in fiber optics communication. Evolution detection of binary signals in noise and the matched filter.
of fiber types. Guiding, dispersive and nonlinear properties of Prerequisite: EENG 382 and EENG 401.
fibers; numerical aperture, attenuation, modal properties for
EENG 486
multi- and single-mode fibers and bandwidth characteristics.
Information Theory and Coding
Fiber design considerations. Optical sources—laser and LED's,
3-0-3
optical detectors—PIN and avalanche diodes. Transmitter sys-
tem configuration, analysis and design. Receiver analysis and Source and channel models, mutual information and entropy,
design, receiver performance. A total optical communication channel capacity, fixed and variable codes for discrete
link design. Concepts and designs are reinforced through lab- sources, discrete memoryless channels, parity check codes
oratory experiments. Prerequisites: EENG 390 or equivalent; (generating matrix and parity check matrix), cyclic codes and
Corequisite: EENG 450. convolutional codes. Prerequisite: EENG 401.
EENG 465 EENG 488

Microwave Engineering Telecommunication System Design
3-0-3 3-0-3
Transmission lines, closed microwave waveguides, passive Various telecommunication network design issues will be
components, s parameters. Microwave tubes and solid state addressed in this course; examples of topics will include the
devices. Microstrip and microwave integrated circuits. design of network architectures, protocols, and routing algo-
(Offered regularly, but not every semester.) Prerequisite: EENG rithms. Prerequisites: EENG 401 and EENG 480.
390. EENG 489 Design Project
EENG 470 1-3-2
Antennas and Propagation The course provides students with a design experience, under
3-0-3 the guidance of a faculty advisor that draws significantly on
Radiation resistance, power density, radiated power. Input knowledge and skills acquired in previous coursework, in
impedance of antennas and antenna current. Dipole antennas areas such as digital control, microcomputers, VLSI, etc.
and vertical wires. Quarter-wavelength and half-wavelength While the projects may be self contained they will incorpo-
antennas. Arrays of radiators. Parabolic reflectors and horns. rate engineering standards, and realistic constraints.
(Offered regularly, but not every semester.) Prerequisite: EENG Prerequisite: One advanced EENG/CSCI elective and approval
390. of the Chair
223
EENG 490 EENG 494

Fiber Optics Concepts II Special Topics I
3-0-3 3-0-3
Advanced topics in fiber engineering. Analysis and design of The course covers topics of current interest in electrical engi-
optical communication systems; coherent communication neering with emphasis on design. (Offered regularly, but not
design. Digital communication links, including LAN's, MAN's, every semester.) Prerequisite: Approval of the chairperson.
WAN's, and FDDI networks-analysis and design. Multi-mode
EENG 496
and single-mode interferometric sensors analysis and design.
Special Topics II
ERBIUM doped amplifiers, optical time domain reflectometer
3-0-3
design and implementation. Concepts and designs are rein-
forced through laboratory experiments. Prerequisite: EENG The course covers topics of current interest in electrical engi-
460. neering with emphasis on design. (Offered regularly, but not
every semester.) Prerequisite: EENG 494.
EENG 491 Senior Design Project
1-3-2 EENG 497
Wireless Communications I
This is a course open to seniors which provides the major
3-0-3
design experience as required by ABET. Students will work in
teams to design a system or component of a system. This will The definition of Wireless Communication Systems (WCS)
be a comprehensive design that draws primarily on skills and and their inherent technical difficulties are discussed. The
knowledge acquired in previous coursework. The teams will information services delivered by WCS, their performance
work on an independent basis with the primary function of metrics, and their associated network control operations are
the instructor being that of a mentor to the students. The considered. Various architectures such as FDMA, TDMA, and
design will incorporate engineering standards and multiple CDMA, the call management and network management pro-
realistic constraints such as its impact on society, health and cedures for these systems are discussed. The role IS-41 plays
environmental considerations, literature and patent search, in the delivery of WCS services to subscribers, and concepts
and project management. Weekly progress reports as well as such as frames, time slots, physical and logical channels,
a final oral and written presentation will be required. EENG power control, signaling protocols, and authentication are
320, EENG 330, EENG 370, EENG 401 and approval of the Chair reviewed. Prerequisite: EENG 401, Corequisite: EENG 482
EENG 492 EENG 498

Senior Project Wireless Communications II
3-0-3 3-0-3
Advanced work in electrical engineering or applied science Modulation and demodulation techniques used in FDMA,
carried out under the supervision of a faculty adviser. A com- TDMA and CDMA systems are discussed. Topics in spread
prehensive, written final report is required. Prerequisite: spectrum signals such as direct sequence and frequency hop-
Approval of the chairperson. ping, error rate performance, processing gain and jamming
margin, low detectability to unauthorized receivers, and
interference estimation and suppression are presented.
Spectrum efficiency, channel coding, interleaving, adaptive
equalization, linear prediction coding, ISDN, and SS7 are
studied. Propagation impairments and methods to overcome
these difficulties are considered. Prerequisite: EENG 497
224
Information Technology with concentrations

in Computer Security
Faculty: S. Billis, M. Colef, A. Jafari, E. Kafrissen, F. Lee, Y.Saito, S.L. Wang, J. Wu
Adjunct Faculty: H. Chin, A. Lee
Today, computers are applied to every industry and every level of human interaction. IT professionals,
often working with people in every walk of life, design systems, create computer- based solutions,
introduce computer human interfaces, configure and manage networks, and serve as technical con-
sultants in technical as well as non-technical fields.
The primary educational objective of the Information Technology program at NYIT is to produce well-
rounded graduates that have a wide range of skills, aptitudes, and interests, and who are prepared
for successful careers in industry and government and/or graduate studies. This is accomplished
through courses in Information Technology, Computer Science, liberal arts, humanities, and science.
The sequences established are meant to provide both depth and breadth in the major areas of study,
while also providing a degree of flexibility through a choice of elective courses that allow the stu-
dents to specialize in areas of particular interest. The students can select a minor concentration in
their area of interest such as communication arts, business, architecture, and others. The minor con-
centration provides the students with an opportunity to focus in an area of application and interest.
In addition to our extensive computer facilities, the students have access to state-of-the-art labora-
tories in computer and network security, electronics, telecommunications and others.
Graduates find employment in a wide variety of technical careers such as: Software Engineer, Network
Administrator, Systems Analyst, Computer Programmers, Sales Engineers, Technical Consultants, and
others.
n Curriculum requirements for the Information and Network Security Option

Choose 3 courses:
Bachelor of Science in Information ITEC 365 Secure Programming 3
Technology with concentrations ITEC 385 Intro to Comp & Network Sec 3
in Computer Security ITEC 440 Network Security and Perimeter
Protection 3
ETCS 105 Career Discovery 2 Credits ITEC 445 Operating System Security 3
Computer Science 24 Credits ITEC 450 Seminar Project 3
CSCI 120 Programming I 3 ITEC 460 Topics in Information Technology 3
CSCI 130 Computer Organization 3 ITEC Elective 3
CSCI 170 Computer Architecture 3 or
CSCI 180 Programming II 3 General Option
CSCI 230 Disc Structure 3 CSCI/ITEC Electives 9 Credits
CSCI 260 Data Structures 3 Engineering Management 9 Credits
CSCI 330 Operating Systems 3 IENG 251 Project Engineering 3
CSCI 370 Introduction to Computer Networks 3 IENG 400 Technology & Global Issues 3
Information Technology 13 Credits Management 3 Credits
ITEC 251 Applied Discrete Structures I 3 MGMT421 Cyber Law, Policy and Ethics 3
ITEC 290 Applied Database Systems 3
ITEC 305 Internet Programming I 3 Mathematics 6 Credits
ITEC 320 Web-based Multimedia MATH161 Basic Applied Calculus 3
Development 1 3 Math Elective 3
ITEC 410 Internetworking Lab 1 Physics 3 Credits
Professional Concentration 9 Credits
225
Life Science 3 Credits

English (2)
15 Credits
Composition 6
Speech 3
One Group A course(3) 3
WRIT 316 Writing for the Tech. Professions 3
Social Sciences 9 Credits
Economics 3
Philosophy 3
Behavioral Science 3 Credits
Minor Concentration 15 Credits
Science and Technology Electives 6 Credits
Liberal Arts Elective 6 Credits
Total credits required 121-123
(1) This course may be waived for students and transfers with
the department chairperson.

substitution for any of these requirements. The only permissible sub-
stitution is WRIT 111and WRIT 161 in place of WRIT 101 and WRIT
151.
(3) LITR 210, 220, 230 and 240 may be selected.
226
ITEC 251 ITEC 410

Applied Discrete Structures I Internetworking Lab
3-0-3 0-3-1
A review of sets, functions, relations and mathematical This lab provides students with practical experience in the
induction as applied to information technology will be given. design, construction and maintenance of computer commu-
Graph theory, recursion, and sorting algorithmic analysis will nication networks. Students utilize the laboratory to gain
be studied. Prerequisite: CSCI 120, MATH 161. hands-on experience by applying concepts in Information
Technology. Prerequisite: CSCI 370.
ITEC 290
Database Systems ITEC 420
3-0-3 Internet Programming II
This course introduces students to the database design, 3-0-3
implementation and administration. The students will also This course provides students with an understanding of
learn how to develop database applications using SQL. advanced techniques in World Wide Web programming.
Additionally other topics such as XML and data mining will be Students are introduced to the C# programming language for
discussed. Prerequisite CSCI 260. use in programming sophisticated web sites and services.
Topics covered include XML, Web Services, database interac-
ITEC 305
tions, and web site design patterns. Students will implement
Internet Programming I
a significant project using the Microsoft .Net framework.
3-0-3
Prerequisite: CSCI 305
This course provides students with an understanding of various
Internet programming languages including HTML, Javascript, ITEC 440
and Java server side languages, including Java Server Pages Network Security and Perimeter Protection
and Java Servlets. Furthermore, fundamental web site design 3-0-3
issues will be discussed including page navigation, user inter- This course will cover infrastructure security issues. Network
face, and web page layout. Prerequisite CSCI 260. operating systems and network architectures will be dis-
cussed together with the respective security related issues.
ITEC 320
The students will learn about the threats to computer net-
Web-based Multimedia Development I
works through exploitation of weaknesses in the design of
Introduction to web-based multimedia systems, digital video network infrastructure and security flaws in the network
compression techniques, operating system support for infrastructure protocols. Issues related to the security of con-
streaming audio and video, as well as network protocols for tent and applications such as email, DNS, web servers will be
multimedia. Emphasis will be placed on the efficient use of discussed. Security techniques including intrusion detection,
resources and proper design choices to achieve the required forensics, cryptography, authentication and access control
quality of service for web-based multimedia intensive con- are analyzed. Developments in IPSEC, transport protocols,
tent. Corequisite: ITEC 305 Prerequisite: CSCI 260. secure mail, directory services, and multimedia services are
ITEC 365 discussed. Equivalent to INCS 615. Prerequisites: CSCI 370,
Secure Programming Corequisite: CSCI 385 or equivalent.
3-0-3 ITEC 445
Secure programming involves the use of new methodologies Operating System Security
in software engineering. This course provides an introduction 3-0-3
to secure software design, development, testing and deploy- In this course students are introduced to advanced concepts
ment. Practical approaches to secure software development in operating systems with emphasis on security. Students will
are introduced. Topics related to the development of enter- study contemporary operating systems including UNIX and
prise and web-based software are investigated. Secure pro- Windows. Topics include the application of policies for secu-
gramming for operating systems, databases, web servers, web rity administration, directory services, file system security,
services and their frameworks are addressed. Prerequisite: audit and logging, cryptographic enabled applications, cryp-
ITEC 305 or equivalent. tographic programming interfaces, and operating system
ITEC 380 integrity verification techniques. Equivalent to CSCI 620.
Web-based Multimedia Development II Prerequisite: CSCI 370, ITEC 385 or equivalents.
3-0-3 ITEC 450
In this course, the students will learn how to write simple Seminar Project
navigational scripts used in interactive object-oriented solu- 3-0-3
tions to problems from domains such as simulations, gaming, The student will undertake a project under the guidance of an
instruction and artificial life. Students will develop data instructor. Each student will present oral reports before the
structures and classes in order to navigate through screens. group in a seminar situation. The project will be concerned
They will learn to implement interfaces and control media. with some aspects of computer science and results will be
Prerequisite: ITEC 320 presented in a final written report. Prerequisite: Approval of
ITEC 385 chairperson.
Introduction to Computer & Network Security ITEC 460
3-0-3 Topics in Information Technology
In this course we introduce various to aspects of computer 3-0-3
and network security. Security concepts including but not Critical study of recent developments in information, network
limited to public and private cryptography, authentication, and computer security. Prerequisite: ITEC 385.
digital signatures, email system security, IP security, web
security technologies, firewalls and viruses are introduced.
The fundamentals of computer and networks security con-
cepts are provided in the context of modern computer sys-
tems and services. Prerequisite: CSCI 370.
227
Faculty: H. Fox, J.B. Lee, J. Ma, S. Lu, R. Tabi.
Adjunct Faculty: S. Berri, R. Phillips, R. Gilkes, R. H. Rahemi, Saporita.
The college offers courses leading to the Bachelor of Science degree in Mechanical
Engineering at the Old Westbury Campus in both day and evening sessions. The day and
evening offerings are accredited by the Engineering Accreditation Commission of the
Accreditation Board for Engineering and Technology, Inc. Students have the option of
selecting a concentration of courses in aerospace engineering in the Mechanical
Engineering option.
Mechanical engineers specialize in the design and development of mechanical systems,
structures, and energy conversion devices. The engineer can work in a variety of fields
including aerospace, energy conversion, product design and development, manufacturing,
construction, and research. With changing priorities in the energy field and the intro-
duction of CAD/CAM processes, the mechanical engineer is at the cutting edge of new
technologies that can enhance career choices and rewards.
The student will take courses in mechanical engineering, science and design with an
increasing emphasis on the computer as a tool to assist in homework and laboratory
assignments. Laboratory activity will provide hands-on experience with instrumenta-
tion used in the measurement of physical phenomena. Courses are designed to produce
a versatile engineer capable of subsequent growth within industry or prepared to pur-
sue graduate education.
The primary objectives of the Mechanical Engineering curriculum are to produce a ver-
satile engineering graduate capable of growth within industry or prepared to pursue
advanced education. The objectives which follow below are reflective of the overall
mission of the college: career-oriented education to prepare students for successful
careers in an information-age society; and applications-oriented research which not
only expands the knowledge base of our society but also contributes to the economic
development of the region, state and nation.
The important mission element to emphasize is the applied orientation of the college
in general, and the engineering programs in particular. Our stress is on the design/com-
puter/applications components in the spectrum of mechanical engineering programs.
Our objectives are fulfilled by courses in the sciences, in the humanities and in mechan-
ical engineering with increasing emphasis on design. The sequences established for the
students provide them with a broad education but also the flexibility to allow some
specialization in an area of particular interest to them.
Providing the backbone of the curriculum, the sciences, mathematics and basic levels,
mechanical engineering courses develop the fundamental knowledge needed by the
student for the array of advanced courses. The college’s liberal arts and humanities core
curriculum is designed to provide the student with skills related to job and graduate
school success. It is concerned with the student as future voter and community leader;
to that end it provides a broad perspective of history, philosophy and literature. One of
the major features of these courses is their emphasis on learning through written, oral
and electronic presentations. These writing skills carry over effectively into the
advanced mechanical engineering courses.
In the mechanical engineering major students take courses in both the thermal/fluids
and solid mechanics tracks. In both stems of the curriculum, the sequence of courses
228
have increasing emphasis on computer usage and on design. To this end students are
required to take twelve (12) credits of specifically designated design courses. These
design courses include both a capstone course and electives, the latter chosen depending
on the student’s interest. The design projects encompass engineering components using
the skills developed throughout the curriculum, economic issues appropriate to the
effective practice of engineering, language and oral communication skills.
Based on this overall direction, and consistent with the mission of the college, the
Department of Mechanical Engineering has set program goals and outcomes for its stu-
dents. These have been developed to be comparable to the Accreditation Board of
Engineering and Technology Engineering Criteria 2000 (EC2000) and the Program
Criteria established by the American Society of Mechanical Engineering (ASME).
Within this general direction and the mission of the college as well, the faculty
have determined Program Educational Objectives (PEOs) that intend to create
versatile engineers who will:
n be successful in their engineering technology or chosen career path.
n engage in life-long learning and professional development through continued

studies, professional experience, and active participation in professional organizations.
n be able to interact effectively with others in a collaborative team-oriented manner

in the development and execution of a project.

To support these objectives, the curriculum has been developed to provide program
outcomes which describe what students are expected to know and be able to do by the
time of graduation.
n An ability to apply knowledge of mathematics, science, and engineering.
n An ability to design and conduct experiments, as well as to analyze and interpret data.
n An ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability.
n An ability to function on multi-disciplinary teams.
n An ability to identify, formulate, and solve engineering problems.
n An understanding of professional and ethical responsibility.
n An ability to communicate effectively.

229
n The broad education necessary to understand the impact of engineering solutions

in a global, economic, environmental, and societal context.
n A recognition of the need for, and an ability to engage in life-long learning.
n A knowledge of contemporary issues.
n An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Five-Year Combined Program—B.S. in Mechanical

Engineering and M.S. in Energy Management
The college offers a five-year combined program leading to the Bachelor of Science
in Mechanical Engineering and a Master of Science in Energy Management. As an inter-
disciplinary program, the curriculum is designed to train students who intend to func-
tion in engineering and leadership roles in various energy related industries.
For program details, please contact the Chairperson, Department of Mechanical Engineering.
Aerospace Engineering Concentration

The concentration in Aerospace Engineering is designed to allow mechanical engineers
the opportunity to focus on aircraft and space vehicle design. Material capabilities, pro-
duction, and propulsion are emphasized to enable the engineer to meet the changing
priorities of the Aerospace industry.
The department offers courses leading to the Bachelor of Science degree in engineering
management. As an interdisciplinary program, the curriculum is designed to train stu-
dents who intend to function in leadership roles in various manufacturing or service
environments. Students take courses in industrial engineering as well as management
and other technical and liberal arts disciplines.
230
n Curriculum requirements for the Liberal Arts

Life Sciences
3 credits
Bachelor of Science in
Mechanical Engineering CHEM 107 Engineering Chemistry I 4 credits
Mathematics
ETCS 105 Career Discovery 2 Credits All students are required to take a mathematics placement
Mechanical Engineering examination prior to registration, and may have to take a
MENG 105 Engineering Graphics 2 developmental mathematics course (MATH 096-MATH 097,
or MATH 098) before taking required mathematics courses.
MENG 211 Engineering Mechanics I 3
MENG 212 Engineering Mechanics II 3 MATH 170 Calculus I (4) 4
MENG 221 Strength of Materials 4 MATH 180 Calculus II (4) 4
MENG 240 Thermodynamics 3 MATH 260 Calculus III 4
MENG 270 Instrumentation & Measurement 1 MATH 320 Differential Equations 3
MENG 310 Introduction to Material Science 3
MENG 320 Materials Mechanics Laboratory 1 15 credits
or Physics
MENG321 Intro to CAD 3 PHYS 170 General Physics I (4) 4
MENG324 Vibrations & System Dynamics 3 PHYS 180 General Physics II (4) 4
MENG 340 Fluid Mechanics 3 PHYS 225 Introduction to Modern Physics 3
MENG 343 Thermofluids Lab 1
MENG 346 Energy Conversion 4 11 credits
MENG 349 Heat Transfer 3 Social Sciences
MENG 370 Machine Design 4 Economics 3
MENG 373 Engineering Analysis 3 PHIL 230 Technology, Society, and Values
MENG 470 Senior Mechanical Engineering Design 4 or
IENG 400 Technology and Global Issues 3
47 credits
PHIL 3
Design Elective Options
Select 8 credits from the following: 9 credits
AENG 490, MENG 486, 446, 443. 8 credits Electives 3 credits
Elective Options Total credits required—134-136
Select 3 credits from non-required AENG, IENG,
MENG, or graduate MENG courses (1) This course may be waived for students and transfers with
with Chairperson approval. 3 credits sophomore or higher status. For course description, see computer
Computer Science the department chairperson.
CSCI 120 Programming I 3 credits
Electrical Engineering permissible substitution for WRIT 111 and WRIT 161 in place of WRIT
EENG 201 Introduction to Electrical 101 as a substitution for any of these requirements. The only permis-
sible substitution is WRIT 111 and WRIT 161 in place of WRIT 101
Engineering 4 credits and WRIT 151.
Engineering Management (3) LITR 210, 220, 230 or 240 may be elected.
IENG 240 Engineering Economics 3
IENG 245 Statistical Design I 3 (4) M.E. students are permitted to register concurrently for Calculus I
and Physics I and Calculus II and Physics II.
6 credits
English (2)
Composition 6
Speech 3
15 credits
231
MENG 105 MENG 310

Engineering Graphics Introduction to Materials Science
1-2-2 3-0-3
An introduction to current graphic representations. Problems Introductory course to the science of materials. Review of
chosen to develop recognition and development skills in such atomic theory and atomic bonding. Structure of crystals and
areas as orthographics, pictorials, auxiliaries, sections, inter- nature of crystal imperfections and atom movements.
sections and developments. Practical applications in screws Discussion of phase diagrams, multiphase materials and equi-
and fasteners, welds, gears, cams, pipes, and electrical con- librium relationships. Prerequisite: CHEM 107.
ventions. AUTOCAD applications.
MENG 320
MENG 115 Materials Mechanics Laboratory
Mechanical Engineering Tools 0-3-1
2-1-3 This laboratory course should be regarded as a supplement to
Introduction to fundamentals of computer tool use and the theoretical studies of materials and mechanical proper-
machine tool use: Pro/Engineer, a 3D parametric, feature ties of engineering materials. Important mechanical proper-
based, solid modeling package with fully detailed representa- ties are defined and discussed. The operation and use of the
tion of design concepts, and Autocad with lab applications; testing equipment described, i.e., universal testing machines,
bandsaw, milling machine, and lathe. Prerequisite: MENG hardness tester, torsion, impact and cyclic load tester.
105. Deflection, deformation, and strain gauges. Low and high
temperature testings. Metallographic laboratory techniques
MENG 211
and nondestructive testing methods introduced. (Offered reg-
Engineering Mechanics I (Statics)
ularly, but not every semester.) Prerequisites: MENG 310,
3-0-3
MENG 221.
Statics of particles; force in plane and space; equivalent sys-
tems of forces; equilibrium of rigid bodies in two and three MENG 321 Introduction to
dimensions; analysis of structures, friction; distributed forces; Computer Aided Design
centroids, centers of gravity and moment of inertia; method 3-0-3
of virtual work. Prerequisites: PHYS 170, MATH 180. General overview of how CAD operates in a modern mechanical
engineering design environment. Introduction to major com-
MENG 212
mercial CAD software (CATIA, Pro/E, Solidworks, NX, etc.) in
Engineering Mechanics II (Dynamics)
relation to the production of two and three dimensional
3-0-3
images of design concepts for machinery components.
Basic concepts, fundamental laws: absolute and relative Introduction to finite element techniques for structural analysis.
motion, work, energy, impulse, momentum. Kinematic and Includes hands-on experience in the use of CAD software
kinetics of a particle, or rigid bodies. Central force motion. packages for designing and analyzing mechanical compo-
Impact. Advanced topics. Prerequisites: MENG 211, MATH nents. Prerequisites: MENG-105, MENG-221, MENG 212
260.
MENG-324
MENG 221 Vibrations and System Dynamics
Strength of Materials 3-0-3
4-0-4
Mathematical modeling and analysis of lumped dynamic sys-
Stresses and strains in members under the actions of axial tems with mechanical elements. Topics: time domain solu-
and shearing forces, bending and twisting moments. tions (with emphasis on one- and multi-degree-of-freedom
Transformations of stress and strain; principal stresses. vibration problems including free and forced vibrations),
Combined stresses; pressure vessels. Deflection of beams. computer simulation, block diagram representation, numeri-
Statically indeterminate problems. Columns. Prerequisites: cal methods and frequency domain solutions. Prerequisite:
MENG 211, MATH 180. MENG 212, MATH 320
MENG 240 MENG 340
Thermodynamics Fluid Mechanics
3-0-3 3-0-3
Review of dimensions, units, and fundamental concepts. Fundamental fluid statics: manometry, forces on submerged
Study of First and Second Laws of Thermodynamics. surfaces, Archimedes’ principle. Details of one-dimensional
Application to fluid dynamic processes. Energy conversion incompressible flow; conservation laws and application to
cycles. Reversed cycles. Concept of exergetic analysis. flowing systems, cavitation, impulse-momentum problems,
Prerequisites: PHYS 180, CHEM 107, Co-requisites: MATH 260. vanes. Pipe flows: laminar analyses, turbulent flows with
MENG 270 emphasis on calculation of fluid properties. One-dimensional
Instrumentation and Measurement compressible flow; conservation laws, specialization to isen-
0-3-1 tropic situations, nature of speed of sound. Applications
Introduction to measuring techniques in mechanical engi- including effects of area change, converging and diverging
neering. Analysis of experimental data with emphasis on nozzles, choking phenomena, normal shock waves.
accuracy, errors, and uncertainty. Mechanical, electrical, elec- Prerequisite: MENG 240.
tronic, pneumatic, hydraulic and optical instruments are used
in the experiments performed, and their design, function, and
limitations are studied. Prerequisite: PHYS 170.
232
MENG 343 MENG 413

Thermofluids Laboratory Mechatronics
0-3-1 3-0-3
Introduction to basic instrumentation. Experiments involving Review of classical mechanics and electromagnetics.
pressure, velocity, temperature and viscosity measurements, Analysis of electric and electromechanical components and
determination of thermal properties of solids, liquids and systems. Principles and fabrication of Microsystems including
gases. Calorimetry. Steam turbogenerator, reversed refrigera- microsensors and actuators. Control of mechatronic systems.
tion cycles. Tests involving internal combustion engines, wind Passive and active vibration compensation. Integration of
tunnel testing. Basic experiments in hydraulics. (Offered reg- microprocessors for embedded application. Prerequisite:
ularly, but not every semester.) Prerequisites: MENG 340, MENG-324
MENG 240.
MENG 420
MENG 346 Mechanical Metallurgy
Energy Conversion 3-0-3
3-3-4 Quantitative prediction of mechanical behavior of materials:
Starting with basic principles of energy conversion, the vast plastic, viscous, plastic deformations, crack formation, and
area of modern energy technology is covered. Fossil, nuclear, growth under monotonic and repeated loading. Deformation,
solar, and geothermal energy resources and current and viscous creep. Types of fracture and theories of fracture;
future methods of energy conversion are analyzed. State of fatigue. Elective for MENG students. (Offered regularly, but
the art and present research areas reviewed. Technical and not every semester.) Prerequisites: MENG 310, MENG 221.
economic feasibility of processes, equipment, and plants is
MENG 423
analyzed. Prerequisite: MENG 240.
Advanced Strength of Materials
MENG 349 3-0-3
Heat Transfer Theories of stress and strain. Energy methods. Deflections of
3-0-3 structures using the method virtual work and Castigliano’s
Basic concepts. Steady-state conduction; unsteady-state theorem. Analysis of statically indeterminate structures.
heat conduction; mathematical, graphical empirical and Classical and modern theories of curved beams subjected to
numerical methods of analysis. Principles of convection, general loading. Determination of stresses and deformations
dimensionless numbers. Forced convection. Natural convec- of curved beams with various boundary conditions. Thick-
tion. Radiation heat transfer. Heat exchangers. Prerequisites: walled cylinders; shrink fits. Flat plates. Beams on continuous
MENG 240, MATH 320. elastic support. Prerequisites: MENG 310, MENG 221, MATH
320. (Elective for MENG or AENG students.)
MENG 370
Machine Design MENG 440
4-0-4 Advanced Fluid Mechanics
General concepts of machine design, such as stress and 3-0-3
strength, stress concentration fatigue, theories of failure, Conservation laws, viscous flow in ducts, fully developed
deflection in machine parts. Applications of the design flow, turbulent flow, pipe networks, general theory of turbo-
process, including design of shafts, fasteners, couplings, machines including pump performance and characteristics,
gears, bearings, springs, screws, and other machine elements. pump cavitation and hydraulic turbines. Laminar and turbu-
Prerequisite: MENG 221. lent boundary layer flow. Prerequisites: MENG 340, MATH
320.
MENG 373
Engineering Analysis MENG 443
3-0-3 Energy System Analysis and Design
Numerical and analytical methods for the solution of engi- 3-3-4
neering problems will be covered. In particular, applications Fundamentals of planning and design of thermal power
to problems in heat transfer, fluid mechanics, flight vehicle plants. Detailed design and performance characteristics of
design, and vibration theory will be discussed. Prerequisites: power plant subsystems, i.e., turbines, steam condensers,
MATH 320, MENG 221. feedwater heaters, boiler plant pumps, steam generators,
boiler fans, piping design, cooling water systems, water treat-
MENG 410
ment. System analysis based on First and Second Laws of
Fundamentals of Stress Analysis
Thermodynamics toward optimization of power generation.
2-2-3
Advanced (optimized) energy conversion cycles with
Two-dimensional state of stress and strain. Stress equations energy/energy flows. Students are required to complete a
of equilibrium. Stress and strain transformation equations. design project of a thermal power plant and submit a report
Compatibility. Three-dimensional stress-strain relations. with complete system analysis, heat balance diagrams, major
Plane elasticity theory; plane-strain and plane-stress prob- system/subsystem and piping drawings. Prerequisites: MENG
lems in cartesian and polar coordinates. Airy’s stress function. 240.
Verification of theoretical solutions by experimental methods
using strain-gages. Photoelasticity. Birefringent coatings. MENG 446
(Offered regularly, but not every semester.) Prerequisites: Heating, Ventilation, and Air Conditioning
MENG 423. 3-3-4
Analysis and design procedures of HVAC systems, accompa-
nied by a design project. Prerequisites: MENG 340, MENG
240; Pre- or corequisite: MENG 349.
233
MENG 470 MENG 478

Senior Mechanical Engineering Design Special Topics II
3-3-4 3-0-3
The course will deal with open-ended design investigations Topics of current interest in mechanical engineering involv-
which allow the application of advanced engineering tech- ing project analysis and design are covered. This course may
niques to the analysis and synthesis of engineering systems serve as continuation of, MENG 474. Prerequisite: MENG 474
or devices. Topics such as manufacturing processes, DFM, or approval of the chair.
modern engineering materials reliability and liability, envi-
MENG 483
ronmental friendliness, thermo-fluid machines and devices
Mechanical Engineering Workshop
will be covered. Prerequisite: Approval of chairperson.
0-3-1
MENG 473 A workshop designed to address deficiencies in transfer cred-
Kinematics it evaluation in areas such as design and computer applica-
3-0-3 tions in engineering and related courses. The course may be
Kinematics of machines, velocity and acceleration, analysis of repeated. Prerequisite: Approval of the chairperson.
mechanisms using graphical, analytical, and computer meth-
MENG 486
ods. Synthesis of planar linkages. Study of cams and gear
Advanced Machine Design
trains. Introduction of spatial linkages. (Offered regularly, but
3-3-4
not every semester.) Prerequisite: MENG 212
Review of basic concepts, plus such considerations as impact
MENG 474 loads, cumulative damage, reliability as a statistical concept,
Special Topics I optimization, cost standardization, computer usage. In-
3-0-3 depth treatment of such machine elements as clutches and
Topics of current interest in mechanical engineering involv- brakes, special springs, roller bearings, gearing systems. Two
ing project analysis and design are covered in the course. open-end design projects, each combining various machine
Prerequisite: Approval of the Chair. elements: conceptual design, feasibility, calculations, assem-
bly drawing, detail drawings including dimensioning, fits and
tolerance and parts lists. Prerequisites: MENG 370, MENG 212
(ME design elective.)
234

All students are required to take a mathematics placement
Bachelor of Science, Mechanical examination prior to registration, and may have to take a
Engineering—Aerospace developmental mathematics course (MATH 096-MATH 097,
Concentration. or MATH 098) before taking required mathematics courses.
MATH 170 Calculus I (4) 4
ETCS 105 Career Discovery (1) 2 credits
MATH 180 Calculus II (4) 4
Mechanical Engineering MATH 260 Calculus III 4
MENG 105 Engineering Graphics 2 MATH 320 Differential Equations 3
MENG 211 Engineering Mechanics I 3
MENG 212 Engineering Mechanics II 3 15 credits
MENG 221 Strength of Materials 4 Physics
MENG 240 Thermodynamics 3 PHYS 170 General Physics I (4) 4
MENG 270 Instrumentation & Measurement 1 PHYS 180 General Physics II (4) 4
MENG 310 Introduction to Material Science 3 PHYS 225 Introduction to Modern Physics 3
MENG321 Intro to CAD 3
MENG 324 Vibrations & System Dynamics 3 11 credits
MENG 340 Fluid Mechanics 3 Social Sciences
MENG 346 Energy Conversion 4 Economics 3
MENG 349 Heat Transfer 3 PHIL 3
MENG 370 Machine Design 4 Phil 230 Tech, Soc. Val
MENG 373 Engineering Analysis 3 or
42 credits IENG 400 Tech & Global Issues 3
Aerospace Engineering 9 credits

AENG 360 Aerodynamics 3 Electives 3 credits
MENG 343 Thermofluids Laboratory 1
or Total credits required—133-135
AENG 466 Aerospace Laboratory 1
AENG 463 Propulsion 3 (1) This course may be waived for students and transfers with
AENG 490 Flight Vehicle Design 4 sophomore or higher status. For course description, see computer
AENG 492 Senior Aerospace Design 4 the department chairperson.
15 credits (2) Intensive English as a second language is not acceptable as a

permissible substitution for WRIT 111 and WRIT 161 in place of
Computer Science WRIT 101 as a substitution for any of these requirements. The only
CSCI 120 Programming I 3 credits permissible substitution is WRIT 111 and WRIT 161 in place of
WRIT 101 and WRIT 151.
Electrical Engineering
EENG 201 Intro. Electrical Engineer. 4 credits (3) LITR 210, 220, 230 or 240 may be elected.
Engineering Management (4) M.E. students are permitted to register concurrently for Calculus I
and Physics I and Calculus II and Physics II.
IENG 245 Statistical Design I 3
6 credits
English (2)
Composition 6
Speech 3
15 credits
Life Sciences
CHEM107 Engineering Chemistry 4 credits
235
AENG 360 AENG 463

Aerodynamics Propulsion
3-0-3 3-0-3
Review of basic incompressible and compressible flows, Review of fluid mechanics principles including shock wave.
introduction to oblique shock waves, Prandtl Meyer flows. Details of air-breathing propulsion including analysis of dif-
Detailed airfoil analyses including effects on lift and drag of fusers and nozzles, compressors and turbines, and combus-
angle of attack, Reynolds number, compressibility. Three- tion processes. Matching of components is treated in depth.
dimensional considerations: qualitative discussion of down- Over-all vehicle analysis treating turbojet, turbofans, turbo-
wash and circulation, quantitative aspects of this type of props, ram-jets. (Offered regularly, but not every semester.)
flow. Boundary layer theory: simple ideas, flat plate flows, Prerequisite: MENG 340.
calculation formulae. (Offered regularly, but not every semes-
AENG 466
ter.) Prerequisites: MATH 320 and MENG 340.
Aerospace Laboratory
AENG 430 0-3-1
Aero Structures Experiments involve aerospace concepts and are geared to
3-0-3 simulate operations in a typical industrial aerospace lab.
Analysis of flight structures; compound and complex trusses. Wind tunnel testing, flow visualization, model forces, pres-
Torsion of space frameworks and box sections. Shear flow sure measurements; boundary layers, nozzles and jets. Error
distribution in box beams; tapered beams and unsymmetrical analysis. (Offered regularly, but not every semester.)
beams. Analysis of semimonocoque structures; fuselage bulk- Corequisite: AENG 360.
heads and wing ribs. Multi-cell box beams. Indeterminate
AENG 490
rigid frames. (Offered regularly, but not every semester.)
Flight Vehicle Design
Prerequisites: MATH 320, MENG 221.
2-4-4
AENG 433 Actual optimum design of an airplane meeting the specifica-
Structural Dynamics tions of load (number of passengers and/or weight of cargo),
3-0-3 range, field length, and cruising speed. The course proceeds
Natural frequency of vibrating beams by Newmark’s method. step by step to calculate all the design characteristics: wing
Numerical and rigorous dynamic response of one-degree of sweepback, thickness ratio, wing loading, thrust loading,
freedom systems. Dynamic response analysis of lumped- takeoff weight, drag, range, direct operating cost. Many of
mass systems. Response of damped systems by Duhamel’s these factors are varied in order to optimize the cost. (Offered
integral. Analysis of nonlinear structural response. regularly, but not every semester.) Corequisite: MENG 340.
Formulation of MDOF equations of motion; Rayleigh’s
AENG 492
method. Normal coordinates; uncoupled equations of motion;
Senior Aerospace Design
conditions of orthogonality; mode superposition. Response
4-0-4
spectra for earthquakes. (Offered regularly, but not every
semester.) Prerequisites: MENG 212, MENG 323, MATH 320. A specific field of design will be selected. The design will be
open-ended and proceed from specifications using all the
AENG 436 pertinent fields of science and engineering as well as empir-
Aerospace Mechanics ical formulations. Some topics which may be selected are
3-0-3 Supersonic Aircraft, Rocket Technology and Helicopter
Elements of spherical trigonometry and navigation. Design. Prerequisite: AENG 490 and approval of chairperson.
Determination of position, velocity, and acceleration on
AENG 494
earth, in the air, and in space, celestial motion, theory of
Guidance and Control
orbits. Rocket equation and elements of astronomy and guid-
3-0-3
ance included. (Offered regularly, but not every semester.)
Prerequisites: MATH 260 and MENG 212. The high-speed motion of modern aerospace vehicles requires
extremely accurate measurements of the parameters of
AENG 439 motion as well as the means of correcting such motion. These
Dynamics of Flight techniques of guidance and control are offered from first
3-0-3 principles. Different guidance systems (gyroscopes,
Dynamic problems of the airplane in motion. Fixed and free accelerometers, and other sensors are evaluated). (Offered
controls, transient motion and dynamic loads on the airplane regularly, but not every semester.) Prerequisite: AENG 436.
in maneuvering flight. Design of aerodynamic characteristics,
automatic control, transfer function, stability criterion of
automatic control systems. (Offered regularly, but not every
semester.) Prerequisites: MENG 212, AENG 490.
236
n Curriculum requirements for the Social Sciences

Economics 3
Bachelor of Science in History or Political Science 3
Engineering Management Philosophy 3
ETCS 105 Career Discovery (1) 2 credits 9 credits
Industrial Engineering Behavioral Sciences 3 credits
IENG 245 Statistical Design I 3
IENG 251 Project Engineering 3 Life Sciences
IENG 345 Statistical Design II 3 CHEM107 Engineering Chemistry 4 credits
IENG 355 Quality Control & Reliability 3 Physics
IENG 380 Operations Research I 3 PHYS 170 General Physics I 4
IENG 400 Technology & Global Issues 3 PHYS 180 General Physics II 4
IENG 425 Systems Simulation 3
IENG 475 Industrial Engineering Design I 3 8 credits
IENG 476 Industrial Engineering Design I 3
Mathematics
IE Electives 6
36 credits MATH 180 Calculus II 4
MATH 310 Linear Algebra 3
Management
ACCT 101 Accounting I 3 11 credits
ACCT 306 Cost Accounting 3
Technical Electives (5)
6 credits
FINC 201 Corporation Finance 3
MGMT 205 Organizational Behavior 3 General Electives 6 credits
MGMT 405 Business Policy Seminar 3 Total credits required—128-130
Electives in Management (2) 6
21 credits (1) This course may be waived for students and transfers with
Computer Science science course listing. All course substitutions must be approved by
CSCI 120 Programming I 3 credits the department chairperson.
Mechanical Engineering (2) All management electives and substitutions for any required
management courses must be approved by the departmental chair-
MENG373 Engineering Analysis 3 credits person.
English (3) (3) International students may be required to take Intensive credits
Composition 6 in English (X503, 6 credits; and 098, 5 credits) prior to taking these
Speech 3 courses. Intensive English as a second language is not accepted as a
One Group A course (4) 3 substitution for any of these requirements. The only permissible
substitution is WRIT 111 and 161 in place of 101 and 151.
(4) LITR 210, 220, 230 or 240 may be selected.
15 credits
(5) Electives may be advanced level mathematic such as MATH 260,
320 or advanced level computer science or industrial engineering
courses, or other approved electives.
237
IENG 240 IENG 275

Engineering Economics Engineering Ethics—Law and Sales
3-0-3 2-0-2
Economic problems relevant to the management-engineering Philosophy of engineering; methodology of ethics; the engi-
decision-making environment, managerial costs, interest, neer and society; communications between engineers and
depreciation, break-even analysis, capital budgeting, replace- laypersons; continuing education and upgrading of the engi-
ment decisions. Prerequisite: MATH 141. or TMAT 155, or neer in practice; selling engineering services; moral and
equivalent. statutory laws. (Offered regularly, but not every semester.)
IENG 245 IENG 280
Statistical Design I Technology & Labor Issues
3-0-3 3-0-3
Fundamentals of engineering probability and statistical In this course students discuss the changing nature of work
analysis as applied to industrial problems: sample spaces, and its impact on workers and labor management relations.
random variables, discrete and continuous distributions, sam- Also covered are the history and development of the labor
pling techniques and design of statistical investigations, movement, including current issues and perspectives, the
Bayesian decision making. Emphasis is on the application of impact of social and technical factors on the evolution of
these ideas to the decision-making process, rather than pure business organizations, and the theory and function of work-
theory. Prerequisite: MATH 170 or TMAT 235. place skills, i.e. customer focus, quality, team work, leader-
ship, and problem solving.
IENG 251
Project Engineering IENG 340
3-0-3 Design for Manufacturability
In this course, we discuss development and management of 2-3-3
engineering and technology projects. Project proposal prepa- A lecture/laboratory course designed to provide insight into
ration, resources and cost estimating, project planning, orga- manufacturing requirements. Students will analyze compo-
nizing, and controlling, network diagrams and the techniques nent/part design with a view towards improving their manu-
are covered. Prerequisite: MATH 170 or MATH 161 facturability. Team and individual prospects will be required.
Prerequisites: IENG 445, IENG 240.
IENG 255
Computer Aided Design (CAD) IENG 345
3-0-3 Statistical Design II
General introduction to computer graphics and its applica- 3-0-3
tion in design of physical plant layouts and the graphic arts. Principles of modern statistical experimentation and practice
Practical assignments provide experience in the use of 2-D in basic engineering design: statistical inference and decision
and 3-D graphics. Prerequisites: TMAT 255 and CSCI 160. problems, estimation, tests of hypothesis, regression, correla-
tion, one-way and two-way analysis of variance, application
IENG 260
to engineering and management data, time-series analysis.
Facilities Design and Materials Handling
Prerequisite: IENG 245.
3-0-3
The main objective of the facilities layout function is to IENG 350
increase operational efficiency of the plant through effective Quality Control
integration of manufacturing equipment, materials handling 3-0-3
systems, plant facilities and labor requirements. This course The applied techniques for determining the quality of mass-
will provide a thorough analysis of the various quantitative produced items by means of statistical analysis. The use of
and computerized models that have been developed to cope control charts for detecting changes in a process. Setting
with the increasing complexity of layout problems. control limits and lot sizes for sampling inspection plans.
Prerequisites: MENG 105 and IENG 250 or IENG 360 and IENG Sampling by variables and attributes. Prediction of the prob-
255. able percentage defective in a monitored process. (Offered
regularly, but not every semester.) Prerequisite: TMAT 135.
IENG 265
Industrial Safety IENG 355
2-0-2 Quality Control and Reliability
Evaluates the fundamentals of safety engineering and acci- 3-0-3
dent prevention, including the industrial causes and impact Economic aspects of statistical quality control. Control charts
of accidents and the production values of attaining an acci- for variables and attributes, acceptance sampling, operating
dent-free goal. Attention is paid to the meaning and inter- characteristics curves, fundamentals of reliability, failure pre-
pretation of the Occupational Safety and Health Act. (Offered diction. Prerequisite: IENG 245.
regularly, but not every semester.)
IENG 360
IENG 270 Quantitative Methods in Industrial Operations
Work Measurement and Analysis 3-0-3
3-0-3 Linear optimization models, simplex methods and solutions,
Work measurements techniques based on simplification of networks and applications, assembly line balancing, queueing
design, process, sequence, and workplace. Micromotion and theory with applications in production and computer simula-
memomotion evaluation of work content for improvement tion. Corequisite: IENG 345.
and training. Time study via stop watch observation, statisti-
cal sampling and synthetic time systems. Worker ratings and
allowances. Job evaluation and wage determination.
Laboratory work in motion and time. Prerequisite: IENG 250
238 or IENG 360.
IENG 365 IENG 430

Industrial Engineering Laboratory Nondestructive Test Engineering
1-2-2 3-0-3
Laboratory work using timing devices, work simplification Fundamentals of nondestructive testing techniques, includ-
techniques, and statistical sampling simulators. Data gathering X-ray, ultrasonic, eddy current and other methods.
ing and analyses methods are demonstrated. Prerequisite: Characterization of flaws and effects of flaws on design
IENG 245. parameters. Applications to pressure vessels, construction
and other industrial processes.
IENG 370
Industrial Plant Operations IENG 435
2-3-3 Industrial Reliability Engineering
A study of current industrial engineering practices: produc- 3-0-3
tion, layout, safety, planning, personnel management, Fundamentals of reliability mathematics as applied to sur-
through plant visits and class discussions. Term report. vival or failure of mechanical and electrical subsystems and
(Offered regularly, but not every semester.) Prerequisite: IENG components. Application of statistical and probability theo-
260. ries to predict failure rates under operational conditions.
(Offered regularly, but not every semester.) Prerequisites:
IENG 375
MENG 310, IENG 345.
Production Planning and Control
3-0-3 IENG 440
Forecasting methods for production planning, exponential Production Process Design
smoothing, scheduling techniques, inventory planning and 3-0-3
control, networks, line balancing, application of various Investigation of manufacturing processes in the metal and
mathematical models. Prerequisites: IENG 250 and IENG 245. plastics working areas. Processes include casting, forming,
joining, treatment, and material removal. Manual, semiauto-
IENG 380
matic, and automatic machine selection for process work. The
Operations Research I
plant equipment and process requirements to meet the
3-0-3
design and manufacture of a given product will be empha-
Linear programming solution; simplex method; dual prob- sized. Plant visits may be arranged. Prerequisite: MENG 310.
lem—its solution and economical meaning; sensitivity analy-
sis; transportation problems and solutions. Transshipment IENG 445
and assignment problems, traveling salesman problems, net- Production Process Design II
work optimization problems, CPM and critical path, and the 3-0-3
use of computers for problem solutions. Prerequisites: CSCI A continuation of IENG 440. Detailed analysis of how mate-
160, IENG 375. Corequisite: MATH 310. rials behave during production. Theories of plastic flow and
plasticity of materials will be discussed, with application to a
IENG 400
variety of production processes. A term project, requiring a
Technology and Global Issues
detailed analysis of a particular process, will be required.
3-0-3
Prerequisites: IENG 440; Corequisite: IENG 450.
In this course the relationships between technology and
global concerns are explored. Topics such as sustainable IENG 450
development, standards, ethics, environmental concerns and Production Process Laboratory
public policies related to design and development, energy, 0-3-1
transportation, air, and water facing both developed and A laboratory course to complement the theory in IENG 440
developing nations will be discussed. Prerequisite: Senior sta- and IENG 445. Students will perform experiments in metal
tus or approval of the Chair. working and manufacturing techniques including forming,
plating, machine turning and drilling, grinding, welding and
IENG 420
allied process. Prerequisite: IENG 440.
Operations Research II
3-0-3 IENG 455
Introduction to nonlinear programming, dynamic program- Design of Man-Machine Systems
ming and its applications, the branch and bound algorithm, 3-0-3
integer linear programming, zero-one programming, applica- This course integrates concepts developed in psychology,
tions of zero-one programming, introduction to game theory. physiology, and industrial and mechanical engineering and
Prerequisite: IENG 380. provides the necessary background for an optional design of
the workplace. Topics to be included: systems analysis of
IENG 425
man-machine systems, design of visual and auditory displays,
Systems Simulations
design of controls, layout of workplaces, and environmental
3-0-3
effects of human performance. (Offered regularly, but not
The use of simulation methods for the analysis and design of every semester.) Prerequisites: IENG 260 and PSYC 101.
various types of systems. Queueing theory, queueing prob-
lems and stochastic systems are simulated using GPSS.
Continuous and other discrete simulation languages will be
discussed. Prerequisites: IENG 380, IENG 345.
239
IENG 460
Design of Industrial Enterprise
3-0-3
Focuses on a detailed design of an industrial enterprise from
the concepts of a manufacturing idea, through resource allo-
cation, to methods of distribution. Topics will include product
specification, market research, equipment and process deter-
mination, plant layout, financial requirements, labor require-
ments, capacity planning, and organizational structure. Term
project. (Offered regularly, but not every semester.)
Prerequisites: IENG 375, IENG 355, IENG 260.
IENG-475
Industrial Engineering Design I
3-0-3
A senior design course encompassing various phases of systems
design including problem definition and analysis, synthesis,
specification and implementation. The project, under the super-
vision of an advisor, may be conducted in an off-campus enter-
prise environment. Students will work in teams and be expect-
ed to present their work orally and in a written report.
Prerequisite: Senior status.
IENG 476
Industrial Engineering Design II
3-0-3
A senior design course encompassing where students continue
projects from IENG 475 or work individually under the same
format on a design project. Prerequisite: IENG-475.
IENG 485
Seminar Project
2-0-2
Term project: (May be combined with IENG 490, Advanced
Seminar Project, as a two-semester project if approved by the
dean after selection of the project.) Student may select the
design of an industrial enterprise (product and market
research, production processes, plant layout, cost and profit
predictions, or research into a pollution control field, magni-
tude and composition of the pollutant economic and physio-
logical effects, state-of-the-science for reduction, cost effec-
tiveness of the reduction process). Prerequisite: Approval of
department chairperson.
IENG 490
Advanced Seminar Project
2-0-2
Continuation of IENG 485 for project which cannot be com-
pleted in one semester. Prerequisite: IENG 485 and approval
of department chairperson.
240
Pre-Engineering
Students who have not chosen a specific branch of engineering as a major or who do
not fully satisfy the entrance requirements for engineering, may be classified as
Undeclared status in the School of Engineering and Computing Sciences up to the end
of their second year. Transfer students and students who have completed more than
two years of course work should check with both their academic and financial aid advi-
sors regarding their status as majors.
Electrical and Computer Engineering Technology

Faculty: L. Amani, L. Amara, B. Beheshti, A. Kashani, R. Meyers, T. Moroney, E. Nelson,
L. Pavlidis, Y. Saito, G. Salayka.
Adjunct Faculty: T. Decanio, S. Fall, J. Fiorillo, F. Fischman, A. Golubev, M. Hoffman,
J. Rogers.
The college offers courses leading to the Bachelor of Technology degree in Electrical
and Computer Engineering Technology. In addition, courses lead to the A.A.S. degree in
Electrical Technology. Engineering technology is the nationally accepted terminology
for education programs designed to prepare engineering technologists and engineering
technicians. Engineering technology is that part of the technological field which
requires application of scientific and engineering knowledge and methods combined
with technical skills in support of engineering activities; it lies within the occupation-
al spectrum between the craftsman and the engineer at the end of the spectrum clos-
est to the engineer.
Entering students normally enroll directly in the program areas leading to the Bachelor
of Technology degree. However, they may also enroll in the corresponding program area
leading to the A.A.S. degree and upon graduation transfer to the upper two years of the
four-year Bachelor of Technology program. Graduates from community colleges and
technical institutes with A.A.S. degrees in engineering technology may transfer into the
upper two years of the corresponding program leading to the Bachelor of Technology.
Graduates of electrical and computer engineering technology programs often hold posi-
tions as electrical, computer, and electronics technologists in the area of testing, ser-
vice, maintenance, sales and marketing, and research assistant.
According to this general direction and mission of the college, the primary objectives
of the Electrical and Computer Engineering Technology have been developed to create
versatile engineering technologists who:
n be successful in their engineering or chosen career path.
n engage in life-long learning and professional development through graduate

studies and active participation in professional organizations.
n be able to interact effectively with others in a collaborative team-oriented manner

in the management and execution of a project

241
To support these objectives, the curriculum has been developed to provide program outcomes
which describe what students are expected to know and be able to do by the time of graduation.
n an appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines
n an ability to apply current knowledge and adapt to emerging applications of mathematics,

science, engineering and technology
n an ability to conduct, analyze and interpret experiments and apply experimental results to
improve processes
n an ability to apply creativity in the design of systems, components or processes appropriate to

program objectives
n an ability to function effectively on teams
n an ability to identify, analyze and solve technical problems
n an ability to communicate effectively
n a recognition of the need for, and an ability to engage in life-long learning
n an ability to understand professional, ethical and social responsibilities
n a respect for diversity and a knowledge of contemporary professional, societal and global issues
n a commitment to quality, timeliness, and continuous improvement
The program in electrical and computer engineering technology leading to the Bachelor of
Technology, is accredited by the Technology Accreditation Commission of the Accreditation Board for
Engineering and Technology, Ill Market Place, Suite 1050, Baltimore, Maryland 21202 – Telephone:
(410) 347.7700.
242

English (3)
3 credits
Bachelor of Technology in
Electrical and Computer Composition 6
Engineering Technology* Speech 3
ETCS 105 Career Discovery (1) 2 credits WRIT 316 Writing for the Technical Professions 3
Electrical Technology 15 credits
ETEC 110 Electrical Technology I 4
ETEC 120 Electrical Technology II 4
ETEC 131 Electronics Technology I 4 Life Science
ETEC 231 Electronics Technology II 4 CHEM107 Engineering Chemistry 4
ETEC 310 Communication Circuits 4
ETEC 410 Control System Technology 4 4 credits
ETEC 495 or CTEC 495 Seminar Project 3 Mathematics
TMAT 135 Technical Mathematics I 4
27 credits TMAT 155 Technical Mathematics II 4
Computer Technology MATH161 Basic Applied Calculus 3
CTEC 204 Programming Techniques I 3
CTEC 206 Programming Techniques II 3 11 credits
CTEC 216 Digital Electronics 4 Physics
CTEC 235 Microcomputers I 4
PHYS 130 Introductory Physics 3
CTEC 241 Circuit Design and Fabrication 4
PHYS 150 Introductory Physics II 3
CTEC 247 Applied Computational Analysis 3
CTEC 335 Microcomputers II 4 6 credits
CTEC 350 Microcontroller Based Systems 3
Social Sciences
28 credits Economics 3
Electrical and Computer Technology Electives (2)
Philosophy 3
(Choose 9 elective credits from the following)
CTEC 430 Digital Signal Processing 3 9 credits
CTEC 460 Computer Networking Technology 3
CTEC 471 Internet Development 3 Electives 3 credits
ETEC 240 Energy Technology 3 Total credits required 130-132
ETEC 420 Communication Circuits II 3
ETEC 470 Fiber-Optic Communication (1) This course may be waived for students and transfers with
Technology 3 sophomore or higher status. For course description, see computer
ETEC 490 Special Topics 3 science course listing. All course substitutions must be approved by
ETEC 491 Special Topics II 3
MTEC 210 Intro. to Computer Aided Design 3 (2) Other advanced ETEC/CTEC electives with the approval of the
Chairperson.
9 credits
Engineering Management substitution for any of these requirements. The only permissible sub-
IENG 240 Engineering Economics 3 stitution is WRIT 111 and WRIT 161 in place of WRIT 101 and WRIT
151.
IENG 251 Project Engineering 3
IENG 350 Quality Control 3
12 credits
243
CTEC 130 CTEC 235

Computer Hardware Microcomputers I
3-0-3 3-3-4
Number systems, binary data representations, digital circuits. Building blocks of a microcomputer system: addressing,
Boolean algebra, and minimization of combinatorial circuits machine code formats, assembly language programming.
are presented. Flip flops, synthesis of synchronous sequential Weekly laboratory work on the microcomputer supplements
machines, PLAs and PAL, RAM and ROMs, basic computer lecture material. Prerequisites: ETEC 231, Corequisite: CTEC 225.
organizations, and assembly language programming are also
CTEC 241
discussed. Equivalent to CSCI 130. Prerequisite: MATH 141 or
Circuit Design and Fabrication
equivalent.
3-3-4
CTEC 201 Students are introduced to CAD tools for schematic and PCB
Computer Applications in Telecommunications layout. Techniques and principles for schematic drawing and
3-0-3 PCB artwork will be covered. Additional topics include design
This course is an introductory course for students in the methodologies for multilayer boards, and effects of crosstalk
Verizon Next Step program. It provides a basic computer and noise on PCB performance. VHDL logic synthesis is
orientation to hardware and implementation of software introduced with a top-down approach to design and simulate
applications in Telecommunications. Students will use circuits. Laboratory experiments emphasize all the above
various software packages to create documents, spread- techniques. Prerequisites: CTEC 216, ETEC 131.
sheets, graphs, databases, and presentations. The student will
CTEC 247
utilize this knowledge to solve problems and transfer
Applied Computational Analysis
information via electronic media. Lectures, interactive
2-1-3
learning, and demonstrations will be employed. Laboratory
exercises will be required. An introduction to numerical computation and visualization
for the solving of problems encountered in computer and
CTEC 204 electrical technology. Topics will include applied differential
Programming Techniques I equations, transform methods and discrete mathematics, as
3-0-3 applied to electrical/computer systems in a laboratory setting
The course covers structured programming in a high level A software package such as MATLAB will be used. Prerequisite:
language such as C/C++. Topics include simple data types, MAT 160.
expressions, statements, control statements and looping
CTEC 305
techniques. Elements of object oriented programming will be
Numerical Methods for Technology
introduced by use of predefined objects. Prerequisite: TMAT-135.
3-0-3
CTEC 206 A study of some of the computational problems encountered
Programming Techniques II in technological practices and analysis. Topics covered
3-0-3 include curve fitting, interpolation, solution of algebraic
Programming techniques are expanded using an object ori- equations, and numerical differentiation and integration. A
ented language such as C/C++ or JAVA. Fundamental data high level programming language will be used. Prerequisite:
structures will be introduced. Issues such as graphic user MAT 161, CTEC 204.
interface design, implementation, code maintenance and
CTEC 311
reusability are also discussed. Prerequisite: CTEC-204.
Introduction to Operating Systems
CTEC 216 2-2-3
Digital Electronics The principles of Operating Systems such as UNIX, Linux, and
3-3-4 Windows are introduced. Access and privacy, process man-
This course is a study of the fundamental concepts of digital agement in a multi processing environment, memory man-
electronics. Covered topics include numbering systems, agement and input/output (I/O) devices. Basic Operating
Boolean algebra and reduction techniques, logic gates, arith- Systems commands, tools and utilities, system operations and
metic operations and circuits, multiplexers and demultiplex- administration are presented. Shell programming and
ers, flip-flops, counters, registers, memory circuits and pro- Operating System service calls are presented. Lectures are
grammable arrays, analog to digital and digital to analog followed by laboratory experiments. Prerequisite: CTEC-204
conversion techniques and circuits. The focus of the course is
CTEC 335
SSI/MSI IC digital design and the architecture of micro-
Microcomputers II
processors is introduced. A software simulation tool for digi-
3-3-4
tal electronics such as will be used. Laboratory work is coor-
dinated with the lectures.Prerequisite: ETEC-131. Memory subsystems, I/O methods for a microcomputer,
address decoding, interrupt techniques, timing, LSI con-
trollers such as DMA’s, UART’s, and CRT’s, analog interface,
demonstration of computer graphic techniques. Weekly lab-
oratory work is integrated to lectures. Prerequisite: CTEC 235.
244
CTEC 345 CTEC 460

Robotics Technology Computer Networking Technology
3-3-4 3-0-3
An introduction to robotics and the current state-of-the-art In this course, we present the fundamental knowledge on the
science. Analysis of robotic control systems, mechanical dri- building blocks of data communications systems. Topics
ves, sensor and vision systems, robotic work cells. Laboratory include characteristics of analog and digital transmission,
demonstrations supplement lectures. (Offered regularly, but networking protocols, network data flow as presented by OSI
not every semester). Prerequisites: CTEC 235, ETEC 231, ETEC reference model, Ethernet, switching and routing technolo-
410, approval of chairperson and completion of junior year. gies. Structure of the Internet and intranets, network manage-
ment and security are also discussed. Prerequisite: CTEC 235.
CTEC 350
Microcontroller Based Systems CTEC 471
3-0-3 Internet Development
In this course, we concentrate on selection criteria and hard- 3-0-3
ware and software considerations for imbedded microcon- Topics included are Web technologies and strategies for web
troller based systems. Topics such as microcontroller site development, including architecture, web life cycle, tool
resources, real time control, development tools, state and technologies, and the approach to security planning.
machine and standard programming types, high level lan- Also covered are elements of a simple web site using HTML
guage cross compilers, design for manufacturability, testabil- and XHTML, multimedia on the web, design of a user inter-
ity, packaging and aesthetics consideration for consumer ori- face, server-side scripting languages, dynamic web pages,
ented products will be covered in conjunction with design cascading style sheets (CSS), elements of JavaScript, Java
examples from real life applications. Students will build their applets integration and basic web security issues.
own microcontroller based system in parallel with the course Prerequisite: CTEC 204.
lectures. Prerequisite: CTEC 235.
CTEC 430
Digital Signal Processing
3-0-3
In this course, we analyze discrete time signals and systems,
z-transforms, discrete Fourier transforms, digital filter design,
structures for digital networks, FFT algorithms, quantization
and round-off errors. (Offered regularly, but not every semes-
ter.) Prerequisites: Approval of chairman and completion of
junior year.
245
Electrical Technology
The program in electrical technology leading to the Associate in Applied Science is for
those individuals interested in preparing for careers as technicians in the growing fields
of electronics and microcomputer repairs. Students develop a thorough foundation in
electrical, electronic, and solid-state principles and may choose coursework in the
rapidly expanding fields of microcomputers.
Graduates of these programs can find employment as high-level technicians, often
working directly with engineers or scientists. Employment opportunities include the
repair and maintenance of microcomputers, and word processors. Microelectronic
circuit design, analysis, testing, field service and sales are some of the additional
employment areas available to graduates.
n Curriculum requirements for English(2)

Composition 6
Associate in Applied Science, Speech 3
9 credits
ETCS 105 Career Discovery (1)
2 credits
Mathematics
Electrical Technology TMAT 155 Technical Mathematics II 4
ETEC 110 Electrical Technology I 4 MATH161 Basic Applied Calculus 3
ETEC 131 Electronics Technology I 4 11 credits
ETEC 231 Electronics Technology II 4 Physics
PHYS 130 Introductory Physics 3
16 credits
Computer Technology 3 credits
CTEC 204 Programming Techniques I 3 Total credits required—63 - 65
CTEC 206 Programming Techniques II 3
CTEC 216 Digital Electronics 4 (1) This course may be waived for students and transfers with
CTEC 235 Microcomputers I 4 sophomore or higher status. For course description, see computer
CTEC 241 Circuit Design and Fabrication 4 science course listing. All course substitutions must be approved by
CTEC 247 Applied Computational Analysis 3
21 credits substitution for any of these requirements. The only permissible
substitution is WRIT 111 and WRIT 161 in place of WRIT 101 and
Behavioral Sciences 3 credits WRIT 151.
ETEC 110 ETEC 120

Electrical Technology I Electrical Technology II
3-3-4 3-3-4
Fundamental units, electrical components, wire calculations, Alternating-current concepts. Reactance circuits, series and
work power, efficiency, Ohm’s law series and parallel resistive parallel, power factor, complex algebra, and phasor notation.
circuits, Kirchhoff’s laws. Introduction to electric and mag- Resonance phenomena, coupled circuits and transformers.
netic energy storage, capacitance, inductance, RC and RL time Lectures are followed by laboratory experiments. Prerequisite:
constants, meters, fundamentals of dc motors and generators. ETEC 110. Corequisite: TMAT 155.
Lectures are followed by laboratory experiments. Corequisite:
ETEC 131
TMAT 135.
Electronics Technology I
ETEC 111 3-3-4
Electrical I In this course, we cover semiconductor theory, diodes, Zener
3-0-3 diodes, rectifier circuits, filters, voltage regulators, special
Fundamental units, electrical components, wire calculations, purpose diodes, Bipolar Junction Transistor (BJT) and Junction
work, power, efficiency, Ohm's law, series and parallel resistive Field Effect Transistor (FET) fundamentals. BJT and FET con-
circuits, and Kirchhoff's laws are covered. Electric and magnet- figurations, biasing, AC models and voltage amplifiers, and
ic energy storage, capacitance, inductance, RC and RL time con- small signal analysis. BJT power amplifier classification and
stants, and meters are also discussed. Corequisite: TMAT-135. analysis are also discussed. Laboratory work is correlated with
246 the lectures. Prerequisite: ETEC 110. Corequisite: ETEC 120.
ETEC 150 ETEC 240

Electrical II Energy Technology
3-0-3 2-3-3
This course discusses alternating-current concepts. Principles of electromechanical energy conversion, structure
Reactance circuits, series and parallel, power factor, complex of typical dc and ac motors and generators, analysis of motor
algebra, phasor notation, resonance phenomena, coupled cir- and generator performance characteristics, motor starting,
cuits and transformers are discussed. Prerequisite: ETEC-111, single phase and polyphase transformers. Laboratory experi-
Corequisite: TMAT-155. ments using ac and dc rotating machines. Prerequisite: ETEC 120.
ETEC 160 ETEC 310
Electronics I Communication Circuits
3-0-3 3-3-4
In this course we cover semiconductor theory, diodes, Zener Transmission of information by wire and radiated electro-
diodes, rectifier circuits, filters, voltage regulators, special magnetic waves, RF oscillators, AM and FM transmission and
purpose diodes, Bipolar Junction Transistor (BJT) and Junction reception, SSB are introduced. Digital modulation, digital
Field Effect Transistor (FET) fundamentals. BJT and FET con- transmission and digital reception concepts, as well as mul-
figurations, biasing, AC models and voltage amplifiers, and tiplexing using FDM and TDM are presented. Typical circuits
small signal analysis. BJT power amplifier classification and are analyzed in the laboratory. Prerequisites: ETEC 231, MATH 161.
analysis are also discussed. Prerequisite: ETEC 111.
ETEC 410
Corequisite: ETEC 150.
Control Systems Technology
ETEC 231 3-3-4
Electronics Technology II Open and closed loop control systems. Principles of feedback
3-3-4 control: transducers, transfer functions, block diagrams.
In this course, we cover Metal Oxide Semiconductor Field System response. Introduction to stability criteria, analysis,
Effect Transistor (MOSFET) fundamentals, configurations, and digital control systems. Prerequisites: ETEC 231, CTEC
biasing and small signal analysis. Frequency response of BJT 246, 216
and FET circuits, Bode plots, and Oscillators are discussed.
ETEC 420
Other topics covered include Differential Amplifiers,
Communication Circuits II
Operational Amplifiers (op-amps) fundamentals and applica-
3-0-3
tions including linear and non-linear op-amp circuits.
Regulated Power supplies and Thyristor devices are also con- Digital communication systems, advanced digital modulation
sidered. Laboratory work is correlated with the lectures. concepts, data communications, advanced multiplexing con-
Prerequisite: ETEC 131. cepts. Transmission lines, antennas and waveguides. Space
communication is discussed. Prerequisites: ETEC 310.
ETEC 232
Electronics II ETEC 470
3-0-3 Fiber-Optic Communication Technology
3-0-3
In this course we cover Metal Oxide Semiconductor Field
Effect Transistor (MOSFET) fundamentals, configurations, This course covers the basic topics related to optical fiber
biasing and small signal analysis. Frequency response of BJT components used in telecommunication systems. It covers
and FET circuits, Bode plots, and Oscillators are discussed. the bandwidth and rate capabilities of optical fibers, their
Other topics covered include Differential Amplifiers, properties and characteristics. Topics include light sources,
Operational amplifiers (op-amps) fundamentals and applica- lasers, semiconductors, optical detectors and their applica-
tions including linear and non-linear op-amp circuits. tions, principles of fiber-optic communications, modulation
Regulated Power supplies and Thyristor devices are also con- and multiplexing, short-haul and long-haul communication
sidered. Prerequisite: ETEC 160. links, asynchronous transfer mode (ATM) and synchronous
transfer mode (SONET) based networks. A term paper is required
ETEC 235 in this course. Prerequisite: ETEC 231, PHYS 150.
Electrical Simulation Lab
2-0-2 ETEC 490
Special Topics
Laboratory experiments to complement courses covering dc
3-0-3
circuits, ac circuits, as well as basic digital circuitry will be
performed using a currently available software package. Lab Advanced topics in electrical engineering technology and
reports are to be submitted for each experiment performed computer technology. (Offered regularly, but not every
using word processing and circuit simulation software. semester.) Prerequisite: Approval of chairperson.
Prerequisite: ETEC-150. Corequisite: CTEC-217 ETEC 491
ETEC 236 Special Topics II
Electronics Simulation Lab 3-0-3
2-0-2 Advanced topics in Electrical and Computer Engineering and
Laboratory experiments to complement courses covering technology. Prerequisite: Approval of chairperson.
electronic circuits and advanced digital circuitry will be per- ETEC 495
formed using a currently available software package. Lab Seminar Project
reports are to be submitted for each experiment performed 3-0-3
using word processing and circuit simulation software. In this course we focus on a design project in an area such as
Prerequisite: CTEC-217, ETEC-232, ETEC-235. fabrication, computerized control, or Internet Technology. The
work will require a written and oral proposal, followed by
periodic progress reports (oral and written), and culminate in
a completed product and report. Prerequisites: Approval of
chairperson and completion of junior year.
247
Telecommunications Network Management

Faculty: L. Amani, L. Amara, B. Beheshti, M. Colef, A. Kashani, R. Meyers, T. Moroney,
E. Nelson
Adjunct Faculty: T. Decanio, F. Fishman, M. Hoffman
The college offers courses leading to the Bachelor of Science in Telecommunications Network
Management. In addition, courses lead to the A.A.S. degree in Telecommunications Technology.
The Bachelor of Science degree in Telecommunications Network Management meets the
increasing need of the telecommunications industry for current principles, applications,
technology, and regulatory policies. The telecommunications industry needs graduates
who are capable of utilizing equipment to its maximum performance with a focus in
network management, planning and analysis.
The curriculum discusses the applications and equipment used in the industry. This
includes courses in the areas of telecommunications as well as electrical and comput-
er technology, including Internet application development. A business perspective is
provided with courses in accounting, finance and law.
Entering students normally enroll directly in the program leading to the Bachelor of
Science degree in Telecommunications Network Management. However, they may also
enroll in the A.A.S. degree in Telecommunications Technology and upon graduation
transfer to the upper two years of the four-year Bachelor of Science degree program in
Telecommunications Network Management. Graduates from community colleges with
A.A.S. degrees in Telecommunications Technology may transfer into the upper two years
of the Bachelor of Science degree program in Telecommunications Management.
248

12 credits
Bachelor of Science in
Telecommunications Network MATH151 Fundamentals of Calculus 3
Management TMAT 135 Technical Mathematics I 4
TMAT 155 Technical Mathematics II 4
ETCS 105 Career Discovery(1) 2 credits
11 credits
Telecommunications
English (3)
TELE 110 Telecomm. Fundamentals 3
Composition 6
TELE 210 Data Networking Fundamentals 3
Speech 3
TELE 220 Applied Telecommunications 3
TELE 310 Telecomm. Law and Policy 3
WRIT 316 Writing for the Technical Professions 3
TELE 321 Cellular and Wireless Technologies 3
TELE 420 Internetworking Technology I 3 15 credits
TELE 431 Internetworking Technology 2 4
Liberal Arts Electives 3 credits
22 credits Physics
Telecommunications Networks PHYS 130 Introductory Physics 3
(Choose 6 elective credits from the following)
TELE 330 High Speed Information Networks 3 3 credits
TELE 340 Advanced Topics in Telecomm. 3 Life Sciences
TELE 345 LAN and Internetworking 3 CHEM107 Engineering Chemistry 4
ETEC 470 Fiber-Optic Communication
Technology 3 4 credits
ETEC 490 Special Topics 3 Social Sciences
Electives (2) 3 Economics 3
6 credits
Philosophy 3
Computer Technology
CTEC 204 Programming Techniques I 3 9 credits
CTEC 206 Programming Techniques II 3
CTEC 216 Digital Electronics 4
CTEC 311 Introduction to OS 3 General Electives 3 credits
CTEC 471 Internet Development 3
Total credits required — 125-127
16 credits
(1) This course may be waived for students and transfers with
Electrical Technology sophomore or higher status. For course description, see computer
ETEC 110 Electrical Technology I 4 science course listing. All course substitutions must be approved by
ETEC 120 Electrical Technology II 4 the department chairperson.
ETEC 131 Electronics Technology I 4 (2) Electives must be approved by the department chairperson.
12 credits (3) Intensive English as a second language is not accepted as a sub-
Tech Electives stitution for any of these requirements. The only permissible substi-
tution is WRIT 111 and WRIT 161 in place of WRIT 101 and WRIT
(CS, IT, ET, CT, Tele, etc.) 3 151.
3 credits (4) LITR 210, LITR 220, LITR 230, or LITR 210 may be selected.

Management
ECON 201 Money and Banking 3
ACCT 101 Accounting I 3
QANT 301 Statistical Sampling Theory 3
QANT 305 Quantitative Applications to Making
Managerial Decisions 3
249
Faculty: L. Amani, L. Amara, B. Beheshti, A. Kashani, R. Meyers, T. Moroney, E. Nelson
Adjunct Faculty: T. Decanio, F. Fishman, M. Hoffman, K. Ryan
The college offers courses leading to the Associate in Applied Science degree in
Telecommunications Technology. Currently, the Associate in Applied Science program is
offered as a general option and a corporate-specific option for Verizon.
The Associate in Applied Science degree in Telecommunications Technology meets the
increasing need of the telecommunications industry by preparing students for careers
as telecommunications technologists. The curriculum discusses the applications and
equipment used in the telecommunications industry. This includes courses in the areas
of telecommunications as well as electrical and computer technologies.
Graduates with the Associate's degree may choose to work immediately in industry
or continue their academic studies in a Bachelor of Technology program or a Bachelor
of Science program in Telecommunications Network Management. The credits earned
in both the general and the Verizon options can be transferred to the Bachelor of
Science degree program in Telecommunications Network Management at NYIT.
n Curriculum requirements for Mathematics

Associate in Applied Science, TMAT 155 Technical Mathematics II 4
8 credits
ETCS 105 Career Discovery (1)
2 credits
Physics
Telecommunications PHYS 130 Introductory Physics 3
TELE 110 Telecomm. Fundamentals 3
TELE 210 Data Networking Fundamentals 3 3 credits
TELE 220 Applied Telecommunications 3 Social Sciences
Elective(2) 3 Economics 3
Computer Technology
CTEC 204 Programming Techniques I 3 Management
CTEC 206 Programming Techniques II 3 QANT 301 Statistical Sampling Theory 3
CTEC 216 Digital Electronics
or 3 credits
CTEC 217 Digital Electronic Applications 4 English (3)
10 credits Composition 6
Speech 3
ETEC 110 Electrical Technology I 4 9 credits
ETEC 131 Electronics Technology I 4 Total credits required — 60 - 62
12 credits
or (1) This course may be waived for students and transfers with
ETEC 111 Electrical I 3 science course listing. All course substitutions must be approved by
ETEC 150 Electrical II 3 the department chairperson.
ETEC 160 Electronics I 3
(2) Electives must be approved by the department chairperson.
ETEC 232 Electronics II 3
ETEC 235 Electrical Simulation Lab 2 (3) Intensive English as a second language is not accepted as a
ETEC 236 Electronics Simulation Lab 2 substitution for any of these requirements. The only permissible
substitution is WRIT 111 and WRIT 161 in place of WRIT 101
16 credits and WRIT 151.
250
n Curriculum requirements for the Computer Technology

CTEC 201 Computer Applications
Associate in Applied Science, in Telecommunications 3 credits
Verizon Next Step Program Mathematics
The A.A.S. degree program in Telecommunications Technology: TMAT 155 Technical Mathematics II 4
Verizon option, an eight semester day sequence, is offered
exclusively for selected employees at Verizon. All credits 8 credits
earned toward the A.A.S. degree program can be transferred to
New York Institute of Technology's Bachelor of Science degree Physics
program in Telecommunications Management. PHYS 165 Physics for Telecomm. 4 credits
Industrial Engineering
Telecommunications
IENG 280 Technology and Labor Issues 3 credits
TELE 181 Telecommunications I - Voice 4
TELE 286 Telecommunications II - Data 4 English
TELE 291 Telecommunications III - LANs 4 WRIT 101 College Composition I 3
TELE 296 Telecommunications IV 4 WRIT 151 College Composition II 3
Electrical Technology Total credits required—60
TELE 165 Telecomm. Electrical Circuits 4
TELE 171 Intro to Electronics I 4
TELE 271 Intro to Electronic Comm. 4
TELE 276 Digital Systems for Telecomm I 4
TELE 281 Digital Systems for Telecomm II 4
20 credits
TELE 110 com industry. Electro-optical devices, such as LEDs, laser

Telecommunications Fundamentals diodes, and photodiodes, are studied including their use by
3-0-3 the telecom industry. Diodes and transistors are conceptually
A broad examination of fundamental concepts in telecom- introduced. Transformers are introduced in connection with
munications. Topics include a discussion on signal and chan- power supplies. Diodes are applied as switches in linear and
nel bandwidth, digitization of voice (with emphasis on PCM), switching power supplies. The frequency response of passive
data transmission, analog and digital modulation techniques networks and amplifiers is measured. Cutoff frequencies,
(AM, FM, PSK, FSK, etc.), multiplexing (FDM, TDM, T1 multi- rolloff, bandwidth, and magnitude and phase are discussed
plexing, SONET and SDH), and switching (circuit, packet, and and visualized via Bode plots. Troubleshooting and analysis by
cell). The role of the Public Switched Telephone Network is computer simulation software is stressed throughout.
also examined. An introduction to data networking is pre- Prerequisite: TELE 165, PHYS 165.
sented. Prerequisite: TMAT 135 or equivalent. TELE 181
TELE 165 Telecommunications I
Telecommunications Electrical Circuits 3-3-4
3-3-4 The Verizon Next Step students will be introduced to the
In this course the Verizon Next Step students learn to analyze techniques, principles, and terminology of voice telecommu-
DC and AC passive circuits using the Ohm’s Law, Kirchhoff’s nications. Public and private telecommunication networks
laws, and Superposition. RC and RL circuits are analyzed for will be examined. Telecommunication equipment, switching
impedance and phase angles. Troubleshooting, analysis by and transmission technology will be demonstrated. The fre-
computer simulation using simulation software, and quency spectrum, modulation schemes and multiplexing
telecommunication applications are stressed throughout. techniques will be explored. Lectures and demonstrations will
Prerequisite: TMAT-155, CTEC-201. be employed. Laboratory exercises will be required.
Prerequisite: TELE 165. Corequisite: TELE 171
TELE 171
Introduction to Electronics TELE 201
3-3-4 Traffic Data Management and Call Analysis
In this course the Verizon Next Step students are taught the 3-0-3
characteristics of amplifiers using opamps with respect to Business analysis of data provided by modern computer-
amplification, dB, frequency response, and input and output based switches. Interpretation and validity analysis of call
impedance. Opamp applications such as inverting and non- and traffic management data. Call and traffic data analysis.
inverting amps, summing amps, and comparators are intro- Prerequisites: QANT 301.
duced with emphasis on the uses of these devices in the tele-
251
TELE 210 TELE 286

Data Networking Fundamentals Telecommunications II
3-0-3 3-3-4
Topics discussed include the DTE to DCE physical connection This course is designed to train students in the organization,
(with emphasis on EIA-232), data link protocols (BISYNC, architecture, setup, hardware and software aspects of inter-
DDCMP, HDLC), the OSI reference model, LANs, MANs, LAN connecting local area networks (LANs). Topics include: intro-
interconnection and the role of bridges and routers, X.25, duction to networks, types and characteristics of different
TCP/IP, Frame Relay, SMDS, SNA, ISDN, SS7, BISDN, and network architectures and network topologies, intra and
enterprise networks. An introduction to traffic engineering is inter-network devices, network operating systems, peer-to-
also provided. Prerequisite: TELE 110, TMAT 155, QANT 301 or peer and client/server environments, LAN setup and mainte-
equivalent. nance, network printing, and internal web servers. A hands-
on approach will be taken, with team projects throughout.
TELE 220
Prerequisite: TELE 181 and 281. Corequisite: TELE 271.
Applied Telecommunications
3-0-3 TELE 291
An overview of the fundamentals of the Integrated Services Telecommunications III
Digital Network (ISDN) and broadband ISDN architecture and 3-3-4
protocols is presented. The Signaling System 7 (SS7) network This course is the continuation of Telecommunications II. The
structure and architecture is described. Packet switching, Verizon Next Step students are introduced to the organization,
Frame Relay and the Asynchronous Transfer Mode (ATM) are architecture, setup, hardware and software aspects of intercon-
introduced and compared. Network Management, an intro- necting local and wide area networks (WANs). Topics include:
duction to the Internet and traffic engineering are also cov- introduction to intra and inter-network devices, network oper-
ered. Corequisite: TELE 210 ating systems, client/server environments, LAN/WAN setups,
network printing, and internal web server. A hands-on approach
TELE 265
will be taken, with team projects throughout. Prerequisite: TELE
Telecommunications Workshop
286.
0-3-1
This course is a project course to supplement the TELE 296
Telecommunications and Electrical Technology courses in the Telecommunications IV
Verizon Next Step program. The course can be repeated. 3-3-4
A survey of current and emerging technologies in
TELE 271
Telecommunications will be presented. Lectures, interactive
Electronic Communication
learning. Demonstrations, and site visits will be employed.
3-3-4
Prerequisite: TELE 291.
The Verizon Next Step students will be introduced to the
analysis and application of advanced electronic circuits as TELE 310
applied to the telecommunications industry. Topics include Telecommunications Law and Policy
frequency response of active filters, oscillators, amplitude 3-0-3
modulation, frequency modulation, phase locked loops, pulse The domestic and international regulatory framework of
modulation concepts, and introduction to television. telecommunications including telephone, broadcasting, cable
Theoretical and hands-on troubleshooting of test circuits, and private radio is discussed. Historical, economic and legal
and analysis by computer simulation is also covered. aspects of telecommunications regulation will be included.
Prerequisite: TELE 171. First Amendment rights, privacy, copyright, antitrust, contract
and product liability, and developing areas such as satellite
TELE 276
communications networks and integrated services digital
Digital Systems for Telecommunications I
networks (ISDN) are presented. Prerequisite: TELE 110 or
3-3-4
equivalent.
In this course the Verizon Next Step students are introduced
to topics in hardware and systems as used in the telecommu- TELE 321
nications industry. Digital and electrical circuits are explored. Cellular and Wireless Technologies
Binary numbers systems as applied to telecommunications 3-0-3
equipment are discussed. Students will explore hardware to The fundamental concepts of wireless networks, physical
the modular level. Students will demonstrate and simulate layer (air interface) issues and cell planning are introduced.
digital circuits. Prerequisite: TMAT-135, CTEC-201. Access technologies, including FDMA, TDMA and CDMA, in
Cellular Systems, first Generation Cellular Systems (AMPS),
TELE 281
and second Generation Digital Systems are also discussed.
Digital Systems for Telecommunications II
The course concludes with a coverage of paging systems and
3-3-4
satellite communications. Prerequisites: TELE 110.
In this course the Verizon Next Step students will be intro-
duced to the hardware and software of the personal comput- TELE 325
er. The course will cover managing and supporting Windows, Network Engineering and Management
Configuration, customization, maintenance and trou- 3-0-3
bleshooting. Students will connect a personal computer to a Approaches for solving telecommunication network design
network and install and setup a printer. An optional topic problems are given. A network simulation program is used.
would cover Home Technology Integration including surveil- The technical and management issues associated with the
lance and home automation. The course is composed of lec- administration of complex integrated networks is examined.
ture and in-class demonstrations. Prerequisite: TELE 276. Case studies are used to illustrate practical situations.
Prerequisites: TELE 220, CTEC 204.
252
TELE 330 TELE 350
High Speed Information Networks Telecommunications Project
3-0-3 3-0-3
The application, architecture, and protocols of high speed This capstone course will focus on the analysis of a telecom-
information networks are examined along with their unique munications system from an economic or managerial point of
challenges and opportunities. Included in this examination view. The work will require a written and oral proposal,
are frame relay networks, BISDN/ATM, high speed LANs and followed by periodic progress reports (oral and written). The
MANs, and the emerging user applications in this environ- project will culminate in a document suitable for publication.
ment. Prerequisites: TELE 110 Prerequisite: Approval of department chairperson and
completion of junior year.
TELE 335
Telecommunications Seminar TELE 410
3-0-3 Advanced Cellular and Wireless Systems
Critical analysis of telecommunications management within 3-0-3
the framework of generation, dissemination and utilization of Cellular and wireless systems are reviewed. Fixed Wireless
information. Corporate, national and international communi- Systems such as wireless local loop (WLL), wireless LANS
cation systems are examined. Integration of telecommunica- (802.11) and packet data over wireless are discussed.
tions principles by examining current issues and future trends Evolution of second Generation Cellular Systems to packet
with emphasis on the strategic use of telecommunication based technologies (GPRS and EDGE) is presented. Third
systems. Offered regularly, but not every semester. Generation Systems (3G) are introduced. Prerequisite: TELE
Prerequisite: Approval of department chairperson. 321.
TELE 340 TELE 420
Advanced Topics in Telecommunications Internetworking Technology I
3-0-3 3-3-4
This seminar-based course will examine emerging trends in Commonly used networking terminology and topologies, fun-
telecommunications and networking. May be repeated once. damental network devices, and internetworking fundamen-
Prerequisite: TELE 220. tals are covered. The OSI model and local area network (LAN)
protocols are discussed. Network components such as
TELE 345
repeaters, hubs, bridges, routers and switches will be used in
LAN and Internetworking
basic network design. Prerequisite: CTEC 204, TELE 210.
3-0-3
The interconnection of dissimilar data networks to provide TELE 431
users with access to network resources from anywhere at Internetworking Technology 2
anytime is discussed. The role of the Internet and intranets is 3-3-4
examined along with the internetworking devices: routers, The design, configuration and maintenance of switches, local
bridges, and gateways. Important internetworking protocols area networks (LANs), virtual local area networks (VLANs) and
arediscussed and their application is examined. Selected user wide area networks (WANs) are covered. Advanced router
applications made possible by this environment will be configurations, network management and security are also
presented. Prerequisite: TELE 220. discussed. Working on a class project provides critical hands-
on experience. Lectures followed by lab sessions. Prerequisite:
TELE 420
253
VANESSA ALI NEW YORK COLLEGE OF OSTEOPATHIC MEDICINE

School of Health Professions, Behavioral,
and Life Sciences
Chukuka S. Enwemeka, Ph.D., FACSM, Dean
Behavioral Sciences
Life Sciences
Nursing
Nutrition Science
School of Health Professions, Behavioral,

and Life Sciences
The School of Health Professions, Behavioral, and Life Sciences offers baccalaureate
degrees in Behavioral Sciences, Psychology, Criminal Justice, Life Sciences, Nursing,
Nutrition Science, Physician Assistant Studies, combined baccalaureate degrees in Life
Sciences with the Doctor of Osteopathy degree from NYCOM, and with master’s degrees
in Occupational and Physical Therapy, and a master's degree in Clinical Nutrition. The
school collaborates with the NYIT New York College of Osteopathic Medicine (NYCOM)
in its academic endeavors. The Dean of NYCOM also heads the School of Health
Professions, Behavioral, and Life Sciences.
Behavioral Sciences
(Psychology, Sociology/ Social Work, and Criminal Justice)
Faculty: W. V. Calabro, D. KarafantisE. Maggio, S. Gray, M. LaPadula, L. Levitt, C. Ortiz,
L. Tester.
Adjunct Faculty: T. Abramson, V. Amato, J. Brukman, A. Cantiello, J Davis, A. DiCaprio,
M. Finkelstein, S. Golos, J. Karmen, P. Lauren, A. Logallo, J. Maher, W. Magnuson,
J. McGuire, A. Michaels, A. Mulrain, P. Pardine, R. Pepper, L. Rangell, S. Ross,
P. Schoenberger, G. Schoenewolf, V. Stephan, D. Tricamo, S. Turkel, M. Woods.
The Behavioral Sciences department offers a B.S. degree in Psychology, a B.S. degree in
Criminal Justice, and a B.S. degree in Behavioral Sciences-social work/sociology option.
These programs prepare students for a wide variety of careers in clinical, social, educa-
tional, industrial, and law enforcement environments. Graduates become eligible for
numerous positions such as human relations specialist, addiction counselor, casework-
er, psychological technician, police officer, investigator, corporate security positions,
emergency management positions, and various government positions. Similarly, grad-
uates are prepared by means of these programs for post-graduate study and advanced
training in the fields of psychology, sociology, social work, counseling, special educa-
tion, criminal justice, and law.
Qualified seniors may complete their baccalaureate requirements and concurrently
pursue a Master of Professional Studies in Human Relations, a graduate program
directed toward developing a working understanding of the dynamics underlying
human behavior and the helping skills needed to function as a professional in a variety
of settings.
Law enforcement scholarship programs make it possible for law enforcement and related
criminal justice personnel to earn a bachelor’s degree in behavioral sciences or to take
noncredit courses for personal and job enrichment. Four eight-week cycles and summer
sessions are offered.
Behavioral sciences promotes the various research fields of its faculty, such as biofeed-
back, drug abuse, group interactions, self-help, social ecology, psychological-physiolog-
ical interrelationships, relationships between personality and academic achievement,
and program evaluation.
256
School of Health Professions, Behavioral, and Life Sciences
Combined Bachelor of Science in Behavioral

Science (Criminal Justice Option)/Juris Doctor
(from Touro College Jacob D. Fuchsberg Law
Center)
The Combined Bachelor of Science in Behavioral Science (Criminal Justice)/Juris Doctor
(B.S./J.D.) is for talented, highly motivated students. Students in this program complete
their baccalaureate preparation in three years and may then be admitted directly into
the Touro Law Center, which requires three years to complete the J.D. degree. Admission
into the baccalaureate portion of the program requires an overall high school average
of 80 or above, a combined SAT score of 1100 or above, or ACT composite of 26, an
essay detailing the student's desire to have a career in criminal law, and a successful
interview with the Admissions Committee. Because of the special nature of this
curriculum, no transfer credits will be awarded.
In order to remain in good standing in the combined program, a student's grade point
average may not fall below 3.0 in two consecutive semesters while at NYIT. In the first
three years, students will complete 95 of 128 credits for the NYIT B.S. degree in
Behavioral Sciences (Criminal Justice Option). Assuming they maintain a satisfactory
grade point average and achieve a qualifying score on the LSAT of 152 or higher, they
will then apply to Touro Law Center to commence their law degree studies. During the
first two years of the J.D., 33 credits will be applied from Touro Law Center to NYIT in
satisfaction of the remaining requirements for the B.S. The J.D. will be awarded the
following year upon successful completion of 87 credits.
The separate requirements of both degrees must be met. Acceptance into the J.D.
portion of the program at Touro Law Center is based upon the following criteria:
Candidates must have a strong academic record as reflected by their cumulative
grade point average at NYIT (generally 3.0 is required); and above-average aptitude for
law study, as reflected by their Law School Admissions Test (LSAT) score (generally 152
is required); and a high level of motivation and maturity, as evidence in their personal
statement and any supporting documentation. The Touro Law Center's admissions
process does not require letters of recommendation, but the Admissions Committee will
review up to three letters if submitted. Similarly, the Law Center's admissions process
does not ordinarily require interviews, but an Admission counselor is available to meet
with prospective students. The Touro Law Center's admissions process seeks to
review each student on the totality of his/her application and, therefore, takes
a flexible approach to evaluating each candidate's statistical predictors as
circumstances warrant.
WHEN CAN YOU START?
257
n Curriculum requirements for the Additional Course in History or Political Science 3

Bachelor of Science in Psychology, 15 credits
Bachelor of Science in Criminal English
Justice and Bachelor of Science WRIT 101 Composition I 3
in Behavioral Sciences WRIT 151 Composition II 3
SPCH 105 Speech 3
Required Core for Psychology, Criminal Justice
LITR 2xx Group A English Course 3
and Social Work/Sociology:
WRIT 3xx Group B English Course 3
Behavioral Sciences
PSYC 101 Intro. to Psychology 3 15 credits
PSYC 205 Theories of Personality 3 Electives:
PSYC 210 Statistical Analysis 4
PSYC 310 Abnormal Psychology 3 Liberal Arts Electives 3
PSYC 370 Introductory Research Methods 4 Behavioral Sciences Electives
PSYC 410 Physiological Basis of Behavior 3 Two courses chosen from Behavioral Sciences 6
SOCI 101 Introduction to Sociology 3
General Electives 6-33 credits
23 credits (May include College Success Seminar)
Computers, Science and Mathematics
Physical Science 3 Required Core 80-107 credits
Life Science 3
MATH 115 Introductory Concepts of Math 3 Behavioral Science Option 21-48 credits
MIST 101 Computer Applications 3 Total for Degree 128 credits
12 credits
Social Sciences and Economics
ECON 101 Basic Economics 3
PHIL 110 Problems of Philosophy 3
PHIL 220 Ethics and Social Philosophy
or
PHIL 260 Philosophy of Science 3
PSCI 110 American Government and Politics 3
258
n Requirements for Psychology n Requirements for Criminal

Justice
Psychology
PSYC 251 Measurement Concepts 3 Criminal Justice
Select any six courses from below: CRIM 101 Introduction to Criminal Justice 3
ANTH 101 Anthropology 3 CRIM 301 Criminal Investigation 3
PSYC 220 Child Psychology 3 CRIM 303 Police Psychology 3
PSYC 240 Educational Psychology 3 CRIM 305 Police and Community Relations 3
PSYC 245 Learning Theory 3 CRIM 320 Probation and Parole 3
PSYC 250 Environmental Psychology 3 CRIM 330 Patrol Function 3
PSYC 260 Social Psychology 3 CRIM 354 Organized Crime 3
PSYC 265 Organizational Psychology 3 CRIM 375 Criminal Law and Proceedings 3
PSYC 330 Communication and Interviewing CRIM 415 Crisis Intervention 3
Techniques 3 PSYC 330 Communication and Interviewing
PSYC 335 Personnel Psychology 3 Techniques 3
PSYC 425 Introduction to Counseling 3 SOCI 150 American Urban Minorities 3
PSYC 431, 432, 440, 443, or 445 Seminar 3 SOCI 378 Criminology 3
n Requirements for Social

Criminal Justice Electives
Select any four courses from below:
Work/Sociology CRIM 201 Police Administration 3
CRIM 215 Law of Evidence 3
Social Work/Sociology Option CRIM 310 Modern Police Management 3
PSYC 495 Fieldwork 4 CRIM 325 Forensic Technology 3
CRIM 360 Principles of Correction 3
Select any six courses from below: CRIM 370 Correction Administration 3
ANTH 101 Anthropology 3 CRIM 379 Special Problems in Crim Justice 3
PSYC 330 Communication and Interviewing 3 CRIM 380 Private Security Seminar 3
Techniques 3 CRIM 420 Computers and Crime 3
SOCI 150 American Urban Minorities 3 CRIM 430 Constitutional Case Law 3
SOCI 210 Social Problems 3 CRIM 470 Skills Training 3
SOCI 301 Marriage and the Family 3 PSCI 240 Basic Legal Concepts 3
SOCI 373 Juvenile Delinquency 3 PSCI 350 Government and Metro Problems 3
SOCI 376 Medical Sociology 3 SOCI 210 Social Problems 3
SOCI 378 Criminology 3 SOCI 373 Juvenile Delinquency 3
SOCI 410 Introduction to Social Work 3
SOCI 460 Social Work II 3 12 credits
22 credits
259
n Curriculum Requirements for the English

WRIT 101 Composition I 3
Bachelor of Science in Behavioral WRIT 151 Composition II 3
Sciences—Criminal Justice/Juris SPCH 105 Speech 3
Doctor Option LITR 2xx Group A English Course 3
WRIT 3xx Group B English Course 3
Major Requirements 52 credits
Behavioral Science Core 15 credits
Complete all seven (7) of the following: History/Poli. Sci./Eco.

PSYC 101 Intro. to Psychology 3 ECON 101 Basic Economics 3
PSYC 210 Statistical Analysis 4 (HIST/PSCI) History or Political Science course 3
PSYC 330 Communication and Interviewing PHIL 220 Ethics and Social Philosophy 3
Techniques 3 9 credits
PSYC 410 Physiological Basis of Behavior 3
SOCI 101 Introduction to Sociology 3 College Success Seminar (1)
2 credits
SOCI 210 Social Problems 3 Liberal Arts Elective 3 credits
SOCI 378 Criminology 3
General Elective 3 credits
22 credits Total Credits at NYIT 96 credits
Select four (4) courses from the following:
PSYC 205 Theories of Personality 3
PSYC 230 Intro to Effective Comm 3 B.S. degree credits to be completed
PSYC 310 Abnormal Psychology 3 at Touro Law Center
PSYC 360 Group Dynam. & Interper. Processes 3 Civil Procedure I & II 6
PSYC 370 Research Methods for BES 4 Torts I & II 6
SOCI 150 American Urban Minorities 3 Legal Methods I & II 4
SOCI 340 Social Stratification 3 Criminal Law 3
SOCI 373 Juvenile Delinquency 3 Constitutional Law I & II 6
Evidence 4
12 credits Law Electives 4
Criminal Justice Option 33 credits
Complete all six (6) of the following: Total credits for B.S. degree
CRIM 101 Introduction to Criminal Justice 3 (NYIT and Touro combined) 129 credits
CRIM 201 Police Administration 3
CRIM 301 Criminal Investigation 3 (Additional 26 credits at Touro Law Center
CRIM 305 Police and Community Relations 3 required for Juris Doctor degree)
CRIM 320 Probation and Parole 3
CRIM 360 Principles of Correction 3 12 credits, and students on probation are required to complete the
18 credits
Liberal Arts Requirements 44 credits
Math/Science/Computer
BIOL 101 Life Science 3
MATH 115 Introductory Concepts of Math 3
MIST 101 Introduction to EDP Business 3
PHYS 115 Physical Science 3
12 credits
260
ANTH 101 emotional, and personality development with an aim toward

Introduction to Anthropology understanding the period of human growth on which adult-
3-0-3 hood is founded. Prerequisite: PSYC 101. (Prerequisite or
An introduction to the study of ancient man and primitive corequisite for teacher certification: EDUC 201.)
cultures. Major topics include: the origins and evolution of PSYC 223
man; the evolution of different cultural forms in terms of Adolescent Psychology
craft and technology, magic, religion, and government. 3-0-3
ANTH 205 An introduction to the study of that portion of human devel-
Anthropology of Health opment called adolescence. Some of the topics treated: sig-
3-0-3 nificance of puberty, biological and social sex roles, adoles-
This course focuses on the anthropological approach to cent image, the emergence of new figures such as peers and
health, in which the student develops a holistic perspective idols, society at large as agents of socialization in place of
by integrating biological, ecological, sociocultural, and his- parents and family, the extinction of old habits and practices
torical aspects of health and illness. Examples are taken from and their replacement with new behavioral patterns.
societies throughout the inhabited world and in various time Theoretical consideration will be supplemented with observa-
periods. Specific topics include human reproduction, nutritional experience. Prerequisite: PSYC 101.
tion, the use of psycho active drugs, and the relationship PSYC 225
between caregivers and their clients. The relationship of Psychology of Adulthood and Aging
minority cultural systems within larger pluralistic societies 3-0-3
are also studied. Prerequisite: ANTH 101.
The study of human aging and changes during adulthood.
PSYC 101 This course is designed to give the student an understanding
Introduction to Psychology of early, middle, and later adulthood. Topics include physical
3-0-3 changes, social-life changes, identity and interpersonal
An introduction to selected concepts, methods, and vocabu- behavior, family life, and retirement, as well as the patholo-
lary of psychology. Focus of study will be on the individual gies of old age. Prerequisite: PSYC 101.
and the conditions that influence behavior. Topics that will be PSYC 230
covered include: growth and development, learning and think- Introduction to Effective Communication
ing, emotions and motivations, personality and assessment, 3-0-3
maladjustment and mental health, groups and social inter-
The communication process is basic to all interaction, cutting
action, and social influence and society.
across all other areas of managerial knowledge and skill. In-
PSYC 205 depth training in the concepts and skills needed for effective
Theories of Personality oral and written communication between individuals and in
3-0-3 groups. Interpersonal effectiveness in listening, responding
A survey of the major theoretical approaches to understand- and presenting. Models of effective communication are
ing the development, structure, and dynamics of personali- examined, and attention is given to the impact of language on
ty. Prerequisite: PSYC 101. behavior, particularly on personal decision making.
(Offered regularly, but not every semester.)
PSYC 210
Statistical Analysis PSYC 235
4-0-4 Behavioral Sciences in Marketing
This course covers descriptive and inferential statistics, fre- 3-0-3
quency distributions, percentile rank, measure of central ten- An investigation of the behavioral sciences disciplines as they
dency and variability, correlation and regression and tests of affect marketing decisions. Consideration of such fields as
significance. Using computer software students will directly psychology, sociology, and anthropology as the bases for
apply these statistics to specific problems common to the studying consumer motivation and behavior. Prerequisite:
behavioral sciences. Prerequisite: MATH 115 PSYC 101.
PSYC 220 PSYC 240
Child Psychology Educational Psychology
3-0-3 3-0-3
The study of human growth and development. This course is Emphasis on human learning. Consideration of concepts of
designed to give the student an understanding of children and readiness, individual differences, motivation, retention, transfer,
how they change while passing through the major phases of concept development, reasoning, mental health, and mea-
growth. Emphasis is placed on physical, emotional, and per- surement as related to learning. Psychological principles of
sonality development with an aim toward understanding the teaching-learning technology are examined. Prerequisite:
period of human growth on which adulthood is founded. PSYC 101.
Special topics include: identification of conditions in child- PSYC 245
hood leading to normal psychological development. Learning Theory
Prerequisite: PSYC 101. 3-0-3
PSYC 221 Learning theory is a fundamental science course. The student
Human Development is asked to trace the emergence of modern cognitive learning
3-0-3 theory (neo-behaviorism) from the original works of Pavlov,
The study of human growth and development. This course is Thorndike, and Watson through the “blackbox” Skinnerian
designed to give the student an understanding of children school of thought. The course emphasizes theoretical rather
and adolescents and how they change while passing through than methodological issues and, as such, is designed to give
the major phases of growth. Emphasis is placed on physical, the student a firm grasp of the conditions under which per-
261
manent behavior change occurs. Prerequisite: PSYC 101. equipment); preparing and presenting proposals (both written
(Offered regularly, but not every semester.) and verbal); delivering and installing equipment (taking into
consideration physical space and training of the customer
PSYC 250
personnel who will operate this equipment); satisfying exist-
Environmental Psychology
ing customers. Individual sales skills will be stressed, as
3-0-3
opposed to the larger scale marketing tactics of a marketing
A study of man’s relationship to the physical environment. Topics division. Prerequisites: PSYC 101, SOCI 101.
include the effects of architecture on behavior, design in
selective environments, social uses of space, urban and envi- PSYC 335
ronmental stressors, encouraging ecological behaviors. Personnel Psychology
Prerequisite: PSYC 101. 3-0-3
Examines the important role of individual differences in
PSYC 251
selecting and placing employees, in appraising the level of
Measurement Concepts
employee’s work performance and in training recently hired
3-0-3
and veteran employees to improve various aspects of job-
The construction, validation, and interpretation of test related behavior. Emphasis is placed on job analysis, mea-
results. Group and individual tests of aptitude, intelligence, surement of performance and methods used in selection, i.e.,
and personality are analyzed. Each student will develop and tests and interviews. Special attention to the legal issues
administer a measure for a specific diagnostic or research involving fairness in selection of employees. Prerequisites: PSYC
purpose. Prerequisite: PSYC 101, PSYC 210. 101; previous coursework in elementary statistics recommend-
PSYC 260 ed.
Social Psychology PSYC 340
3-0-3 Community Psychology
An analysis of the structures and properties of human groups. 3-0-3
Topics include: group formation, development of role rela- The broad range of activities of psychologists and counselors
tionships, intra-group and inter-group conflict, factors influ- in community settings will be examined. An intensive study
encing group effectiveness, the role of motivation, and atti- will be made of between twenty and twenty-five special
tudes in group processes. Prerequisite: PSYC 101. areas of community involvement, including hospitals, reha-
PSYC 265 bilitation services, halfway houses and outreach clinics, crisis
Organizational Psychology intervention centers, and correctional institutions. Emphasis
3-0-3 is on the prevention, recognition, and remediation of prob-
A study of the impact of organizational structure, leadership lems, including field experience. The social, professional, and
and group dynamics on role-related behaviors, on personal personal rationales for community psychology as a separate
feelings of motivation and commitment and communication academic and professional entity will be considered.
within the organization. The course stresses theories of work Prerequisites: PSYC 101, SOCI 101, PSYC 345.
motivation and job satisfaction and linkage of these factors PSYC 345
with worker performance. A major focus of organizational psy- Community Mental Health
chology concerns the means by which organizations, superviso- 3-0-3
ry and work-group factors can facilitate or interfere with the An analysis of the current status of the community mental
individual worker’s feelings and behaviors on the job. health movement which attempts to define and anticipate
Prerequisite: PSYC 101. future trends. Topics include health and social environment,
PSYC 310 preventive health education, type and quality of community
Abnormal Psychology mental health services, organizational complexities, man-
3-0-3 power, consumer attributes, consumer participation, and
A study of mental health and abnormal behavior. The topics impact on other mental health organizations. Prerequisites:
covered include: definitions of mental health and mental ill- PSYC 101, SOCI 101.
ness; problems of adjustment; the causes, diagnosis, treatment, PSYC 356
and prevention of mental disorders. Case studies supplement Rehabilitation Psychology
and illustrate the theoretical parts of the course material. 3-0-3
Prerequisite: PSYC 101. Review of contemporary theories, practices, and research in
PSYC 330 rehabilitation of the emotionally, mentally, and physically
Communication and Interviewing Techniques disabled. Selected topics will include various addictions,
3-0-3 mental retardation, learning disabilities, emotional disorders,
The examination of communication from various standpoints, and physical incapacities. Prerequisites: PSYC 101, SOCI 101,
as illustrated by different types of interviews. Interviewing tech- PSYC 205, and PSYC 310.
niques employed for personnel selection are compared with PSYC 360
those used in interrogation and those used for the therapeu- Group Dynamics and Interpersonal Processes
tic purposes. Practice in interviewing. Prerequisites: PSYC 101, 3-0-3
SOCI 101. Improvement of interpersonal skills needed in managing peo-
PSYC 333 ple. The nature of small groups, group formation and devel-
Psychology of Salesmanship opment, group composition and structure, the nature of
3-0-3 group goals, leadership in groups. Application of the concepts
Although the course will be largely focused on technical sales, of small group functioning to improving the individual’s abil-
large segments of the course will have applicability to gener- ity to accurately perceive and diagnose problems, compare
al sales skills. Major topics will be: developing new customers interpersonal problems and adjust personal behavior to situ-
(which includes making approach calls and demonstrating ational demands. Prerequisites: PSYC 101, SOCI 101.
262
PSYC 370 PSYC 443

Introductory Research Methods for BES Psychology Seminar—History & Systems
3-2-4 3-0-3
This course stresses the classical approach to experimental
research on human behavior. Students conduct and report on PSYC 445
experiments in the fields of psychophysics, psychomotor learn- Psychology Seminar—Sensation
ing, memory, and perception. These laboratory experiments & Perception
permit the student to apply knowledge gained in former cours- 3-0-3
es about measurements, statistical inference, and the design of The content focus of these seminars will change in a sequen-
experiments. Prerequisites: PSYC 101, PSYC 210. tial manner from semester to semester and will cover the areas
of history and systems of psychology, emotions and motiva-
PSYC 380
tions, and sensation and perception. Students may elect to take
Advanced Quantitative Methods
up to 6 credits, but may not repeat a seminar on the same
for the BES
topic. Suggested for students who are planning to go on to
3-0-3
graduate school. Prerequisite: 12 credits of BES courses.
Provides a foundation in statistics for the student who will
pursue advanced training in the behavioral sciences. The major PSYC 470
topics included in this course are correlational techniques, Advanced Research Methods for BES
regression analysis, simple and factorial analysis of variance, 3-2-4
power analysis, and nonparametric statistics. Prerequisite: An advanced course in current topics of experimental psy-
PSYC 210. (Offered regularly, but not every semester.) chology. Emphasis is placed on individual research projects in
areas of perception, learning, motivation, emotion, and psy-
PSYC 381, 383, 490, 495
chophysiology. Prerequisites: PSYC 251.
Workshop
Workshops are designed to broaden the educational experi- PSYC 480
ence of students through appropriate applied and experien- Individual Research and Study
tial learning coupled with academic instruction. Workshop 3-3-4
focus will vary from semester to semester covering such areas An advanced behavioral science project in an area of inter-
as interpersonal communication, group dynamics, and est to the student. A final report is required. Prerequisites:
biofeedback. Students may reenroll up to a maximum of 12 Completion of 24 BES credits, including PSYC 370.
credits, but are not permitted to repeat workshops on the
PSYC 495
same topic. Prerequisite: Approval of the dean.
Field Placement
PSYC 410 1-6-4
Physiological Basis of Behavior This course will provide students with a structured and super-
3-0-3 vised work activity where they will observe and participate in
A basic course to familiarize students with the bodily the application of the principles and methods of the behavioral
processes involved in various aspects of human behavior. sciences in a variety of settings which are human-service ori-
Physiological psychology studies the biological basis of psy- ented. The course will also promote the development of skills
chological functions such as sleeping, emotions, motivations, in the application of behavioral principles and stimulate
perceptions, learning, memory, and problem solving. The two insight into the specific problems of such application to spe-
major biological systems most relevant to psychology are the cific settings. Examples of settings include homes for dis-
nervous system and the glandular system. Prerequisites: PSYC turbed children, counseling centers, facilities for the retard-
101 (BIOL 110 and BIOL 150 are recommended.) ed, crisis centers, and other social service agencies.
Prerequisite: 24 credits of BES courses.
PSYC 425
Introduction to Counseling SOCI 101
3-0-3 Introduction to Sociology
Theories and practical techniques of counseling, including 3-0-3
advisement, guidance, and supportive psychotherapy, by An analysis of the social and cultural forces which govern
both directive and non-directive methods. Counseling is con- human behavior. The principal topics include: social interac-
sidered both as a career in itself and as a component of tion and organization, socialization processes, primary groups
one’s job in such fields as teaching, business and personnel and the family (associations, bureaucracy, and other social
management, health occupations, social work, and the institutions), collective behavior, population, and ecology.
law. Prerequisites: PSYC 101, PSYC 205.
SOCI 150
PSYC 431, 432 American Urban Minorities
Seminar 3-0-3
Students may enroll for up to a maximum of 8 credits, but are An in-depth analysis of the diverse ethnic structure of the
not permitted to repeat a seminar on the same topic. Topics urban community. Major attention is given to black, Puerto
studied will vary from semester to semester, but include: alien- Rican, and Mexican groups. Topics include: a survey of each
ation, generation gap, drugs, sexual revolution, interpersonal group’s social and economic structure, an examination of
dynamics, self-actualization, social commitment, individual ghetto conditions and their effects, the impact of urban con-
freedom, religion, human encounter. Prerequisite: Approval of ditions on the new arrival, a comparison with the adaptation
the dean. (Offered regularly, but not every semester.) and treatment accorded earlier migrants, the validity of the
melting pot concept, and a comparison of the life styles of
PSYC 440
various minority groups. Prerequisite: SOCI 101.
Psychology Seminar—Emotions
& Motivations
3-0-3
263
SOCI 210 and retarded children, the youthful offender and wayward
Social Problems minor, the operation of the Children’s Court, crime prevention
3-0-3 programs. Prerequisites: PSYC 101, SOCI 101, and CRIM 378.
A sociological analysis of social problems in American society. SOCI 376
All social problems will be viewed from a structural perspec- Medical Sociology
tive, i.e., the root cause of a social problem lies in the insti- 3-0-3
tutional arrangements of a given society. Various institution-
This course examines the social structure of health care ser-
al arrangements of American society that give rise to social
vice and the interplay of the various health-related profes-
problems will be evaluated in terms of value-conflicts, power
sions. Special attention will be given to the institutional pat-
structures, and economic institutions. Major topics include:
tern of health care, including the social aspects of health,
inequality, poverty, environmental destruction, ageism, edu-
sickness, dying, types of practitioners, and the social organi-
cational institutions, social deviance, unemployment, problems
zation of therapeutic settings. Prerequisite: 12 credits of BES
of the city. Prerequisite: Completion of 12 Behavioral Science
courses.
credits including PSYC 101 and SOCI 101.
SOCI 377
SOCI 301
Political Sociology
Marriage and the Family
3-0-3
3-0-3
This course will discuss the nature and various dimensions of
The course covers historical changes in family patterns, con-
power in society, with emphasis on some of the ideas of Karl
temporary family life in different cultures and subcultures,
Marx and Max Weber. It will survey the theoretical and
evolution of the American family pattern, functions of the
empirical material dealing with power structures on a
family, the family as primary group, kinship patterns, and
national and community level. Prerequisites: PSYC 101 and
nuclear and extended families. Other topics include: dating,
SOCI 101.
mate selection, family disorganization, and marital success.
Prerequisite: SOCI 101. SOCI 378
Criminology
SOCI 340
3-0-3
Social Stratification
An examination of crime and theories of crime causation. Topics
3-0-3
include: the white collar criminal, the professional criminal,
The nature of caste and class in societies. Topics include: the-
and the structure of organized crime. The criminal-justice
ories of social differentiation and stratification; comparison
process is analyzed, including the role of the police, the crim-
of caste, estate-class, and class systems; social mobility; and
inal courts, the probation officer, correctional services, and
structural change. Emphasis is given to local and national
the re-entry of the offender into society. Prerequisites: PSYC
stratification systems in the United States. Prerequisites:
101 and SOCI 101.
PSYC 101, SOCI 101, or permission of the dean. (Offered reg-
ularly, but not every semester.) SOCI 379
Social Policy
SOCI 348
3-0-3
Introduction to Sociological Theory
A theoretical and empirical analysis of the development and
3-0-3
implementation of social policies relating to health, educa-
The development of sociological theory in Europe and the
tion and welfare. Examination of the socioeconomic, legal,
United States during the nineteenth and twentieth centuries
and political contexts within which social policy is formed.
from Comte to the present day. Emphasis is given to compar-
Analysis and evaluation of the present social service system
ing and contrasting various schools of theoretical thought.
and possible changes for the future. Prerequisites: PSYC 101
Prerequisites: PSYC 101 and SOCI 101 or permission of the
and SOCI 101.
dean.
SOCI 410
SOCI 355
Introduction to Social Work
Urban Society
3-0-3
3-0-3
A survey of the various approaches and orientations to the
A sociological analysis of modern urban ways of life. The for-
general field of social work. Consideration is given to case
mation of a core city, suburbs, metropolitan areas, and a
work, group work, and community organization as well as to
giant urban area (megalopolis). The development of slums
the interrelationship of psychology, sociology, and anthro-
and the social problems which attend slum conditions. Also,
pology, with the social work profession, (with accompany-
problems of urban renewal, transportation, integration of
ing field placements). Prerequisites: PSYC 101 and SOCI 101.
community functions, ethnic distribution, social stratifica-
tion, and land usage. Major emphasis is on the New York SOCI 460
metropolitan area as compared with other major cities. Social Work II
Prerequisite: SOCI 101. 3-0-3
This is the second social work course open to students who
SOCI 373
have completed SOCI 410. It is designed to meet the dual pur-
Juvenile Delinquency
pose of providing students with a framework for assessing and
3-0-3
understanding the range of policy issues posed in the current
An inquiry into the causes of juvenile delinquency and the
organization, financing, and delivery of social services in the
social and psychological factors involved in the predictive
United States, and for evaluating proposals being made in the
studies and theories concerning the development of delin-
arenas of public policy for more comprehensive systems of
quency. Topics also include formation of youth gangs, meth-
social service. Emerging models of social service delivery sys-
ods of coping with gang activity, the types of crime commit-
tems will be reviewed. Prerequisites: PSYC 101, SOCI 101,
ted by children and youths, narcotics problems, neglected
SOCI 410.
264
Criminal Justice Option, CRIM 310

Specialty Courses: Modern Police Management
3-0-3
CRIM 101 The essentials of personnel management and fundamentals
Introduction to Criminal Justice of supervision and leadership as applied to the administration
3-0-3 of police organizations. The course will examine such issues
An introduction to the contemporary American criminal justice as decision making processes, leadership styles, budgetary
system. Discussion of the role of police, courts and prisons. and union problems, motivation, discipline, public policy, per-
Also examined is the juvenile justice system. General issues formance measurement, and organizational development.
considered include: police discretion, due process and change
as an integral element of the American criminal justice sys- CRIM 315
tem. Forensic Anthropology
3-3-4
CRIM 201 The application of anthropological and archeological meth-
Police Administration ods and theory to solving legal and other problems of public
3-0-3 concern. Topics include the location and recovery of human
An introduction to the organization and structure of a police remains, and their identification; the analyses of skeletonized
department. Topics include an overview of the police depart- and decomposing bodies, especially the determination of age,
ments, an analysis of the police function, tables of organiza- sex, race, stature and other biological categories, as well as the
tion, chains of command and lines of authority, division of individual identification of such remains; the determination
labor, and the informal police organization. Attention centers of time elapsed since death; the recognition and analyses of
on typical problems of police administration and the coordi- evidence relevant to criminal investigations associated with
nation of police services. Prerequisite: Approval of the dean. human remains. Laboratory exercises focus on human osteol-
CRIM 215 ogy.
Law of Evidence CRIM 320
3-0-3 Probation and Parole
An explanation and analysis of the rules of evidence. The 3-0-3
course treats recent U.S. Supreme Court decisions concerning An examination of organization and management in proba-
the rights of the citizen against unreasonable search and tion and parole systems. Topics include: distinctions between
seizure, and the rules of giving testimony and the protecting probation and parole in terms of organizational function and
and safeguarding of evidence. In addition to instruction in the types of clients served; client relationships and interactions
law of evidence, time is devoted to visiting court and to with other social control agencies; case loads, case work
demonstrations of proper and improper presentation of evi- methods, and case supervision; problems in pre-sentence
dence. Prerequisite: CRIM 375 or approval of the dean. investigation; and job requirements and performance stan-
CRIM 301 dards for probation and parole officers with particular
Criminal Investigation emphasis on recruitment, training, and assignment.
3-0-3 Prerequisites: PSYC 101, SOCI 101.
Introduction to criminal investigation in the field. Analysis CRIM 325
and explanation of conduct at the crime scene, strategies for Forensic Technology
interviewing and interrogating witnesses and suspects, tech- 3-0-3
niques of surveillance and preservation of evidence for pre- An introduction to problems and techniques of scientific
sentation in court. criminal investigation. Emphasis on value and assistance of
CRIM 303 various scientific aids to the investigator. Included are such
Police Psychology topics as fingerprint identification, lie detector usage, hypno-
3-0-3 sis, blood typing, hair analysis, DNA typing and crime scene
The focus of the course will be on the personality, character, analysis.
behavioral changes and social isolation that result from the CRIM 330
inherent high levels of stress and trauma associated with Patrol Function
police work (from entry level to retirement). Factors such as 3-0-3
managerial planning, supervision, specialized assignments, A course devoted to an analysis of the objectives and func-
high hazard work, tour changes, work environments, alco- tions of the uniformed police. Emphasis is placed on detailed
holism, substance abuse, other addictive behavior patterns, examination of many typical patrol problems and considera-
suicide, and codependent family issues will be identified and tion of both the sociological and psychological factors which
addressed. Prerequisite: PSYC 101. facilitate or impede effective performance.
CRIM 305 CRIM 354
Police and Community Relations Organized Crime
3-0-3 3-0-3
This course analyzes the complex relationship between police This course examines traditional and nontraditional orga-
and community, community attitudes toward police, the nized crime group. Topics to be covered include the role of
efforts of the police organization to create a more favorable law enforcement in investigating organized crime groups, the
public image, the emergence of a civil rights and civil liber- external relations (police, courts, prisons) within the law
ties movement, and the contribution of the individual police enforcement community as they relate to organized criminal
officer to police-community relations. Prerequisite: Approval groups. Also, the history of organized crime as it relates to
of the dean. the domestic and international law enforcement community
will be covered. Prerequisite: CRIM 101.
265
CRIM 360 organized crime; legal aspects of security management; and

Principles of Correction principles of occupational safety. (Senior course) Prerequisite:
3-0-3 Approval of the dean.
The development of modern correction ideology. Topics CRIM 415
include: the growth of humanitarianism in treatment of the Crisis Intervention for Public Safety Personnel
offender, the concept of resocializing the offender as a pro- 3-0-3
ductive member of society, principles and procedure for rein-
Examines the concepts and techniques used by criminal justice
troducing the offender to society, and systems and practices
practitioners in handling crisis situations. The focus of the
employed by other nations. The effects of correctional prac-
course will be the development of skills to intervene effec-
tices upon the inmate, probationer, and discharged offender
tively with specific types of crises, thereby diffusing the
are analyzed, and trends in correctional services are also
immediate conflict situation. Topics to be covered include:
reviewed. Prerequisite: CRIM 370.
landlord/tenant disputes, family fights, suicide attempts, civil
CRIM 370 disorder and demonstrations, labor/management relations,
Correction Administration and common crises occurring at institutional and corporate
3-0-3 sites. (Junior course).
An analysis of the organization of various types of correction CRIM 420
agencies. Among the agencies to be compared are local Computers and Crime
detention and county jails, short-term custodial institutions, 3-0-3
and state and federal correction systems. Topics include:
This course will examine the use of computers in the com-
theories of prison administration, inter-agency and public
mission of crimes, the use of computers in tracking criminal
relations, planning and budgeting, laws governing the treat-
activity, and computer security. Prerequisite: At least 12 cred-
ment of inmates, and security considerations. Prerequisite:
its of Crim 215 series.
Approval of the dean.
CRIM 430
CRIM 375
Constitutional Case Law
Criminal Law and Proceedings
3-0-3
3-0-3
An in-depth examination of significant Supreme Court deci-
A study of the elements of the Penal Law particularly relevant
sions which impact on the interpretation and application of
to police officers, including a review and analysis of major
the Bill of Rights. Special attention is given to those decisions
criminal offenses with consideration given to the available
which affect law enforcement practices and procedures at
defenses and judicial interpretations.
the state and local level.
CRIM 379
CRIM 470
Special Problems in Criminal Justice
Skills Training
3-0-3
3-0-3
This course will provide students with the opportunity to
The practical application of learned theoretical principles.
investigate topics within the field of criminal justice. Topics
Students will be presented with training devices such as
may be timely or political in nature and may cover areas as
films, tapes, statistical data, and in-basket materials designed
police brutality, evidence mishandling, immigration laws,
to simulate a practicum experience. These training devices
police corruption, forensic abuses or any other topic relevant
will depict criminal, quasi-criminal, and noncriminal situa-
to an issue within the criminal justice field. This is a senior
tions and require students to prepare cases as both prosecu-
level course and students must have approval by the depart-
tor and witness (moot court) and justify decisions, types of
ment chairperson. Prerequisite: CRIM 101, CRIM 305, CRIM 325.
intervention, and procedures to follow in the examples pro-
CRIM 380 vided. Prerequisite: Approval of the dean.
Private Security Seminar/Workshop
3-0-3
Addresses specific issues and problems in private security
management. Topics to be covered include: specialized crime
typologies such as white-collar, electronic, commercial, and
266
Life Sciences
Faculty: G. Carney, H. Diener, C. Gagna, C. Hummel, E. Mitacek, N. Nath, J. Ringen.
Adjunct Faculty: J. Connor, D. Deal, F. Feldmann, E. Gutierrez, N. Gutierrez, B. Hallas,
D. Kershan, Y. Li, G. Mintz, G. Sobel, G. Torres.
Health and environment-related studies are the basis for dealing effectively with the
characteristic complexities of the modern world. Solutions to worldwide problems call
for deep understanding and the intelligent application of chemical, medical, bioengi-
neering, and environmental sciences and technologies.
With expanded facilities to fulfill the modern student’s needs in this field of broad new
dimensions, the School of Health Professions, Behavioral, and Life Sciences offers a vari-
ety of interrelated programs leading to the Bachelor of Science in Life Sciences degree.
The curriculum provides a wide choice of courses toward options in biology, biomedical
engineering, chemistry, environmental sciences, premedical preprofessional preparation
in the health sciences, and certification for teaching secondary-school biology or chemistry.
NYIT offers two separate programs to students who wish to attend medical or other
professional schools: a Premedical Program or the Combined Bachelor of
Science/Doctor of Osteopathic Medicine Program.
Premedical Studies
All students accepted into any of the premedical programs will receive ongoing
assistance, advice and consultation by all School of Health Professions, Behavioral,
and Life Sciences and NYCOM faculty. In some cases students will take medical courses
with medical students in the medical school and participate in interdisciplinary
training programs.
Students should meet with the departmental Chairperson in order to discuss the
complete requirements of the program most suited to their needs.
The Life Sciences Department has a special relationship with the New York College of
Osteopathic Medicine of NYIT (NYCOM). Students who graduate within the Life
Sciences premedicine and other preprofessional option will be given preferential treat-
ment in the Admissions process at NYCOM. The premedical program provides thorough
training in all required subjects for medical school or other health professional school
admission, and general preparation for the medical college admission test (MCAT)
which is required for admission to almost all medical schools. The premedical program
is a 4-year program designed for talented and motivated students who are willing to
work hard to achieve their goals. The premedical program requires that students submit
SAT or ACT results, and their High School transcripts. To qualify for preferential treat-
ment for admission to NYCOM, the student must meet all of the following require-
ments: 1) have a 3.30 overall cumulative average and a 3.0 in the sciences; 2) have a
combined MCAT score of 24 and at least an N on the writing sample; and 3) obtain
favorable letters of recommendation from the Departmental Preprofessional committee.
267
B.S./D.O.—Combined Bachelor of Science

in Life Science/Doctor of Osteopathic Medicine
The Combined Bachelor of Science/Doctor of Osteopathic Medicine Program (B.S./D.O.)
is an accredited program for talented, highly motivated students. Students in this
program complete their baccalaureate preparation in three years and may then be
admitted directly into the New York College of Osteopathic Medicine, which requires
four years for the D.O. degree. To be admitted into this special program, students must
submit SAT and/or ACT results with a combined SAT score of 1200 or above or an ACT
total of at least 28. In addition they must have a High School average of 90 or above
and a high class standing. Following the completion of three years at the undergradu-
ate school, students may qualify for admission into NYCOM only if they have
maintained a 3.50 overall cumulative average and a 3.0 in the sciences, received
a combined MCAT score of 26 and at least an N on the writing sample, obtained favor-
able letters of recommendation from the departmental premedicine committee and
received a supportive interview from NYCOM’s admissions committee. The B.S. degree
will be conferred upon successful completion of the first year at NYCOM.
Admission Requirements for High School

Graduates and Transfer Students without a
Bachelor’s Degree
The combined B.S./M.S. occupational therapy degree program provides preparation for
students entering the professional program.
To be eligible for admission into the combined B.S./M.S. program, applicants must pos-
sess a high school degree or equivalency. To be competitive, students must have an
overall GPA of 2.5. Preference is given to applicants with a 3-4-year sequence in high
school math and science regents courses. In addition, students are required to provide
the following:
n Documentation of 100 hours of volunteer or paid employment under the
supervision of a licensed occupational therapist.
n An essay (350-500 words) detailing the desire to pursue occupational
therapy as a career.
n A second professional letter of reference (the first letter is the letter from
the licensed occupational therapist documenting the volunteer hours).
n Official transcripts from high school and all post-secondary schools
attended.
n A personal interview (for qualifying candidates).
n An on-site essay on an assigned topic.
n Competence in written and spoken English and computer skills
(preparation of documents, spreadsheets, graphs, databases, research and
presentations).
n To be competitive, applicants should have an overall GPA of at least 2.5,
with no science or math grade below C and a combined SAT score of 850.
n The Department of Occupation Therapy Admissions Committee will
review completed applications and render the final admission decision for
review by the NYIT Office of Admissions.
268
B.S./M.S.—Combined Bachelor of Science in Life

Science, Health Professions—Occupational Therapy
Option/Master of Science in Occupational Therapy
The combined Bachelor of Science in Life Science/Master of Science in Occupational
Therapy is a 5 1/2 year program (3 + 2 1/2: 3 years of pre-professional courses and a 2 1/2
year professional phase). The master’s degree program provides entry-level profession-
al education in occupational therapy. For details on the professional phase of the pro-
gram, please consult the NYIT Graduate Catalog. The occupational therapy program is
accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of
the American Occupational Therapy Association (AOTA), located at 4720 Montgomery
Lane, P.O. Box 31220, Bethesda, MD 20824 1220; (301) 652-AOTA; www.aota.org. The
program is approved by the New York State Education Department. Graduates of the
master’s degree program are eligible to sit for the national certification examination for
the occupational therapist administered by the National Board for Certification of
Occupational Therapy (NBCOT). After successful completion of this exam, the individual
will be an occupational therapist registered (OTR). Most states also require licensure in
order to practice; however, eligibility for state licenses is usually based on the results
of the NBCOT examination as well as on other requirements.
In order to enter the professional phase of the program, applicants must have completed
the following undergraduate courses:
8 credits in chemistry with lab
8 credits in physics with lab
8 credits in biology with a lab
4 credits in human physiology with lab
3 credits in general or introduction to psychology
3 credits in developmental or child psychology
3 credits in abnormal psychology
College algebra and trigonometry OR introduction to calculus
One course in statistics
One course in anthropology OR sociology
One course in ethics
This combined program is designed for undergraduates, freshmen or transfer students,

who wish to be admitted to the Master of Science program in Occupational Therapy
following three years of undergraduate work. Students may apply for admission into the
master’s program (professional phase) after completion of all prerequisite courses, if they
have maintained an overall GPA of 2.5, received no science or math grade below a C and
received the recommendation of the Occupational Therapy Admissions Committee after a
personal interview. The B.S. in Life Science will be conferred after successful completion of
the first professional year of the Occupational Therapy master’s degree program. See NYIT’s
Graduate Catalog for details of the Master of Science in Occupational Therapy program.
Students in this option who are not accepted into the professional phase of the Occupational
Therapy program must complete the requirements for another Life Science option in order to
receive a Baccalaureate degree.
Students are advised that two semesters of organic chemistry with lab are required for
admission to medical schools and to most other professional and graduate programs in
the health professions, behavorial and life science fields. In addition, employment in the
life sciences usually requires knowledge of organic chemistry and biochemistry at a
269
level greater than that offered by the single semester of bioorganic chemistry (CHEM
215). Therefore, it is strongly recommended that students who do not complete the
B.S./|M.S. in Occupational Therapy take CHEM 210/250 and BIO 340.
B.S./M.S.-Combined Bachelor of Science in Life

Sciences, Health Professions—Physician Assistant
Option/Master of Science in Physician Assistant Studies
The combined Bachelor of Science in Life Sciences/Master of Science in Physician
Assistant (PA) Studies is a 6 year program (3 + 3: 3 years of preprofessional courses and
a 3 year professional phase). The program in Physician Assistant Studies is a master’s
degree program that provides an entry-level physician assistant professional education.
This combined BS-MS program is specifically designed for exceptional high school stu-
dents entering directly from high school who wish to be admitted to the Master of
Science program in PA Studies. High school students applying to the undergraduate
preprofessional phase are required to have a minimum SAT score of 1100 or an ACT of
24 and a high school minimum cumulative average grade of 85.
Students may qualify for admission into the Master of Science in PA Studies (profes-
sional phase) upon completion of all prerequisite undergraduate courses and main-
tained a minimum 2.75 overall cumulative GPA, received no math or science grade
lower than C+, have verification of a minimum of 100 hours of direct patient health
care experience, submit two professional letters of recommendation, at least one from
a DO, MD, or PA, a one-page typewritten narrative on reasons for wanting to be a PA,
had an in-person progression evaluation and recommendation by the program director
and the Academic Review Committee for Physician Assistant, and met the Technical
Standards of the PA Program (Technical Standards are available in the PA Program
office and on the Program web site).
The Bachelor of Science in Life Sciences will be conferred after successful completion
of the first professional year of the Physician Assistant master’s degree program. See
NYIT’s Graduate Catalog for details on the Master of Science in PA Studies. Students in
this option who are not accepted into the professional phase of the PA program must
complete the requirements for another Life Science option in order to receive a
Baccalaureate degree. Graduates of the master’s degree program are eligible to sit for
the physician assistant national certification examination (PANCE) administered by the
National Commission on Certification of Physician Assistants (NCCPA). Almost all
states require applicants for Physician Assistant licensure to pass the certification
examination. The Physician Assistant program is accredited by the Accreditation
Review Commission on Education for the Physician Assistant (ARC-PA).
B.S./D.P.T.—Combined Bachelor of Science in Life
Science, Health Professions-Physical Therapy
Option/Doctor of Physical Therapy
The Combined Bachelor of Science in Life Science/Doctor of Physical Therapy is a 6 year
long program (3 + 3 model allowing for 3 years of pre-professional courses and a 3 year
professional phase). The program in Physical Therapy is a Doctorate program providing
entry-level professional education in Physical Therapy. The Physical Therapy program is
accredited by the Commission on Accreditation in Physical Therapy (CAPTE). This com-
bined degree program is designed for freshman who wish to be admitted to the
Program in Physical Therapy following the completion of three years of undergraduate
work. Students may qualify for admission into the Doctor of Physical Therapy Program
270
(professional phase) if they have maintained a 3.0 overall cumulative average, received no science
grade lower than C+, and received a recommendation from the NYIT Physical Therapy Admissions
Committee. The B.S. in Life Science will be conferred upon successful completion of the first profes-
sional year of the Physical Therapy master’s degree program. See NYIT's Graduate Catalog for details
of the Doctor of Physical Therapy Program.
Students in this option who are not passed into the professional phase of the Physical Therapy
Program will be required to complete the requirements for another Life Science option in order to
receive a Baccalaureate degree.
Students are advised that two semesters of Organic Chemistry with lab are required for admission to
medical schools and most other professional and graduate programs in the health professions, behav-
ioral and life sciences fields. In addition, employment in the life sciences usually requires knowledge
of organic chemistry and biochemistry at a level greater than that offered by the single semester of
bioorganic chemistry (CHEM 215). Therefore, it is strongly recommended that students who do not
complete the B.S./M.S. in Physical Therapy take CHEM 210/250 and BIO 340.
Science Programs
In addition to the premedical programs, the Department of Life Sciences also offers programs which
prepare graduates for immediate posts in the major new industries that have been created by con-
temporary environmental needs—careers in chemistry, health, ecology, industrial hygiene, and for
graduate study.
Facilities include a full quota of biology and chemistry laboratories and modern instrumentation for
advanced study and research. Full-time faculty include scientists holding doctorates in biology
and chemistry and a range of interests that encompasses anatomy, biochemistry, environmental
and marine biology, ecology, immunology, microbiology, pathology, physiology, and analytical, organic,
and physical chemistry.
The flexible curriculum—comprising a required core of basic studies in pertinent sciences, the human-
ities, and advanced courses in chemistry and biology—includes a broad selection of electives wherev-
er possible to fulfill the baccalaureate goals of each student.
Science Teacher Education Programs

The Life Science Department collaborates with the School of Education to offer rigorous science con-
tent study for students preparing to be teachers of Biology or Chemistry in grades 7 to 12. The sci-
ences, including Biology and Chemistry, are one of the areas identified by the NYS Department of
Education as having a shortage of teachers, making job prospects in this field very promising.
The sequence of required science courses provides teacher candidates with maximum exposure to the
basic sciences as well as a strong knowledge base in the subject area (Biology or Chemistry) they will
teach. The requirements for NYS certification are very specific and will affect students’ selection of
core curriculum and elective courses. Students pursuing a degree in Adolescence Education (Biology
or Chemistry) should meet with advisors in the Department of Life Sciences as well as their advisor
in Teacher Education to plan their class schedules in order to meet degree requirements in the core
curriculum, science, and teacher education. For additional information, please see the School of
Education section, beginning on page 173.
271
n Curriculum requirements for the n Curriculum requirements for the

Bachelor of Science in Life Bachelor of Science in Life Sciences
Sciences, Chemistry Option
2 credits
College Success Seminar(1) 2 credits Life Sciences Core
Life Sciences BIOL 110 General Biology I 4
BIOL 107 Environmental Science 3 BIOL 150 General Biology II 4
BIOL 110 General Biology I 4 BIOL 340 Biochemistry* 4
BIOL 150 General Biology II 4 CHEM 110 General Chemistry I 4
BIOL 340 Biochemistry 4 CHEM150 General Chemistry II 4
CHEM110 General Chemistry I 4 CHEM 210 Organic Chemistry I * 4
CHEM150 General Chemistry II 4 CHEM250 Organic Chemistry II * 4
CHEM210 Organic Chemistry I 4
CHEM250 Organic Chemistry II 4 28 credits
* Students in the Health Professions Option
may substitute CHEM 215 for these courses
31 credits
Additional required Life Science courses
Chemistry Option according to option: 28-52 credits
BIOL 420 Instrumentation I 3
BIOL 425 Biomedical Research I 4 Behavioral Sciences
BIOL 455 Biomedical Research II 4 PSYC 101 Introduction to Psychology 3 credits
CHEM 310 Quantitative Analysis 4 English
CHEM 410 Physical Chemistry I 4 Composition 6
CHEM 450 Physical Chemistry II 4 Speech 3
One Group A English course 3
23 credits WRIT 316 Writing for Technical Professions 3
15 credits
English
Composition 6
One Group A course 3 Mathematics
SPCH 105 Basic Speech 3 All students are required to take a mathematics placement examina-
tion prior to registration, and may have to take a developmental
WRIT 315 Technical Writing 3 mathematics course (MATH 096-MATH 100, or MATH 101) before
taking required mathematics courses, which will reduce elective
15 credits credit accordingly.
Liberal Arts See Mathematics requirements

for specific options 7-15 credits
Mathematics
MATH141 Precalculus 4 Physics
MATH170 Calculus I 4 PHYS 170 General Physics I 4
MATH180 Calculus II 4 PHYS 180 General Physics II 4
MATH260 Calculus III 4 PHYS 220 General Physics III 4
or
Physics PHYS141/140 Physics for Life Sciences I 4
PHYS 170 General Physics I 4 PHYS161/160 Physics for Life Sciences II 4
PHYS 180 General Physics II 4
PHYS 220 General Physics III 4 8 credits
or
12 credits PHYS 175 Physics for PreMed I 5
Social Sciences PHYS 185 Physics for PreMed II 5
Economics 3 10 credits
Philosophy 3 Social Sciences
Economics 3
9 credits History or Political Science 3
Electives Philosophy 3
At least 14-16 credits must be taken. 9 credits
Total credits required128 Electives 0-16 credits
Minimum total credits required—128
12 credits, and students on probation are required to complete the (1) All entering first-year freshmen, transfer students with less than
272 College Success Seminar (see p.83). 12 credits, and students on probation are required to complete the
College Success Seminar (see p.83).
n Curriculum requirements for the n Curriculum requirements for

Bachelor of Science in Life the Bachelor of Science in
Sciences, Biology Option Life Sciences, Premedical
and Health Professions
College Success Seminar (1) 2 credits
Life Sciences
BIOL 110 General Biology I 4 Life Sciences
BIOL 150 General Biology II 4 BIOL 110 General Biology I 4
BIOL 340 Biochemistry 4 BIOL 150 General Biology II 4
CHEM 110 General Chemistry I 4 BIOL 340 Biochemistry 4
CHEM150 General Chemistry II 4 CHEM 110 General Chemistry I 4
CHEM 210 Organic Chemistry I 4 CHEM150 General Chemistry II 4
CHEM 250 Organic Chemistry II 4 CHEM 210 Organic Chemistry I 4
CHEM250 Organic Chemistry II 4
28 credits
28 credits
Biology Option
BIOL 107 Environmental Sciences 3 Preprofessional Option
BIOL 220 Comparative Anatomy 4 BIOL 220 Comparative Anatomy 4
BIOL 230 Ecology 3 BIOL 230 Ecology 3
BIOL 240 Embryology 4 BIOL 240 Embryology 4
BIOL 310 Human Physiology 4 BIOL 245 Histology 4
BIOL 330 Microbiology 4 BIOL 310 Human Physiology 4
BIOL 425 Biomedical Research I (Capstone) 4 BIOL 330 Microbiology 4
BIOL 430 Cell Physiology 4 BIOL 410 Genetics 4
CHEM 310 Quantitative Analysis 4 BIOL 425 Biomedical Research I (Capstone) 4
BIOL 430 Cell Physiology 4
34 credits CHEM 310 Quantitative Analysis 4
Behavioral Sciences 3 credits 39 credits
English Behavioral Sciences 3 credits
Composition 6
Speech 3 English
One Group A course 3 Composition 6
WRIT 316 Technical Writing 3 Speech 3
15 credits WRIT 316 Writing for Technical Professions 3
Liberal Arts 3 credits 15 credits
Mathematics Liberal Arts 3 credits
MATH 141 PreCalculus 4
MATH 170 Calculus I 4 Mathematics
MATH 180 Calculus II 4 MATH 141 Precalculus 4
12 credits MATH 180 Calculus II 4
Physics
PHYS 175 Physics for Pre-Med I 5 12 credits
PHYS 185 Physics for Pre-Med II 5 Physics
PHYS 175 Physics for Pre-Med I 5
10 credits PHYS 185 Physics for Pre-Med II 5
Social Sciences 10 credits
Economics 3
History or Political Science 3 Social Sciences
Philosophy 3 Economics 3
9 credits Philosophy 3
Electives 12-14 credits 9 credits
Total credits required—128 Electives
(1) All entering first-year freshmen, transfer students with less than At least 7-9 credits must be taken outside
12 credits, and students on probation are required to complete the specialty area.
273
n Curriculum requirements for the Total credits required—115*

Bachelor of Science in Life
Sciences, Combined *Additional 13 credits granted upon successful completion of 1st
Baccalaureate/Osteopathic year at NYCOM.

Physician Program.

Life Sciences Bachelor of Science in Life
BIOL 110 General Biology I 4 Sciences, Health Professions,
BIOL 150 General Biology II 4 Occupational Therapy Option
BIOL 155 Osteopathic Principles and Practices 1
BIOL 220 Comparative Anatomy 4 College Success Seminar (1) 2 credits
BIOL 310 Human Physiology 4 Life Sciences
BIOL 315 Neuroscience 3 BIOL 110 General Biology I 4
BIOL 330 Microbiology 4 BIOL 150 General Biology II 4
BIOL 340 Biochemistry 4 BIOL 310 Human Physiology 4
BIOL 410 Genetics 4 BIOL 345 Medical Microbiology 4
BIOL 425 Biomedical Research I (Capstone) 4 CHEM 110 General Chemistry I 4
CHEM 110 General Chemistry I 4 CHEM150 General Chemistry II 4
CHEM150 General Chemistry II 4 CHEM 215 Bioorganic Chemistry* 4
CHEM 210 Organic Chemistry I 4
CHEM250 Organic Chemistry II 4 28 credits
Choose one of the following: *See page 299 regarding chemistry requirements for medical and
BIOL 240 Embryology 4 graduate school admissions.
BIOL 244 Histology 4 Behavioral Sciences
BIOL 430 Cell Physiology 4 PSYC 101 Intro. to Psychology 3
CHEM 310 Quantitative Analysis 4 PSYC 210 Statistical Analysis 4
PSYC 220 Child Psychology 3
56 credits or
Behavioral Sciences PSYC 221 Human Development 3
ANTH 101 Anthropology 3 or
PSYC 101 Intro. to Psychology 3 PSYC 223 Adolescent Psycholgy 3
or
6 credits PSYC 225 Psycholgy of Adulthood & Aging 3
English PSYC 310 Abnormal Psychology 3
Composition 6 ANTH 101 Anthropology 3
Speech 3 ANTH 205 Anthropology of Health 3
LITR 230 Art of Fiction 3 19 credits
English
15 credits SPCH 105 Speech 3
Liberal Arts WRIT 101 Composition I 3
PHIL 220 Ethics and Society 3 credits WRIT 151 Composition II 3
Group A English 3
Mathematics WRIT 316 Writing for Technical Professions 3
MATH 180 Calculus II 4 15 credits
MATH 235 Applied Statistics 3 Mathematics
11 credits MATH 141 PreCalculus 4
MATH 161 Basic Applied Calculus 3
Physics
PHYS 175 Pre-Med Physics I 5 7 credits
PHYS 185 Pre-Med Physics II 5 Physics
10 credits PHYS140/141 Physics for Life Sciences I/Lab 4
PHYS160/161 Physics for Life Sciences II/Lab 4
Social Sciences
History or Political Science 3 Social Sciences
Philosophy 3 Economics 3
9 credits History or Political Science 3
PHIL 220 Ethics and Social Philosophy 3
Electives 3 credits
9 credits
274
Electives 3 credits Physics

B.S. degree credits to be completed within the PHYS140/141 Physics for Life Sciences I/Lab 4
M.S. in Occupational Therapy program PHYS160/161 Physics for Life Sciences II/Lab 4
OCTH 601 Community Health 3 8 credits
OCTH 602 Gross Anatomy 5
OCTH 605 OT Theory I 3 Social Sciences
OCTH 610 PsySoc Studies I 3 Economics 3
OCTH 613 Neuroscience 3 History or Political Science 3
OCTH 615 Kinesiology 4 Philosophy/Ethics 3
OCTH 620 Human Growth and Development I 3 9 credits
OCTH 625 Group Process 2
OCTH 655 OT Theory II 3 Electives 7-9 credits
OCTH 660 PsySoc Studies II 3 Total credits required—90
OCTH 665 Pathophysiology 3
OCTH 670 Human Growth and Development II 3 B.S. degree credits to be completed within the
OCTH 690 Fieldwork II PsySoc 3 Doctor of Physical Therapy program
PHTH 601 Introduction to Physical Therapy 1
41 credits PHTH 603 Gross Anatomy 5
Total credits for degree 132 PHTH 605 Kinesiology 4
PHTH 607 Neuroscience 3
(1) All entering first-year freshmen, transfer students with less than PHTH 610 Biomechanics 2
12 credits, and students on probation are required to complete the PHTH 615 Modalities 3
PHTH 620 Massage 1

PHTH 626 Physical Therapy Practice I 4
PHTH 630 Motor Learning 2
Bachelor of Science in Life PHTH 635 Rehab/ADL 2
Sciences, Health Professions - PHTH 640 Administration and Delivery
Physical Therapy Option. of Health Care 2
PHTH 645 Seminar in Physical Therapy I 1
2 credits PHTH 650 Physical Therapy Practice II 4
PHTH 655 Prosthetics and Orthotics 2
Life Sciences PHTH 665 Pathophysiology 3
BIOL 150 General Biology II 4 39 credits
BIOL 245 Histology 4 Total credits for degree—129
BIOL 310 Human Physiology 4
BIOL 345 Medical Microbiology 4
CHEM 110 General Chemistry I 4 12 credits, and students on probation are required to complete the
CHEM150 General Chemistry II 4 College Success Seminar (see p. 83).
CHEM 215 BioOrganic Chemistry* 4 *See page 285 regarding chemistry requirements for medical and
32 credits graduate school admissions.

Behavioral Sciences
PSYC 210 Statistical Analysis 4 Bachelor of Science in Life
PSYC 310 Abnormal Psychology 3 Sciences, Biomedical Engineering
10 credits Option
English College Success Seminar (1)
2 credits
SPCH 105 Speech 3
Life Sciences
WRIT 101 Composition I 3
WRIT 151 Composition II 3 BIOL 110 General Biology I 4
Group A English 3 BIOL 150 General Biology II 4
WRIT 316 Writing for Technical Professions 3 BIOL 210 Human Gross Anatomy 4
15 credits BIOL 340 Biochemistry 4
Mathematics BIOL 430 Cell Physiology 4
MATH 141 Precalculus 4 CHEM 110 General Chemistry I 4
MATH 161 Basic Applied Calculus 3 CHEM150 General Chemistry II 4
CHEM 210 Organic Chemistry I 4
7 credits CHEM250 Organic Chemistry II 4
40 credits
275
Biomedical Engineering Option: Life Sciences

BIOL 495 Bioinstrumentation (Capstone) 3 BIOL 110 General Biology I 4
CHEM 310 Quantitative Analysis 4 BIOL 150 General Biology II 4
CHEM 410 Physical Chemistry I 4 BIOL 210 Human Gross Anatomy 4
EENG 211 Electrical Circuits I 3 BIOL 310 Human Physiology 4
EENG 270 Intro to Electronic Circuits 3 BIOL 340 Biochemistry 4
EENG 275 Electronics Lab I 1 BIOL 425 Biomedical Research I (Capstone) 4
EENG 281 Electrical Circuits II 3 BIOL 430 Cell Physiology 4
EENG 310 Electronic Circuit Applications 3 CHEM 110 General Chemistry I 4
EENG 315 Electronics Lab II 1 CHEM150 General Chemistry II 4
EENG 370 Microprocessors 3 CHEM 210 Organic Chemistry I 4
CHEM250 Organic Chemistry II 4
28 credits CHEM 310 Quantitative Analysis 4
48 credits
Computer Science
CSCI 120 Programming I 3 Biomedical Engineering Technology Option
CSCI 180 Programming II 3 CTEC 215 Digital Computer Fundamentals 3
EENG 130 Introduction to Computer Hardware 3 CTEC 225 Digital Computing Systems 4
ETEC 110 Electrical Technology I 4
9 credits ETEC 120 Electrical Technology II 4
English ETEC 130 Electronics Technology I 4
Composition 6 ETEC 230 Electronics Technology II 4
Speech 3
One Group A English 3 23 credits
WRIT 316 Writing for Technical Professions 3 Behavioral Sciences 3 credits
15 credits Computer Science
Liberal Arts 3 credits CSCI 110 Intro. to Computer Science 3 credits
Mathematics English
MATH 170 Calculus I 4 Composition 6
MATH 180 Calculus II 4 Speech 3
MATH 260 Calculus III 4 One Group A English 3
MATH 320 Differential Equations 3 WRIT 316 Writing for Technical Professions 3
Physics Liberal Arts 3 credits
PHYS 170 General Physics I 4
PHYS 180 General Physics II 4 Mathematics
PHYS 220 General Physics III 4 TMAT 135 Technical Math I 4
12 credits TMAT 155 Technical Math II 4
TMAT 235 Technical Math III 4
Social Sciences
History or Political Science 3 Physics
Philosophy 3 PHYS140/141 Physics for Life Sciences I/Lab 4
9 credits PHYS160/161 Physics for Life Sciences II/Lab 4
Total credits required —134-136 8 credits
(1) All entering first-year freshmen, transfer students with less than Social Sciences
12 credits, and students on probation are required to complete the Economics 3
College Success Seminar (see p. 83)
Philosophy 3

9 credits
Electives 2-4 credits
Bachelor of Science in Life Total credits required—128
Sciences, Biomedical Engineering
Technology Option 12 credits, and students on probation are required to complete the
2 credits
276
n Curriculum requirements for the Physics

PHYS 170 Physics I 4
Bachelor of Science in Life PHYS 180 Physics II 4
Sciences, Bioinformatics Option
8 credits
2 credits Social Sciences
Life Sciences Economics 3
BIOL 110 General Biology I 4 History or Political Science 3
BIOL 150 General Biology II 4 Philosophy 3
BIOL 340 Biochemistry 4 9 credits
CHEM150 General Chemistry II 4 Electives
CHEM 210 Organic Chemistry I 4 At least 6-8 credits must be taken.
CHEM250 Organic Chemistry II 4 Total credits required—130-132
Bioinformatics Option
BIOL 230 Ecology 3
BIOL 330 Microbiology 4
BIOL 401 Intro to Bioinformatics 3
BIOL 410 Genetics 4
BIOL 430 Cell Physiology 4
CHEM 310 Quantitative Analysis 4
26 credits
Computer Sciences
CSCI 120 Programming I 3
CSCI 180 Programming II 3
CSCI 260 Data Structure 3
CSCI 300 Database Management 3
CSCI 401 Database Interface & Programming 3
15 credits
English
Composition 6
Speech 3
15 credits
Mathematics
MATH 180 Calculus II 4
MATH 225 Biostatistics 3
15 credits
277
n Curriculum requirements for the Physics

PHYS141/140 Physics for Life Sciences I/Lab 4
Bachelor of Science in Life
Sciences, Health Professions — 4 credits
Physical Assistant Studies Option Social Sciences
(For combined BS/MS-PA students) Economics 3
NYIT 101 College Success Seminar (1)
2 credits Philosophy/Ethics 3
Life Sciences 9 credits
BIOL 150 General Biology II 4 Liberal Art Elective 3 credits
BIOL 220 Comparative Anatomy 4 General Electives 6-8 credits
BIOL 245 Histology 4
BIOL 270 Pathophysiology 3 Total Undergraduate credits required: 92
BIOL 310 Human Physiology 4 The BS/MS students must complete the following
BIOL 345 Medical Microbiology 4 courses during the Professional Phase of the
CHEM110 General Chemistry I 4 Master of Physician Assistant Studies program in
CHEM150 General Chemistry II 4 order to be awarded the B.S. degree
CHEM215 BioOrganic Chemistry* 4 PHAS 600 Advanced Anatomy & Physiology 6
39 credits PHAS 606 Advanced Clinical Pathophysiology 5
PHAS 610 Clinical Medicine I
Behavioral Sciences (HEENT, Derm, ID, Pul) 5
PSYC 101 Intro. to Psychology 3 PHAS 620 Pharmacology I 3
PSYC 210 Statistical Analysis 4 PHAS 621 Pharmacology II 3
PSYC 310 Abnormal Psychology 3 PHAS 625 Clinical Skills I 2
10 credits PHAS 626 Clinical Skills II 2
PHAS 630 Clinical Laboratory Medicine 3
English PHAS 660 PA Professional Issues 1
SPCH 105 Speech 3 PHAS 640 Behavioral Medicine 2
WRIT 101 Composition I 3 PHAS 675 Informatics in Medicine 1
WRIT 151 Composition II 3
Group A English 3 30 credits
WRIT 316 Writing for Technical Professions 3 Total credits for degree 122 credits
15 credits
Mathematics 12 credits, and students on probation are required to complete the
MATH141 Precalculus 4 College Success Seminar (see p. 83).
4 credits *See page 285 regarding chemistry requirements for medical and
graduate school admissions.
278
BIOL 101 BIOL 110

Humanity and the Biological Universe General Biology I
3-0-3 3-3-4
This course acquaints students with basic biological, health The similarity in living things is demonstrated by a molecular
and environmental issues of the modern world. To achieve and cellular approach to biology. After introductory biochem-
intended awareness, students will study basic anatomy, phys- istry, the cell as the basic unit of life is studied structurally
iology, genetics and microbiology. Special attention will be and metabolically. Life functions are examined from a cellu-
given to contemporary problems such as AIDS, genetic engi- lar and from a vertebrate-organismic viewpoint. The central
neering, cancer, heart disease and pollution. The student will theme is the flow of energy between the biosphere and the
use basic mathematical, computer and quantitative reason- ecosphere. The scientific method and hypothesis-testing are
ing skills to present cohesive written summations of learning. stressed as a means of investigation and forming conclusions.
Collaborative laboratory assignments will include microscop-
BIOL 102
ic studies of the cell, its functions, and the dissection of a
Basic Concepts in Life Science
fetal pig. Corequisite: CHEM 110 or approval of the chairper-
2-2-3
son.
In this course, a multi-disciplinary hands-on approach to bio-
logical and chemical issues relating to environmental and BIOL 150
ecological problems in the world is taken. Students will study General Biology II
the human condition in relation to health and environmental 3-3-4
issues experienced in biology, chemistry and other life science The variety of living things is demonstrated by a study of rep-
areas utilizing inquiry-based learning. Students will examine resentative plants and animals, emphasizing the viewpoints
scientific concepts and theories that are interrelated to of taxonomy, phylogeny, morphology, and physiology. The
mathematics, biology, chemistry and technology in order to continuity of life is demonstrated through studies in repro-
recognize the historical development of these ideas. duction, genetics, and organic evolution. Scientific inquiry
Collaborative laboratory experiments will examine biological, and critical thinking strategies are emphasized. Collaborative
chemical and environmental concepts. Students will be laboratory assignments include the dissection and study of
required to prepare a written paper or project which will fixed and living specimens representing the whole range of
examine a real-life environmental, health, engineering or life. Prerequisite: BIOL 110; Corequisite: CHEM 150.
technological problem in order to make informed personal
BIOL 155
decisions about the safety and health of the population. All
Introduction to Osteopathic Principles
explorations will conform to NYS standards and will be
and Practices
aligned with safety outcomes at the elementary through
1-0-1
commencement levels.
These sixteen one-hour sessions will be used to present his-
BIOL 103 tory, philosophy and neurophysiological integration with bio-
Nutrition and Society mechanical principles of osteopathic methodology. Restricted
3-0-3 to B.S./D.O. students or permission of chairperson.
An introduction to the principles of nutrition in food man-
BIOL 210
agement. Includes food customs, patterns and habits, nutri-
Human Gross Anatomy
ents in foods, applied nutrition, and world nutrition problems
3-3-4
and programs.
A structural study of the human body. Topics include cells and
BIOL 105 tissue, skeleton, articulation, muscles, body systems, special
Food Microbiology organs, and surface anatomy. Prerequisite: BIOL 110, BIOL
3-0-3 150, BIOL 240. Health Professions majors waive Biology I and
A one-semester course in basic food microbiology outlining II as prerequisites.
important micro-organisms, food preservation and spoilage,
BIOL 220
food contamination, enzymes produced by micro-organisms,
Comparative Anatomy
foods in relation to disease, food sanitation, control and
3-3-4
inspection, and microbiological laboratory methods.
The structure, development, and evolution of vertebrates are
BIOL 107 studied. Laboratory work emphasizes the development of
Environmental Sciences structure in vertebrates, using dissection specimens including
3-0-3 the shark, cat, and monkey. Prerequisite: BIOL 240.
A multi-disciplinary approach is taken to the environmental
BIOL 230
and ecological sciences emphasizing principles, problems,
Ecology
and alternative approaches to solutions. Students study how
3-0-3
the equilibrium and stability of ecosystems are affected by
human activity. Current models are examined for their effica- Study is made of the relationships among living things and
cy in solving environmental degradation problems. The issues species and how they reflect changes in their environments.
are treated in sufficient depth to permit quantitative reason- Students study how the equilibrium and stability of ecosys-
ing and assessment, especially in such vital topics as demo- tems are affected by human activity. Current models are
graphic trends of humanity in a resource-limited biosphere. examined for their efficacy in solving environmental degra-
Human physiological and behavioral requisites are interwo- dation problems. Other topics studied include trophic dynam-
ven with the fabric of culture and technology in modern soci- ics, habitats, resource management, and the ecological niche.
ety. Information systems and models are used. In addition to Visits to field sites may occur. Prerequisite: BIOL 150.
lectures and seminars, students are required to become
involved in a term activity, project or paper, which may inte-
grate several disciplines.
279
BIOL 240 brain, diencephalon and forebrain, are then discussed.

Embryology Functional aspects are emphasized and examples of common
3-3-4 clinical problems are given. A systems approach is also used
A study of the development of the vertebrate organism from to introduce the special senses, including vision, audition,
ovum to adult. Topics include cleavage, organogenesis, fertiliza- olfaction, and the general systems of sensation and motor
tion, regeneration, and comparative developmental patterns. functioning. The hypothalamus, the autonomic nervous sys-
Laboratory exercises include work with living and preserved tem and the limbic areas are also presented. Neuroscience
specimens. Prerequisite: BIOL 150; Corequisite: CHEM 210. and clinical subjects are also emphasized, as well as higher
cognitive functioning, reflex activity and circadian rhythms.
BIOL 245 Prerequisites: BIOL 310.
Histology
3-3-4 BIOL 330
A structural study of human cells, tissues, and organs with Microbiology
reference to their physiology and pathology. Special consid- 3-3-4
eration is given to physiochemical principles in the identifi- A first course in microbiology which treats the anatomy,
cation of cellular components, as well as to principles of his- physiology, and relationships of bacteria, fungi, viruses,
tological techniques. Laboratory exercises include the sys- Rickettsiae, and protozoa. Included are discussions of the role
tematic study and preparation of normal and pathological of microorganisms in the food industry, in the environment,
tissues, emphasizing the practice of routine and special and in health. Prerequisites: BIOL 150 and CHEM 210 or
staining techniques. Prerequisites: BIOL 150, CHEM 150. CHEM 215.
BIOL 260 BIOL 335
Nutrition and Diet Therapy Seminar in Biomedicine I
3-0-3 2-0-2
The purpose of this course is to provide theoretical knowledge A seminar on selected topics of current interest in the fields
that will be useful in clinical practice concerning the roles of of life science and biomedical engineering. Students are
food in maintaining health and in treatment of disease. required to attend meetings of professional societies.
Topics include the physiology of digestion, absorption and Prerequisite: BIOL 340. (Offered only if there is sufficient
metabolism; the nutrient contents of foods, the nutritional demand.)
requirements of people in health and in illness, and through BIOL 340
the life cycle. Specific nutritional requirements of individual Biochemistry
diseases will also be covered, as well as the various responsi- 3-3-4
bilities of various health professionals, such as dietitians,
A practical introduction to the fundamentals of the structure
nurses and physicians in comprehensive care of the patient.
and properties of the biomolecules in close context with their
Prerequisite: CHEM 215 Corequisite: BIOL 310.
metabolism. Major emphasis is placed on the dynamic nature
BIOL 270 of biochemistry and the interrelationships of the various
Pathophysiology metabolic pathways that make up the totality of life. Work in
3-0-3 the laboratory illustrates the more common biochemistry
This course focuses on the basic physiological mechanisms techniques and principles encountered in the lecture.
and principles involved in the development of illness. It is Prerequisite: CHEM 250, BIOL 150.
intended to relate specific lesions and dysfunctions to the BIOL 345
Origins of specific diseases. Topics include the role of micro- Medical Microbiology
bial infection in disorders of the immune system, disorders of 3-3-4
the vascular system and heart, especially as affected by
The purpose of the course is to acquaint students entering
nutritional factors; the origin and effects of tumors; the
the health professions with basic understanding and skills in
study of the gene dysfunctions. The latter part of the course
Microbiology, especially dealing with agents of infectious
provides brief descriptions of the more important diseases of
disease. In addition, chemical methods of controlling micro-
organs and organ systems (cardiovascular, respiratory, renal,
bial growth, immunity, parasitology, nosocomial infections,
hematopoietic, etc.) with emphasis on pathogenetic mecha-
microbial metabolism and chemotherapeutic agents will be
nisms. Prerequisites: BIOL 310.
discussed. Prerequisites: CHEM 215, BIOL 310.
BIOL 310
BIOL 401
Human Physiology
Introduction to Bioinformatics
3-3-4
3-0-3
An introductory course in the functions and mechanisms of
An introduction to specific uses of computers in biology. The
the human body. Laboratory exercises include the detection
course will survey a wide range of software written to aid
and measurement of these functions using modern methods.
research in the Life Sciences and examine the general design
Prerequisites: BIOL 150 and CHEM 250 or CHEM 215.
of this software. The course will provide examples of bio-
BIOL 315 computer analysis using software available from various
Neuroscience sources. Class assignments will provide first hand experience
3-0-3 in the use of these tools. Prerequisites: BIOL 340.
The student will acquire a basic understanding of the anato-
my of the nervous system and its functioning. Histology of
nervous tissue, major divisions of the central and peripheral
nervous systems and embryological development are intro-
duced. The topographic and intimal anatomy of the central
nervous system, including the spinal cord, brain stem, mid-
280
BIOL 410 BIOL 455

Genetics Biomedical Research II
3-3-4 (2nd Semester of Biomedical Research)
A study of the fundamental theories, methods, and applica- 1-6-4
tion of genetics. Mendelian genetics, the foundation for the An advanced biomedical project under the supervision of a
discipline, will be discussed as well as recent advances, faculty member. Prerequisite: Approval of the dean. (Offered
including recombinant DNA research and cloning. only if there is sufficient demand.)
Operational or modern genetics will be compared to tradi-
BIOL 460
tional theories. Other topics will include: the operon, micro-
Instrumentation II
bial genetics, the triplet code, complementation analysis,
2-3-3
extra chromosomal inheritance, and population genetics.
Prerequisites/ Corequisite: BIOL 310. A continuation of BIOL 420. Prerequisite: BIOL 420. (Offered
only if there is sufficient demand.)
BIOL 415
Pathology BIOL 465
3-3-4 Biomedical Research III
(3rd Semester of Biomedical Research)
A study of the mechanisms of disease in man, emphasizing
1-6-4
the processes of inflammation and repair, disorders of
growth, and general consideration of systemic disorders. An advanced biomedical project under the supervision of a
Immunopathologic processes. Laboratory exercises study faculty member. Prerequisite: Approval of the dean. (Offered
histopathological and physiopathological changes during the only if there is sufficient demand.)
disease process. Prerequisites: CHEM 150, BIOL 245. BIOL 485
BIOL 420 Seminar in Biomedicine III
Instrumentation I 2-0-2
2-3-3 A continuation of BIOL 445 on selected topics of current
Fundamental principles of instruments including analysis of interest in the fields of life science and biomedical engineer-
data used in the separation, identification, and quantification ing. Prerequisite: BIOL 445. (Offered only if there is sufficient
of compounds. Partial emphasis is placed on biomolecules, demand.)
environmental pollutants, food additives, etc. Lab work BIOL 490
revolves about the various photometric, chromatographic, Biomedical Research IV
and electrochemical instruments available. Spectroscopy, (4th Semester of Biomedical Research)
theory, and laboratory practice is covered in both semesters. 1-6-4
Prerequisites: CHEM 310, PHYS 270. (Offered only if there is An advanced biomedical project under the supervision of a
sufficient demand.) faculty member. Prerequisite: Approval of the dean. (Offered
BIOL 425 only if there is sufficient demand.)
Biomedical Research I BIOL 495
(1st Semester of Biomedical Research) Bioinstrumentation
1-6-4 3-0-3
An advanced biomedical project under the supervision of a The course consists of selected biological instrumentation
faculty member. In some cases students may be permitted to covering such modalities as electromyography, thermography,
pursue programs in hospitals or industrial research organiza- cardiography, electroencephalography, and the means by
tions. A final report covering the problem, approach, and which they can be interfaced to computers for applications to
results is required. Prerequisite: CHEM 310 or BIOL 340 health care and research. Prerequisite: EENG 370.
(Offered only if there is sufficient demand).
CHEM 105
BIOL 430 Applied Chemistry
Cell Physiology 2-3-3
3-3-4 For bachelor of technology majors. An introduction to basic
Biochemical and biophysical aspects of cellular structures chemical concepts and their application to industrial tech-
and functions are covered. Laboratory exercises demonstrate nology. Studies will include basic chemical concepts and cal-
the fundamental life processes at cellular level. Prerequisites: culations, the relationship of atomic structure and bonding to
BIOL 340, BIOL 310 (Spring only). chemical and physical properties and the state of matter, and
BIOL 445 the role of thermal chemistry, thermodynamics and oxida-
Seminar in Biomedicine II tion-reduction in determining the rates and extent of chem-
2-0-2 ical reactions. The laboratory work will illustrate common
A continuation of BIOL 335 on selected topics of current laboratory techniques and the lecture materials presented.
interest in the fields of life science and biomedical engineer- Corequisite: TMAT 135 or MATH 141.
ing. Prerequisite: BIOL 335. (Offered only if there is sufficient
demand.)
281
CHEM 107 CHEM 250

Engineering Chemistry I Organic Chemistry II
4-0-4 3-3-4
For electrical engineering and computer science majors. An A continuation of Organic Chemistry I. Studies include: the
introduction to theoretical and inorganic chemistry. Studies advanced theoretical treatment of reaction mechanisms,
include basic chemical concepts and calculations, atomic spectroscopic properties of organic compounds, and configu-
structure, periodicity and bonding, states of matter, metals, rations of some important biological systems. Laboratory
solutions, acids and bases, thermal chemistry and introduc- work consists of more advanced organic syntheses and qual-
tory thermodynamics, oxidation-reduction reactions, reaction itative organic analysis. Prerequisite: CHEM 210.
rates and nuclear reactions. Corequisite: MATH 141 or TMAT
CHEM 260
135.
Toxicology
CHEM 110 3-3-4
General Chemistry I A survey of the terminology and biochemical and biophysical
3-3-4 phenomena associated with chemicals in the environment.
An introduction to theoretical and inorganic chemistry. Concepts of dose-response relationships, threshold limit val-
Studies include: types of matter, atomic structure, the peri- ues, route of administration, and biomodes of entry will be
odic table, chemical bonding, states of matter, solutions, discussed. Methods used to determine levels of toxicity in
chemical reactions, gas laws, and chemical calculations. animals and man will be studied.
Laboratory work illustrates common laboratory techniques as
CHEM 310
well as chemical principles. Corequisite: TMAT 135 or MATH
Quantitative Analysis
141.
3-5-4
CHEM 150 An introduction to the principles and calculations of quanti-
General Chemistry II tative analysis. Topics include: chemical stoichiometry, acid
3-3-4 and base concepts, ionic equilibria, acid-base titrations, spec-
A continuation of CHEM 110. Topics to be covered include trophotometry, oxidation-reduction reactions, complex com-
thermochemistry, chemical kinetics, chemical equilibria, acids pounds, gravimetric analysis, and precipitation titrations.
and bases, ionic equilibria, oxidation-reduction reactions, and Laboratory work consists of elementary gravimetric, volumet-
electrochemistry. Laboratory work illustrates the principles ric, and instrumental analysis. Prerequisite: CHEM 150.
discussed in the lecture. Prerequisite: CHEM 110, TMAT 135 or
CHEM 410
MATH 141.
Physical Chemistry I
CHEM 210 3-3-4
Organic Chemistry I A study of the fundamental principles of modern physical
3-3-4 chemistry. Topics include: the kinetic theory of gases, ther-
This course includes the study of the stereochemistry and modynamics, thermochemistry, properties of solutions, and
electronic structure of aliphatic and aromatic compounds, chemical kinetics. Laboratory work is designed to illustrate
and the properties of their functional groups. Laboratory the fundamental laws and basic physicochemical methods.
work consists of the determination of physical constants and Prerequisites: CHEM 310, PHYS 220 (Offered only if there is
the preparation of various organic compounds. Prerequisite: sufficient demand).
CHEM 150.
CHEM 450
CHEM 215 Physical Chemistry II
Bio-Organic Chemistry 3-3-4
3-3-4 A continuation of Physical Chemistry I. Topics include: elec-
The basic concepts of organic chemistry and biochemistry are trochemistry, chemical bonding, spectroscopy, photochem-
covered. Topics include hydrocarbons, stereochemistry, alco- istry, physical biochemistry, and nuclear chemistry.
hols, phenols and ethers, carbonyl compounds, amines, Laboratory work consists of electrode phenomena, spec-
amides, carbohydrates, amino acids and proteins, nucleic trophotometric measurements, chemical catalysis, and radio-
acids and the relationship of these chemicals to metabolic chemistry. Prerequisite: CHEM 410. (Spring term only, offered
pathways. This course does not satisfy the organic chemistry only if there is sufficient demand).
or biochemistry course requirements for other science majors.
Prerequisite: CHEM 105 or equivalent.
282
Nursing
Faculty: M. Cardoza, P. Hood, S. Neville, H. Ballestas, C. Caico, C. Dolan, A. Ganzer,
N.Nelson, P. Montano, C. Zauderer.
Adjunct Faculty: A.T. Bersamin. J. Kelshe, C. Hunt, K. Melore, K. McLore (Lab
Manager, Old Westbury), C. Mueller, N. Rickspun, L. Sparacino, (Lab Manager,
Manhattan), D. Tanzi, T. Tobias, G. Wilde.
As health care professionals who focus on immediate, hands-on patient care, nurses are
critically important members of health care teams, providing patient education and
diagnosing and treating human responses to illness. Nursing is a science and an art and
is one of the most respected professions within the health care system. The Department
of Nursing offers a Bachelor of Science in Nursing degree available at the Old Westbury
and Manhattan Campuses. The vision and mission of the Department of Nursing is to
promote and demonstrate excellence in nursing practice. The course of study includes
traditional courses in the Liberal Arts and Sciences, such as chemistry, sociology, anato-
my and physiology and courses in Nursing Science and Clinical Practice. State of the art
nursing labs, including patient simulation models for clinical practice, enhance the
teaching-learning environment. In addition, this program offers a number of unique
features not found in most other Nursing programs. First, the program is founded on
the concepts and theories of transcultural nursing. The NYIT nursing student will take
courses that take into consideration the multi-cultural experiences of both patients and
health care professionals. To this end, anthropology courses have been incorporated
into the curriculum and transcultural topics into the core nursing courses.
Second, clinical practice locations are varied in scope and are not limited to the hospi-
tal setting. Students will also learn how professional nursing has expanded its practice
into community-based facilities, such as home care agencies, school based clinics,
extended care facilities, rehabilitation centers and ambulatory care clinics. These foci,
i.e., transcultural nursing and community based nursing practice, will prepare the stu-
dent for the realities of nursing practice in the 21st century. The faculty consists of
highly experienced professionals who have vast educational, clinical and leadership
experience and who are committed to teaching, advising and mentoring students to
foster academic and professional success. Upon graduation, students are eligible to take
the NCLEX-RN licensure exam. We believe our program enables graduates to be highly
effective as professional nurses.
283
This four-year program is composed of two phases. The pre-professional phase (years
1 and 2) consists of courses in the liberal arts and sciences and the Professional phase
(years 3 and 4) consists of core nursing and supportive courses. All nursing students
must achieve a cumulative grade point average of 2.75 for admission to and continua-
tion in the nursing program.
Students are required to complete all pre-requisite courses listed as freshman and
sophomore courses on the Nursing Degree Map with no required prerequisite course
below a grade of C+ and show evidence of good ethical, moral and personal character.
Please be advised that admission into the pre-professional clinical phase is competitive.
The number of students accepted into this phase depends on accreditation require-
ments, available resources, class cap limits and College GPA.
Progression will be based on overall highest ranked college GPA and meeting fully the
established criteria. Students may repeat a required prerequisite course that they
receive a grade of C or below only once. Students may be required to take nationally
normed tests throughout the curriculum. Students will be required to meet all require-
ments of the Department of Nursing and affiliating agencies and provide evidence of
specific immunizations and health clearance, student nurse malpractice insurance and
current certification in Basic Cardiac Life Support before clinical placement. Students
should be advised that requirements may change during the program and that they will
be required to meet current standards for clinical affiliation placements and progres-
sion in the major irrespective of date of program admission. Students will be required
to purchase the official NYIT student uniform which will be worn for clinical rotations.
All Health Professions and Life Science students have access to the library and other
facilities of the New York College of Osteopathic Medicine. Please check this cata-
logue’s Admissions Section: Special Requirements for Nursing for more detailed infor-
mation on admission and progression in the nursing major.
Policy: Progression in the Nursing Major
In order to continue in the Nursing major, students must receive minimum grades of C+
in all required Nursing courses and maintain a minimum cumulative College GPA of
2.75. Students who earn a grade of C or lower or who fail any segment of a nursing
course, clinical nursing course or lab (NURS 102, 301, 310, 315, 351, 360, 401, 410, 430,
421, 451, 461, 470, 480) will be allowed to repeat the course or clinical lab rotation
only once. Students who earn a C or lower for a required nursing course or clinical lab
rotation for a second time will be dismissed from the Nursing Program. Withdrawal
from a course is only permitted in the case of a documented illness, personal emergency
or unusual circumstance and not because of a course/clinical/lab rotation failure or
anticipated failure. Given the nature of nursing practice, students will not be permitted
to use a withdrawal from a course to avoid a failure.
Policy for Clinical Absence:
Clinical time is limited; therefore, no unexcused clinical absences are permitted. In the
event of a clinical absence due to an emergency, personal illness or unusual circum-
stance, the student is responsible for contacting the faculty member before the clinical
or within 24 hours of the absence. The student must submit a written explanation
along with appropriate documentation for the absence. The student who has an unex-
cused clinical absence will be at risk for not meeting the requirements of both the
course and the program and will be at risk for clinical failure.
284

College Composition I and II 6
Bachelor of Science in Nursing One Group A English 3
College Success Sem. (1)
2 credits SPCH 105 Basic Speech Communication 3
Nursing
NURS 102 Introduction to Nursing 15 credits
and Nursing Process 2 Life Sciences
NURS 301 Nursing Therapeutics I 4 BIOL 210 Human Gross Anatomy 4
NURS 310 Transcultural Nursing I 3 BIOL 260 Nutrition & Diet Therapy 3
NURS 315 Pharmacology for Nursing 3 BIOL 270 Pathophysiology 3
NURS 351 Nursing Therapeutics II 4 BIOL 310 Human Physiology 4
NURS 360 Transcultural Nursing II 3 BIOL 330 Microbiology
NURS 401 Nursing Therapeutics III 4 or
NURS 410 Transcultural Nursing III 3 BIOL 345 Medical Microbiology 4
NURS 421 Nursing in the Community 5 CHEM 105 Applied Chemistry 3
NURS 430 Research in Nursing 3 CHEM 215 Bioorganic Chemistry 4
NURS 451 Nursing Therapeutics IV 4
NURS 461 Transcultural Nursing IV 4 25 credits
NURS 470 Leadership in Professional Nursing 3 Mathematics
NURS 480 Nursing Capstone 4 TMAT 135 Technical Math 1 4 credits
49 credits Physics
PHYS 115 Humanity/Physical Universe 3 credits
Behavioral Sciences
ANTH 101 Introduction to Anthropology 3 Social Sciences
ANTH 205 Anthropology of Health 3 PHIL 220 Ethics & Social Philosophy 3
PSYC 101 Introduction to Psychology 3 History or Political Science 3
PSYC 210 Statistical Analysis 4
PSYC 221 Human Development 3 6 credits
16 credits
Elective 3-5 credits
Economics
ECON 101 Basic Economics 3 credits Total credits required—129
12 credits are required to complete the College Success Seminar (see
p. 83).
NURS 102 introduced to the basic interpersonal and technical skills

Introduction to Nursing and Nursing Process which form the foundation of safe nursing practice.
2-0-2 Emphasis is placed on critical thinking and problem solving
This course lays the foundation for professional practice by within the context of a multicultural client community. Topics
introducing theoretical concepts that provide the foundation include methods of data collection, the identification of risks
for contemporary nursing. An in-depth presentation of the to health, and the formulation and application of preventative
nursing process, especially as it relates to Transcultural interventions. Prerequisites: NURS 102, Biol 270.
Nursing and Global Heath is emphasized. Students learn about Corequisites: NURS 310.
the American Health Care System and the role of the profes- NURS 310
sional nurse as a member of the health care team. Students Transcultural Nursing I: Introduction
will be introduced to the concepts and principles related to 3-0-3
communication, critical thinking teaching and learning.
This course focuses on the application to nursing of theoret-
NURS 301 ical and clinical evidenced based outcomes derived from
Nursing Therapeutics I anthropology, sociology and other cross-cultural investiga-
0-12-4 tions. The development of a conceptual framework from
This course focuses on the assessment and the care of per- which the nurse can approach the care of individuals, fami-
sons with minimal health variations. The student is lies, non-family groups, institutions and communities whose
285
culture differs significantly from that of the care-givers is NURS 410

emphasized. Important broad dimensions of culture are Transcultural Nursing III
explored in order to produce a fully holistic view of people. 3-0-3
These dimensions include biophysical state, physical environ- This course expands and applies the principles developed in
ment, language, religious or spiritual orientation, kinship pat- Transcultural Nursing II as it focuses on the health needs of
terns, material and nonmaterial cultural phenomena, politics, different families and their interactions with the nurse. It
economics, law, and educational, technological and profes- investigates the conflicts that arise among the variable
sional care practices. Prerequisites: NURS 102. Corequisites: expectations of family members within western society in
NURS 301. general, within western health care institutions in particular,
NURS 315 and within non-western cultures. It especially focuses on the
Pharmacology for Nursing health needs of women and children, and helps to prepare the
3-0-3 nursing student in the planning and the implementation of
gynecological, obstetrical, and pediatric nursing care inter-
This course emphasizes the principles of pharmacology that
ventions within a multicultural context. It specifically inves-
are pivotal to rational, safe and effective drug therapy for
tigates methods of accommodation and negotiation, of
clients with potential or actual health problems. Emphasis is
enculturation, and of behavioral restructuring of women,
on the nursing management of patient care designed to pre-
children and their families. Prerequisites: NURS 360
vent complications and to promote optimal well-being in the
Corequisites: NURS 401, NURS 421
well or ill patient. Open only to nursing students. Prerequisite
NURS 102. Pre/Corequisites: NURS 301, NURS 310 NURS 421
Nursing in the Community
NURS 351
3-6-5
Nursing Therapeutics II
0-12-4 This course focuses on the multicultural community as the
client system, within which nursing care is delivered to indi-
This course focuses on the assessment and care of adults with
viduals, families and aggregate groups. The student inte-
acute health and mental health problems. Emphasis is placed
grates advanced nursing science concepts and social, cultur-
on the role of the nurse as a member of the health care team
al, political, economic and environmental considerations in
in the planning, implementation and evaluation of client
order to develop a transcultural community perspective in
centered care. Attention is paid to the psychosocial aspects
nursing practice. The student applies this knowledge in defin-
of disease within the context of a multicultural patient
ing a community, assessing the health status, identifying
community. Nursing care skills relevant to specific methods
health care needs, planning for the health of populations in
of intervention are mastered. Prerequisites: NURS 102, NURS
the community and evaluating the potential effects of the
301, NURS 310, NURS 315, Pre/Corequisites: NURS 360.
community health plan. Prerequisites: NURS 360.
NURS 360 Pre/Corequisites: NURS 401,NURS 410
Transcultural Nursing II
NURS 430
3-0-3
Research In Nursing
This course expands and applies the principles developed in
3-0-3
Transcultural Nursing I. The acute and mental health needs of
This course introduces the student nurse to scientifically
adults and the interactions between the nurse and the adult
based research methodologies. Research is viewed as an inte-
client are explored. Students investigate the conflicts that
gral aspect of professional nursing practice. Emphasis is
arise among the variable expectations of adults within
placed on developing the ability to evaluate critically nursing
western society in general, within western health care
research literature and in utilizing research strategies and
institutions in particular and within non-western cultures.
evidenced based nursing care outcomes in order to solve
The course content is crucial in preparing the nursing student
nursing care problems. In addition, topics include cultural
in the planning and the implementation of medical-surgical
biases in health research and ethical issues of human subject
and mental health nursing care interventions within a
research. Prerequisites: NURS 301, NURS 310, NURS 315.
multicultural context. It specifically investigates methods of
accommodation and negotiation, of enculturation, and NURS 451
of behavioral restructuring of adults, their families and Nursing Therapeutics IV
communities. Prerequisites: NURS 301, NURS 310, NURS 0-12-4
315Co-requisites: NURS 351 This course focuses on persons with complex health prob-
NURS 401 lems. The student nurse interacts with clients who have mul-
Nursing Therapeutics III tiple health problems within the context of an underlying
0-12-4 acute or chronic illness. Students administer nursing care in
a variety of health care settings. Emphasis is placed on the
This course focuses on the nursing care of childbearing and
assessment of clients, and the planning and implementation
childrearing families. Students are introduced to actual or
of health care strategies within a multicultural patient com-
potential health care problems encountered in a variety of
munity. Prerequisites: NURS 401, NURS 430, NURS 410, NURS
gynecologic, obstetric and pediatric settings. The student is
421 Corequisities; NURS 461, NURS 470, NURS 480
introduced to the interpersonal and nursing care skills neces-
sary for the assessment of risks to health among members of
these families. Emphasis is placed on the planning and the
implementation of preventive and educational interventions
and health promotion and maintenance strategies within a
multicultural patient community. Prerequisites: NURS 360
Corequisites: NURS 410 III.
286
NURS 461 NURS 480

Transcultural Nursing IV Nursing Capstone
4-0-4 3-2-4
This course expands and applies the principles developed in This senior capstone course is designed to provide students
Transcultural Nursing III as it focuses on health needs of indi- with an opportunity to explore and examine contemporary
viduals, their families and communities as they experience nursing practice, an issue, topic, problem or trend relevant to
chronic illness and their acute exacerbations. It investigates nursing practice within a multicultural context. Students will
the conflicts that arise among the variable expectations of work in groups on selected professional/civic engagement
family members within western society in general, within clinical projects (15 hours) and will be assigned a faculty
western health care institutions in particular, and within mentor who will serve as a facilitator to guide and assist in
non-western cultures. Principles of family theory, health the development of project objectives, resources and related
teaching and research are used by the student, as strategies research, implementation strategies and evaluation outcome
for planning nursing care. Knowledge of cultural patterns is criteria specific to the project. It is expected that the students
integrated into the coping and change process. It specifical- will consult with various agencies and individuals who are
ly investigates methods of accommodation and negotiation, expert in the particular issue, problem or topic that the stu-
of enculturation, and of community patterning for adults and dents are exploring. Various course requirements related to
their families experiencing medical, surgical, and psychiatric the selected project must demonstrate knowledge, compre-
problems. Prerequisites: NURS 401, NURS 410, NURS 430, hension, analysis, evaluation, and synthesis. Prerequisites:
NURS 421. Corequisites: NURS 451, NURS 470, NURS 480. NURS 401, NURS 410, NURS 421, NURS 430, NURS 470.
Co requisites: NURS 451, NURS 461, NURS 470
NURS 470
Leadership in Professional Nursing
3-0-3
This nursing course is designed to assist the professional
nurse in utilizing current leadership and management theo-
ries and strategies during the planning and implementation
of professional nursing practice. Students investigate and
discuss the unique issues associated with nursing health care
management. Potential areas of conflict are identified and
strategies for conflict resolution are investigated. Topics
include political, legal, economic and psychosocial aspects of
nursing management. Prerequisites: NURS 401, NURS 410,
NURS 421, NURS 430. Pre/Corequisites: NURS 451, NURS 461,
NURS 480
287
Nutrition Science
Faculty: D. Donaldson-Kaiser, M. Haar, M Kranyak, .
Adjunct Faculty: J. Chabla, V. Fischer.
The Bachelor of Science in Nutrition Science prepares students to enter the biomedical
arena as nutrition professionals, graduate students or students in another health
profession. Students admitted to the program take rigorous pre-professional courses in
life sciences, math and physics. These sciences form the foundation for a spectrum of
nutrition science courses designed to prepare them for entry level dietetic practice,
advanced study in nutrition science and/or any of a wide variety of biomedical careers.
In this curriculum, students are exposed to the excitement of cutting-edge nutrition
teaching, active nutrition research projects and other opportunities to apply nutrition
concepts in clinical field practica under direction of nutrition support faculty. By fostering
interdisciplinary interactions between students in the health professions, pre-profes-
sional and pre-doctoral programs, the program enhances future communication among
health care professionals.
The Bachelor of Science in Nutrition Science provides all science and math requirements
for application to schools of allopathic and osteopathic medicine, dentistry, podiatry
and other specializations in biomedical professional education. The emphasis on nutrition
biochemistry and pathophysiology provides an excellent preparation for understanding
metabolic regulation, maintenance of optimal health and strategies to prevent and
control disease. Alternatively, students with a research focus who wish to pursue
graduate work in biomedical science will find the emphasis on critical analysis of
current literature to be challenging and useful in future studies. Elective credits are
available to allow students to pursue clinical or bench research practica under faculty
supervision.
The B.S. in Nutrition Science is currently accreditated by the Commission on
Accreditation for Dietetic Education (CADE) of the American Dietetic Association. As a
Didactic Program in Dietetics (DPD) the program is approved to provide a didactic
Verification Statement, attesting that the student has met entry-level didactic
competencies set by ADA for credentialing as a Registered Dietitian (RD). The
Baccalaureate and didactic Verification Statement are required for application to any
CADE-accredited supervised practice program.
Post baccalaureate students from other disciplines may join the DPD and take up to 32
credits of nutrition science to complete didactic preparation. While many of the science
and humanities courses may be taken during the day, the nutrition courses are offered
in the evenings and on weekends to accommodate working students. Interactive class
discussions with working nutrition professionals enhance the program and bring
clinical issues into the nutrition classroom.
288

8 credits
Bachelor of Science in Nutrition
Science SPCH 105 Basic Speech Communication 3
WRIT 101 College Composition I 3
College Success Sem. (1)
2 credits WRIT 151 College Composition II 3
WRIT 316 Technical Writing 3
Life Sciences One Group A English Course 3
BIOL 150 General Biology II 4 15 credits
BIOL 210 Human Gross Anatomy 4
Social Sciences
PHIL 220 Ethics and Social Philosophy 3
BIOL 330 Microbiology 4
One Course in History/Political Sci. 3
BIOL 340 Biochemistry 4
BIOL 430 Cell Physiology 4 6 credits
CHEM150 General Chemistry II 4 Economics
CHEM 210 Organic Chemistry I 4 ECON 105 Principles of Economics I 3 credits
CHEM250 Organic Chemistry II 4 Electives
One Course in Liberal Arts 3
44 credits 6 credits of Free Electives 6
Professional Nutrition Courses
NTSI 101 Introduction to Food Science 3 6 credits
NTSI 102 Food Science Laboratory 1 Total credits required— 134
NTSI 201 Intro Clin Nutr Practice 3
NTSI 301 Dietetic Management Pract 3 (1) All entering first-year freshmen, transfer students with less than
NTSI 303 Food Service Systems 3 College Success Seminar (see p. 83).
NTSI 310 Nutritional Biochemistry 3
NTSI 401 Patho Biomedical Nutrition 3 * Students who do not plan to apply to medical school may elect to
substitute MATH 161—Introduction to Calculus and a Statistics
NTSI 402 Nutritional Therapy 3 course for these courses
NTSI 410 Nutrition and the Life Cycle 3
NTSI 412 Commun.Nutr./Nutr. Ed. 3
NTSI 414 Methods Nutrition Counseling 2
NTSI 420 Methods Nutr. Research 2
32 credits
Behavioral Sciences
PSYC 101 Intro. to Psychology 3 credits
Mathematics
MATH 141 College Algebra and Trig. 4
MATH 170 Calculus I * 4
MATH 180 Calculus II * 4
12 credits
Physics
PHYS 140 Physics I for Life Sciences/Lab 3
PHYS 141 Physics I for Life Sciences/Lab 1
PHYS 160 Physics II for Life Sciences/Lab 3
PHYS 161 Physics II for Life Sciences/Lab 1
289
Admission Requirements:
Admission to the B.S. in Nutrition Science program requires that students submit SAT
or ACT scores, their high school transcripts and three letters of recommendation, at
least two of which are from teachers. Students with completed applications will be
interviewed prior to admission.
Graduation Requirements (Didactic Program

in Dietetics):
Students must pass a comprehensive examination in nutrition and dietetic knowledge
to receive a Didactic Verification Statement. One re-take without added coursework is
allowed.
Premedical Students:
To qualify for preferential treatment for admission to NYCOM, the student must meet
all of the following requirements: l) have maintained a 3.3 overall cumulative average
with at least a 3.0 in the sciences; 2) have a combined MCAT score of 24 and at least
an N on the writing sample; 3) obtain favorable letters of recommendation from the
Departmental Preprofessional Committee, and 4) received a supportive interview from
NYCOM’s Admissions Committee.
Pre-Graduate Students:
Full matriculation to the graduate program in clinical nutrition requires the following:
1) at least a 2.85 overall cumulative average in undergraduate work and satisfactory
scores in science; 2) an admissions essay; 3) favorable letters of recommendation from
faculty and the Departmental Preprofessional Committe; and 4) an admissions inter-
view. Students who are denied admission based on inadequate undergraduate academ-
ic performance may qualify for provisional admission on the basis of satisfactory
Graduate Record Examination scores and become fully matriculated after passing the
first four graduate courses with a B or better.
Students with a non-science Baccalaureate:

Didactic Verification Sequence
Students with a baccalaureate degree in another discipline may elect to complete
didactic requirements through a combination of undergraduate science and nutrition
prerequisites as part of the DPD.
290
Didactic Science and Humanities Prerequisites

The following undergraduate courses may be obtained from any accredited undergrad-
uate or graduate school. The courses need not be transferred to NYIT to be evaluated.
n 2 semesters inorganic (general) chemistry
n 1 or 2 semesters organic chemistry
n 1 semester biochemistry (or bio-organic chemistry)
n 2 semesters anatomy-physiology
n one semester microbiology
n Introduction to psychology
n Communications - writing and speaking courses
n Economics
n Sociology
n Anthropology (includes study of cultural diversity and group dynamics)
Nutrition Science and Practice Competencies

(available at NYIT):
Students may have their transcripts evaluated to determine which of the following
courses they require to meet the Internship prerequisites.
NTSI 101 Introduction to Food Science...............................................3 credits
NTSI 102 Food Science Laboratory........................................................1 credit
NTSI 201 Introduction to Clinical Nutrition Practice ......................3 credits
NTSI 301 Dietetic Management Practices..............................................3 credits
NTSI 303 Food Service Systems .............................................................3 credits
NTSI 310 Nutritional Biochemistry .......................................................3 credits
NTSI 401 Pathologic Basis of Biomedical Nutrition.........................3 credits
NTSI 402 Nutritional Therapy .................................................................3 credits
NTSI 410 Nutrition and the Life Cycle.................................................3 credits
NTSI 412 Community Nutrition & Nutrition Ed................................3 credits
NTSI 414 Methods in Nutrition Counseling .......................................2 credits
NTSI 420 Methods in Nutrition Research .............................................2 credits
Total Nutrition Science and Practice 32 credits
Upon completion of the required nutrition and science courses, the student may apply
for the Dietetic Internship.
291
NTSI 101 NTSI 301

Introduction to Food Science Dietetic Management Practices
3-0-3 3-0-3
The structure and physical properties of foods are examined This course incorporates traditional techniques and tools of
with respect to nutrient content and distribution in the food management as they apply to human resource management
supply. The effects of agricultural methods, market handling, in the food service operation. Examination of the effects of
processing and home preparation on nutrient quality are con- technological advances and organizational goals as they
sidered. The interactions of food components in food prepa- impinge on interpersonal relationships as well as on employ-
ration and processing methods are discussed and factors that ee growth, creativity, and development of leadership poten-
influence food taste, texture, appearance and nutritive value, tial are discussed. The course covers issues of legal and ethi-
are explored. cal questions, conflict resolution and interpersonal communi-
cation in various food service operations.
NTSI 102
Food Science Laboratory NTSI 303
0-3-1 Food Service Systems
This course provides students with actual experience with 3-0-3
basic techniques and principles of food preparation and pro- The course familiarizes students with day-to-day operation
cessing. The course demonstrates and applies basic scientific of a food service and the operations necessary to turn out
methods of food preparation and identifies source informa- timely meals. Menu development and recipe conversion to
tion for nutrient composition of food. institutional quantity are discussed. Food preparation and
processing methods for safe and efficient handling of raw
NTSI 201
and cooked foods to reduce waste and spoilage, as well as
Introduction to Clinical Nutrition Practice
use of the computer to facilitate receiving, storing, inventory
3-0-3
and reordering food are reviewed. Issues in food preparation
This course is intended to introduce students to nutrition for multicultural populations as well as issues of legal liabil-
practice. Students develop knowledge and skill in clinical and ity in food service are discussed.
dietary assessment methodologies and develop facility with
medical terminology and practices. Beginning with current NTSI 310
nutritional therapies, students construct dietary intervention Nutritional Biochemistry
protocols using whole foods to meet the dietary prescription 3-0-3
and discuss implementation of these protocols in diverse cul- Mechanisms of nutrient digestion, absorption, transport, uti-
tural groups and within confines of institutional food service lization and excretion will be reviewed with emphasis on the
systems. Attention will be placed on development of dietary role of specific nutrients in maintaining biochemical and
practices to prevent and/or ameliorate disease. physiologic integrity in body systems. Prerequisite: Biol 340
292
NTSI 401 NTSI 412

Pathologic Basis of Biomedical Nutrition Community Nutrition and Nutrition Education
3-0-3 3-0-3
This course integrates pathologic processes of disease with This course will help students develop practical skills needed
nutrient function. On the basis of lectures of general patho- to become effective public health nutritionists and nutrition
logic mechanisms, students search the biomedical literature educators. Students will learn to assess nutrition status in the
to identify nutrient-disease mechanisms, derive hypotheses field and to access community resources, to develop plans
for clinical nutrition application and critique evidence in sup- and grant proposals, develop nutrition education plans and
port of these hypotheses. Topics include cell cycle regulation curricula and to evaluate these programs. The course will dis-
and neoplastic progression, inflammation, repair and immune cuss current nutrition legislative issues in light of the history
function, neurotransmitters, neuronal structure and brain of government nutrition programs and the American food
function, and regulation of fuel homeostasis. Prerequisite or supply. Methods for stimulating consumer nutrition activism
Corequisite: NTSI 310 will be considered. Prerequisite: NTSI 401
NTSI 402 NTSI 414
Nutritional Therapy Nutritional Counseling Lectures
3-0-3 2-0-2
This course is an overview of the practice of clinical nutrition. In this course, students will learn basic counseling skills and
The pathogenesis, altered requirements due to disease states how to apply them to nutrition counseling situations. Several
and/or concomitant therapeutic measures, interactions different counseling orientations will be considered, includ-
between drugs and nutrient requirements and subsequent ing behavior modification, cognitive therapy and family sys-
rationale for nutritional management of the patient will be tems theory. Students engage in role playing to gain practice
explored. Methods for patient feeding including parenteral, in these techniques. Prerequisite: NTSI 401
as well as enteral routes are discussed with respect to advan-
NTSI 420
tages and disadvantages of each technique, concerns regard-
Nutrition Research and Analysis
ing the cost efficiency, and formula composition and prepa-
2-0-2
ration methods. Students will learn to chart nutrition notes
in medical charts using the SOAP system. Prerequisite: NTSI This course explores methodological variables that affect the
401 outcomes of systems for assessment of diet intake and nutri-
ent data analysis using a variety of manual and computer-
NTSI 410 based tools . The relationships among dietary nutrient intake,
Nutrition and the Life Cycle absorption, and utilization with biochemical nutrient assess-
3-0-3 ment markers are explored. Factors that mediate nutrient
Factors influencing nutrient requirements from preconcep- homeostasis and impact on nutrient biomarkers are identi-
tion to old age will be considered, including physiologic and fied. Students prepare a grant proposal in NIH format on a
biochemical alteration of the maternal and fetal organism specific research project. They search the literature and write
during pregnancy, specific factors influencing growth and a concise background, define a research hypothesis, specify
development, physiologic alterations with aging and the appropriate testing methodologies, predict probable results
effect of diet in preventing degenerative changes. Special and discuss the significance of the project. Prerequisite: NTSI
requirements imposed by work, emotional stress and environ- 401
mental change will be discussed as well as regulation of food
intake, pathogenesis of obesity, anorexia nervosa and other
eating disorders. Prerequisite: NTSI 402
293
JAYPRAKASH MISTRY BUSINESS MAJOR

School of Management
Scott Liu, Ph.D, Dean
Accounting
Business Administration
Culinary Arts
Hospitality Management
Faculty: D. Afxentiou, F. Alali, L. Applewhaite, K. Chandrasekar, A. Deerson, R. Dibble,
I. Gray,P. Harris, S. Hartman, N. Hayes, C. Kilic, A. Kleinstein, M. Kroumova, P. Kutasovic,
W. Lawrence, S. Liu, S. Oberstein, K. O’Sullivan, M.T. Ozelli, A. Poczter, V .Ribiere, C.
Schwartz, R. Tibrewala, N. Weiss, J. Xu, J. Zeng.
Adjunct Faculty: E. Athanastos, A. Bender, J. Capela, V. Carotenuto, P. Chang,
M. Chowdhury, A. Cipoletti, G. Cotsonas, J. D’Antone, J. DeFelippe, G. DeMarco,
C. Doughty, A. Fox, J. Frey, T. Fried, W. Gravitz, M. Gregorek, M. Johansen, H. Kohanim,
S. Kohn, L. Konits, A. Kovesdy, D. Liao, J. Matza, E. Maurer, P. Mourdoukoutas,
W. Ninehan, S. Nzeako, W. Oates, H. Pacht, J. Passanante, W. Rebolini, R. Rockower,
P. Taverniv, R. Turner, E. Tyrkko, S. Valenti, J. Verdon, D. Weinreb.
The nature of the economy and the increasing complexity of the business world make
sophisticated training vital to all spheres of endeavor within this career area. Productive
members of the business community must combine specific skills with a broad under-
standing of the environments of business and industry.
Programs at NYIT are directed toward preparing graduates to enter the modern busi-
ness world equipped to make immediate contributions in a specialized capacity and
capable of advancement to top-management levels.
Baccalaureate degrees are offered in accounting and business administration. Associate
in Applied Science degrees are also offered in accounting and business administration.
Within business administration, major options are available in:
1) Marketing
2) Management (general, small business, human resources)
3) Finance
4) Applied Economics
5) International Business
6) Management of Information Systems
7) Business Education (secondary level)
8) Managerial Accounting
In addition to the major option, students may select a minor in another option.
Degree candidates are prepared for a variety of career opportunities:
The Professions
Certified Public Accountant: Holders of a baccalaureate degree with a major in profes-
sional accounting whose studies fulfill the requirements of the New York State
Education regulations are admitted to the Group 1 subjects of the CPA examination.
Information on admission to CPA examinations in other states may be obtained from
the dean or from local state education departments.
Business and Marketing Teacher Education
The School of Management collaborates with the School of Education to offer rigorous
content study for students preparing to be teachers of Business and Marketing in
grades P to 12. The requirements for NYS certification are very specific and will affect
students’ selection of core curriculum courses and electives. Students pursuing their
teaching certification in Business and Marketing should meet with advisors in both
schools to plan their class schedules in order to meet degree requirements in the core
curriculum, business, and teacher education. For additional information, please see the
School of Education section.
296
Government and Industry

Extensive government career opportunities are available to the college graduate with a
degree in business. At the federal level, the Internal Revenue Service and the General
Accounting Office (GAO) recruit directly on campus, with the result that numerous
graduates now hold supervisory positions in these agencies.
Industry’s critical need for graduates with majors in accounting has provided excellent
placement for the school’s alumni. National corporations and major business concerns
maintain regular contact with the college’s placement service for graduates majoring
in marketing, management, finance, and management of information systems.
Graduate Study
A graduate business program offering the Master of Business Administration is
available at New York Institute of Technology. Holders of the baccalaureate degree are
prepared to seek advanced degrees. Students interested in enrolling at NYIT or at other
recognized graduate colleges throughout the country may obtain applications for the
GMAT test from the M.B.A. director. Complete information on the M.B.A. and the M.S.
in Human Resources Management/Labor Relations is offered through the School of
Management at NYIT and may be obtained from the Graduate Admissions Office.
Business Administration
A comprehensive course of study, the business administration program offers students a
wide choice of career objectives. Beyond the required core of business and humanities,
students can choose courses directed toward a particular goal. Options include
marketing, general management, small business management, human resource
management, finance, international business, management ofinformation systems, and
education for teaching business subjects in secondary schools. All programs lead to the
Bachelor of Science degree and, in the case of business education, to teacher certifica-
tion.
Management
Any institution must be organized and managed if it is to achieve organizational goals.
The level of goals attainment depends to a large degree on the quality of management.
The Management Option allows students to explore the concepts and processes
leading to quality management and achievement of personal and organizational suc-
cess. There are three specializations available in the Management Option: general man-
agement, small business and entrepreneurship and human resources management.
Career paths vary from personnel administration and other management positions in
large organizations to starting one’s own business.
Marketing
Marketing comprises all functions of a business, with the exception of actual
production, from initial idea for a product or service through its final consumption.
Every organization, profit or nonprofit, relies on marketing for generating revenue. The
career opportunities are varied and include sales, product management, marketing
research, advertising, retailing, physical distribution, customer relations and specialties
within these fields. Marketing majors receive extensive exposure in all these areas.
Management of Information Systems
The Management of Information Systems program is the application of technology in busi-
ness operations and management. It prepares students for rewarding careers in systems
297
analyses and project management in a highly dynamic field. Students have the opportunity to pur-
sue various options such as, the application of technology in managerial functions, management of
information resources, training and consulting or entrepreneurial endeavor at the leading edge of
technology in business.
Finance
The finance curriculum prepares students for the multi-dimensional field of financial management.
In addition to the study of financial aspects of managerial decisions, this option explores the grow-
ing sector of financial services provided by brokerage firms, commercial and investment banks, insur-
ance companies and other financial intermediaries. Students are provided with the basic financial
management tools and background to prepare for careers in finance.
Applied Economics
The applied economics curriculum prepares students for graduate studies and for careers in business
and government. Attention centers on the key public policy issues and major economic forces that
affect business activity and on the tools necessary to evaluate and understand them. A central focus
of the option is the use of economic indicators and statistical packages to track the performance of
the economy and individual industries.
International Business
Rapid expansion of international business makes it difficult to envision a firm which would not
be affected by opportunities and threats originating beyond U.S. borders. International Business
curriculum prepares future managers capable of understanding and functioning in the global
economy of the increasingly borderless world.
Managerial Accounting
This curriculum prepares students for the private sector (industrial or institutional) or governmental
fields of accounting. It is designed for students who want a career in accounting but do not plan to
pursue the public accounting field.
298
n Curriculum requirements for the Other Required Courses

Behavioral Sciences 3
Bachelor of Science in Business
Administration in General ECON 105 Prin. of Economics I 3
Management
English
Speech 3
Business Core Courses One Group A Course 3
ACCT 101 Accounting I 3 One Group B Course 3
ACCT 105 Accounting II or
ACCT 110 Managerial Accounting 3 Total English 15 credits
MATH151 Fundamentals of Calculus 3 MATH 125 Finite Mathematics 3 credits
LLAW 101 Business Law I 3 Science
FINC 201 Corporation Finance 3 Life Science 3
QANT 301 Statistical Sampling Theory 3 Physical Science 3
QANT 305 Quantitative Applications to
Total Science 6 credits
Making Managerial Decisions 3
MGMT201 Bus. Organization & Admin 3
MGMT405 Business Policy Seminar 3 Social Science
MRKT 101 Introduction to Marketing 3 Philosophy 3
MIST 101 Introduction to Computer 3 History or Political Science 3
Applications
Total Social Science 6 credits
Total Business Core Courses 39 credits
Liberal Arts* 10-12 credits
Courses Required for General Management
Option Business Electives 6 credits
MGMT 301 Intro to International Business 3
MGMT 305 New Product Management 3 Free Electives 9 Electives
MGMT 310 Small Business Management 3
MGMT 311 Knowledge Management 3 Total Credits Required 120 credits
MGMT 315 Human Resources Management 3
MGMT 401 Product & Operations Mgmt 3
(1) All entering first-year freshmen, transfer students
Total Required Option Courses 18 credits with less than 12 credits and students on probation
are required to complete NYIT101.
* Transfer students who are admitted with more than

11 credits are exempt from NYIT 101, but must make
up the 2 credits of liberal arts electives
299

Administration—Marketing Option ECON105 Principles of Economics I 3 credits
2 credits English
Composition 6
Business Core Courses Speech 3
ACCT 101 Accounting I 3 One Group A Course 3
ACCT 105 Accounting II or One Group B Course 3
MATH 151 Fundamentals of Calculus 3 Total English 15 credits
ECON 110 Principles of Economics II 3 MATH125 Finite Mathematics 3 credits
Managerial Decisions 3
MGMT201 Business Organization Social Science
and Administration 3 Philosophy 3
MGMT405 Business Policy Seminar 3 History or Political Science 3
MIST 101 Introduction to Computer Total Social Science 6 credits
Applications 3 Liberal Arts+ 10-12 credits
Total Business Core Courses 39 credits *Business Electives 6 credits
Courses Required for the Marketing Option *Free Electives 9 credits
MGMT305 New Product Management 3
Total Credits Required 120 credits
MRKT 201 Sales Management 3
MRKT 301 Management of Promotion 3
MRKT305 Direct Response Marketing 3 *May use 12 credits of Free or Business Electives to obtain a Minor
MRKT 401 Marketing Research 3 in a second option
MRKT205 Retailing Management
or (1) All entering first-year freshmen, transfer students with less than
MRKT405 International Marketing 3 College Success Seminar (see p. 83).
Total Required Option Courses 18 credits +Transfer students who are admitted with more than 11 credits are
exempt from NYIT 101, but must make up the 2 credits of liberal arts
electives.
300
n Curriculum requirements Social Science

Philosophy 3
for the Bachelor of Science History or Political Science 3
in Business Administration—
Small Business Management Total Social Science 6 credits
and Entrepreneurship Option Liberal Arts+ 10-12 credits
2 credits *Business Electives 6 credits
Business Core Courses *Free Electives 9 credits
ACCT 105 Accounting II or Total Credits Required 120 credits
MATH 151 Fundamentals of Calculus 3 *May use 12 credits of Free or Business Electives to obtain a Minor
ECON 110 Principles of Economics II 3 in a second option
LLAW 101 Business Law I 3 (1) All entering first-year freshmen, transfer students with less than
FINC 201 Corporation Finance 3 College Success Seminar (see p. 83).
+ Transfer students who are admitted with more than 11 credits
are exampt from NYIT 101, but must make up the 2 credits
Managerial Decisions 3 of liberal arts electives.
MGMT201 Business Organization
and Administration 3
MGMT405 Business Policy Seminar 3
MIST 101 Introduction to Computer
Applications 3
Courses Required for the Small Business Option
MGMT315 Human Resources Management 3
SBEM 410 Business Practicum 3
SBEM 420 Business & Professional Ethics 3
Total Required Option Courses 18 credits
Other Required Courses
ECON105 Principles of Economics I 3 credits
English
Composition 6
Speech 3
Total English 15 credits
MATH125 Finite Mathematics 3 credits
Science
Life Science 3
Physical Science 3
301
n Curriculum requirements for the ECON 105 Principles of Economics I

English
3 credits
Administration—Applied Composition 6
Economics Option Speech 3
2 credits One Group B Course 3
Business Core Courses Total English 15 credits
ACCT 110 Managerial Accounting 3 MATH 125 Finite Mathematics 3 credits
MATH 151 Fundamentals of Calculus 3 Science
ECON 110 Principles of Economics II 3 Life Science 3
ECON 201 Money and Banking 3 Physical Science 3
LLAW 101 Business Law I 3
FINC 201 Corporation Finance 3 Total Science 6 credits
QANT 301 Statistical Sampling Theory 3 Social Science
QANT 305 Quantitative Applications to Making Philosophy 3
Managerial Decisions 3 History or Political Science 3
and Administration 3 Total Social Science 6 credits
MGMT405 Business Policy Seminar 3 Liberal Arts Elective+ 3-5 credits
MIST 101 Introduction to Computer *Business Electives 6 credits
Applications 3 *Free Electives 16 credits
Total Business Core Courses 39 credits Total Credits Required 120 credits
Courses Required for the Applied Economics
ECON 203 Economic Indicators and Sources of
*May use 12 credits of Free or Business Electives to obtain a Minor
Economic Information 3 in a second option
ECON 311 Applied Microeconomics 3
ECON 320 International Economics and Finance 3 (1) All entering first-year freshmen, transfer students with less than
ECON 405 Macroeconomic for Managers 3 College Success Seminar (see p. 83).
ECON 421 Applied Business Forecasting 3 + Transfer students who are admitted with more than 11 credits
ECON 450 Current Economics Policy Issues 3 are exampt from NYIT 101, but must make up the 2 credits
of liberal arts electives.
302

Administration—Human ECON105 Principles of Economics I 3 credits
Resources Management Option
English
Speech 3
MATH 151 Fundamentals of Calculus 3 MATH125 Finite Mathematics 3 credits
ECON 201 Money and Banking 3 Science
LLAW 101 Business Law I 3 Life Science 3
FINC 201 Corporation Finance 3 Physical Science 3
Managerial Decisions 3 Social Science
MGMT201 Business Organization Philosophy 3
and Administration 3 History or Political Science 3
MRKT 101 Introduction to Marketing 3 Total Social Science 6 credits
MIST 101 Introduction to Computer Liberal Arts+ 10-12 credits
Applications 3
*Business Electives 6 credits
Total Business Core Courses 39 credits *Free Electives 9 credits
Courses Required for the Human
Resources Option
MGMT301 Introduction to International
Business 3 *May use 12 credits of Free or Business Electives to obtain a Minor
MGMT 310 Small Business Management 3 in a second option
MGMT320 Collective Bargaining 12 credits, and students on probation are required to complete the
and Labor Relations 3 College Success Seminar (see p. 83).
MGMT 410 Employment Law 3 + Transfer students who are admitted with more than 11 credits
MGMT415 Compensation Management 3 are exampt from NYIT 101, but must make up the 2 credits
of liberal arts electives
303
n Curriculum requirements Other Required Courses

for Bachelor of the Science
in Business Administration— ECON105 Principles of Economics I 3 credits
International Business Option
English
Speech 3
Applications 3
Courses Required for the International Business
MGMT301 Introduction to International
Business 3
ECON 320 International Economics *May use 12 credits of Free or Business Electives to obtain a Minor
and Finance 3 in a second option
MRKT 310 Fundamentals of Exporting
& Importing 3 12 credits, and students on probation are required to complete the
MRKT405 International Marketing 3 College Success Seminar (see p. 83).
INTL 440 Cross-Cultural Promotional + Transfer students who are admitted with more than 11 credits
Concepts & Practices 3 are exampt from NYIT 101, but must make up the 2 credits
MIST 450 E-Commerce 3 of liberal arts electives

304

Composition 6
Bachelor of Science in Business Speech 3
Administration—Finance Option One Group A Course 3
2 credits
ACCT 101 Accounting I 3 MATH125 Finite Mathematics 3 credits
ACCT 105 Accounting II 3
Science
MATH 151 Fundamentals of Calculus 3
Life Science 3
Physical Science 3
LLAW 101 Business Law I 3 Total Science 6 credits
QANT 305 Quantitative Applications to Philosophy 3
Making Managerial Decisions 3 History or Political Science 3
MGMT201 Business Organization Total Social Science 6 credits
MGMT405 Business Policy Seminar 3 Liberal Arts+ 7-9 credits
MRKT 101 Introduction to Marketing 3 *Business Electives 6 credits
Courses Required for the Finance Option

FINC 205 Financial Management 3 *May use 12 credits of Free or Business Electives to obtain a Minor
FINC 210 Principles of Investments in a second option.
& Security Analysis 3 Note: All finance majors are urged to take FINC 201 before the end
ECON 320 International Economics and Finance 3 of their sophomore year. Transfer students entering as juniors should
FINC 401 Working Capital Management 3 take FINC 201 in their first semester.
FINC 405 Modern Portfolio Theory 3 (1) All entering first-year freshmen, transfer students with less than
ACCT 315 Financial Statement Analysis 3 12 credits, and students on probation are required to complete the
Other Required Courses are exampt from NYIT 101, but must make up the 2 credits
305 305

Administration — Management of ECON105 Principles of Economics I 3 credits
Information Systems Option
English
Speech 3
Applications 3
Courses Required for the MIS Option
MIST 215 Application Program Development I 3
MIST 305 Database Program Development 3
MIST 320 Managing Data Communications *May use 12 credits of Free or Business Electives to obtain a Minor
and Networks 3 in a second option.
MIST 325 Structured Systems Analysis
and Design 3 (1) All entering first-year freshmen, transfer students with less than
MIST 401 MIS Seminar 3 College Success Seminar (see p. 83).
MIST 430 Information Resource Management 3
Total Required Option Courses 18 credits are exampt from NYIT 101, but must make up the 2 credits
306

ECON105 Principles of Economics I
3 credits
3 credits
Associate in Applied Science,
Business Administration English
Composition 6
2 credits Speech 3
Business Core Courses
ACCT 105 Accounting II MATH125 Finite Mathematics 3 credits
or Science 3 credits
LLAW 101 Business Law I 3 Total Credits Required 68 credits
MGMT201 Business Organization (1) All entering first-year freshmen, transfer students with less than
and Administration 3 College Success Seminar (see p. 83).
Applications 3
MATH151 Fundamentals of Calculus 3
Select One Option Group

Required Courses for the Marketing Option
MRKT 205 Retailing Management 3
MRKT 301 Management of Promotion 3
PSYC 235 Behavioral Science in Marketing 3
Total—Marketing Option 12 credits
or
Required Courses for the General
Management Option
Total—General Management Option 12 credits
or
Required Courses for the Finance Option
ECON 320 International Economics and Finance 3
FINC 205 Financial Management 3
FINC 210 Principles of Investments
and Security Analysis 3
FINC 302 Insurance and Risk Management 3
Total—Finance Option 12 credits
307
n Curriculum requirements for the ECON105 Principles of Economics I

English
3 credits
Administration, Managerial Composition 6
Accounting Option Speech 3
2 credits One Group B Course 3
MATH 151 Fundamentals of Calculus 3 Science
ECON 110 Principles of Economics II 3 Life Science 3
ECON 201 Money and Banking 3 Physical Science 3
FINC 201 Corporation Finance 3 Total Science 6 credits
QANT 305 Quantitative Applications to Philosophy 3
Making Managerial Decisions 3 History or Political Science 3
and Administration 3 Total Social Science 6 credits
MGMT405 Business Policy Seminar 3 Liberal Arts+ 10-12 credits
MIST 101 Introduction to Computer *Business Electives 6 credits
Courses Required for the Managerial
Accounting Option *May use 12 credits of Free or Business Electives to obtain a Minor
ACCT 201 Financial Accounting I 3 in a second option.
ACCT 302 Federal Taxation I 3
ACCT 306 Cost Accounting 3 (1) All entering first-year freshmen, transfer students with less than
ACCT 311 Not for Profit Accounting 3 College Success Seminar (see p. 83).
ACCT 402 Federal Taxation II 3
ACCT 406 Internal Auditing 3
are exampt from NYIT 101, but must make up the 2 credits
Total Required Option Courses 18 credits of liberal arts electives

308
Professional Accounting
The accounting program prepares students for rewarding careers in this highly desirable field of pub-
lic accounting.
Graduates are qualified for admission to New York State CPA examinations in Business Law and
Professional Responsibilities; Auditing; Accounting and Reporting - Taxation, Managerial, and
Governmental and Not-For-Profit Organizations; Financial Accounting and Reporting - Business
Enterprises. A period of experience following graduation is required for certification. It is recom-
mended that out-of-state students consult with specific state education departments for variations
in examination requirements. Accounting students are required to maintain a minimum 2.5 QPA.
In order to meet the professional educational requirements for public accountancy licensure as spec-
ified in the recent amendments to sections 52.13, 70.1, and 70.2 of the NYSED Regulations of the
Commissioner, NYIT has registered two interrelated licensure-qualified programs in Accountancy: (a)
B.S.-M.B.A. and (b) M.B.A.-CPA track. Completion of a 5-year accounting program of at least 150-
credit hours will be required to qualify for admission to the NYS CPA examinations after August 1,
2009. Our combined B.S.-M.B.A. program is a registered licensure-qualifying curriculum. It awards
two degrees: (1) Bachelor of Science in Accounting and (2) Master of Business Administration with a
Concentration in Professional Accounting. This degree program will require 90 undergraduate credits
and all 60 credits of the M.B.A.-CPA Track degree program. Students will receive their bachelor’s
degree after completion of the 90 undergraduate credits and the first 30 graduate credits, and their
M.B.A. after completing the remaining 30 credits; in total, they will complete 150 credits. The two
degrees (B.S. and M.B.A.) may be completed within 5 years of full-time concentrated study, but part-
time students may take considerably longer. Students may qualify for unconditional admission into
our M.B.A. Program provided that they meet the following requirements: (1) completion of 90 credit
hours with an overall GPA of 2.80, (2) no accounting grade below C, and (3) a satisfactory compos-
ite score as established by the graduate faculty. The composite score consists of a weighted combi-
nation of the applicant’s undergraduate grade point average and the score received on the GMAT.
Students in the above combined degree Option, who are denied admission into the M.B.A. Program,
must complete the requirements of Business Administration Option in order to earn a Baccalaureate
degree.
Only students who are currently at an advanced stage of their studies and who expect to complete
the CPA examinations prior to August 1, 2009, may complete their studies within our transitory 120-
credit accounting program. Others must meet the requirements of the Combined B.S.-M.B.A. program.
Students who want a career in accounting but do not plan to pursue the public accounting field may
wish to enter the B.S. in Business Administration, Managerial Accounting Program.
A two-year degree program leading to an associate in applied science in accounting is available for
anyone who is not interested in a four-year degree program.
309
n Combined B.S./M.B.A. Degree in B. Graduate M.B.A. Courses

a. Graduate Accountancy: 30 credits
60 credits
Accounting
Professional Licensure–Qualifying Curriculum ACCT 701 Financial Statement Analysis 3
for 150 Credit Hour Program ACCT 702 Intermediate Financial Acct 3
ACCT 705 Financial Accounting Theory* 3
ACCT 710 Tax Aspects of Mgmt Decns* 3
Undergraduate and Graduate Requirements
ACCT 711 Federal Taxation 3
ACCT 716 Advanced Accounting 3
A. Undergraduate Courses 90 credits ACCT 725 Professional Auditing 3
ACCT 731 Cmptr-Based Audit/Research 3
a. Liberal Arts 60 credits ACCT 735 Fund Accounting 3
WRIT 101 English Composition 3
WRIT 151 English Composition II 3
WRIT 310 Writing for Business 3 b. General Business 30 credits
LITR Group A English 3 LLAW 701 Business Law 3
SPCH 105 Basic Speech Comm 3 LLAW 750 Business Law II 3
ECON 105 Principles of Economics 3 QANT 601 Quantitative Methods II 3
ECON 110 Principles Economics II 3 FINC 601 Financial Management 3
ECON 201 Money and Banking 3 ECON 601 Managerial Economics 3
MATH125 Finite Mathematics 3 MRKT 601 Marketing Management 3
MATH151 Fundamentals of Calculus 3 MGMT601 Environment of Business 3
MIST 101 Intro Computer Applications 3 MIST 705 Information Resource Management 3
ANTH/PSYC/SOCI Behavioral Science 3 MGMT610 Operations Management 3
BIOL 101 Humanity in the Bio Univ 3 MGMT690 Business Policy Seminar 3
PHYS 115 Humanity in the physl Univ 3 Total Program Credits** 150
PHIL Philosophy 3
HIST/PSCI History or Political Science 3 + Transfer students who are admitted with more than 11 credits
NYIT 101 College Success Seminar+ 2 are exampt from NYIT 101, but must make up the 2 credits
Liberal Arts Electives+ 10 of liberal arts electives.
b. General Business 15 credits * Students may elect to substitute other M.B.A. courses for
either ACCT 705 or ACCT 710 or both.
MRKT 101 Introduction to Marketing 3 ** Exit Requirement: Comprehensive Oral Exam (no credit)
MGMT201 Business Organization 3
QANT 301 Statistical Samplinmg Theory 3
QANT 305 Quant Apps Making Mgmt Decns 3
c. Accountancy: 15 credits
ACCT 201 Financial Accounting I 3
ACCT 406 Internal Auditing 3
310
n Curriculum requirements Other Required Courses

in Accounting, Professional ECON105 Principles of Economics I 3 credits
Accounting Option*
English
Business Core Courses Speech 3
ACCT 101 Accounting I 3 One Group A Course 3
ACCT 105 Accounting II 3 One Group B Course 3
MATH 151 Fundamentals of Calculus 3 Total English 15 credits
ECON 201 Money and Banking 3 MATH125 Finite Mathematics 3 credits
QANT 305 Quantitative Applications to
Making Managerial Decisions 3 Total Science 6 credits
MGMT201 Business Organization Social Science
and Administration 3 Philosophy 3
MGMT405 Business Policy Seminar 3 History or Political Science 3
MIST 101 Introduction to Computer Total Social Science 6 credits
Applications 3 Liberal Arts Electives+ 10-12 credits
Total Business Core Courses 39 credits Free Electives 3 credits
Courses Required for the Professional Total Credits Required 120 credits
Accounting Option
ACCT 201 Financial Accounting I 3 (1) All entering first-year freshmen, transfer students with less than
ACCT 302 Federal Taxation I 3 12 credits, and students on probation are required to complete the
ACCT 311 Not for Profit Accounting 3 * Only students who are currently at an advanced stage of their
ACCT 402 Federal Taxation II 3 studies and who expect to complete the CPA examinations prior to
August 1, 2009, may complete their studies within our transitory
ACCT 411 Auditing 3 120-credit accounting program. Others must meet the requirements
ACCT 416 Advanced Accounting 3 of the Combined B.S.-M.B.A. program.
ACCT 420 Accounting Seminar 3 + Transfer students who are admitted with more than 11 credits
FINC 210 Investment & Securities Analysis 3 are exampt from NYIT 101, but must make up the 2 credits
LLAW 150 Business Law II 3 of liberal arts electives
311

Associate in Applied Science,
Accounting

2 credits
Business Core Courses
Applications 3
MATH150 Quantitative Methods in Business 3
Required Accounting Courses
ACCT 201 Financial Accounting I 3

ACCT 302 Federal Taxation 3
LLAW 150 Business Law II 3
Total Required Accounting Courses 12 credits
English
Composition 6
Speech 3
Science 3 credits
312
ACCT 101 ACCT 210

Accounting I Financial Accounting
3-0-3 3-0-3
A study of accounting fundamentals. Topics include the Stresses the theoretical and analytical aspects of financial
accounting cycle, statement preparation, systems, asset val- accounting, with emphasis on asset valuation, liabilities and
uations, accounting concepts, and principles for the sole pro- corporate proprietary equities. Principles of income determi-
prietorship. nation and financial statement analysis are examined.
Prerequisite: ACCT 105.
ACCT 105
Accounting II ACCT 302
3-0-3 Federal Taxation I
Continues the study of accounting fundamentals. Topics 3-0-3
include partnership, corporations, liabilities, manufacturing, A study of federal tax structure as it applies to the taxation
accounting, and statement analysis. Prerequisite: ACCT 101. of individuals. The course will include elements of tax
research and the preparation of tax forms. Prerequisite: ACCT
ACCT 110
201.
Managerial Accounting
3-0-3 ACCT 306
Special emphasis is placed on the collection and interpreta- Cost Accounting
tion of data for managerial decision-making purposes. A 3-0-3
study is made of cost concepts used in planning and control, Examines the importance of cost accounting to the various
cost- profit-volume analysis, and budgeting. This course car- levels of management and the dual function of cost as an
ries no credit for the public accounting major. Prerequisite: information system and as a tool for planning and control.
ACCT 101. Concepts in the accumulation of manufacturing costs, job
order, and process costs systems are stressed. A study of bud-
ACCT 201
gets and standard cost systems as a function for planning
Financial Accounting I
and control; direct costing, break-even and cost-volume-
3-0-3
profit analysis, as an aid to decision making. Prerequisite:
Stresses the theoretical and analytical aspects of financial ACCT 105; for IE majors: ACCT 101.
accounting. Attention is directed to asset valuations with
emphasis on current controversies and opinions of the AICPA
and other professional organizations. This course is required
in the public accounting and finance options, as well as the
business education option in accounting. Prerequisite: ACCT
105.
313
ACCT 311 ECON 100

Not for Profit Accounting The Origins of Economic Though
3-0-3 1-0-1
Fund accounting for nonprofit organizations such as govern- This course will survey the history of economics from the time
mental units, universities, hospitals, foundations and charitable of Adam Smith and some of his predesessors to the time of
institutions. Prerequisite: ACCT 105. Karl Marx. Students will be exposed to the major schools of
thought and shown the relevance of basic economic ideas to
ACCT 315
the great debates of our own times.
Financial Statement Analysis
3-0-3 ECON 101
A critical review of corporate financial reports and associat- Basic Economics
ed footnotes from the perspectives of different potential 3-0-3
users including: creditors, management and investors. Use of A basic introduction to economic analysis, with emphasis on
financial statements in the assessment of business perfor- the problems and issues of a modern economy. This course is
mance. Exposure to methods for the adaptation of financial not available to business, economics, and political science
statements for decision- making. Topics include: statements majors.
of income, balance sheet, cash flow from operation and free
ECON 105
cash flow; financial ratio analysis, cash budgets, pro forma
Principles of Economics I
statements, forecasting growth potential and financial
3-0-3
requirements; quality of earnings, inventory valuation and
depreciation methods. Prerequisite: Acct 201, A study of basic economic concepts emphasizing analysis of
FINC 201. the aggregate economy. The fundamental concepts of
national income and its determination, economic fluctua-
ACCT 402 tions, monetary and fiscal policies, and economic growth are
Federal Taxation II covered.
3-0-3
ECON 110
Federal Income taxation for partnerships, corporations,
Principles of Economics II
estates and trusts: Preparation of returns. Introduction to
3-0-3
federal income tax procedure. Prerequisite: ACCT 302.
An examination of the processes of price determination, out-
ACCT 406 put, and resource allocation in perfect and in imperfect com-
Internal Auditing petition. Also covers labor economics, international trade and
3-0-3 finance, and alternative economic systems.
Internal control, behavioral aspects, audit reporting, the
ECON 201
management of internal auditing, its status as a profession,
Money and Banking
internal auditing techniques such as: internal control ques-
3-0-3
tionnaires, flowcharting, interviewing and statements and
standards of major professional auditing and accounting The structure and function of the banking system and finan-
bodies. Prerequisite: ACCT 201. cial markets in the United States. The use of monetary policy
in the regulation of the national economy. The role of the
ACCT 411 Federal Reserve System. Prerequisite: ECON 105, or ECON 101
Auditing with permission of the dean.
3-0-3
ECON 203
Fundamentals of auditing principles and procedures, form
Economic Indicators and sources
and content of auditor’s reports, professional ethics and legal
of Economic Information
responsibilities, EDP considerations, statistical sampling
3-0-3
applications in auditing, the role of internal control in rela-
tion to the auditor and substantive audit procedures of This course provides a detailed review of the relevant eco-
assets, liabilities and equity capital. Prerequisite: ACCT 201. nomic indicators, enabling the student to track the perfor-
mance of the US economy and individual industries. The indi-
ACCT 416 cators are based on a system of leading, coincident and lag-
Advanced Accounting ging variables that are widely used to appraise the state of
3-0-3 the business cycle. These indicator can be used to forecast
Methods for arranging business combinations; merger, con- many critical economic and financial barometers measuring
solidation, acquisition of common stock and acquisition of the health of an economy, including: economic growth, trade
assets. Methods of accounting for business combinations, flows, inflationary pressures, interest rates and exchange
purchase and pooling of interest. Specialized topics include rates. The course also reviews the sources of economic infor-
partnership and branch accounting. Prerequisite: ACCT 201. mation including various economic publications, government
data sources and internet websites. Prerequisite: ECON 105.
ACCT 420
Accounting Seminar ECON 205
3-0-3 Macroeconomics
Discussion of contemporary problems in accounting theory 3-0-3
and practice drawn from articles, periodicals, and bulletins The theory of national income determination, employment,
issued by the Accounting Principles Board and the Financial distribution, price levels, and growth. Prerequisite: ECON 105.
Accounting Standards Board. A review of current examina-
tion problems. Prerequisite: ACCT 416.
314
ECON 210 ECON 311

Microeconomics: Price Theory Applied Microeconomics
3-0-3 3-0-3
A presentation of price theory: supply and demand analysis, Applied Microeconomics is an economic course at the
production, cost, and distribution theory. Students also will advance undergraduate level. It is a study of supply and
be introduced to welfare economics and general equilibrium demand analysis, consumer theory, cost of production, price
theory. Prerequisite: ECON 110. and output determination under perfect and imperfect com-
petition. The course focuses on empirical applications of
ECON 215
microeconomic theory including the measurement of price
Labor Relations
elasticity of demand, assessment of minimum wage laws,
3-0-3
effects of taxation on labor supply, game theory, optimal
This course covers the history and development of the labor pricing and output strategies, and government policies.
movement and labor management relations. The history and Prerequisite: Econ 110.
contribution of business organizations in the context of
social, economic, and political focus will be discussed. ECON 315
Financial Institutions and Markets
ECON 301 3-0-3
Monetary Theory and Policy
Organization and functions of the principal money, invest-
3-0-3
ment and capital markets. Analysis of sources and uses of
An advanced course in monetary theory and policy making. member bank funds, role played by stock exchanges, invest-
The role of monetary policy in regulation of the economy, ment bankers, insurance companies and mutual funds, flow
agencies responsible for policy making, the structure and role of funds, analysis and other topics, all related to the social,
of the Federal Reserve Bank. Prerequisite: ECON 201. political and theoretical implications of policy-making deci-
ECON 305 sions. Prerequisite: ECON 201.
Labor Economics ECON 320
3-0-3 International Economics and Finance
A study of the structure of labor markets with particular 3-0-3
emphasis on current U.S. economy and presentation of rele- This course provides the conceptual framework that forms
vant empirical data. Topics include: employment, wage deter- the basis of global commerce. Why do countries engage in
mination, human capital and productivity, unionism and worldwide commerce? What are the gains from internation-
inflation. Prerequisites: ECON 110, or ECON 101 with approval al exchange? Barriers to trade are reviewed and analyzed. The
of the dean. case for and against free trade is presented. International
agreements that spur and deter commerce are discussed.
Policies influencing flows of goods, services and investments
are evaluated. The international monetary system and the
foreign exchange markets are studied in the context of alter-
native international adjustment mechanisms. Balance of pay-
ments concepts are examined. Prerequisite: Econ 201.
315
ECON 325 FINC 205

Economic Development Financial Management
3-0-3 3-0-3
An analytic survey of the theories of economic growth in Focus is on corporate financial decisions and policy. Topics
developing countries, the problems of technological change, include: capital budgeting and financing decisions, capital
capital accumulation, and economic planning. Diversification structure, mergers and acquisitions and financial failures.
of the economy, inflation, and human investment are studied, Risk/ return considerations are examined in the context of
along with the different historical paths to development. value maximization. Prerequisite: FINC 201.
Prerequisite: ECON 110.
FINC 210
ECON 405 Principles of Investment and Security Analysis
Macroeconimics for Managers 3-0-3
3-0-3 An introduction to the investment process. An understanding
The main goal of this course is to analyze and understand the of how individuals and institutions make their investment
economy in which business operates today. Attention, there- decisions. A broad exposure to a range of topics including
fore, centers on the key policy issues and major economic selection of securities, security analysis, instruments, and
forces that affect business activity and on the tool necessary investment trends. The risks and returns involved in investing
to evaluate these issues and forces. The former includes in different financial instruments are examined. Prerequisite:
unemployment, inflation, fiscal policy and the true nature of FINC 201.
budget deficits, monetary policy and the changing financial
FINC 301
environment, the role of the U.S. dollar, productivity and
International Financial Management
international trade. The tools of analysis include the portfo-
3-0-3
lio approach, Keynesian and modern monetarist approaches,
rational expectations, and the real business cycle. The course This course introduces students to the modern concepts and
also explores the role placed by the U.S. and world financial techniques of decision making in a multi-currency setting.
markets in influencing the domestic and global economic Topics will include international monetary systems, foreign
environment. Prerequisite: ECON 201. exchange markets, foreign exchange risk management, inter-
national taxation, multinational investment decisions, and
ECON 421 international financial markets and instruments. Prerequisite:
Applied Business Forecasting FINC 201.
3-0-3
FINC 302
This course studies the various business and economic fore-
Insurance and Risk Management
casting methods and techniques. Single and multiple equa-
3-0-3
tion regression and time-series methods are studied. The
techniques are used to forecast the cyclical behavior of the An introduction to current insurance principles and theory.
overall economy as well as industry production and sales. The Management of risk and the role of insurance. Fundamentals
course will utilize applied quantitative techniques and of property and liability insurance and insurance contracts
employ software packages and internet-based applications. for management. The scope of the insurance industry will be
Prerequisites: Econ 201 and Qant 301. explored.
ECON 450 FINC 310

Current Economic Policy Issues Fundamentals of Financial Planning
3-0-3 3-0-3
The main goal of this course is to analyze and understand the This course deals with basics of financial planning. Topics
key economic policy issues currently facing the US economy. include the financial planning process; measuring client risk
Issues at the macro, micro and global levels are studied. propensities communication skills: using time-value analysis
Students will learn how to employ the tools of economic in financial planning; basics of income, estate and gift tax
analysis in order to understand the impact of these issues on planning; basics of insurance, investment and retirement
the US economy. The course will examine the problems of planning; the regulatory and ethical environment informa-
unemployment, inflation, globalization, social security, heath tion technology; and a sample financial planning case.
care, urban transportation, poverty, housing, land use and FINC 401
urban sprawl. The course also explores the role placed by the Finance: Working Capital Management
U.S. and world financial markets in influencing the domestic 3-0-3
and global economic environment. Prerequisites: ECON 201. An introduction to the management of short- term or current
FINC 201 accounts of the firm to optimize the risk/return profile.
Corporation Finance Management of the liquid assets of the firm which comprise
3-0-3 a substantial portion of total assets has become more signif-
An overview of the financial management function in mod- icant because of the increasing range of management tech-
ern business, emphasizing the time value of money and niques and technologies. Prerequisite: FINC 201.
financial analysis. The financial and economic environment
and capital markets and securities are covered. Prerequisites
or corequisites: ECON 201 and ACCT 101, MATH 125; for EM
majors: ACCT 101.
316
FINC 405 LLAW 101

Modern Portfolio Theory Business Law I
3-0-3 3-0-3
A detailed examination of portfolio management and capital An introductory course with emphasis on the law of contracts
market theory including a review of material on efficient and agency. Designed to give a basic understanding of the
markets, the basic Markowitz portfolio model and the capital legal aspects of contractual obligations and agency relation-
asset pricing model. The above concepts in terms of interna- ships.
tional diversification and the evaluation of portfolio perfor-
LLAW 150
mance are covered. Traditional equity and bond valuation
Business Law II
techniques will also be investigated. Prerequisite: FINC 201.
3-0-3
FINC 407 Law of property, application of Uniform Commercial Code to
Introduction to Derivative Markets sales transactions and secured transactions, bankruptcy and
and Instrument related subjects. A study of government regulations as
3-0-3 applied to business activities. Designed to give a basic under-
This course is an introduction to Futures and Options con- standing of legal problems in the marketing and transporta-
tracts and markets for both commodities and financial assets. tion of goods. Prerequisite: LLAW 101.
The course is designed to introduce you to the economic
MGMT 101
rationale of derivative markets as well as to provide you with
Introduction to Business
the concepts and tools for practical operation in these mar-
3-0-3
kets. The course is designed to provide an integrated view of
deferred delivery markets with a balanced blending of con- Broad overview of functions, institutions, principles and prac-
cepts, empirical evidence, and practical tools for options and tices of business; provides basic foundation for the student
futures trading. Utilization of option and futures contracts, as who will specialize in some aspect of business in college and
vehicles for investment and risk-shifting, will be explained. emphasizes dynamic nature of business and role of change as
Spreads, hedges, and arbitrages will also be taught. evidenced by current events.
Prerequisite: FINC 210 MGMT 201
INTN 420 Business Organization and Administration
Internship in Business I 3-0-3
3-0-3 A study of organizations and of the activities of the manag-
Provides the student with an opportunity to apply theoretical er in an organization. The course follows a functional
knowledge in a real world setting. Applicability of a given approach, analyzing such management concepts as organiz-
internship position is to be determined by a faculty commit- ing decentralization, use of staff, human relations, conflict,
tee. Term paper is required. Prerequisite: Approval of the decision making, planning, supervision, communication, and
dean. financial and production control systems such as budgeting
and PERT. To enable the student to develop skills in analysis
INTN 425 and judgment, the case method is used as an integral part of
Internship in Business II this course.
3-0-3
MGMT 205
A continuation of INTN 420, when the internship position
Organizational Behavior
requires considerable technical and/or supervisory skills.
3-0-3
Applicability of a given internship position is to be deter-
mined by a faculty committee. Term project is required. An introduction to the fundamental concepts of human
Prerequisite: INTN 420, approval of the dean. behavior within organizations. Topics covered include: moti-
vation, group dynamics, informal organization, formal orga-
INTL 440 nizational design, leadership, performance measurement,
Cross-cultural Promotional Concepts organizational changes, conflict management and organiza-
and Practices tional development. Prerequisite: MGMT 101 or MGMT 201;
3-0-3 for IE Majors: PSYC 101.
The course is designed to sensitize the student to the cultur-
MGMT 301
al antecedents of managing promotional activities in inter-
Introduction to International Business
national settings. Of special concern are the areas of adver-
3-0-3
tising, public relations, publicity, personal selling and negoti-
ations. Management of these functions will be investigated Techniques for analyzing and understanding the world of
within the context of methodologies applicable to "measure- international business. Students will examine the challenges
ment and understanding of cultures, customs and business posed by the multinational firm and the dynamic nature of
practices." Prerequisite: MRKT 101. international business. Case studies and discussions will
complement lectures. Prerequisites: MGMT 101 or MGMT
201, MRKT 101 and ACCT 101
317
MGMT 305 MGMT 320

New Product Management Collective Bargaining and Labor Relations
3-0-3 3-0-3
Techniques and practices applied to conceiving, developing, The course is designed to meet two objectives: to introduce
launching, and managing new products. An in-depth evalua- the student to the background and relationships between
tion of the life cycle concept will analyze various stages and economics, public policy, unionism, and business manage-
how careful planning and managing can extend it. The prod- ment and their impact upon management-labor relations; to
uct management concept and its effectiveness as a manage- provide a basic orientation to the framework, processes, and
ment tool will also be studied. Prerequisites: MRKT 101. strategies involved in collective bargaining and the resolution
of labor grievances and arbitration in management-labor
MGMT 310
relations. Prerequisite: MGMT 315.
Small Business Management
3-0-3 MGMT 325
An examination of required skills, resources, and techniques Management of Technology— based Ventures I
which transform an idea into a viable business. 3-0-3
Entrepreneurial decision making will be stressed and the role The course is designed to provide the students of engineering,
it plays in idea generation, conception, opportunity analysis, technology and computer science with the management
marshalling of resources, implementation of plans, manage- skills and tools necessary for new business development, in
ment of ongoing operations, and providing for growth will be the context of a formation and management of a new com-
stressed. Prerequisites: MRKT 101 or MRKT 201, ACCT 101. pany, or within the context of an existing organization. The
emphasis will be on forecasting technological, competitive
MGMT 311
and market trends and marketing opportunities analysis.
Knowledge Management
Students will explore the methodology and techniques for
3-0-3
ideation, conceptualization, design, development and testing
This survey of Knowledge Management examines the prevail- of new products for domestic and international markets.
ing trends in Knowledge Management. Areas covered include Organizational arrangements and design of the production
Knowledgeware Technologies, The Learning Organization, process, within the context of ISO 9000 will be discussed.
Knowledge Management and Leadership and Organizational Legal aspects of intellectual property (patents, trademarks,
Design, introduction to systems approach and systems think- trade secrets, etc.) and product liability will be explored.
ing, Knowledge Management Payoffs, the four underlying pil- Accounting and financial tools for evaluation of the business
lars of Knowledge Management. The course is delivered viability of new ventures will be studied. Prerequisite: Junior
through a combination of case studies, lectures and demon- or Senior standing in School of Engineering and Computing
strations. Sciences.
MGMT 315
Human Resources Management
3-0-3
An introduction to the management of human resources for
the effective support and achievement of an organization’s
strategies and goals. The major functions of planning and
staffing, employee development and involvement, compensa-
tion and reward and employee relations are examined.
Decision-making skills in these areas are developed through
class assignments. Prerequisite: MGMT 201.
318
MGMT 330 MGMT 421

Management of Technology—based Cyber Law, Policy & Ethics
Ventures II 3-0-3
3-0-3 The Internet raises a multitude of legal issues in many areas.
This course is designed as a continuation of MGMT 315. The Among the issues covered in this course are privacy, elec-
process of launching a new business venture will be analyzed. tronic contracts, trademarks and domain names, content pro-
Specifically, topics such as: legal and tax aspects of various tection, jurisdiction, regulation, civil and criminal liability,
forms of ownership, development of strategic and opera- and cyber crime. Equivalent to MGMT 706. Prerequisite:
tional business plans, set up of accounting and financial sys- senior status.
tems, forecasting cash flow and capitalization needs, venture
MIST 101
capital and other sources of funding, the due diligence
Introduction to Computer Applications
process and valuation of the new venture will be explored. In
3-1-3
partial fulfillment of the course requirements, the students
will develop and present a comprehensive plan for turning a This course provides an introduction to computer applica-
specific new product idea into a business venture. tionsinformation systems. Topics include hardware and soft-
Prerequisite: MGMT 315. ware, networks, the Internet, information systems and pro-
ductivity tools used in business including word processing,
MGMT 401 spreadsheet, database, and presentation programs. Other
Production and Operations Management applications may be discussed depending on the background
3-0-3 of the students while projects requiring database and spread-
Operations Management deals with activities required in the sheet applications may be required.
process of production of products and delivery of services.
MIST 215
Background of concepts, processes and institutions in the
Application Program Development I
production of goods and services will be covered. Computer
3-0-3
applications are an integral part of this course. Prerequisites:
MGMT 101 or MGMT 201; QANT 305. Introductory problem solving and programming, to develop
deterministic business systems. Development activities may
MGMT 405 include business applications such as accounts payable, order
Business Policy Seminar entry or the use of professional support applications such as
3-0-3 spreadsheet, database file management, and graphic func-
This is a capstone senior-year course in which the disciplines tions. Prerequisites: MIST 101 and MATH 125.
of business and economics will be focused on the solution of
MIST 220
specific business problems. Case studies and a computer-
Application Program Development II
based management game will be employed in this course.
3-0-3
Prerequisite: upper senior standing.
This course teaches advanced techniques of problem solving
MGMT 410 and programming using various generation languages to
Employment Law develop semi-structured or probabilistic business systems.
3-0-3 Development activities emphasize the user approach and may
The management of human resources takes place in a com- include the use of professional support applications such as
plex legal environment which places obligations and respon- integrated software packages or generators. Prerequisite:
sibilities on the employer and extends protections and rights MIST 215.
to the employee. Federal and state requirements in EEO,
MIST 303
employment standards, wages, job security, safety and
Introduction to Data Structures
health, workers compensation and other benefits will be cov-
3-0-3
ered. Integration of such requirements into day-today man-
agement practices is emphasized. Prerequisite: LLAW 101. This course teaches fundamental dynamic data structures,
including linear lists, queues, trees, linked lists, multiple
MGMT 415 linked lists and graphs/heteroachies, including but not
Compensation Management restricted to array strings and hash tables. Storage manage-
3-0-3 ment, along with some elementary principles of software
Elements of a rational and objective compensation system engineering will be the covered. Prerequisite: MIST 220.
are examined. Review of economic and behavioral science
MIST 305
theories underlying modern compensation systems. Wage
Data Base Program Analysis
and salary administration, techniques of job evaluation, per-
3-0-3
formance appraisal and wage surveys, role of employee ben-
efits are studied. Prerequisite: MGMT 315. Survey of the techniques and methodology used in data base
design, development and management. Analysis of the soft-
ware design and programming in a relational and object-ori-
ented data base environment. Prerequisites: MIST 101.
319
MIST 307 MIST 325

Database Management Systems Applications Structured Systems Analysis and Design
3-0-3 3-0-3
This course presents a hands-on introduction to database This course involves use of the systems approach to analysis
management systems using core components of state-of-the and design of various information systems, including, but not
art DBMS software. Topics Topics include Oracle database limited to database systems, networking systems, program-
architecture, Enterprise Manager, SQL, Precompilers, ming systems, accounting information systems, and decision
Assistants, and WebDB. Coverage is consistent with the cur- support systems. Structured, as well as object-oriented meth-
rent certification standards standards for Database ods of system design are treated. Prerequisite: MIST 101.
Administrators. Prerequisites: MIST 305
MIST 330
MIST 310 Software and Hardware Survey
Introduction to Decision Support 3-0-3
and Expert Systems An introduction to middleware encompassing Operating
3-0-3 Systems and compilers Operating systems such as Unix,
Analysis of the human-machine interplay which utilizes deci- Windows, and Linex are introduced and compared. Other top-
sion rules, decision-models, databases, and the decision ics include network security, and the relationships between
maker’s own insights to aid the manager in the decision mak- hardware architecture systems software and application
ing process. General topics covered are: Theories of organiza- software. Prerequisite: MIST 305 and MIST 320.
tion, decision theories, quantitative methods, information
MIST 401
systems, and DSS software and hardware. Prerequisite: MIST
Seminar
305.
3-0-3
MIST 320 Crucial study of information systems related to advanced
Managing Data Communications topics such as IS in the manufacturing environment, IS in the
and Networks legal environment, IS in the finance environment and, IS in
3-0-3 the health service environment. A comprehensive MIS
Advanced topics in network applications. Analysis of data research project is a major deliverable of this course. Specific
transmission, system configuration, policies and procedures, topics will be determined by interest of both the students and
and security of network systems. Modern network require- the instructor. Prerequisites: Approval of the Undergraduate
ments, analysis and design are covered focusing on customer Director, MIST 215, MIST 305 and MIST 325.
centric networking solutions supporting the management in
MIST 405
formation system of the business enterprise. Prerequisites:
Distributed Data Processing
MIST 101.
3-0-3
MIST 323 All introduction to the features of data communication sys-
Networks Systems Planning and Operations tems and microelectronics and their impact in the business
3-0-3 enterprise. Topics include microprocessors, microcomputers,
This course focuses on the advanced techiques for network minicomputers, interfacing file security, equipment configu-
planning, design and implementation to support the business rations, and required organizational structure. Prerequisites:
processes of organizations in the 21st century. Coverage MIST 305.
includes requirement for guaranteed performances network
security and privacy mechanisms, quality of service and
priority of services.
320
MIST 410 MRKT 101

Introduction to Systems Simulations Introduction to Marketing
and Modeling 3-0-3
3-0-3 Study of the process by which consumers needs and wants
The role of simulations and modeling in decision support sys- are analyzed and satisfied within the context of a modern
tems and computer based information systems. Examination marketing system. Investigation of current developments in
of features, kinds, uses, construction and simulation of mod- the external environment affecting the marketing process.
els in the decision making process. Various quantitative The role of marketing institutions in facilitating the flow of
methods and simulation languages are covered. Prerequisites: goods and services from producers to consumers is analyzed.
QANT 305, MIST 215.
MRKT 201
MIST 420 Sales Management
EDP Audit and Control 3-0-3
3-0-3 Planning, supervising and evaluation of sales force efforts
An introduction to EDP auditing with emphasis on audit of within the guidelines set by strategic marketing planning are
efficiency, audit of effectiveness and audit of control securi- the principal responsibilities of sales managers. This course
ty. Other topics include audit techniques and their effect on examines both the theory and practices which are encom-
information system development. Prerequisite: MIST 310. passed within the role of sales manager. Prerequisite: MRKT
101.
MIST 425
Computer Security MRKT 205
3-0-3 Retailing Management
This course introduces fundamentals of computer and net- 3-0-3
work security and its implementation in the corporate infor- An investigation of the organization of the retail function.
mation system infrastructure. Emphasis will be put on the Consideration of managerial problems in the operation of
creation of security plans, architectures, and measures as large and small retailing organizations, control of retail oper-
they apply to protecting information from unauthorized ations, design of retailing facilities, retailing strategies and
access and illicit use, accident, disasters or intentional theft. current developments in the field. Prerequisite: MRKT 101.
Prerequisite: MIST 320.
MRKT 301
MIST 427 Management of Promotion
Internet Applications Programming 3-0-3
3-0-3 A firm’s promotional efforts focus on developing and manag-
This course covers the different current Web programming ing integrated marketing communications. This course stud-
languages, tools and techniques used to develop profession- ies the planning and implementation of demand stimulating
al web sites. Client-side and Server-side web programming promotion, i.e., advertising, personal selling, sales promotion
are introduced. Web authoring is reviewed. Prerequisite: MIST and publicity/public relations. Promotion is seen as a key ele-
215 ment of the marketing mix which contributes to an organi-
zation’s cohevise marketing strategy. Prerequisite: MRKT 101.
MIST 430
Information Resource Management MRKT 305
3-0-3 Direct Response Marketing
This course examines management of information systems 3-0-3
including how to acquire, organize, monitor and control com- Provides students concentrating in the field of marketing
puter resources with emphasis on management problems with an understanding of this relatively unpublicized but
unique to computer based information systems environ- highly important growth industry. Organizational utilization,
ments. Prerequisites: MIST 215. markets served, promotional media employed and strategic
approaches as they apply to direct marketing (DM) are stud-
MIST 435
ied. Prerequisite: MRKT 101.
Information Systems Planning
3-0-3 MRKT 310
An introduction to the planning process with emphasis on Fundamentals of Exporting and Importing
financial, technical, and strategic aspects of information 3-0-3
guidelines, priority settings, resistance to change, and prepa- An introduction to the export/import practices of small and
ration for implementation. Prerequisite: MIST 325. medium sized firms. The course will provide a guide through
the stages of the export/import process; from an assessment
MIST 450
of its feasibility to successful completion. Students will
E-Commerce
develop a familiarity with international trade regulations and
3-0-3
requirements, procedures and documentation, intermediaries
This course involves study of Internet technology and appli- facilitating the acquisition of information, the flow of goods
cations of e-commerce in various areas of management and and services, and financing. Prerequisite: MRKT 101.
its global use in commerce and industry. Application of e-
commerce to various areas within management is discussed.
Prerequisite: MIST 101.
321
MRKT 401
Marketing Research
3-0-3
Research activity in the field of marketing, methods of data
collection and analysis thereof, quantitative techniques in
marketing, the role of the computer in marketing research,
control and evaluation of the marketing function.
Prerequisite: MRKT 101 or HOSP 306.
MRKT 405
International Marketing
3-0-3
Designed to develop a systematic approach for analyzing
trends shaping the global marketplace. Among others, physi-
cal, cultural, socio-demographic, legal/political and techno-
logical factors are explored. Emphasis is placed on develop-
ment and implementation of optimal marketing programs to
capitalize on emerging market opportunities as well as the
avoidance of the pitfalls inherent in cross-national marketing
activities. Prerequisite: MRKT 101.
QANT 301
Statistical Sampling Theory
3-0-3
This course provides an introduction to the use of descriptive
and inferential statistics in business. Topics covered include
sampling, binomal and normal distribution, confidence inter-
vals, hypothesis testing, chi-square and regression. Business
problems are solved in a computing assisted environment.
Prerequisite: MIST 101 and MATH 125.
QANT 305
Quantitative Applications
to Making Managerial Decisions
3-0-3
Quantitative techniques for managerial decision-making are
covered. These techniques include decision theory, forecast- SBEM 420
ing, inventory models, linear programming, and simulation. Business and Professional Ethics
Realistic business problems are solved using computer soft- 3-0-3
ware. Prerequisite: QANT 301 and MATH 151. This course is designed to provide new entrepreneurs and
SBEM 410 business leaders with a solid background of ethical behavior
Business Practicum as it relates to issues they will face in many aspects of their
3-0-3 professional, as well as personal lives. Building on the funda-
mentals of ethics as evolved from great thinkers who
This course is designed as a capstone course to the Small
explored issues of evil, duty, and right, from a moralist view-
Business and Entrepreneurial Management concentration.
point, Business Ethics will bring those eternal questions to
Specific cases in finance, management, marketing and lead-
current topics in business through in class debate and analysis.
ership will be explored as an integral part of the course
Prerequisite: PHIL 110 or PHIL 220.
through hands on approach to problem solving and field
experience. The field work will be accomplished by having
students work with actual operating businesses. Students will
also be assigned to professional business consultants for each
project. Addition related business cases will also be explored
in class. Prerequisite: Finc 201, Mrkt 101, Acct 101 and Acct
105 and MGMT 310.
322
Hospitality and Culinary Arts

Faculty and Chef Instructors: J. Dunne, J. Dvorsky, A. Fairbairn, G. Grossmann, P. Hornik, R. Koenig,
B. LaManna, B. Spivak, J. Turley, C. Walsh
Adjunct Faculty and Chef Instructors: A. Borgese, C. Fideli, T. Field, M. Lipstein, R. Rizzuto, T. Ferro
Office Assistants/Staff Associates: S. Hinds, A. Manthos
The hospitality industry is one of the fastest growing, most exciting, and most varied career fields.
This multi-trillion dollar global industry encompasses hotel management, entertainment event plan-
ning, travel and tourism, casino management/gaming, resorts management, conference planning,
health and sports club management, country club management, entertainment clubs, pastry and
bakeshops, and the spectrum of culinary arts positions, including restaurant owner/manager, execu-
tive chef, sous chef, baker, garde manger, caterer, institutional food service, in-store baker, kitchen
manager, and dining room manager. In the US, the restaurant and food service sector alone employs
more than 9 million skilled and professional workers and has annual revenues of over $4 billion and
over 12 million are employed in other leisure and hospitality-focused jobs generating annual revenue
of over $100 billion.
NYIT’s Hospitality and Culinary Arts programs offer a Bachelor of Professional Studies (B.P.S.) degree
in Hospitality Management at Old Westbury and in Manhattan. In addition, two culinary certificates
are offered at the Culinary Arts Center in Central Islip: Culinary Arts, and Pastry and Baking Arts. The
programs are professionally oriented, blending theoretical foundations, industry best practices, and
hands-on experience in class that prepare individuals for career success. In addition, professionalism,
teamwork, customer focus, and high standards—critical elements in successful hospitality/culinary
careers—are stressed and developed. Faculty and chef instructors in the programs are experts in their
fields having trained at prestigious culinary institutes throughout the world and they have had per-
sonal success in the industry.
Students in the programs have access to on-campus experience in several venues including two
acclaimed public restaurants: the Epicurean Room on the Central Islip campus and the de Seversky
Center on the Old Westbury campus. The programs’ New York City and Long Island locations provide
prime opportunities for externships, networking, and employment.
Hospitality Management
The program in Hospitality Management is designed to enable graduates to accelerate their careers,
whether they are preparing to enter or to significantly advance in the industry. It leads to a Bachelor
of Professional Studies (B.P.S) in Hospitality Management. Graduates of the program secure positions
in hotels, restaurants, casinos, health clubs, cruise ships, convention centers, event planning compa-
nies, country clubs, sports clubs, tour companies, travel agencies, parks and recreation departments,
and adult living communities. The program is offered in several formats to meet student needs: part-
time, full-time with classes scheduled day, evening, weekend, and online. There is also a fully online
option for students who want the flexibility of 24/7 learning opportunities.
In addition to a well-rounded liberal arts foundation, the program encompasses the key areas of busi-
ness planning, sales and marketing, financial management, property management and human
resource administration. The program emphasizes the use of technology in all phases of planning,
designing, marketing, management, accounting, and communications. Opportunities to take culinary
arts courses are provided to give the hospitality management student practical knowledge of food
preparation and food service operations—important elements in many hospitality management posi-
tions. In addition, the "soft skills" or professional dispositions and habits of customer service, team-
work, multicultural understanding, and positive interpersonal skills are highlighted and developed
throughout the program. 323
Externships
Externships (paid or unpaid) provide opportunities to apply the knowledge and skills gained in the
program and many lead to employment. The externship is taken before HOSP 401 Seminar in
Hotel/Restaurant Administration, the program’s capstone course.
Externships require a minimum of 800 hours of approved, documented work experience in the indus-
try and may be completed in an area of the students’ career interest. Externships may be completed
on a part-time basis during the school year or in summers only. Students should plan to begin their
externships early so they are completed by the end of junior year in order to register for HOSP 401 in
senior year. The program’s locations at Columbus Circle in New York City and in central and eastern
Long Island are unparalleled for opportunities in the hospitality industry. Program faculty are experts
in their field and have had personal success in the industry and provide practical interpretations for
theory and an understanding of industry standards and practices.
Transfer Articulation
The Hospitality Management program has agreements with many local colleges that enable students
to transfer credits from their previous college coursework in related subjects. These colleges include:
Borough of Manhattan Community College, LaGuardia Community College, Kingsborough Community
College, Westchester County College, Nassau County College, Suffolk County College, Hudson County
(NJ) College, and Katherine Gibbs College. Special scholarships are available to transfer students.
Students who complete one or both of the Culinary Arts certificates may be eligible for college credit.
Consult the Admissions section of NYIT’s website for information or speak with an advisor.
324
n Curriculum requirements for the Hospitality Management Core

HOSP 101 Hospitality Management 3
Bachelor of Professional Studies HOSP 102 Front Office Management 3
in Hospitality Management HOSP 201 Convention and Meeting Planning 3
HOSP 202 Fundamentals of Purchasing 3
2 credits HOSP 204 Food and Beverage Operations 3
English HOSP 206 Principles of Beverage Management 3
WRIT 101 College Comp I 3 HOSP 301 Facilities Maintenance 3
WRIT 151 College Comp II 3 HOSP 302 Hospitality Managerial Accounting 3
SPCH 105 Basic Speech 3 HOSP 306 Hospitality Industry Marketing 3
Group A course 3 HOSP 308 Labor-Management Relations 3
WRIT 310 Business Writing 3 HOSP 401 Seminar in Hotel
Restaurant Administration 3
15 credits HOSP 404 Facilities Layout and Design II 3
Liberal Arts Option 3 credits HOSP 406 Financial Management
for the Hospitality Industry 3
Life Sciences HOSP 408 Law for the Hospitality Industry 3
BIOL 103 Nutrition 3 HOSP 410 Menu Design and Planning 3
BIOL 105 Food Microbiology 3
45 credits
6 credits
Hospitality Electives 12 credits
Mathematics
MATH 115 Intro. Concepts of Mathematics 3 Open Electives 10-12 credits
Behavioral Sciences General Business
PSYC 101 Intro. to Psychology 3 ACCT 101 Accounting 3
SOCI 101 Intro. to Sociology 3 LLAW 101 Business Law I 3
MIST 101 Intro. to Computer Applications 3
6 credits
9 credits
Social Sciences
ECON 101 Basic Economics 3 Total Credits 120
HIST 210 History of Political Science 3
PHIL 101 Philosophy 3 12 credits, and students on probation are required to complete the
9 credits
Two acclaimed working restaurants that are open to the public, the Epicurean Room on the Central
Islip campus and the de Seversky Center on the Old Westbury campus, provide on-campus experience
for students. The faculty and chef instructors have trained at prestigious institutions throughout the
world including: the Campbell Institute, the Certificate Cooking School of China, the Culinary
Institute of America, Cornell, New York Institute of Technology, New York University, and Johnson
and Wales University.
Program graduates interested in progressing toward management positions may apply to the B.P.S. in
Hospitality Management (See next section.) Note: the Hospitality program is also offered in an online
format.
The course of study includes the 24 courses listed below and a three-month paid externship in an
approved culinary setting. The externship is an important component of the program as it provides
the opportunity to apply the knowledge and skills already learned and to gain additional practical
knowledge on-the-job as an apprentice chef. The final portion of the program occurs after the
externship when students return to campus to refine their skills.
325
Culinary Arts
Careers in the food service industry are among the most in-demand in the United States and across
the globe. In addition, food preparation has become one of the fastest growing leisure pursuits in the
nation. The programs in Culinary Arts provide the knowledge and trade skills needed for preparing and
service food in commercial and institutional settings. They address the training needs of individuals
who want to take advantage of the excellent employment opportunities available to Long Island’s and
metro New York’s food service workforce as well as the needs of current workers who seek interme-
diate skill levels.
Graduates may find employment in the food service industry where quantity food production is
required. Program graduates, having developed intermediate level skills, are in very high demand by
a variety of employers including hospital, catering facilities, private and public sector institution,
restaurants and hotels.
The certificate programs in Culinary Arts offer career-minded students three options:
n certificate in Culinary Arts;
n certificate in Pastry and Baking Arts; or
n dual certificate in Culinary, Pastry and Baking Arts.
Certificate in Culinary Arts

The certificate in Culinary Arts is a 750-hour, 15-course program, including an externship, that teach-
es basic culinary skills, food science and safety, modifications for dietary needs, and the preparation
and presentation techniques of American and world cuisine. The 600 hours of courses and labs are
offered days or evenings to accommodate individuals’ work and family schedules. Day courses are
Monday through Friday from 9:00 a.m. to 1:00 p.m.; evening courses are held Monday through Friday
from 6:00 p.m. to 10:00 p.m.
Required courses:
n Food Science n Purchasing and Cost Control n Culinary Theory
n Hot Foods n Baking I n Sauces/Condiments/Relishes
n Pantry n American Cuisine n Externship
n Baking II n Garde Manger n International Cuisine
n Italian Cuisine n Classical Cuisine n Catering and Event Planning
326
Certificate in Pastry and Baking Arts

The certificate program in Pastry and Baking Arts is a 500-hour, 14 course program including a
150 hour externship, that teaches basic and advanced skills for mastering a wide variety of pastry,
baking, and desserts. The preparation and presentation techniques range from the simple to the sublime.
The 350 hours of courses and labs are offered days, evenings, and weekends to accommodate
individuals’ work and family schedules. Day courses are Monday through Friday from 8:00 a.m.
to 1:00 p.m.; evening courses are held Monday through Friday from 6:00 p.m. to 11:00 p.m.; and
weekend courses are held Saturday and Sunday 9:00 a.m. to 2:00 p.m.
Required courses:
n Basic Principles of Baking and Pastry Arts
n Doughs, Bread and Breakfast Pastries
n Artisan Breads
n Cookies, Mini Pastries and Petit Fours
n Intermediate Principles of Baking and Pastry Arts
n International and American Desserts and Cakes
n Classical Desserts and Cakes
n Ice Cream, Sorbets and Frozen Desserts
n Low-Fat, Diabetic and Allergy-specific Desserts and Cakes
n Plated Desserts and Dessert Sauces
n Externship
n Advanced Principles of Baking and Pastry Arts
n Pastillage, Gum Paste and Mold Construction
n Wedding Cakes and Special Occasion Cakes.
Dual Certificate in Culinary,

Pastry and Baking Arts
The dual certificate option offers a unique comprehensive culinary preparation experience for serious
students interested in professional careers in culinary arts. Students complete both certificates as
above. The dual option blends theoretical knowledge with practical training to develop essential
knowledge and skill in baking and cooking techniques; traditional and
innovative cuisines; restaurant management; nutrition; safety and sanitation; uses of technology; and
industry standards. In addition professional dispositions and habits of teamwork, customer service
and positive interpersonal skills are developed through hands-on classroom experience and extern-
ships. In keeping with industry practice, courses may be offered at any hour of the day from early
morning until evening. The program also emphasizes the use of technology in the field—a critical ele-
ment as kitchen, purchasing, planning, and management tasks increasingly involve industry specific-
computer applications. Students who complete the programs are prepared for a range of culinary
positions in restaurants, food service, catering, and bake shops.
327
Externship
The 150-hour externship provides the opportunity to apply the knowledge and skills already learned
and to gain additional practical knowledge on-the-job as an apprentice chef or baker. These experi-
ences are also professional resume-starters and often lead to job offers. The final portion of the pro-
gram occurs after the externship when students return to campus to refine their skills.
n Curriculum requirements CULY

CULY
150
210
Sauces
Advanced Baking
3
3
for the Associate in Occupational CULY 215 Garde Manger/Buffet Catering 3
Studies in Culinary Arts CULY 220 Externship 3
CULY 225 Kitchen I – International Foods 3
2 cr CULY 230 Kitchen II – International Foods 3
English 3-4 credits CULY 235 American Cuisine 3
Determined by placement test CULY 240 Advanced Classical Cuisine 3
Culinary Arts 54 credits
CULY 100 Basic Food Science 3
CULY 105 Purchasing and Storeroom 3 Restaurant Management
CULY 110 Introductory Baking 3 HOSP 204 Food and Beverage Operations 3
CULY 115 Pantry 3 HOSP 206 Principles of Beverage Management 3
CULY 120 Dining Operations I 3 HOSP 304 Facilities Layout and Design 3
CULY 125 Nutrition 3 HOSP 410 Menu Design and Planning 3
CULY 130 Software Applications 12 credits
for Culinary Arts 3
CULY 135 Culinary Theory and Skills Total credits 69-72
Development 3
CULY 140 Dining Operations II 3 12 credits, and students on probation are required to complete the
CULY 145 Luncheon Hot Foods Production 3 College Success Seminar (see p. 83).
328
CULY 100 CULY 130

Basic Food Science Software Applications for Culinary Arts
2-2-3 2-2-3
Informs students of the skillful and efficient han- A survey of computer software and hardware used
dling of raw ingredients as pertains to the prepara- by the foods service industry, including hands-on
tion and quality of meals. Instruction deals with applications.
preparing and storing foods used in cooking and
CULY 135
sauce bases. Emphasis is placed on making the best
Culinary Theory and Skills Development
use of ingredients to eliminate waste and spoilage.
1-4-3
CULY 105 Introduction to sauteing, broiling, simmering, pan
Purchasing and Storeroom Operations frying, and poaching through the graduated method
1-4-3 technique of commencement at a simple level and
Staffing and operating a storeroom and participation increasing in complexity as the course progresses.
in receiving, storing, reordering, inventory control Food products and recipes related to breakfast
and requisition systems. An integral part of the cooking are introduced to include eggs, meats,
course is control and report procedures including farinaceous products and appropriate fruits and
preparation of daily and weekly reports and their vegetables. Prerequisite: CULY 145.
purposes. An introduction is provided to variation in
CULY 140
the quality of products, the most common product
Dining Operations II
packing counts and methods of freezing.
2-3-3
CULY 110 Advanced dining room service and operations by
Introductory Baking being exposed to an actual operating dining room
1-4-3 including organization and responsibilities of the
Study of the fundamentals of baking science, termi- staff positions. Prerequisite: CULY 120.
nology and equipment. The student learns the use of
CULY 145
basic baking ingredients, the importance of weights,
Luncheon Hot Food Production
measures, types of flour, cake mixing, decorating,
1-4-3
icing, puddings, cake finishing and yeast products.
Utilizing the graduated method technique, the stu-
CULY 115 dent will develop fundamental skills and techniques
Pantry in the preparation of classical luncheon cuisines.
1-4-3 Food products and recipes related to luncheon cook-
Basic cold food preparation and its place in the ing are introduced including eggs, beef, pork, veal,
kitchen. Topics of instruction include: salad dress- poultry, lamb, game, fish, vegetables and farinaceous
ings, salad classifications, cold soups, canapes, cold products. Prerequisite: CULY 115.
food presentations, sandwich varieties, fruit salads,
CULY 150
fruit sculptures, fruit mousses, sanitation methods,
Sauces
storing of foods, planning, the use and handling of
1-4-3
aspics, chaud froids, and an introduction to force-
meats. Students are taught the method of making stocks
as the foundation of sauces and soups. Instruction
CULY 120 deals with stock, sauce and soup preparation to
Dining Operations I include the basic vegetable cuts, waste management
2-3-3 and emphasize the proper handling and storage of
Basic dining room operations with emphasis on per- all foods used and prepared.
sonnel, organization and supervisory skills and ser-
CULY 210
vice principles and techniques used in front of the
Advanced Baking
house. Basic skills used in relation to table side ser-
1-4-3
vice, salads and desserts will be taught utilizing the
gueridon. Experience in the use of various baking ingredients.
Advanced baking methods in relation to various sug-
CULY 125 ars, cakes, decorating, cooking and pastries, as well
Nutrition as batters, pastes and creams are utilized.
3-0-3 Prerequisite: CULY 110.
Understanding of nutrition by identifying human
needs through functional nutritional concepts. An
introduction to several interrelated areas of social
and scientific nutritional needs, problems and prior-
ities are explored and tested. Prerequisite: CULY 100,
105, 110, 115, 120, 135.
329
CULY 215 CULY 230

Garde Manger/Buffet Catering Kitchen II — International Cuisine
1-4-3 1-4-3
Cold buffet presentations, piece montees, ice Vocabulary and the already acquired production and
carvings, tallow sculpture, salt dough sculpture, presentation techniques of the foods of China,
advanced salads, preparation and presentation of Japan, Korea, Russia, Germany, Poland, Yugoslavia,
pates, galantines, terrines, ballotines, classical Albania, Spain, Hungary and Hawaii. Prerequisite:
platter presentations, aspic decorations and use, the CULY 225 or 145.
decorating of various meats, poultry, game, fish, and
CULY 235
shellfish, utilizing food products and recipes related to
American Cuisine
the art of the Garde Manager. Prerequisite: CULY 115.
1-4-3
CULY 220 Vocabulary, preparation and presentation of various
Externship native American cuisines including New England,
0-6-3 Middle Atlantic, Southern, Midwestern, Northern
Provides an opportunity to apply skills learned in the Plains, Southwestern, Western and Northwestern
culinary laboratories to supervised employment at a states. Prerequisite: CULY 145.
Culinary Arts Center (CAC) approved food service
CULY 240
facility for a multi- month interval. Approval of the
Advanced Classical Cuisine
CAC director is required prior to registering for this
1-4-3
course. Prerequisite: Completion of two semesters.
Preparation, planning and execution of coordinated
CULY 225 menus from a variety of classical recipes from all
Kitchen I — International Cuisine food groups; history and source of recipes and the
1-4-3 proper restaurant use and presentation. Recipes
Vocabulary and the production and presentation variations and plate and service presentations will be
techniques of regional Italian traditional and mod- stressed along with student input on their practical
ern cuisines. Prerequisite: CULY 235. application. Prerequisites: CULY 230 or 235.
330
HOSP 101 spective. Topics include the theories of operation, games

Hospitality Management management, legal restrictions and service functions.
3-0-3 Student will also learn loss control and rules of the most pop-
The basic principles of management and their relationship to ular games in casinos.
the hospitality industry. The future of the restaurant industry, HOSP 201
travel and tourism, hotel/motel operations, leadership and Convention and Meeting Planning
the directing function in hospitality management. Many 3-0-3
other current topics will also be discussed. (CULY 100 may be
Theory and operation of convention meeting planning for
substituted.)
hotels and conference centers. Principles of bookkeeping,
HOSP 102 account processing, sales, banquet/catering management as
Front Office Management they apply to these operations. Other related current topics
3-0-3 will be covered. Prerequisite: HOSP 101.
Develops an understanding of front office procedures with HOSP 202
emphasis on new methods of group reception, registration Fundamentals of Purchasing
and billings. Other areas that will be covered are the struc- 3-0-3
ture of front office management, credit and collection proce-
Fundamental principles and purchasing techniques will be
dures. Prerequisite: HOSP 101.
studied with a greater emphasis on product information
HOSP 104 needed to purchase in a special field. Areas of concentration
Travel and Tourism include purchasing of vegetables, poultry, beef, fish, and
3-0-3 alcoholic beverages. CULY 105 may be substituted.
Acquaints students with various principles, practices and Prerequisite: HOSP 101 or CULY 100.
philosophies of tourism. Areas of concentration include soci- HOSP 204
ology and psychology of tourism, tourism demand develop- Food and Beverage Operations
ment and research, and marketing tourism. 3-0-3
HOSP 150 Comprehensive study of the control process in food and bev-
Personnel Management erage operations, with a look at various alternatives and
for the Hospitality Industry available solutions and methods. Areas of study include cash
3-0-3 receipts, receiving, menu pricing and labor cost controls.
Study of the realities in industry and the procedures which Prerequisite: HOSP 101.
would be helpful in addressing problems relating to the per- HOSP 206
sonnel function. Areas that will be covered include adminis- Principles of Beverage Management
tration, human resource development, labor relations and 3-0-3
placement procedures. Prerequisite: HOSP 101.
Detailed comprehensive study of the origins, production and
HOSP 154 characteristics of all types of alcoholic beverages. Other areas
Casino Management that will be explored include purchasing beverages, merchan-
3-0-3 dising, beverage control. Prerequisite: HOSP 101.
Operation of casinos from the hospitality management per-
331
HOSP 221 HOSP 250

Travel Management Housekeeping Management
3-0-3 3-0-3
Acquaints students with two major components of Travel and The functions of the housekeeping department, the most
Tourism: hospitality (hotels, motor inns, resorts, alternative labor intensive department in most hotels, will be studied
accommodations and related occupations: bus operations, including personnel, sanitation, maintenance and materials
land arrangers and tour operators) and retail travel agency as they relate to the management of the building and prop-
organization, operation, administration, personnel and sales. erty. Prerequisite: HOSP 101.
HOSP 228 HOSP 251
Touristic Geography Quantity Food Production
3-0-3 3-0-3
A survey course of the field of geography as it relates to Concepts and nature of food preparation in large quantities.
tourism planning. Two general areas will be surveyed: cities, A systematic presentation of all the phases in food service
land use and values, resource management, transportation operations. Areas of nutrition, sanitation and equipment
patterns and tourism developments; and tourism destination analysis will also be covered.
planning including customs of areas, festivals, museums and
HOSP 301
historical sights related to travel/tourism.
Facilities Maintenance
HOSP 230 3-0-3
Tourism Marketing Introduction to maintenance and engineering principles
3-0-3 required to today’s lodging and food service operations
Acquaints students with both a practical application and the- including technical information necessary to establish effec-
ory of sales and marketing, including advertising and public tive preventive maintenance programs. Study includes engi-
relations strategies, as they relate to the travel tourism neering and maintenance department roles and responsibili-
industry. Examines marketing mix, tourism product, consumer ties, blueprint reading, electric, plumbing, sewer, swimming
behavior, communications and media uses and procedures for pool, HVAC, elevator, acoustic and sound control and elimi-
advertising and public relations campaigns. Prerequisite: nation of pollution problems. Prerequisite: HOSP 101.
HOSP 306.
HOSP 302
Hospitality Managerial Accounting
3-0-3
Application of practical accounting techniques relating to the
hospitality industry with concentration in financial state-
ments, internal control, payroll and cost accounting.
Prerequisite: ACCT 101.
332
HOSP 306 HOSP 404

Hospitality Industry Marketing Facilities Layout and Design II
3-0-3 3-0-3
Study of what marketing is, what it can accomplish for the Individual student effort in the development of a restaurant
organization, and how to establish and operate a marketing from concept to operation. A major project will include blue-
plan. Includes product development, personal selling, market prints for dining rooms, bars and kitchens developed after the
planning and pricing. Prerequisite: HOSP 101. concept and menu have been established. Prior industry
experience or 30 credits in culinary arts, food service or
HOSP 308
restaurant courses are recommended as a prerequisite to this
Labor-Management Relations
course. Prerequisites: HOSP 204 and HOSP 410.
3-0-3
Analysis of labor-management relations in the hospitality HOSP 406
industry through historical reference, case studies and on- Financial Management
the-job incidents. Includes material on contract provisions, for the Hospitality Industry
negotiations and interpretation. Prerequisite: Junior status. 3-0-3
Comprehensive study on the different objectives in financial
HOSP 350
management. Deciding on company goals, ways of obtaining
Externship in Hospitality Management I
the funds to meet these goals and effective uses of the funds.
3-0-3
Ratio analysis working capital and long term financing will
Provides the student with an opportunity to apply skills also be included. Prerequisites: HOSP 101, ACCT 101.
learned in the classroom to an on-the-job situation. Jobs will
be provided in hotels, motels, restaurants, country clubs and HOSP 408
in the travel/leisure industry at large. Approval of the dean Law for the Hospitality Industry
needed prior to registering for course. 3-0-3
The legal aspects of running a hotel. Designed to give a basic
HOSP 351
understanding of preventative tactics and what must be done
Externship in Hospitality Management II
to avoid lawsuits. Also includes legal research, licensing and
3-0-3
hotel keepers obligations. Prerequisite: LLAW 101.
A continuation of HOSP 350 wherein the student can apply
classroom skills and knowledge to on-the-job situations. HOSP 410
Prerequisites: Interview by the externship committee and Menu Design and Planning
HOSP 350 as prerequisite or corequisite. 3-0-3
Comprehensive study of all phases of menu preparation. The
HOSP 352
menu is broken down into several different elements such as
Externship in Hospitality Management III
art and design layout, copy and others. Each is analyzed as it
3-0-3
applies to food service operations, nutritional requirements
Upper level course which acts as a continuation of HOSP 350 and balanced presentation. Term project: preparation of a
and HOSP 351. Prerequisites: Interview by the program dean menu. Prerequisites: HOSP 204, HOSP 202 or CULY 105.
and the externship committee and completion of HOSP 350
and HOSP 351. Approval of the dean needed prior to regis-
tering for course.
HOSP 401
Seminar in Hotel/Restaurant Administration
3-0-3
This is the senior “capstone” course calling for a broad range
of skills and knowledge learned both in the major and in the
college. The class is divided into teams each of which pre-
pares one or more solution(s) to a given large problem in the
Hotel Restaurant Institutional industry. Coursework will
involve information gathering, methods of presentation to a
jury of advisers and actual peer jury presentations. A key ele-
ment is the presentation of solutions to faculty and advisers
to the major. The presentations mandate appropriate oral,
written, visual and numerical aspects demonstrating commu-
nication skills, integration of knowledge, application of com-
puter skills, teamwork skills and job readiness through the
panel critique. Prerequisite: Senior status.
333
Additional Programs
Extended Education
Non-Credit Certificates and Courses
Pre-College Summer Program
Professional Development Courses

Extended Education
Extended Education responds to the ever-changing global marketplace by providing
intensive educational programs—for both professional and personal enhancement—that
often complement degrees and degree pathways. Extended Education reacts quickly to
changes in the workplace, providing solutions to corporate needs. Program offerings
help individuals retrain and enhance their skills so they may advance in their careers in
emerging specialties, or as they redefine their chosen fields. Both non-credit and cer-
tificate programs are available. For a catalog please call 1.800.886.NYIT or visit
www.nyit.edu.
Non-Credit Certificate Programs and Courses

Extended Education offers quality programs designed to meet the needs of part-time,
nontraditional adult student populations. Non-credit certificates and courses draw
upon the curricular strengths of NYIT to provide professional training and personal
enrichment in architecture, art and design, business management, computer annima-
tion, computer technology, corporate training, engineering, interior decoration and
much more. Professional Development courses are offered for architects and engineers
that meet continuing education requirements. For more information call
1.800.886.NYIT. These are offered at convenient times and affordable rates at conve-
nient campus locations in the New York metropolitan area. For a catalog please call
1.800.886.NYIT or visit www.nyit.edu.
336
Extended Education
Pre-College Program for High School Students

NYIT offers a pre-college program for high school sophomores, juniors and seniors.
Students participate in college level study at one of New York’s premier colleges while
earning three college credits in fields such as architecture, behavioral science, business
and industry, communication arts, computer graphics, criminal justice, culinary arts,
interior design, and pre-medical. For more information call 1.800.886.NYIT.
337
Global Programs
Global Programs
As part of its mission to offer access to opportunity to all qualified

students, NYIT has created several offsite programs outside the New York
metropolitan area. Cooperating institutions provide facilities and man-
agement services, but NYIT faculty teach all courses, and the degrees are
granted according to NYIT's academic policies. Degrees granted by NYIT’s
Global programs are the same degrees one would receive at any of our
three New York campuses or online via the Internet.
Undergraduate Programs are offered in Manama, Bahrain; and in Amman,
Jordan; and in Abu Dhabi, United Arab Emirates.
Graduate Programs are offered in the above locations, as well as in China
and Canada.
For further information about any of these program, contact the Vice
President for Global Programs, New York Institute of Technology, Northern
Boulevard, P.O. Box 8000, Old Westbury, NY 11568-8000, Tel
516.686.7409, Fax 516.686.7411.
339
Aerospace Studies
Lt. Col. Mark A. Russell

United States Air Force
340
Aerospace Studies
Air Force Reserve Officer Training Corps

The Air Force ROTC education program provides preprofessional preparation for future
Air Force officers. It is designed to develop men and women who can apply their education
to their initial active duty assignments as Air Force commissioned officers.
The two major AFROTC curriculum offerings spanning the student’s college career are:
General Military Course (GMC), freshman and sophomore years, and Professional Officer
Course (POC), junior and senior years. Graduate students are eligible for the two-year
program.
As an AFROTC cadet, students are eligible to compete for AFROTC scholarships in selected
academic areas. All scholarship students, as well as cadets in the last two years of the
program, receive a tax free stipend of $200 a month. Upon graduation, students are
commissioned second lieutenants in the United States Air Force.
AFROTC field training is offered during summer months at selected Air Force bases
throughout the United States. Students in the four-year program participate in four
weeks of field training, usually between sophomore and junior years. Students applying
for entry into the two-year program must successfully complete five weeks of field
training prior to enrollment in the Professional Officer Course. Major areas of study in
the Field Training Program include junior officer training, aircraft and aircrew orienta-
tion, career orientation, survival training, base functions and Air Force environment,
and physical training.
Leadership laboratory is taken an average of two hours per week throughout the stu-
dent’s period of enrollment in AFROTC. The first two years of the Leadership laboratory
include a study of Air Force customs and courtesies, drill and ceremonies, issuing mili-
tary commands, instructing, directing, and evaluating the preceding skills, studying the
environment of an Air Force officer and learning about areas of opportunity available
to commissioned officers. The last two years consist of activities classified as advanced
leadership experiences. They involve the planning and controlling of military activities
of the cadet corps; the preparation and presentation of briefings and other oral and
written communications; and the providing of interviews, guidance, and information
which will increase the understanding, motivation, and performance of other cadets.
For more information call the main office at (718) 862-7201. Students may register
for AFROTC at the same time and in the same manner as for other college courses at
NYIT.
General Military Course (GMC)

The General Military Course (ROTC 101, 102, 201, 202) is the first half of the four-year
program and it is taken during your freshman and sophomore years. This program provides
an examination of the broad range of U.S. Military forces in the contemporary world
with particular attention to the United States Air Force, its organization, and its mission.
Professional Officer Course (POC)

The Professional Officer Course (ROTC 301, 302, 401, 402) is available to juniors who
have at least two years of college remaining. This program is highly completive, therefore
it is important to apply early in your sophomore year. The program provides an exam-
ination of the broad range of U.S. civil-military relation, the environmental context in
which the U.S. defense policy is formulated and implemented, and the principles and
practices of leadership as they relate to the U.S. Air Force.
341
Aerospace Studies
ROTC 101 ROTC 302

The Foundation of the Continuation of ROTC 301
United States Air Force 1-2-1
1-2-1 This course continues the teaching begun in ROTC 301.
This course is a survey course designed to introduce students Prerequisite: ROTC 301.
to the United States Air Force and provides an overview of
ROTC 401
the basic characteristics, missions, and organization of the
National Security Affairs/Preparation
Air Force. Leadership Laboratory is mandatory for AFROTC
for Active Duty
cadets and complements this course by providing cadets with
1-2-1
followership experiences.
This course is designed for college seniors and gives them the
ROTC 102 foundation to understand their role as military officers in
Continuation of ROTC 105 American society. It is an overview of the complex social and
1-2-1 political issues facing the military profession and requires a
This course continues the teaching begun in ROTC 101. measure of sophistication commensurate with the senior col-
lege level. A mandatory Leadership Laboratory complements
ROTC 201
this course by providing advance leadership experiences in
The Evolution of USAF Air and Space Power
officer-type activities, giving students the opportunity to
1-2-1
apply leadership and management principles of this course.
This course features topics on Air Force heritage and leaders; Prerequisite: ROTC 301 and 302.
introduction to air and space power through examination of
competencies and functions; and continued application of ROTC 402
communication skills. Its purpose is to instill an appreciation Continuation of ROTC 401
of the development and employment of air power and to 1-2-1
motivate sophomore students to transition from AFROTC This course continues the teaching begun in ROTC 401.
cadet to Air Force ROTC officer candidate. In addition, aspects Prerequisite: ROTC 401.
of the 200 course begin to prepare cadets for their experi-
ences at field training. Leadership Laboratory is mandatory
for AFROTC cadets and complements this course by providing
cadets with followership experiences.
ROTC 202
Continuation of ROTC 201
1-2-1
This course continues the teaching begun in ROTC 201.
ROTC 301
Air Force Leadership Studies
1-2-1
This course teaches cadets advanced skills and knowledge in
management and leadership. Special emphasis is placed on
enhancing leadership skills. Cadets have an opportunity to try
out these leadership and management techniques in a super-
vised environment as juniors and seniors. A mandatory
Leadership Laboratory complements this course by providing
advance leadership experiences in officer-type activities,
giving students the opportunity to apply leadership and
management principles of this course.
342
Army Reserve Officer’s Training Corps
Lt. Col. C. William Gaylor, Chairperson
Army ROTC At NYIT

Army Reserve Officers’ Training Corps (ROTC) is a program
which provides college students the skills and leadership
training to become officers in the U.S. Army, U.S. Army
Reserve, and Army National Guard. Cadets develop maturity,
responsibility, leadership ability, self confidence and other
qualities essential to success in any field. Upon successful
completion of ROTC, cadets receive commissions as Second
Lieutenants in one of the Army’s specialized branches. NOTE:
If eligible you can apply for an ROTC Scholarship worth up to
$16,000 a year for tuition, $450 for books and $150 spending
allowance while in school. Contact Major Mitch Hadad at
(516) 463-5648 or E-Mail at mlsmeh@hofstra.edu.
343
Military Science
Chairperson/Senior Professor: C. Henderson.
Assistant Professors: G. Cleland, R. Callender, A. Herring, C. Murray, V. Rea,
S. Rubenstein.
The Army Reserve Officer’s Training Corps (ROTC) program qualifies students for
appointment as an officer of the United States Army, Army Reserve or Army National
Guard. Students attend military science classes during their regular course of studies.
Students develop maturity, responsibility and dependability while earning the Gold Bar
of an Army Second Lieutenant.
Army ROTC offers two different programs to all qualified college and university stu-
dents. The traditional four-year program gives students the opportunity to take ROTC
courses in each of their four years of college.
The four-year program consists of the Basic Course (ROTC 103, 104, 203, 204) and the
Advanced Course (ROTC 303, 304, 403, 404). The Basic Course is open to all students.
It consists of training in leadership, management, military skills and physical fitness.
Students learn to apply these skills in and outside the classroom. In addition, a variety
of outside social and professional enrichment activities are available. ROTC textbooks,
uniforms, and other essential materials for the Basic Course are furnished to the stu-
dents. Sophomores who did not take ROTC 103 and 104 may compress ROTC 103 and
104 and ROTC 203 and 204 to complete the Basic Course. There is no military obliga-
tion for enrolling in the basic ROTC Course.
After they have completed the Basic Course, students who have demonstrated the
potential to become an officer and who have meet the physical and scholastic stan-
dards are eligible to enroll in the Advanced Course. The Advanced Camp is usually taken
during the final two years of college. It includes instruction in management, tactics,
ethics and further leadership development. Textbooks and uniforms in the Advanced
Course are also furnished to students.
During the summer between their junior and senior years of college, Advanced Course
cadets attend a paid six-week training session called Advanced Camp. Advanced Camp
gives cadets the chance to practice what they have learned in the classroom, and intro-
duces them to Army life “in the field.”
The two-year program is designed for students who did not take ROTC during their first
two years of school or students entering a two-year post-graduate course of study. To
enter the two-year program, students must first attend a paid five-week Basic Camp,
normally held during the summer between their sophomore and junior years of college.
After they have successfully completed Basic camp, students who meet all the neces-
sary enrollment requirements are enrolled in the Advanced Course.
To receive full semester credit for the Advanced Course and Advanced Camp (12 semes-
ter hours) a student must be commissioned as a Second Lieutenant in the Army upon
course completion. Partial credit may be awarded at the chairperson’s discretion if the
student fails to complete the Advance Course. NOTE: all basic Military Science courses
include the appropriate number of class hours, plus a required leadership laboratory and
additional classes in physical training each week. A field trip of approximately three
days provides practical experience in small organization leadership. All students are
expected to attend the leadership laboratory, physical training and the field trip.
344
Army ROTC Scholarship Program

The Army reserve Officer's Training Corps (ROTC) Scholarships offer assistance to meet
the rising costs of school. Scholarships are awarded for two, three, and four years,
strictly on merit to the most outstanding students who apply as follows:
n Tuition and mandatory educational fees up to $16,000.
n A specific amount for miscellaneous fees such as laboratory, student activity,
transcript and graduation fees.
n A flat rate for textbooks, classroom supplies, and equipment (approximately
$225 per semester).
n An allowance of $150 a month each school year the award is in effect.
Like other organizations, the Army is oriented towards technological advancement.
Eligible students may apply for an Army ROTC Scholarship worth up to $16,000 per year.
For further information write or call the Hofstra University Military Science
Department, 265 Physical Fitness Center, Hempstead, New York 11549-1300, (516)
463-5648 or FAX (516) 463-4937, as per the NYIT/Hofstra cross-town agreement.
Credit Toward a Liberal Arts Degree

ROTC 103, 104 and 203, 204, totaling two semester hours credit, are designated non
liberal arts credit. These credit are acceptable toward a baccalaureate degree if they fall
within the total non liberal arts credits allowed for that degree. ROTC 303, 304, Summer
Camp, and ROTC 403, 404 total l2 semester hours credit. These credits are acceptable
toward a degree as determined by advisement with the department chairperson.
Army Commissioning Requirements

In order to be commissioned as a Second Lieutenant, students must satisfactorily
complete the Basic Course, Advanced Course and Advanced Camp or their equivalents.
Students must also receive their college degree and ensure they have taken an approved
course in written composition, human behavior, military history, computer fundamentals
and mathematical reasoning. Cadets must be recommended for a commission by the
345
Basic Course: ROTC 304

Advanced Camp Preparation II
ROTC 103
3-2-3
Introduction to the United States Army
Spring. Course examines the problems associated with situa-
1-2-1 tional ethics and control of the small organization. Continues
Fall. Course offers an in-depth look at the organization and to develop the leadership and military skills necessary to suc-
mission of the United States Army. An introduction to the ceed at Advanced Camp. Throughout this semester the stu-
basic techniques of leadership in small organizations is pro- dents are required to draft and develop correspondence, con-
vided, as well as an introduction to military skills. No liberal duct oral presentations and prepare management programs
arts credit. which they will develop, conduct and evaluate. Leadership
ROTC 104 laboratories, field trips and pre-camp are required.
Foundations of Leadership Prerequisites: ROTC 103, 104, 203, 204, or Basic Camp and
1-2-1 ROTC 303 or approval of department chairperson.
Spring. Course continues the discussion of effective leader-
ship. Leadership and basic ethical principles are discussed. An
introduction to military skills is provided by instruction in first Advanced Camp:
aid and land navigation. No liberal arts credit. Advanced Camp training gives the student an understanding
ROTC 203 of the practical aspects of Army life and supplements the
Leadership Principles theoretical work given during the school year. This is a five-
1-2-1 week camp conducted at Fort Bragg, North Carolina.
Successful completion of the Advanced Camp is a commis-
Fall. Course continues the discussion of effective leadership
sioning prerequisite. Subjects covered include practical
through a study of personal skills and historical examples.
exercises in the following:
Emphasizes the principles of war as a tool of analysis,
Continues instruction in the basic military skills of first aid, n leadership
communications and land navigation. No liberal arts credit. n weapons familiarization
n land navigation
n
ROTC 204
infantry tactics and techniques
n
Requirements of the Junior Officer drill, parades, and ceremonies
1-2-1 n physical training
Spring. Course examines the fundamental requirements of
the decision making process as it relates to the Junior Officer. Training is intensive in character, and methods are the same
The ability to supervise and motivate the small organizations as followed in training units under field conditions. Emphasis
is examined. No liberal arts credit. on the development of leadership and individual confidence
as may be required of any officer regardless of branch.
Basic Camp: ROTC 403
Organizational Command
Basic Camp Training is used to give students who were not 3-2-3
enrolled in the Basic Course (ROTC 103, 104, 203 or 204) an
Fall. Responsibilities of command at the organizational level.
opportunity to receive placement credit to enter the
Provides detailed fundamentals of’ training, supply and per-
Advanced Course. This is a voluntary five-week camp con-
sonnel management techniques within the large organiza-
ducted at Fort Knox, Kentucky. The Basic Camp gives the stu-
tions. Emphasis on application and evaluation of command
dent an in-depth look at the organization of the United
and staff relationships. Leadership laboratories and field trips
States Army. Students receive instruction in basic military
are required. Prerequisites: ROTC 103, 104, 203, 204, or Basic
skills and leadership techniques. Successful completion of
Camp, ROTC 303, 304, and Advanced Camp or the approval of
Basic Camp allows the student to enroll in the Advanced
Course.
ROTC 404
Organizational Effectiveness
Advanced Course: 3-2-3
ROTC 303 Spring. Ethical standards are discussed as the guide for effec-
tive leadership. Applications of leadership dimensions are
Advanced Camp Preparation
taught. They fall into six categories: communications (writ-
3-2-3
ten, oral, oral presentation); personal motivational behavior,
Fall. Course examines in detail the leadership and military interpersonal behavior (influence); administrative skills (plan-
skills necessary to succeed at Advanced Camp. The leadership ning and organization, delegation); and decision-making
and military skills learned in the Basic Course are thoroughly skills (problem analysis, decisiveness, judgment). Leadership
reviewed. Emphasis on planning and controlling a small orga- laboratories, field trips and a written essay on professional
nization. Leadership laboratories, field trips and a written ethics are required. Prerequisites: ROTC 103, 104, 203, 204, or
essay in military history are required. Prerequisites: ROTC 103, Basic Camp, ROTC 303, 304, 403 and Advanced Camp or the
104, 203, 204, or Basic Camp or the approval of department approval of department chairperson.
chairperson.
346
Vocational Independence Program
Ernst VanBergeijk, Ph.D., Executive Director, Associate Dean
Vocational Certificate Program
NYIT Degree Program

Vocational Independence Program (VIP)

Director: D. Finkelstein; Senior Administrator: N. Nelson.
Faculty: L. Alpern, C. Alter, E. Bailey, M. Burner, P. Cappellino, L. Cittadino, C. Colson, R.
Devaney, A. Feigelson, F. Gerdis, G. Gilbert, D. Ginter, S. Incorvaia, L. Jacobson, L. Jean-
Mary, C. Jockel, J. MacDonald, D. Malloy, J. Morda, S. Murphy, B. Mushol, M. Ranaldo,
N. Rocker, C. Rose-Tomo, D. Rosen,W. Russell, M. Safran, J. Saunders, I. Solomon, R.
Stein, M. Ventura, R. Ventura, T. White, L. Zucker.
VIP at NYIT is designed for students with moderate to severe learning disabilities as well
as functioning autism and spectrum disorders. The certificate program offers over 20
vocational majors; the NYIT degree program places students on an Associate or
Bachelor’s degree track. Students in either program are full-time residential students
and have the opportunity to participate in the full range of NYIT student life, including
fraternities and sororities, intramural sports teams, and all campus clubs and organiza-
tions. Unless VIP students meet all requirements of the NCAA, they are not eligible to
play on NYIT varsity athletic teams, although several VIP students have served as man-
agers for varsity teams.
VIP students who have come from more than 30 states and seven countries, live in cen-
trally-located residence halls on the NYIT Islip campus, staffed by VIP faculty and staff.
In addition to NYIT social and recreational activities, VIP offers specialized trips and
activities: from day trips to weekend outings to a week in Europe. Upon entering the
program as freshmen, VIP students are assigned academic, social, and career counselors
and financial advisors who meet with them weekly and on an “as needed” basis.
Admission Requirements and Procedures

The Vocational Independence Program accepts a freshman class of up to 45 students
and does not discriminate on the basis of race, creed, age, gender, color, national or
ethnic origin. VIP students must be at least 18 years of age. VIP students tend to have
significant learning disabilities and to have received special education services during
their high school careers.
Students considering application to VIP are encouraged to visit the college with their
parents prior to making formal application to meet with the administration, view
classes, talk with students, and tour the campus. Formal application includes a parent
application, reference forms, school records, and psychological/intelligence test results.
A student application is completed during the required on-campus admissions
interview. SAT or ACT tests are not required. Students are admitted on a rolling basis.
Tuition = $17,389*
Room = $2,513 *
Meal Plan = $1950
Health Insurance = $370*#
Mandatory Accident Insurance = $13*
Total = $22,235*
* per semester; total annual tuition and fees are $44,470
# The health insurance is optional as long as the student provides

proof of insurance.
348
Vocational Certificate Program

The three-year certificate program prepares students with special needs to engage
in fulfilling, independent lives. Using the resources of NYIT, the VIP staff, and Suffolk
County BOCES Programs, the curriculum offers a diversified range of over 20 vocational
majors and provides intensive course work in independent living, social, and functional
academic skills.
Students receive the NYIT VIP Certificate of Completion in such fields as culinary arts,
retail, office skills, childcare/eldercare. With the approval of their advisor and the dean,
students with specific interests or a desire to explore a vocational area may elect to
take a credit course at NYIT or pursue specialized vocational training with an accredit-
ed technical school. Some of these areas may include, automotive repair, small animal
care and carpentry.
The Vocational Component of the program begins with intensive vocational evaluations
during the first semester. Students are exposed to various career options via lectures,
workshops, and on-job evaluations involving participation at several job stations. Input
from social, academic, and vocational counselors helps students formulate realistic
understandings of the requirements and potential in each vocational area. Through
experience, counseling, vocational testing, and feedback on observations by the
vocational staff, students choose vocational majors by the end of the first semester,
which they may switch at any time should a more appropriate direction be identified.
During the second semester, students participate in a limited work experience while
beginning intensive skill training in their majors. They work with their vocational
Sample Vocational Certificate Program Curriculum
Freshman Vocational Development 201

College Skills Cooperative Education 201, 202
Health 101 and 102 (Fall - Human Sexuality) Internship
Social Psychology 101, 102 Internship Seminar
Vocational/Business 101 or 102 Communication and the Environment
Critical Thinking 101, 102
Computer 101, 102 Junior
Checking and Budgeting 101, 102 Health 301 and 302 (Fall - Practical Health-
20th Century American Culture 101, 102 related Issues; Spring - Illness and Death)
Cooperative Education 101, 102 Foods and Nutrition 301
Freshman Seminar Advanced Business
Apartment Living 301
Sophomore Work Experience
Social Psychology 201 Law 201, 202 (Civic and Criminal Law)
Health 201 and 202 (Fall - Family Life
Education; Spring - Child Development)
Foods and Nutrition 201
Critical Thinking 201, 202
Math 201, 202
Computer 201, 202
20th Century American Culture 201, 202
349
NYIT Degree Program
Degree program students have access to all academic majors offered at NYIT, a college
which has long understood that academic success depends on more than academic poten-
tial. In addition to intensive academic support, VIP offers students the opportunity to take
course work and receive counseling in the areas of independent living, social, and study skills.
The 2:1 student-to-staff ratio allows the curriculum to be highly individualized. Course
sequences are designed to meet a student’s learning style and pace and to incorporate
NYIT's degree requirements and any previous college experience. The curriculum
includes preparatory courses, support courses, and tutorials in addition to courses for
NYIT college credit. Typically, students will begin to take college credit courses in the
spring semester of their freshman year and will have accumulated between 15 and 22
credits toward a college degree by the end of their second year. Individualized plans for
completing the degree are made with VIP staff and take into account the nature of the
degree, needs for support, family resources, and other relevant factors. Should it
become apparent that a student is not suited for a degree-based curriculum, he or she
may transfer into the vocational certificate program.
Sample NYIT Degree Curriculum
Semester I Leisure Elective Business,
Pre-English Comp I Job Internship Culinary Arts, etc.
College Research and Math Support Class
Library Skills Semester III English Comp I
Pre-College Psychology PSYC 101 * Support Class
Reading Strategies Psychology 2401 Support Computer
Banking Class Food Science
Coop Education SPCH 105 * Leisure Elective
Leisure Elective Pre-College Math
Computer Humanities Semester V
Human Sexuality Computer NYIT Credit Classes
Food Science Apartment Living
Semester II Leisure Elective Law 201 Civil Law
Pre-English or English Comp II Job Internship Job Internship
College Seminar Literature and the
Reading Strategies Humanities Semester VI
College Research NYIT Credit Classes
1010 Support Class Semester IV Apartment Living
Pre-College Psychology College Math * Law 202 Criminal Law
Computer WRIT 151 * Job Internship
Business 101 Elective:*
Social Psychology Lab History, Sociology, * NYIT credit courses.
The Graduate Living Program

The Graduate Living Program is a comprehensive support program for graduates of the
Vocational Independence Program (VIP) who remain in the area of the Central Islip
campus. The program offers outreach services, vocational support services, social
supports including a junior/graduate drop-in center and a 24-hour hotline for all mem-
bers. In addition, there is menu of individual services which may be purchased in trans-
portation, counseling, intensive independent living services, and various
education/recreation opportunities. The goal of this program is to enable VIP graduates
to successfully transition into life after their structured educational experience.
GLP Membership Fee for the 2007-2008 academic year = $5,500 The optional
transportation fee is $475/month
To arrange for a visit or receive additional materials contact:

David Finkelstein n Vocational Independence Program n New York Institute of Technology
Independence Hall n 300 Carelton Avenue, Central Islip, NY 11722-9029 n 631.348.3354
350
You may also view information about the program at our Web site: www.vip-at-nyit.org
Administration
(As of July 1, 2007)
Edward Guiliano, Ph.D.

President
Office of the President Frank Scarangella, M.B.A.

Vice President for Communications
Richard Pizer, Ph.D. and Marketing
Provost and Vice President
for Academic Affairs Mohamed Hussein, Ph.D.
Executive Chairman for the Middle East
Barbara Ross-Lee, D.O.
Vice President for Health Sciences
and Medical Affairs Academic Affairs
Harriet C. Arnone, Ph.D. Spencer Jay Turkel, Ph.D.

Vice President for Associate Provost
Planning and Assessment
Judith DiMaio, M.Arch., AIA
Leonard Aubrey, M.B.A. Dean, School of Architecture and Design
Vice President for Financial Affairs
and Chief Financial Officer Roger Yu, Ph.D.
Dean, College of Arts and Sciences
Niyazi Bodur, Ph.D.
Vice President for Information Technology Jacqueline E. Kress, Ed.D.
and Infrastructure Dean, School of Education
Heskia Heskiaoff, Eng.Sc.D.

Cynthia C. Boehlke, M.A.
Dean, School of Engineering
Vice President for Development
and Computing Sciences
Joseph M. Ford, J.D. Chukuka S. Enwemeka, Ph.D., FACSM
Vice President for Student Affairs Dean, School of Health Professions, Behavioral,
and Life Sciences
David Harpool, J.D., Ph.D.
Provost and Vice President Scott Liu, Ph.D.
for Academic Affairs Dean, School of Management
for Ellis College of NYIT
Thomas A. Scandalis, D.O.
Stephen J. Kloepfer, LL.M. Dean, New York College of
General Counsel and Secretary Osteopathic Medicine
Jacquelyn Nealon, Ed.D. Ernst O. VanBergeijk, Ph.D., M.S.W.

Vice President for Enrollment Services Associate Dean, Executive Director
Vocational Independence Programs
Guy E. Hildebrandt, M.A.

Registrar
352
Office of Communications Office of Information

and Marketing Technology and
Infrastructure
Frank Scarangella
Vice President Niyazi Bodur, Ph.D.
Vice President for Information Technology
Bobbie Dell’Aquilo, B.S. and Infrastructure
Director of Editorial Services
Jill Cherveny Keough
Susan L. Warner, M.A. Director of User Support Services
Director of Publications and Advertising
Al Dagro, B.S.
Director of Telecommunication
Office of Development
Ajisa Dervisevic, M.S.
Cynthia C. Boehlke, M.A. Director for Planning and Business Affairs
Vice President
Frank Genese, M.S.
Pamela J. Bottge, B.A. Director of Facilities Management Services
Director of Development
Brian Maroldo
Shea Z. Lerner, M.S.W. Director of Systems and Networks
Director of Development, NYCOM
Bobby Saha, B.A.
Jeffrey S. Morosoff, M.A. Webmaster
Director, Foundation and Corporate Relations
Emmett Urban
Deputy Director for Facilities Operations
Office of Financial
Affairs
Leonard Aubrey, M.B.A. Office of Planning and
Vice President and CFO Assessment
Harriet C. Arnone, Ph.D.
Daniel McGovern, C.P.A. Vice President
Controller
Carol DeVictoria, Ph.D.
Dawn E. Tennenbaum, B.S. Director, Institutional Research
Director of Financial Planning and Assessment
Office of General Office of Student Affairs

Counsel
Joseph M. Ford, J.D.
Stephen J. Kloepfer, LL.M. Vice President
General Counsel and Secretary
Clyde M. Doughty Jr., M.S., M.P.S.
Kristen M. Panella, B.S. Director of Intercollegiate Athletics
Director of Environmental Health and Safety and Recreation
Richard D. Savior, M.B.A. Michael C. Sachs, J.D.
Director of Human Resources Dean for Campus Life, Manhattan campus
Frances M. Magee, M.Ed.

Dean for Campus Life, Old Westbury campus 353
Undergraduate Faculty and Staff

(As of July 1, 2007)
Antoine Abraham, Adjunct Associate Ludmilla V. Amani, Chairperson, School of Leonard Aubrey, Vice President, Financial
Professor, History. B.A., M.A., Hunter Engineering and Computing Sciences; Affairs and CFO. B.B.A., University of
College of the City University of New York; Associate Professor, Electrical Engineering Massachusetts; M.P.A., Syracuse University;
Ph.D., New York University. Technology and Telecommunications M.B.A., Baruch College.
Management. B.S.E.E., Beylorussian
Tobi Abramson, Adjunct Assistant Helen Ballestas, Instructor, Nursing. A.A.S.,
University; M.S., Polytechnic University.
Professor, Behavioral Science. B.A., CUNY Nassau Community College; B.S.N., Molloy
Queens College; M.A., Teachers College Lakhdar Amara, Assistant Professor, College; M.S.N., Molloy College
Columbia University; Ph.D. Fordham Electrical Engineering Technology. B.S.,
Jeanette Bamford, Adjunct Instructor, ESL.
Univerity. National Polytechnic School, Algeria; M.S.,
B.A., University of Michigan; M.A., New
Polytechnic University.
Frank Acevedo, Assistant Professor, York University; Certificate in TESOL, New
Physician Assistant. B.S., Long Island Vincent Amato, Adjunct Instructor, School for Social Research.
University; M.S., New York Institute of Behavioral Sciences. B.A., State University
Nkosi Bandele, Adjunct Instructor, English.
Technology. of New York at Old Westbury; M.S., New
B.A., Columbia University; M.A., University
York Institute of Technology.
Marc Ackerson, Adjunct Instructor, of Miami.
Architecture. B. Arch., University of Paul Amatuzzo, Professor, Architecture.
H. Michael Banks, Chairperson, Graduate
Cincinnati; M.S.A.U.D., Columbia University. B.Arch., Cooper Union for the
Director, Manhattan, Professor,
Advancement of Science and Art.
Mark L. Adler, Adjunct Assistant Professor, Communication Arts. B.A., Michigan State
Management Information Systems. A.A., Angela Amoia, Adjunct Assistant Professor, University; M.A., Ph.D., Northwestern
Queensborough Community College; B.B.A., Architecture. B.Arch., New York Institute of University.
Baruch College of the City University of Technology; M.A.A.D., Columbia University.
Salvatore Barese, Associate Professor,
New York.
Robert N. Amundsen, Director, Associate Chairperson, Department of Physician
Diamando Afxentiou, Undergraduate Professor, Energy Management. B.S., Assistant. B.A., M.S., Southern Connecticut
Management Director, Manhattan campus; University of Rochester; M.S., Ph.D., State University; P.A., Yale University
Associate Professor, Economics. B.S., City University of Pennsylvania. School of Medicine; Ed.D., Nova
University of New York; M.A., New School Southeastern University.
Allison Andors, Director of Sponsored
For Social Research; Ph.D., West Virginia
Programs and Research. A.B., Princeton; John Paul Barnabas, Adjunct Instructor,
University.
M.A., M.Phil., Ph.D., Columbia University. Social Science. B.A., University of North
Susan Aiello, Adjunct Instructor, Speech. Carolina at Chapel Hill; M.A., State
Leon B. Applewhaite, Professor, Labor
B.A., Brooklyn College; B.F.A., Florida University of New York at Stony Brook.
Relations. B.A., New York University; J.D.,
International University; M.A., Long Island
LL.M., Brooklyn Law School. Carol Barnett, Adjunct Instructor, Spanish.
University.
B.A., Brooklyn College of the City
Ben Arcuri, Assistant Director for
Fatima Alali, Assistant Professor, University of New York; M.A., New York
Compliance and Sports Information. B.F.A.,
Management. B.S., Accounting, United University.
Communication Arts, Ramapo College, N.J.
Arab Emirates University; M.S., Accounting,
Stephen Barone, Professor, Electrical
Syracuse University, Ph.D., Rutgers Geraldine A. Areskog, Adjunct Instructor,
Engineering and Computer Science. B.S.,
University. Medical Technology. B.S., New York
M.S., Polytechnic University; Ph.D., Harvard
Institute of Technology.
Juan Alayo, Adjunct Assistant Professor, University.
Architecture. B.Arch., RA, Cornell Erin Aristy, Administrative Assistant,
Christine Barton, Computer Scientist,
University. Athletics, Business Administration, B.A.,
Computer Graphics Laboratory. B.S.,
Baker College
Sylvia Albert, Adjunct Instructor, ESL. B.A., University of Illinois.
M.A., San Francisco State University. David Arneson, Coordinator of Student
David Baskin, Adjunct Instructor,
Teaching, Associate Professor, Education.
Karen Aleta, Assistant Director of Transfer Architecture. B.F.A., Cooper Union for the
B.S., University of Wisconsin; M.A., Ed.D.,
Evaluations, Office of Evaluations, B.A. Pace Advancement of Science and Art.
University of Northern Colorado.
University
Joan Bassin, Adjunct Professor,
Harriet C. Arnone, Vice President,
Robert Allen, Assistant Professor, Interior Architecture. B.A., Swarthmore College;
Planning and Assessment, Ellis College
Design. B.S., University of Utah; M.A., M.A., Ph.D., Indiana University.
Provost. B.A., Middlebury College; Ph.D., City
Harvard Graduate School of Design.
University of New York. Sim Basta, Coordinator of Wellness
Matthais Altwicker, Assistant Professor, Services. B.S., State University of New York
Ericka Artis, Assistant Director of
Architecture. B.Arch., Renssalear at Geneseo; M.H.S., P.A., Lock Haven
Admissions. B.A., Spelman College; M.S. New
Polytechnic Institute; Architektenkammer University
Berlin (equivalent to RA)
354
Faculty and Staff
Stephen P. Bates, Adjunct Associate Raymond Bigliani, Adjunct Associate Jerome Brenner, Adjunct Assistant
Professor, Environmental Technology. B.A., Professor, Mathematics. B.S., Manhattan Professor, Behavioral Sciences. B.S., M.S.,
St. John's University; M.S., Polytechnic College; M.S., New York University. Ph.D., Brooklyn College of the City
University; Ph.D., Greenwich University. University of New York.
Clyde Bijlhout, Adjunct Instructor, Nursing,
Helen Bayona, Administrative Assistant, A.S., Nassau Community College; B.S., Ga Brinkmann-Zhang, Associate Professor,
Fine Arts, Manhattan Campus. B.F.A., M.A., State University of New York at Communication Arts. Central School of
New York Institute of Technology. Downstate; M.S., Molloy College. Fine Arts Attached to The Central Academy
of Fine Arts, Beijing, China; Berlin
Robert Beattie, Associate Professor, Steven H. Billis, Professor, Electrical
University of Arts; M.F.A., Parsons School
Architecture. B.Arch., Columbia University; Engineering and Computer Science. B.E.E.,
of Design.
AIA; N.Y.S.A.A., RA City College of the City University of New
York; M.E.E., Ph.D., Polytechnic University. Troy Brisport, Director of Offsite
Michael Beaubian, Adjunct Instructor,
Programs., Office of Admissions, B.A.,
Criminal Justice. B.S., M.S., Long Island Donald Bird, Adjunct Associate Professor,
Lehman College; M.P.A., Baruch College of
University. Communication Arts. B.A., Rutgers State
the City University of New York.
University; M.A., Ph.D., Indiana University.
Babak D. Beheshti, Associate Professor,
Melissa Brodsky, Associate Director of
Electrical Engineering Technology. B.E., Stephen J. Blank, Professor, Electrical
Internships, Career Network Center. B.S.,
M.S., State University of New York at Engineering. B.S.E.E., City College of the
State University of New York at Buffalo;
Stony Brook. City University of New York; M.S.E.E.,
M.S., Northeastern University.
Polytechnic University; M.Sc., Adelphi
Jay Bender, Adjunct Assistant Professor,
University; Ph.D., Tel Aviv University. Elaine Dolan Brown, Chairperson,
Marketing. A.A.S., Fashion Institute of
Associate Professor, English. A.B., Brown
Technology; B.B.A., Baruch College of the Nicholas Bloom, Chairperson,
University; M.A., Ph.D., Duke University.
City University of New York; M.B.A., Interdisciplinary Studies, Manhattan
Hofstra University. Campus; Assistant Professor, History. B.A., Jan Brukman, Adjunct Professor,
University of Wisconsin; Ph.D., Brandeis Behavioral Sciences. B.S., University of
Frederick Bentel, Professor, Architecture.
University. Wisconsin; Ph.D., University of California.
B.Arch., Pratt Institute; M.Arch.,
Massachusetts Institute of Technology; Roy Bloom, Adjunct Assistant Professor, James Buchwalter, Adjunct Assistant
D.Arch., Technische Hochschule, Graz, Engineering Technology. B.S., New York Professor, Social Sciences. B.S., State
Austria; FAIA. Institute of Technology; M.A., New York University of New York at Stony Brook;
University. J.D., Hofstra University.
Bernard Berger, Adjunct Instructor,
Management. B.A., New York University; Niyazi Bodur, Vice President of Information Anne Marie Buffone, Assistant Professor,
M.B.A., Baruch College of the City Technology and Infrastructure. B.S., Physical Therapy; B.S., Long Island
University of New York. Bogazici University; M.S., University of University; MSPT, Long Island University
Pittsburgh; M.B.A., Ph.D., Rensselaer DPT, State University of New York at Stony
Martin Bergstein, Adjunct Associate
Polytechnic Institute. Brook.
Professor, Business Law. B.A., City College
of the City University of New York; LL.B., Cynthia C. Boehlke, Vice President for Michael Burnett, Associate Dean of
Brooklyn School of Law. Development. B.A., Mullenberg College; Students. M.P.S., New York Institute of
M.A., College of Warwick. Technology.
Jessica Berlin, Adjunct Assistant
Professor, Law. B.A., Brooklyn College of Linda Boire, Adjunct Instructor, Nutrition Dolores Burton, Associate Professor,
the City University of New York; M.B.A., Science. M.S., New York Institute of Education; Coordinator, Childhood
Cornell University. Technology. Education. B.A., M.A., State University of
New York at Stony Brook; M.A., P.D. Long
Catherine A. Bernard, Associate Professor, Andrew Bollinger, Adjunct Instructor,
Island University; Ed.D., Hofstra University.
English. B.A., Cedar Crest College; M.A., Architecture. A.B., Dartmouth College; M.
Ph.D., New York University. Arch., Columbia University Stephen Buzbee, Adjunct Associate
Professor, Architecture. B.A., Middlebury
Sidi Berri, Adjunct Assistant Professor, Arthur Boodaghian, Adjunct Associate
College; M. Arch., Columbia University.
Mechanical Engineering, B.S., University of Professor, English. B.A., Queens College;
Sciences and Technology, Algeria, M.S., M.A., New York University. Carol Caico, Assistant Professor, Nursing.
National Academy of Science, France, M.S., B.S.N., Regents College; M.P.S., New York
Sunder Bora, Adjunct Associate Professor,
Ph.D., Polytechnic University. Institute of Technology; N.P., Stony Brook
Life Sciences. B.S., M.S., Agra University,
University; Ph.D., Columbia Common
Auxilium T. Bersamin, Adjunct Instructor, India; Ph.D., Lucknow University.
Wealth University.
Nursing. B.S., Silliman University; M.A.
Nancy Morra Borchers, Associate
Teachers College Columbia University. William V. Calabro, Associate Professor,
Registrar, Central Islip Campus. B.S., New
Behavioral Sciences. B.A., M.A., St. John’s
Michele C. Bertomen, Associate Professor, York Institute of Technology.
University; Ph.D., New York University.
Architecture. B.Arch., RA, Cornell
Pamela J. Bottge, Director of
University. Michael Cali, Graphic Designer,
Development. B.A., Iona College.
Department of Publications and
Vija Berzins, Adjunct Instructor, Interior
Brian Brachio, Adjunct Assistant Professor, Advertising. A.A.S., Suffolk County
Design. M. Arch., University of Colorado at
Education. B.S. Hofstra University; M.S., Community College; B.F.A, Briarcliffe
Denver; Architectural Association School
State University of New York at Stoney College.
of Architecture (AA), London, England;
Brook; M.B.A.; Ed.D, Dowling College.
AOCA, Ontario College Of Art, Toronto, Frances Campani, Associate Professor,
Canada (equivalent to BA). James J. Bradley, Adjunct Assistant Architecture. B.A., State University of New
Professor, Criminal justice. B.S., St. John's York at Stony Brook; M.Arch., G.S.A.P.,
University; J.D., New York Law School. Columbia University, RA.
355
Hazel Campbell, Director, Higher Krishnamurti Chandrasekar, Professor, Timothy Collins, Adjunct Instructor,
Education Opportunity Program, Economics. B.A., St. Joseph’s College, India; Architecture. B.Arch., The Cooper Union,
Manhattan Campus. B.S., New York M.A., Madras University, India; Ph.D., New New York; M.Arch., Syracuse University in
Institute of Technology; M.A., Columbia School for Social Research. Florence.
University.
Hao Chun Chang, Adjunct Assistant Linda Comac, Coordinator, English
Armando Candal, Adjunct Instructor, Social Professor, Economics. M.A., Montana State Language Institute. B.A., Hunter College
Sciences. B.A., M.A., Queens College of the University; B.S., National Taiwan of the City University of New York;
City University of New York. University; Ph.D., Texas A and M University. M.A., Lehman College of the City
University of New York.
Anthony Cantiello, Adjunct Instructor, Matthew Chang, Chairperson, Professor,
Behavioral Sciences. A.A. Bronx Physics. B.S., Taiwan University; M.S., Ph.D., Jeanne Connor, Adjunct Instructor, Life
Community College of the City University University of Massachusetts. Science, B.S., New York Institute of
of New York; B.A., M.A., City College of the Technology; DC, NYCC.
King V. Cheek, Professor, Social Sciences.
City University of New York.
B.A., Bates College; M.A., University of Ina Copito, Adjunct Assistant Professor,
Vincent A. Capasso, Adjunct Assistant Chicago; J.D., University of Chicago Law Mechanical Engineering. B.S., M.S.,
Professor, Criminal Justice. B.A., Adelphi School; LL.D., (Hon.), LHD (Hon.). Technical Institute, Moscow, U.S.S.R.
University; M.P.S., New York Institute of
Mark Chen, Adjunct Associate Professor, James Cornelius, Adjunct Associate
Technology; Ph.D., LaSalle University.
Architecture. B.Arch., Cornell University; Professor, Behavioral Sciences. B.A., State
John Capela, Adjunct Assistant Professor. M.Arch., RA, Harvard University. University of New York College at Old
B.S., M.B.A. Long Island University. Westbury; M.S.W., State University of New
Jill Cherveny Keough, Director of User
York at Stony Brook; Ph.D., Newport
Frank Capone, Adjunct Assistant Professor, Support Services. Office of Information
University.
Architecture. B.S.A.T., New York Institute of Technology and Infrastructure. B.B.A.,
Technology, RA Dowling College; M.S., New York Institute James Cornell, Adjunct Instructor,
of Technology. Architecture. B. Arch., Cooper Union; M.
Dominick J. Capozzi, Adjunct Instructor,
Arch., Harvard University.
Mathematics. B.S., New York Institute of Julian Cheung, Associate Professor,
Technology; M.S., C.W. Post College. Electrical Engineering. B.Sc., M.Sc., Ph.D., Mary Jean Corriss, Associate Director,
Polytechnic University. Office of Financial Aid. B.S., Virginia Tech
George Capua, Adjunct Associate
University; M.B.A., Shenandoah University.
Professor, Management Information Elizabeth M. Chiariello, Assistant
Systems. B.B.A., M.B.A., Adelphi University. Professor, Occupational Therapy. B.S., Timothy Costello, Adjunct Assistant
Fairfield University; M.S., Boston Professor, Architecture. B. Arch., Cornell
Charles Carbonaro, Adjunct Instructor,
University. University.
Architecture. B. Arch., New York Institute
of Technology; M. Arch., Syracuse Henry Chin-Hong, Adjunct Instructor, Linda Corwin, Adjunct Instructor, Nutrition
University, Florence, Italy. Architecture. B. Arch., New York Institute Science. B.S., State University of New York
of Technology. at Oneonta; New York University.
Maureen Cardoza, Instructor, Nursing,
B.S.N., State University of New York at Julius B. Chini, Instructor, Mathematics. Anthony J. Creaco, Adjunct Assistant
Stony Brook; M.S., Molloy College B.S., Fordham University; M.S., New Professor, Computer Science. B.S., M.S.,
Mexico State University. Ph.D., Polytechnic University.
Janet Carlton, Assistant Director, Financial
Aid. B.S., Long Island University; M.A. State Stephen Christianson, Head softball Yazmin Crespo, Adjunct Instructor,
University of New York at Stony Brook. coach. A.A., North Hennep Community Architecture. B. Arch., Cornell University;
College; B.S., St. Cloud State University. Master in Design Studies, Harvard
Grady Carney, Associate Professor, Life
University; M.Arch., Cornell University.
Sciences. B.S., Delta State University; Ph.D., Glenn T. Ciccone, Adjunct Assistant
University of Arkansas. Professor, Criminal Justice. A.S., Nassau Josefa Cubina, Adjunct Professor, Life
Community College; B.S., State University Sciences. B.S., Apostolado Junior College,
Vincent Carotenuto, Adjunct Associate
of New York at Old Westbury; J.D., Hofstra Cuba; M.S., St. John’s University; Doctorate
Professor, Accounting. B.A., City University
University. in Pharmacy, Villanova University, Cuba.
of New York; M.A., Indiana University;
M.B.A., New York University. John Cino, Adjunct Assistant Professor, George Cumella, Adjunct Associate
Fine Arts. B.A., State University of New Professor, Architecture. B.Arch., New York
Sultan Catto, Adjunct Assistant Professor,
York at Stony Brook; M.F.A., City University Institute of Technology; M.Arch., Syracuse
Physics. B.S., New York Institute of
of New York, Hunter College. University.
Technology; M.Sc., M.Ph., Ph.D., Yale
University. Carrie M. Cliggett, Special Events David Cuningham, Adjunct Assistant
Manager, Office of Communications and Professor, Architecture. B.A., Princeton
Denise Cavanaugh, Adjunct Assistant
Marketing. B.A., Iona College. University; M.Arch., Syracuse University, RA.
Professor, Communication Arts. B.F.A., M.A.,
New York Institute of Technology. Clare Cohn, Librarian III. B.A., Northeastern Peter M. Curtis, Adjunct Associate
University; M.L.S., Long Island University. Professor, Energy Management. B.T., M.S.,
Michael Cerreta, Adjunct Assistant
New York Institute of Technology.
Professor, Fine Arts. B.A., Fairleigh Lisa Colantuono, Adjunct Instructor,
Dickinson University; M.A., New York Advertising. B.S., M.A., New York Institute Aly S. Dadras, Professor of Architecture.
Institute of Technology. of Technology. B.S., Arch. Eng., University of Miami; M.S.,
Columbia University, RA, N.C.A.R.B., AIA.
Louis Cespedes, Adjunct Instructor, Michael Colef, Associate Professor,
Architecture. B. Arch., Pratt Institute. Electrical Engineering and Robert Dadras, Adjunct Associate
Telecommunications. B.E., Polytechnic Professor, Architecture. B.Arch., RA, New
Sehwan Cha, Librarian II, B.S. ,M.L.S.,
Institute, Romania; M.E.E., Ph.D., City York Institute of Technology.
Chung Ang University, Korea; M.L.S.,
356 Queens College of the City University of
New York.
Faculty and Staff
Al Dagro, Director of Telecommunication. J. DeFelippe, Adjunct Instructor, Jonathan Dillon, Adjunct Instructor,
B.S., Long Island University. Management. B.S., M.B.A., St. John's Architecture. B. A. Princeton University;
University. B.Arch., Cooper Union for the
Mark A. Daley, Adjunct Instructor, English.
Advancement of Science and Art.
B.A., Binghamton University; M.A., Bowling Charlene DeGregoria, Associate Director
Green State University. of Career Network Center, Manhattan Judith DiMaio, Dean, School of
Campus. B.A., M.A., Hunter College, City Architecture and Design, Professor,
Richard D’Alessandro, Assistant Director
University of New York. Architecture. B.A., Bennington College;
of Admissions. B.S.,New York Institute of
B.Arch., Cornell University; M.Arch.,
Technology. Francisco de la Cruz, Adjunct Instructor,
Harvard University, RA.
Architecture. B.Arch., University of Puerto
Sharon Dallago-Genden, Adjunct Assistant
Rico; M. Arch., Syracuse University; M.S., Anthony J. DiMatteo, Professor, English.
Professor, Interior Design. A.A.S. Interior
Columbia University. B.A., Manhattan College; Ph.D., City
Design, Fashion Institute of Technology;
B.A., State University of New York at Angela Delcid, Director of International
Oneonta; ASID. Admissions. B.A., M.S., Hofstra University. Devendra B. Dindyal, Assistant Director,
Office of Financial Aid. B.S., St. John’s
Robert D’Ambrosio, Adjunct Instructor, Carlos Delcid, Head Men’s Soccer Coach.
University.
Mathematics. B.S., Villanova University; B.A., M.P.S., New York Institute of
M.A., New York University. Technology. Ronald C. Dinehart, Adjunct Assistant
Professor, Computer Science. B.S., State
Spiros Dandouras, Director of Admissions, Bobbie Dell’Aquilo, Director of Editorial
University of New York College at
Manhattan Campus. B.S., M.A., New York Services. B.S., Syracuse University.
Potsdam; M.S., Adelphi University.
Maureen Del Pezzo, Adjunct Instructor,
Anthony DiSanto, Professor, Architecture.
John Dano, Athletics , Development and Interior Design. B.A., State University of
B.A., M.Arch., Columbia University;
Special Events Coordinator, Speech New York at Brockport; B.F.A., New York
N.C.A.R.B., AIA.
Communications, B.S., Missouri Western Institute of Technology.
State University; M.S., New York Institute Tony Dispigna, Adjunct Instructor, Fine
Guy Demarco, Adjunct Associate Professor,
of Technology. Arts. B.F.A., Pratt Institute.
Statistics/EDP. B.S., St. Francis College;
J. D'Antone, Adjunct Instructor, M.A., Manhattan College. Vincent Ditingo, Assistant Professor,
Management. B.S., St. John's University; Communication Arts. B.A., Queens College
Ajisa Dervisevic, Director for Planning and
M.B.A., New York Institute of Technology. of the City University of New York; M.S.
Business Affairs, Office of Information
Brooklyn College of the City University of
Mary Darden, Adjunct Librarian. B.A. Technology and Infrastructure. B.S.,
New York.
M.L.S. University of North Carolina University of Sarajevo, Bosnia and
Herzegovina; M.S., Baruch School of Regina Dlugokencky, Adjunct Librarian.
George Edward Dazzo, Adjunct Instructor,
Business B.A., California State University; M.S.L.I.S.
Behavioral Sciences. B.A., St. John’s
Long Island University.
University; J.D., The District of Columbia Robinson Despeignes, International
School of Law. Student Advisor. B.A., York College of the Matthew Dockery, Assistant Professor,
City University of New York Architecture. B.A., Boston College; M.Arch.,
Edward Davis, Adjunct Assistant Professor,
Syracuse University.
Architecture. B.S.A.T., New York Institute of Carol DeVictoria, Director, Institutional
Technology; RA. Research and Assessment. B.A., Cathy Dolan, Instructor, Nursing. Ed.M.,
Shippensburg University; M.A., Ph.D., Teachers College University; M.A., BSN,
James Davis, Adjunct Assistant Professor,
Fordham University. Adelphi University.
Behavioral Sciences. B.A., Temple
University; M.A., John Jay College of the James DeWoody, Adjunct Assistant Alice Dolitsky, Associate Director,
City University of New York; M.S., Baruch Professor, Fine Arts. B.A., Tulane University; Graduate Admissions. B.B.A., Hofstra
College of the City University of New York; M.F.A., Pratt Institute. University.
Ph.D., New York University.
John di Domenico, Professor, Architecture. Jerome P. Donahue, Adjunct Instructor,
Joshua Davis, Adjunct Instructor, B.Arch., City College of the City University of Criminal Justice. B.S., M.S., New York
Architecture. B.Arch,, Cornell University, RA. New York; M.Arch., Harvard University, RA. Institute of Technology.
Denise Deal, Adjunct Instructor, Life David Diamond, Chairperson, Manhattan; Anthony Dong, Adjunct Instructor,
Science, B.S., New York Institute of Associate Professor, Architecture. B.Arch., Architecture. B.P.S., M.Arch., State
Technology; M.S. Adelphi University. Cooper Union for the Advancement of University of New York at Buffalo.
Science and Art; M.Arch., Cornell
Thomas C. Decanio, Adjunct Associate Elizabeth Donaldson, Chairperson,
University, RA.
Professor, Electrical and Interdisciplinary Studies, Old Westbury
Telecommunications Technology. B.S., Richard E. Dibble, Director, Center for Campus; Assistant Professor, English. B.A.,
Polytechnic University; M.A., Columbia Labor and Industrial Relations; Professor, M.A., Georgia State University; Ph.D., State
University; M.B.A., Massachussets Institute Labor Management. B.A., State University University of New York at Stony Brook.
of Technology; Ph.D., New York University. of New York at Buffalo; M.A., Ph.D., State
Elizabeth Donsky, Adjunct Assistant
University of New York at Albany.
Adele S. Deerson, Professor, Business Law. Professor, Fine Arts. B.F.A., School of the
B.A., Hunter College of the City University Anthony DiCaprio, Adjunct Instructor, Art Institute of Chicago; M.A., New York
of New York; J.D., J.S.D., Brooklyn Law Criminal Justice. B.S., St. John's University; University.
School. M.S., Long Island University.
Peter Dorsey, Adjunct Instructor,
Rupert Deese, Adjunct Associate Professor, Halina Diener, Associate Professor, Life Architecture. B. Arch., University of
Fine Arts. B.S., M.F.A., University of Sciences. B.S., State University of New Houston; M.S. Advanced Architectural
California at Santa Barbara. York, Downstate Medical Center; M.S., Long Design, Columbia University.
Island University.
Nicholas DeFelice, Associate Professor, 357
Architecture, Old Westbury. B.S.C.E., M.S.,
Manhattan College.
George Dos Santos, Adjunct Instructor, Chukuka Enwemeka, Professor and Dean, David Finkelstein, Director, Vocational
Behavioral Sciences. B.A., Adelphi School of Health Professions, Behavioral, Independence Program. B.A., Long Island
University; M.A., Long Island University. and Life Sciences. B.S., University of University; M.S.W., Fordham University.
Ibadan; M.S., University of Southern
Clyde M. Doughty Jr., Director of Athletics Marni Finkelstein, Adjunct Assistant
California, Los Angeles; Ph.D., New York
and Recreation. Adjunct Assistant Professor, Behavioral Science. B.A., Purdue
University.
Professor, Management. B.A., M.S., M.P.S., University; M.A., American University;
New York Institute of Technology. Anne Esler, Adjunct Librarian I, B.A., Ph.D., New School for Social Research.
University of Michigan; M.L.S., Wayne
Peter Douris, Associate Professor and Jerry Finkelstein, Psychologist, Couseling
State University; M.B.A., University of
Chairperson, Department of Physical and Wellness Center. B.S., State University
Phoenix.
Therapy. B.S., Hunter College of the City of New York at Binghamton; Ph.D., Saint
University of New York; M.S., Ed.M., Ed.D., Mario Faggione, Adjunct Instructor, Louis University.
Columbia University. Behavioral Sciences. B.S., M.S., New York
Lars Fischer, Adjunct Assistant Professor,
Hamilton Driggs, Adjunct Associate Architecture. B.S. in Mechanical
Professor, Law. B.A., University of Alan Fairbairn, Associate Professor, Engineering, Case Western Reserve
Maryland; J.D., Franklin Pierce Law Center. Hospitality Management. B.A., Cornell University; M.Arch., Illinois Institute of
University; C.H.A., Educational Institute, Technology, Licensed Architect in Germany.
Melvyn M. Drossman, Professor, Electrical
American Hotel and Motel Association;
Engineering, Computer Science. B.E.E., Felix Fischman, Adjunct Instructor,
M.A., New York Institute of Technology.
M.E.E., Ph.D., Polytechnic University. Electrical and Telecommunications
Tibor Farkas, Adjunct Associate Professor, Technology. B.S., M.S., New York Institute
Rohit Dua, Assistant Professor, Electrical
Social Sciences. B.A., University of of Technology.
and Computer Engineering. B.E. University
Budapest; M.A., Universite Libre de
of Pune, India, M.S., Ph.D., University of Donna Fiumano, Adjunct Instructor,
Bruxelles; Ph.D., New School for Social
Missouri-Rolla. English. B.A., M.A. New York University.
Research.
James T. Duffy, Professor, English. B.S. Don Fizzinoglia, Professor, Communication
Kelly Farrell, Assistant Director of
Clarion State College; M.A., University of Arts. B.A., Yale University; M.S., Long Island
Admissions, B.S., University of Hartford
Maryland; Ph.D., Pennsylvania State University; M.A., New York Institute of
College. James Fauvell, Associate Professor, Technology.
Communication Arts. B.A., State University
Robert Dumas, Adjunct Instructor, Gerri Flanzraich, Librarian III. B.S., M.L.S.,
of New York at Buffalo; M.A., New York
Mathematics. B.S., St. Francis College; Queens College of the City University of
M.A., New York University. New York; Ph.D., Columbia University.
Jeffrey M. Feinsilver, Librarian III. B.A.,
Margaret Dunbar, Director of Financial Aid, Marvin B. Fleisher, Adjunct Associate
State University of New York at
Manhattan Campus. B.S., M.S., New York Professor, Environmental Technology.
Binghamton; M.L.S., Long Island University;
Institute of Technology. B.Ch.E., New York University; M.S., Long
M.B.A., New York Institute of Technology.
Island University; P.E.
James Dunne, Assistant Professor, Culinary
Gail Feinzig, Adjunct Instructor, English.
Arts. A.A.S., Nassau Community College; David Fleischhacker, Adjunct Associate
B.S., University of Connecticut; M.A., New
B.A., Hofstra University; M.A., New York Professor, English. B.A., Long Island
York University.
University; J.D., Touro College. University; M.A., City College of New York.
Frank N. Feldman, Adjunct Assistant
Patricia Duran, Director of Student Joseph Ford, Vice President for Student
Professor, Life Sciences. B.S., John Hopkins
Accounts. B.S., New York Institute of Affairs; Chief Student Affairs Officer. B.S.,
University; Ph.D., University of Houston.
Technology. Radford University; J.D., Ohio Northern
Marc Fellenz, Adjunct Instructor, Social University.
Daniel Durning, Assistant Professor, Fine
Sciences. B.A., State University of New
Arts. B.F.A., M.F.A., School of Visual Arts. Herbert Fox, Professor, Mechanical
York at Stony Brook.
Engineering. B.S., Massachusetts Institute
John R. Dvorsky, Instructor, Culinary Arts.
Angelo Ferrara, Adjunct Associate of Technology; M.S., Ph.D., Polytechnic
A.A.S., New York City Technical College;
Professor, Mechanical Engineering. University.
B.S., New York University.
B.S.M.E., M.S.M.E., Polytechnical Institute.
Carla D. Freeman, Assistant Director,
Kenneth Eckhardt, News Director/Anchor,
Elizabeth Ferretti, Librarian II. B.L.S., Higher Education Opportunity Program.
“LI News.” B.A., Drew University; M.A.,
University at Sao Paulo; M.L.S., Pratt B.A., Winston-Salem State University; M.A.
Fairfield University.
Institute. New York University.
Robert Edwards, Adjunct Instructor,
Rosemary G. Ferrucci, Associate Dean, Madeline Fricke, Adjunct Instructor,
Behavioral Sciences. A.A.S., Nassau
Office of Financial Aid. B.S., St. John’s Behavioral Sciences. A.A.S., R.N.,
Community College; B.S., New York
University; M.S., Hofstra University. Queensborough Community College; B.S.,
Institute of Technology, M.S., Long Island
M.P.S., New York Institute of Technology.
University. Holly Wallace Fils-Aimé, Associate
Professor, English. A.B., Mount Holyoke Theodore Fried, Adjunct Professor,
Darren Ehrhardt, Adjunct Instructor,
College; M.A.R., Yale Divinity School; A.M., Management. B.A., Brooklyn College of the
Mathematics. B.S., M.S., New York Institute
Ph.D., Brown University. City University of New York; M.A., New
of Technology.
York University.
Jack M. Filut, Adjunct Assistant Professor,
Elizabeth Emerson, Adjunct Instructor,
Behavioral Sciences. B.S., New York Jonathan Friedman, Professor,
Architecture. B.S., B. Arch., The Catholic
Institute of Technology; M.S., Eastern Architecture. B.A., M.Arch., Princeton
University of America; M. Arch., Columbia
Kentucky University; Ph.D., Marquette University; Dipl.Arch., Cambridge
University.
University. University, England; RA.
Wilson Eng, Adjunct Instructor, Physics.
Janet Fink, Adjunct Assistant Professor,
358 B.S., New York Institute of Technology.
Architecture. B.A., University of California;
M.Arch., Columbia University, RA.
Faculty and Staff
Karen Friel, Assistant Professor, Physical Frank Genese, Director of Facilities Joanne Grasso, Adjunct Assistant
Therapy. B.S., State University of New York Management Services. B.S., M.S., State Professor, Social Sciences. B.A., State
at Stony Brook; M.H.S., University of University of New York at Buffalo. University of New York at Old Westbury;
Indianapolis. M.A., D.A., St. John’s University.
Kelly A. George, Counselor, Higher
Judy Frymer, Adjunct Instructor, English. Education Opportunity Program. B.A., William Gravitz, Adjunct Assistant
B.A., Hunter College, Certificate-ESL Franklin and Marshall College; M.S. Professor, Management. B.A., M.S., Queens
Teaching; New School for Social Research. University of Pennsylvania. College of the City University of New York;
M.A., State University of New York; M.S.,
Bernard Fryshman, Professor, Physics. Nikos Georgopoulos, Adjunct Instructor,
B.Sc., McGill University; M.S., Ph.D., New Mathematics. B.S., California Institute of
York University. Technology. Irwin Gray, Professor, Management. B.E.E.,
Pratt Institute; M.S., M.E., Columbia
Annemarie Fulfaro, Assistant Director of Monty Gerbush, Adjunct Instructor,
University; M.B.A., Baruch College of the
Admissions, B.F.A, Southampton College, Criminal Justice. B.S., Memphis State
City University of New York; Ph.D.,
Long Island University, M.S., New York University; M.A., John Jay College of the
Columbia University; P.E.
Institute of Technology City University of New York.
Susan Gray, Campus Coordinator,
Joseph Gabriel, Adjunct Assistant Barbara Gerson, Adjunct Instructor,
(Manhattan); Professor, Behavioral
Professor, Architecture. B.Arch., New York Mathematics. B.S., State University of New
Sciences. M.A., New York University; Ph.D.,
Institute of Technology, R.A. York at Albany; M.A., State University of
New York at Stony Brook.
Kenneth J. Gagliano, Adjunct Associate
Bradley J. Greene, Adjunct Instructor,
Professor, Telecommunications. A.A.S., Sheila Getzen, Adjunct Instructor, English.
Mathematics. B.S., Queens College; M.S.,
State University of New York College of B.A., City College of the City Unversity of
Yeshiva University.
Technology at Farmingdale; B.S., M.S., New New York; M.A., Columbia University.
York Institute of Technology. Michelle Greene, Adjunct Instructor, Fine
Mah Bobe Ghods, Adjunct Instructor, Fine
Arts. B.F.A., Syracuse University.
Claude Gagna, Associate Professor, Life Arts. B.A., M.F.A, Lehman College of the
Sciences. B.S., St. Peter's College; M.S., City University of New York. Stanley M. Greenwald, Chairperson,
Fairleigh Dickinson University; Ph.D., New Professor, Environmental and Mechanical
Seyed Ali Ghozati, Adjunct Associate
York University. Technology. B.M.E., City College of the City
Professor, Electrical Engineering. B.S.,
University of New York; M.S., Manhattan
Amy Gale, Adjunct Instructor, Interior Tehran University; M.S., Ph.D., Columbia
College; P.E.
Design. B.A. Evergreen State College. University.
Michael Gregorek, Adjunct Assistant
Andrew Gale, Adjunct Assistant Professor, Ronald B. Gilkes, Adjunct Assistant
Professor, Communication Arts and Social
Architecture. B.S.C.E, University of Professor, Industrial Engineering. B.S., M.S.,
Science. B.A., State University of New York,
Connecticut; M.S.C.E., University of Rensselaer Polytechnic Institute.
Binghamton; J.D., Hofstra University
Michigan, P.E.
Nora Gold, Adjunct Instructor, English. School of Law.
Michael J. Gallo, Adjunct Instructor, B.A., University of Wisconsin; M.B.A., Pace
George Gerry Griffin Coordinator,
Teacher Education. A.A.S., State University University; M.S., Polytechnic University.
Computer Graphics, Manhattan; Assistant
of New York at Farmingdale; B.A., New
Joanne Goldstein, Counselor, H.E.O.P. B.A., Professor, Communication Arts. B.F.A.,
York Institute of Technology; M.A., M.S.,
Brooklyn College of the City University of M.F.A., School of the Art Institute of
New York University.
New York; M.A., New York University. Chicago.
Michael Gamble, Professor, English. B.A.,
Steven Goldstein, Adjunct Assistant Percy Griffin, Professor, Architecture. B.S.,
M.F.A., University of Oklahoma; Ph.D. New
Professor, Accounting. B.S., State University B.Arch., M.Urb.Plan., City College of the
York University.
of New York at Albany; M.S., Long Island City University of New York; N.C.A.R.B.
Elie Gamburg, Adjunct Instructor, University; C.P.A., State University of New
Jennifer Griffiths, Assistant Professor,
Architecture. B.Arch., Cornell University. York, Florida.
English. B.A., Fairfield University, M.A.,
Farzana Gandhi, Adjunct Instructor, Stephen Golos, Adjunct Instructor, University of Connecticut; Ph.D., City
Architecture. B.A., University of Behavioral Sciences. B.A., Brooklyn College University of New York.
Pennsylvania; M. Arch., Harvard University. of the City University of New York; Ph.D.,
Jane Grundy, Associate Professor,
Fordham University.
Anne Ganzer, Instructor , Nursing, B.S.N., Photography. B.A., University of Leichester;
Nursing, Syracuse University; M.A., Alexander Golubev, Associate Professor, M.A., New School for Social Research.
Psychology, New York University; M.S.N., Electrical and Telecommunications
Mike Guidone, Head Women's Basketball
Nurse Practitioner, Stony Brook University. Technology. M.S., New York University;
Coach, Speech Communications, B.S.,
Ph.D., University of California Santa Cruz.
Sabastian Garcia, Adjunct Assistant Molloy College, Masters of Physical
Professor, Architecture. B. Arch., Cornell Valerie Gonzales, Assistant Director of Education, Hofstra University.
University. Admissions, B.S., New York Institute of
Edward Guiliano, President and CEO;
Technology.
Maureen Gaughran, Benefits Manager. Professor, English. A.B., Brown University;
B.S., State University of New York at Old Sharon Goodman-Petrushka, Associate M.A., Ph.D., State University of New York
Westbury; M.S., New York Institute of Professor, Mathematics. B.S., Brooklyn at Stony Brook.
Technology. College of the City University of New York;
Gurpal Guram, Associate Professor,
Ph.D., City University of New York.
Mary Gaydos, Adjunct Librarian I., B.F.A., Mathematics. B.S., Panjab University; M.S.,
Ohio University; M.L.S., Queens College of David Gordon, Adjunct Instructor, University of Roorkee; M.S., Ph.D.,
the City University of New York. Education. B.A., State University of New University of Windsor.
York at Oswego; M.A., State University of
Zdenko Gega, Adjunct Instructor,
Education. B.S., New York Institute of 359
Technology, M.A., New York University.
Abraham Gutman, Adjunct Associate Kimberly Hayman, Assistant Director, Luiz S. Homem deMello, Adjunct Associate
Professor, Architecture. B.C.E., M.C.E., City Office of Financial Aid. B.S., York College. Professor, Computer Science and Electrical
College of the City University of New York; Engineering. B.S.E.E., University of San
Susan Heim, Director or Residential and
P.E. Paulo; M.S., University of California at
Recreational Programs. B.A., University of
Berkeley; Ph.D., Carnegie Mellon University.
Edmund Guttierrez, Adjunct Assistant Florida; M.A. Indiana University of
Professor, Life Science, B.A., Hunter Pennsylvania. Joy-Ann Hopkins, Associate Director of
College; Ph.D., State University of New Financial Aid. B.S., New York Institute of
Douglas Heinze, Adjunct Instructor,
York at Stony Brook. Technology.
Architecture. B.S.M.E., Cornell University.
Noah Gutierrez, Adjunct Assistant Patrice Hood, Instructor, Nursing. M.S.,
Joseph Hennie, Head Women's Softball
Professor, Life Science, B.S., Long Island Molloy College; FND-C., Adelphi University;
and Basketball Coach. B.F.A., New York
University; M.S., C.W. Post. ANP-C, State University of New York at
Stony Brook; B.S., Nursing, Molloy College.
Mindy Haar, Director of Didactic Program
Lawrence Michael Herman, Assistant
in Dietetics, Instructor, Clinical Nutrition. Jeffrey Hoppa, Adjunct Instructor,
Professor, Department of Physician
B.A., Barnard College; M.S., Teachers Architecture. B.F.A, Communication Arts,
Assistant. B.S., State University of New
College, Columbia University. East California University; M.F.A., The
York at Stony Brook, M.P.A., Long Island
School of Visual Arts.
Brian Hallas, Adjunct Professor, Life University.
Sciences. M.S., Ph.D., Purdue University. Philip Hopper, Assistant Professor,
Alice Heron-Burke, Director, Counseling
Communication Arts. Studio Diploma,
Gregory Haley, Adjunct Instructor, and Wellness Center, Old Westbury
School of the Museum of Fine Arts,
Architecture. B.Arch., University of Campus. B.A., M.A., St. John’s University.
Boston; M.F.A., San Francisco Art Institute.
Minnesota; M.Arch., Harvard University.
Heskia Heskiaoff, Dean, School of
Hui-Yin Hsu, Assistant Professor, Language
Joel Halpert, Adjunct Assistant Professor, Engineering and Computing Sciences;
Arts Education. B.S., Providence University
Electrical Engineering Technology. B.E.E., Professor, Computer Science and Industrial
(Taiwan); M.Ed., Ph.D., University of
M.E.E., City College of the City University Engineering. B.S., Upsala College; M.S.,
Pittsburgh.
of New York. Stevens Institute of Technology; Eng.Sc.D.,
Columbia University. Felix Huertas, Assistant Director of
James Hammond, Adjunct Assistant
Financial Aid, Manhattan Campus. B.A.,
Professor, Behavioral Science. B.P.S., Barry Linda Heslin, Librarian II, B.A., University
Fordham University.
University; M.P.S., New York Institute of of Rhode Island; M.A., M.Ed., Columbia
Technology. University; M.S.L.I.S, Long Island University. Charles Hummel, Chairperson, Associate
Professor, Life Sciences; Coordinator,
Michael S. Hampton, Multimedia Assets Frances Hickey, Adjunct Instructor,
Combined B.S./D.O. Program. B.S., Iona
Manager, Department of Publications and Freshman Studies. B.S., New York Institute
College; Ph.D., Fordham University.
Advertising. B.S., State University of New of Technology; M.S., Long Island University.
York at Oneonta; M.B.A., Dowling College; Jason Hwang, Adjunct Instructor,
Theodore Hicks, Director, User Services.
M.A., New York Institute of Technology. Architecture. B.S., New York Institute of
Office of Information Technology and
Technology; B.Arch., Pratt Institute;
John G. Hanc, Associate Professor, Infrastructure. A.S.,Nassau Community
M.Arch., Yale University.
Communication Arts. B.S., Emerson College.
College; M.A., University of Wisconsin. Margaret Ibasco, Adjunct Instructor,
Guy Hildebrandt, Registrar. B.A., John Jay
English. B.A., University of the Philippines;
Renee Harker, Adjunct Assistant Professor, College; M.A., St. John’s University.
M.A. TESOL, M.Ed. TESOL, Columbia
Nutrition Science. B.S., Pratt Institute;
Robert Hirschfield, Head Men's Baseball University.
M.S., Teachers College, Columbia
Coach. B.S., M.S., St. John's University.
University. Yelena Ilkanayev, Assistant Professor,
Han Hoang, Adjunct Instructor, Architecture. M.S. Arch., Azerbaijan
Cleveland Harp, Adjunct Professor,
Architecture. B.Arch., Woodbury University; University of Engineering, Baku; B.F.A.,
Architecture. B. Arch., Georgia Institute of
M.S., Massachusetts Institute of Computer Graphics, Pratt Institute; M.A.,
Technology; M. Arch, Harvard Graduate
Technology. Communication Arts, New York Institute of
School of Design, RA.
Technology.
Melvin Hoffman, Associate Professor,
Peter Harris, Associate Professor,
Electrical and Telecommunications Rodolfo Imas, Associate Professor,
Accounting. B.S., Fordham University;
Technology. B.S., M.S., City University of Architecture. M.Arch., M. Urban Design,
M.B.A., Columbia University; C.P.A.
New York. National University of Cordoba, Argentina.
Stephen W. Hartman, Associate Professor,
David S. Hogsette, Associate Professor, Ellen Inkelis, Adjunct Instructor,
Management. B.A., Hofstra University;
English. B.A., M.A., Ph.D., Ohio State Mathematics. B.A., Lehman College; M.A.,
M.P.A., Wayne State University; Ph.D.,
University. Hunter College of the City University of
Syracuse University.
New York.
David Hoitsma, Adjunct Associate
William Haskas, Adjunct Instructor,
Professor, Electrical and Computer Aurorita Intal, Adjunct Librarian. I.B.A,
Engineering and Computer Science. B.S., Adamson University, Philippines; M.L.S.,
of Technology; M. Arch, II, Syracuse
Fairleigh Dickinson University, M.S., Ph.D., Pratt Institute.
University.
Mehrdad Izady, Adjunct Assistant
Nicole Hay, Assistant Director of
Laurie A. Hollister, Associate Director, Professor, Social Sciences. B.A., Kansas
Admissions, B.S., State University of New
Career Services, Technology Specialist. B.S., University; M.A., Syracuse University; M.A.,
York at Cortland.
M.S., New York Institute of Technology. Ph.D., Columbia University.
Nancy Hayes, Associate Professor,
Valmore Holt, Head Men’s and Women’s
Accounting. B.S., M.B.A., Long Island
Cross Country Coach. B.A., New York
University; C.P.A.
360 Institute of Technology; M.S., Hunter
College.
Faculty and Staff
Andrew Jackson, Adjunct Assistant Leena A. Karkala, Adjunct Instructor, Soo S. Kim, Adjunct Assistant Professor,
Professor, Architecture. B.S., Arch Studies, English. B.A., University of Helsinki; M.A., Interior Design. ASID, NCIDQ.
University of Illinois; M.Arch., University of Columbia University.
Harry Kitsikopoulos, Adjunct Assistant
California; M.S.C.E., University of
Nechema Karman, Instructor, Physical Professor, Economics. B.A., Aristolelian
California.
Therapy, Clinical Coordinator, Education. University; Ph.D., New School for Social
Scott Jarvis, Adjunct Instructor, English. B.S., Brooklyn College; M.S., Columbia Research.
B.A., Hofstra University; M.A., Hofstra University; M.S., Touro College.
Arnold Kleinstein, Professor, Quantitative
University.
Abdolhossein Kashani, Associate Analysis. A.B., M.A., Ph.D., Columbia
Ayat Jafari, Chairperson, Professor, Professor, Electrical Engineering Technology University.
Electrical Engineering and Computer and Telecommunications. B.S., University of
Stephen J. Kloepfer, General Counsel. B.A.,
Science. B.S., Teheran University; M.E.E., Teheran; M.S., University of Essex, England;
LL.B, University of Ottawa; LL.M., York
Ph.D., City University of New York. M.S., Columbia University; M.S., Queens
University.
College of the City University of New York.
Abraham M. Jeger, Associate Professor,
Lynn Knickman, Adjunct Assistant
Psychology. B.S., Brooklyn College of the Erik Kath, Adjunct Instructor, Architecture.
Professor, Interior Design. B.F.A., New York
City University of New York; Ph.D., State B.S., B.Arch., Kent State University.
Institute of Technology; M.A., Adelphi
University of New York at Stony Brook.
John A. Katimaris, Adjunct Assistant University.
Mary Johansen, Adjunct Assistant Professor, Interior Design. B.S., New York
Jannette G. Knowles, Associate Director,
Professor, Management. B.A., Richmond Institute of Technology; M.F.A., Parsons
School of Extended Education. B.S., Long
College of the City University of New York; School of Design; AIA, IES, IIDA, RA.
Island University; M.A., Teachers College
M.B.A., Adelphi University.
Ellen Katz, Chairperson, Social Sciences, Columbia University.
Margaret Jones, Librarian II. B.S., Hunter Associate Professor, Philosophy. B.A., M.L.S.,
Paul Koch, Associate Professor, Mechanical
College of the City University of New York; Queens College of the City University of
Engineering. B.M.E., City College of the City
M.L.S., Long Island University. New York; M.A., Ph.D., New York University.
University of New York; M.S.M.E., Ph.D.,
Lori Jirousek, Associate Professor, English. Khurram Kazi, Assistant Adjunct Professor, Columbia University.
B.A., University of Akron; M.A., Ph.D., Electrical and Computer Engineering and
Robert Koenig, Assistant Professor,
Pennsylvania State University. Computer Science, B.S., University of
Hospitality Management. B.S., M.S., Johnson
Bridgeport; M.S., Ph.D., University of
Edward Kafrissen, Professor, Electrical and Wales University.
Connecticut.
Houshang Kohanim, Adjunct Assistant
University of Pennsylvania; M.S., New York James Ke, Adjunct Instructor, Architecture.
Professor, Management. B.A., M.A.,
University; Ph.D., Rutgers University. B.A in Arch., University of California;
National University of Iran; M.A., New
M.Arch., Columbia University.
Jack B. Kaley, Head Men's Lacrosse Coach. School for Social Research.
B.A., Hofstra University; M.A., Long Island Eugene Kelly, Professor, Philosophy. B.A.,
Jerome Kohn, Adjunct Assistant Professor,
University. Queens College of the City University of
Mechanical Engineering. B.M.E., City
New York; M.A., Ph.D., New York University.
Lori Kamen, Manager, Office of University of New York; M.S.A.E., New York
Communications and Marketing, B.A., State Janet Kelshe, Adjunct Instructor, Nursing. University; P.E.
University of New York at New Paltz; M.A., A.N.P., Molloy College; B.S.N., Regents
Meryle Kohn, Chairperson, Life Sciences,
New York Institute of Technology College; M.S.N., (CPNP) State University of
Physics and Mathematics, Manhattan
Dean Kamvakis, Head Athletic Trainer. Campus; Associate Professor, Mathematics.
B.S., St. Lawrence University; M.S., Ithaca Donald Kershan, Adjunct Assistant B.A., M.A., Ph.D., Yeshiva University.
College. Professor, Life Sciences. B.A., M.A., State
Lee Konits, Adjunct Assistant Professor,
University of New York at Stony Brook.
Daniel Kane, Associate Professor, Management. B.S., Hostra University; M.A.,
Mechanical Engineering Technology. B.S., Barbu Kestenband, Professor, Long Island University; M.B.A., Adelphi
U.S. Merchant Marine Academy; M.S., City Mathematics. B.S., University of Bucharest; University.
University of New York; M.S.A.E., M.A., State University of New York at
Sharon Konits, Adjunct Assistant Professor,
Polytechnic University; P.E.; Chief Engineer, Stony Brook; Ph.D., City University of New
Business Law. B.A., State University of New
USCG. York.
York at Stony Brook; J.D., Touro College.
Felisa B. Kaplan, Professor, Ahmed Khan, Adjunct Assistant Professor,
Zachary Kostura, Adjunct Instructor,
Communication Arts. B.A., Universidad de Life Sciences. M.B.B.S., Dow Medical
Architecture. B.S., James Madison
Chile; M.S., Ph.D., Syracuse University. College.
University; M.E., Massachusetts Institute of
John Kappenberg, Adjunct Assistant Maziar Khoshsima, Adjunct Associate Technology.
Professor, Education. B.S., Fairfield Professor, Electrical and Computer
Adam Kraar, Adjunct Instructor, English.
University; M.A., New York University; Engineering and Computer Science. B.E.,
B.A., Hampshire College, M.F.A., Columbia
Ed.D., Hofstra University. M.E., City College of New York, Ph.D.,
University.
Dina Karafantis, Assistant Professor,
Jacqueline E. Kress, Dean, School of
Behavioral Science, B.A., M.A., Ph.D., State Ceyhan Kilie, Instructor of Management.
Education. B.A., M.A., Kean University;
University of New York at Stony Brook. B.S. Istanbul Technical University; M.B.A.,
Ed.D., Rutgers University.
Fairleigh Dickinson University.
Kenneth Kaplan, Adjunct Associate
Christine Krut, Assistant Director of
Professor, Computer Science. B.S.E.E., Min Kim, Adjunct Instructor, Architecture.
Admissions, B.S., New York Institute of
M.S.E.E., Ph.D., Polytechnic University. B. Arch., New York Institute of Technology;
Technology
M.S., Advanced Architectural Design,
Beyhan Karahan, Associate Professor,
Columbia University. Evelyn Kuntz, Adjunct Instructor,
Architecture. B.S., State University of New
York at Stony Brook; M.Arch., Columbia
Behavioral Sciences. B.S., New York 361
University; M.S.W., Adelphi University.
University.
Alex Kuo, Adjunct Assistant Professor, Shea Z. Lerner, Director of Development, Joseph Locicero Adjunct Assistant
Electrical Engineering. B.S., Chiao Tung New York College of Osteopathic Medicine. Professor, Communication Arts. B.F.A., New
University, Taiwan; M.S., Ph.D., State B.A., University of Hartford; M.S.W., York University; M.A., New York Institute
University of New York at Stony Brook. Ye’Shiva University. of Technology.
Paul R. Kutasovic, Undergraduate Lynn Levitt, Campus Coordinator (Central Anthony Logallo, Adjunct Instructor,
Management Director, Old Westbury Islip), Professor, Behavioral Sciences. M.S., Behavioral Science. B.S., M.S., New York
Campus; Associate Professor, Economics. Ph.D., Colorado State University. Institute of Technology.
B.S., Seton Hall University; M.A., Ph.D.,
Nouri Levy, Associate Professor, Computer Michael Lomangino, Adjunct Instuctor,
Rutgers University.
Science. B.S., Israel Institute of Technology; Mathematics. B.S.E.E., City College of New
Sal Lagano, Head Men’s Basketball Coach. M.Sc., Brown University; Ph.D., Brown York; M.S.E.E., Polytechnic Institute.
B.S. Hofstra University; M.S., College of University.
Vincent J. Lombardi, Adjunct Instructor,
New Rochelle.
Irwin Paul Lew, Adjunct Professor, Social Sciences. B.A., Allegheny College;
Kevin LaGrandeur, Associate Professor, Architecture. B.S.C.E., Tulane University; M.A., Columbia University.
English. B.A., University of California, C.E., M.S.C.E., New York University;
Timothy Loughlin, Chairperson, Professor,
Davis; M.A., Ph.D., University of California, M.S.A.T., M.Arch., Columbia University; P.E.;
Mathematics. B.E.S., State University of
Irvine. RA.
New York at Stony Brook; M.S., Ph.D.,
George Cancer, Adjunct Instructor, Frank P. Li, Associate Professor, Computer Rensselaer Polytechnic Institute.
Mathematics, B.S., Queens College; M.S., Science. B.A., National Taiwan University;
Bonnie Love, Adjunct Instructor,
Saint John University. B.S., University of Oklahoma; M.S., Kent
Education. B.A., Brooklyn College of the
State; Ph.D., Illinois Institute of Technology.
Michael Lane, Research Associate, City College of the City University of New
Institutional Research and Assessment. Yong Ji Li, Adjunct Associate Professor, Life York; M.S., Queens College of the City
B.B.A., Dowling College. Sciences. B.S., Beijing University; Ph.D., College of the City University of New York.
Jiling University; Ph.D., State University of
Maria LaPadula, Chairperson, Associate Maureen Loviglio, Adjunct Assistant
New York at Buffalo.
Professor, Behavioral Sciences. B.A., Professor, Accounting. B.S., M.B.A., St.
Manhattanville; Ph.D., St. John’s University. Zhihau Li, Adjunct Instructor, Physics. B.S., John's University; J.D., St. John's University.
Hopei Normal University.
Mary Laren, Adjunct Assistant Professor, Steven Zhiyun Lu, Chairperson, Professor,
Fine Arts. B.A., Hunter College; M.A., Donald Liao, Instructor of Management. Mechanical Engineering. B.S., Tsing Hua
Queens College; M.A., Columbia University. B.S., Stevens Institute of Technology; University; M.S., Ph.D., Cornell University.
M.B.A., Columbia University.
Dale M. Larocca, Adjunct Instructor, Marilyn Lucchi, Adjunct Professor, Speech.
Reading. B.A., University of Maryland; M.S., Gary Licker, Production Manager, “LI B.A., Hunter College; M.A., University of
Long Island University. News.” B.S., State University of New York Minnesota.
College at Plattsburgh; M.A., New York
Patricia Lauren, Adjunct Instructor, Laurie A. Lundberg, Associate Director,
Behavioral Science. B.A., Queens College; Office of Financial Aid. A.A.S., Suffolk
M.S., C.W. Post (LIU); M.A., Hunter College. Shin-R Lin, Professor, Physics. B.S., Community College; B.S., New York
National Taiwan University; M.S., Institute of Technology.
William Lawrence, Professor, Economics.
University of South Carolina; Ph.D.,
B.A., Long Island University; M.A., Ph.D., Laihan Luo, Associate Professor,
University of Michigan.
New York University. Mathematics. B.S., Huazhong University of
Shu-Min Lin, Adjunct Assistant Professor, Science and Technology; M.A., Ph.D.,
Thomas Lazzaro, Adjunct Instructor,
Communication Arts. B.F.A., M.A., New York Pennsylvania State University.
Architecture. A.C.E., Hudson Valley
Community College; B. Arch., New York Joan Lurie, Adjunct Assistant Professor,
Institute of Technology. Ricky Liu, Adjunct Instructor, Architecture. School of Allied Health Sciences. M.S.,
B. Arch., New York Institute of Technology. State University of New York at Stony
Albert (Kon-Ying) Lee, Adjunct Associate
Brook.
Professor, Computer Science. B.S., M.S., Jiunn-i-Liou, Adjunct Associate Professor,
McGill University; M.S., Polytechnic Computer Science. B.S., National Taiwan Kathleen Lyons, Associate Director of
University; M.S., New York Institute of University; M.S., Ph.D., Michigan State Evaluations, Office of Admissions. B.S., M.S.,
Technology; Ph.D., McGill University. University. New York Institute of Technology.
Jong B. Lee, Assistant Professor, Elan Lipshitz, Adjunct Assistant Professor, Jun Ma, Associate Professor, Mechanical
Mechanical Engineering. B.S., M.S.,Han Computer Science. B.S.E.E., M.S.E.E., New Engineering. B.S., University of Science and
Yang University, Ph.D., Wayne State York University. Technology of China; M.S., Shanghai
University. University of Science and Technology;
Paul Lipsky, Assistant Professor,
M.Phil., Ph.D., Columbia University.
Kon-Ho Lee, Adjunct Assistant Professor, Communication Arts. B.FA., M.F.A., School
Mechanical Engineering. B.S., Chu-Hai of Visual Arts. Albert Machlin, Adjunct Associate
College, Hong Kong; M.S., Polytechnic Professor, Environmental Technology. B.C.E.,
Scott Liu, Dean, School of Management.
University; P.E. M.S., City College of the City University of
B.S., Jiangxi University of Finance and
New York; M.C.E., Polytechnic Institute of
Soo Young Lee, Adjunct Instructor, English. Econimics; M.B.A., University of Akron;
Technology; P.E.
B.A., Boston University; M.A., Johns Ph.D., Pennsylvania State University.
Hopkins University. Casey Mack, Adjunct Instructor,
Peter Locascio, Adjunct Assistant
Architecture. B.A., Vassar College; M.Arch.,
Walter Leighton, Adjunct Assistant Professor, Architecture. B.Arch., University
Columbia University.
Professor, Fine Arts. B.F.A., M.A., New York of Illinois, RA.
Institute of Technology; M.F.A.-V., Vermont Frances M. Magee, Dean for Campus Life,
College of Norwich University. Old Westbury Campus. B.A., Randolph-
362 Macon Woman’s College; M. Ed., University
of Virginia
Faculty and Staff
Edward J. Maggio, Assistant Professor, James Massari, Facilities/Equipment Radomir A. Mihajlovic, Associate
Behavioral Sciences. M.S., Oxford Manager. B.S., St. John’s University. Professor, Computer Science. B.S.E.E.,
University; J.D., New York Law School. University of Belgrade, FRYU, M.S./M.A.,
Sean McCarthy, Adjunct Assistant
M.S./E.E., Ph.D., Polytechnic University.
Walter Magnuson, Adjunct Instructor, Professor, Fine Arts. B.F.A., University of
Behavioral Sciences. B.A., M.B.A., Adelphi Texas; M.F.A., Yale University.Carthy, Gary Mintz, Adjunct Instructor, Life
University. Adjunct Assistant Professor, Fine Arts. Sciences. B.S., York College of the City
B.F.A., University of Texas; M.F.A., Yale University of New York.
Somdat Mahabir, Adjunct Professor,
University.
Nutrition Science. M.S., New York Institute Barry Mirenberg, Adjunct Assistant
of Technology. Sean W. McDermott, Adjunct Instructor, Professor, Fine Arts. B.F.A., Cooper Union
Mechanical Technology. B.T., M.S., New York for the Advancement of Science and Art;
James R. Maher, Adjunct Instructor,
Institute of Technology. B.S., Mercy College.
Behavioral Sciences. B.A., State University
of New York; M.S., M.P.A., Long Island Tracy McGoldrick, Assistant John Misak, Adjunct Instructor, English.
University. Coordinator/Adjunct Instructor, English B.A., Hofstra University; M.A., Queens
Language Institute. B.A., University of College of the City University of New York.
Mark S. Maieli, Adjunct Instructor,
Wisconsin, Milwaukee; M.A., New York
Criminal Justice. A.S., State University of James Misiano, Adjunct Instructor, Social
University.
New York at Farmingdale; B.A., John Jay Sciences. B.A., Hofstra University; J.D.,
College of the City University of New York. Daniel G. McGovern, Controller, C.P.A. B.S., Brooklyn Law School.
Howard Makofsky, Assistant Professor, Eugene J. Mitacek, Professor, Life
Physical Therapy. B.S., McGill University; Joseph McGuire, Adjunct Instructor, Sciences. M.A., Palackianai University;
B.S., M.S., State University of New York at Criminal Justice. B.S., American University; Ph.D., University of Prague.
Stony Brook. M.P.A., University of Nebraska.
Patricia A. Montano ,Instructor, Nursing;
Abraham Mandel, Adjunct Assistant Seth McQuale, Librarian II. B.A., Wesleyan B.S.N., Herbert H Lehman College, City
Professor, Communication Arts. B.A., University; M.S.L.I.S. Long Island University, University of New York; M.S.N., Herbert H.
Brooklyn College of the City University of C.W. Post. Lehman College, City University of New
New York; M.B.A., Bernard Baruch College York.
Christine McVicker, Coordinator, Learning
of the City University of New York.
Center. A.A.S., Nassau Community College; Basilio Monteiro, Adjunct Associate
Vera Manzi-Schacht, Adjunct Assistant B.A., M.A., New York Institute of Professor, Communication Arts. B.A., State
Professor, Fine Arts. B.A., Queens College; Technology. University of New York, Empire State
M.F.A., Hunter College. College; M.A., Fordham University.
Kelly Melore, Adjunct Instructor, Nursing.
Philip F. Manzo, Adjunct Instructor, A.A.S., B.S., Pace University; M.S., Molloy Marilyn Montemurro, Adjunct Assistant
Criminal Justice. B.S., M.P.S., New York College. Professor, Freshman Studies. B.A., M.A., St.
Institute of Technology. John’s University.
Alison Menzie, Adjunct Assistant
Kimberly Margan, Media Coordinator, Professor, English Language and Literature. Patricia Montesano, Adjunct Instructor,
Department of Publications and B.A., Ph.D., University of Liverpool. Behavioral Sciences. B.A., Queens College
Advertising. B.P.S., M.A., New York Institute of the City University of New York; M.S.,
Wilfredo Mesa, Associate Professor,
of Technology. Long Island University; M.A., Hunter
Electrical Engineering. B.S.E.E., Northrup
College of the City University of New York.
Dena Marger, Libraian I, B.A., University of Institute of Technology; M.S.E.E., Auburn
Massachusetts; M.L.S., Pratt Institute. University; Ph.D., University of Florida. Carol Moore, Adjunct Instructor, English.
B.A., M.A., State University of New York at
Sebastien Marion, Librarian I. B.A. Peter S. Messina, Counselor, Higher
Stony Brook.
University of Western Ontario, M.L.I.S. Education Opportunity Program. B.S.,
University of Western Ontario; M.B.A., New Castleton State College; M.S., Long Island Thomas Moroney, Assistant Professor,
York Institute of Technology. University. Electrical and Computer Engineering
Technology and Telecommunications
Brian Maroldo, Director of Systems and Frank Meuschke, Adjunct Instructor,
Network Management. B.E.E., Manhattan
Networks, Office of Information Technology Architecture. B.F.A., State University of
College; M.E.E., New York University.
and Infrastructure. New York at New Paltz; M.F.A., New
Mexico State University. Jeffrey S. Morosoff, Adjunct Assistant
Angela Marshall, Communications
Professor, Communication Arts, Director ,
Specialist, Office of Communications and Gerald H. Meyer, Adjunct Associate
Foundation and Corporate Relations. B.F.A.,
Marketing. A.A., Nassau Community Professor, Computer Science. B.S., Brooklyn
M.A., New York Institute of Technology.
College; B.A., State University of New York College of the City University of New York;
at Old Westbury; M.A., New York Institute Ph.D., Adelphi University. Christopher Moylan, Associate Professor,
of Technology. English. B.A., Harvard University; M.A., City
Richard A. Meyers, Associate Professor,
University of New York; Ph.D., Boston
Jack E. Martin, Adjunct Assistant Electrical Engineering Technology. B.A.,
University.
Professor, Industrial Engineering. B.S., Hamilton College; M.S., Columbia
Oregon State College; M.S., M.B.A., Long University. Frank Mruk, Associate Dean of Business and
Island University. Strategic Planning, Adjunct Associate
Anita Michaels, Adjunct Instructor,
Professor, Architecture. B.Arch., Pratt
Patricia Martin, Adjunct Instructor. B.A., Behavioral Science. B.A., Empire State
Institute; M.B.A., Pace University; AIA, RIBA.
Ithaca College, M.S.Ed., Dowling College. College (State University of New York);
M.A., New York University. Catherine Mueller, Adjunct Instructor,
Anthony Masino, Adjunct Assistant
Nursing. M.S.N., NP, State University of
Professor, Fine Arts. M.A., New York Sarah J. Meyland, Associate Professor,
New York at Stony Brook; B.S.N., Molloy
Institute of Technology; M.F.A., Long Island Environmental Technology. B.A., B.S.,
College.
University. Humboldt State; M.S., Texas AandM; J.D.,
St. John's University.
363
Andrew Mulrain, Adjunct Assistant Howard Nissman, Adjunct Assistant Selva Ozelli, Adjunct Assistant Professor,
Professor, Criminal Justice. B.S., Adelphi Professor, Behavioral Sciences. B.S., M.S., Law. B.S., New York Institute of
University; J.D., St. John's University. City College of the City University of New Technology; J.D., Colorado University.
York.
Barbara A. Multari, Director, International Henry Pacht, Adjunct Associate Professor,
Education. B.A., Hunter College of the City Michael Nolan, Associate Professor, Finance. B.A., Hofstra University; M.A.,
University of New York; M.P.S., New York Architecture. B.A., Indiana University; New School for Social Research.
Institute of Technology. M.F.A., Rutgers University.
Carol Pack, Assignment Editor/Chief
Stacy Munsky-Acquaro, Associate Director, Samuel Oberskin, Assistant Professor, Correspondent “LI News.” B.F.A., M.A., New
Admissions. B.A., Muhlenberg College; Business Administration. BBA, Baruch York Institute of Technology.
M.S.Ed., Old Dominion University. College of the City University of New York;
Jamie Palazzolo, Adjunct Instructor,
MPH, M.A., Industrial Relations, Ph.D.,
Adrienne Nagourney, Assistant Director, Architecture. B. of Design, University of
University of Minnesota.
Admissions. B.A., Hofstra University; M.S., Florida; M.Arch., Columbia University.
Long Island University, C.W. Post. Adrienne O’Brien, Professor,
William J. Palmore, Chairperson, Old
Communication Arts. A.B., Hunter College
Hamid R. Namdar, Adjunct Instructor, Westbury, Assistant Professor, Architecture.
of the City University of New York; M.A.
Electrical Technology. B.S., M.S., New York B. Environmental Design, Texas AandM
(Education Administration); M.A. (Political
Institute of Technology. University; M.Arch., University of Oregon;
Science), Villanova University; Ph.D.,
RA.
Niharika Nath, Assistant Professor, Life Syracuse University.
Science. B. Pharmacy, Delhi University; Peter A. Pardine, Jr., Assistant Professor,
Karen O'Brien, Adjunct Instructor,
M.S., Jadaupur University; Ph.D., Indian Behavioral Sciences. B.A., Fairleigh
Nutrition Science. M.S., Hunter College of
University of Technology. Dickinson University; M.S., New York
the City University of New York.
University.
Terry Nauheim, Assistant Professor, Fine
James O’Connell, Adjunct Instructor,
Arts. B.F.A., Washington Universtiy; M.F.A., Natalie S. Parkes, Assistant Director of
Political Science, Philosophy. .B.A., Florida
University of Maryland. Global Admissions, Office of Admissions.
State University; M.A., New School for
B.S., York College of the City of New York.
Luis E. Navia, Chairperson, Social Sciences, Social Research.
Professor, Philosophy. B.A., Queens College LaRose Parris, Adjunct Instructor, English.
Joan O’Connor, Counselor III. C.A.C., B.A.,
of the City University of New York; M.A., B.A., New York University; M.A., City
State University of New York at Stony
Ph.D., New York University. College.
Brook; M.P.S., New York Institute of
Monica Navia, Adjunct Instructor, Social Technology. Gennaro L. Pasquale, Adjunct Assistant
Sciences. B.A., New York University; J.D., Professor, Law. B.S., M.E., Polytechnic
Yuko Oda, Assistant Professor, Fine Arts.
Hofstra University. University; J.D., Fordham University.
B.A., Duke University, M.F.A., Rhode Island
Thomas Neal, Adjunct Assistant Professor, School of Design. Christopher Patterson, Adjunct Instructor,
Law. B.A., J.D., St. John's University. English. B.A., Columbia University; M.A.,
Erin O'Keefe, Associate Professor,
University of Notre Dame and Fordham
Jacquelyn Nealon, Vice President for Architecture. B.F.A., Cornell University;
University.
Enrollment Servcies. B.A., Adelphi M.Arch., Columbia University.
University; M.A., Seton Hall University; Ed.D., Lazaros Pavlidis, Associate Professor,
Kevin O’Sullivan, Director for Academic
University of Pennslyvania. Engineering Technology. B.S., Aristotle
Administration, Office of Global Academic
University of Thessaloniki, Greece; M.A.,
Diane Neff, Adjunct Associate Professor, Programs, Assistant Professor, Management.
Queens College of the City University of
Architecture. B.S., Architecture, University B.A., Marketing Institute of Ireland; P.G.D.,
New York.
of Virginia; M.Arch., Columbia University, University of Ulster; M.S., D.Sc., George
RA. Washington University. Song-Tsuen Peng, Director,
Electromagnetics Laboratory; Professor,
Betty Rose Nelson, Adjunct Instructor, Doris R. Obler, Associate Professor,
Electrical Engineering. B.S., Cheng-Kung
English. B.A., Queens College; Certificate in Occupational Therapy. B.S. State University
University, Taiwan; M.S., Chiau-Tung
TESOL, New School for Social Research. of New York Health Science Center at
University, Taiwan; Ph.D., Polytechnic
Brooklyn; B.S., M.S.W., Adelphi University.
Edward A. Nelson, Chairperson, Professor, University.
Electrical Engineering and Dawn Offenbecker, Adjunct Instructor,
Joan Borum Penrose, Associate Professor,
Telecommunications. B.E.E., Ph.D., Physics. B.S., Illinois Institute of
Education. B.A., M.S.W., Ph.D., University of
Polytechnic University; M.E., Yale Technology; M.S., State University of New
California at Berkeley.
University. York at Stony Brook.
Robert S. Pepper, Adjunct Assistant
Noreen Nelson, Instructor, Nursing; B.S.N., Christopher Ortiz, Professional Staff
Professor, Behavioral Sciences. B.A., M.A.,
Hunter College; M.S.N. Clinical Nurse Associate, Adjunct Assistant Professor,
Queens College of the City University of
Specialist in Community Health, Lehman Behavioral Science. B.A., City University of
New York; M.S.W., Hunter College of the
College, City University of New York. New York; John Jay, M.S., C.W. Post, Ph.D.,
City University of New York; Ph.D., City
City University of NY, John Jay.
Susan M. Neville, Chairperson, Associate University of New York.
Professor of Nursing. B.S.N., Hunter Alexander Ott, Director of Transfer
Paul Perez, Adjunct Instructor, Advertising.
College, City University of New York; Evaluations, Office of Admissions. B.A. State
B.A., State University of New York at Stony
M.S.N., Hunter College, City University of University of New York at Geneseo; M.A.
Brook.
New York; Ph.D, Adelphi University. Fordham University.
Constantine Philippas, Adjunct Instructor,
Margaret E. Newman, Assistant Professor, M. Tunc Ozelli, Professor, Management.
Education. B.S., M.S., City College of the
Interior Design. B.A., Bennington College; B.A., Middle East Technical University;
M.F.A., University of New Mexico; M. Arch., M.B.A., Florida State University; Ph.D.,
Princeton University; AIA. Columbia University.
364
Faculty and Staff
Raymond Phillips, Adjunct Assistant Robert del Principe, Adjunct Instructor, Jerome S. Reinhart, Adjunct Instructor,
Professor, Mechanical Engineering. B.S.C.E., Philosophy. B.A., M.A., Boston College. Management. B.M.E., Rensselaer
Manhattan College; M.S.E.M., New York Polytechnic Institute; M.B.A., New York
Dan Prisco, Assistant Facilities Supervisor, ,
University. University School of Business.
B.S., New York Institute of Technology.
Anthony F. Piazza, Director of Graduate Roberto Requejo, Adjunct Instructor,
Albert Prohaska, Adjunct Associate
Programs, Communication Arts; “LI News," Architecture. B.Arch., Cornell University;
Professor, Fine Arts. A.A.S., State University
Executive Producer; Associate Professor, M.S. in Advanced Arch. Design, Columbia
of New York College of Technology at
Communication Arts. B.A., Fordham University.
Farmingdale; B.S., State University of New
University; M.A., Brooklyn College of the
York Empire State College. Derrol M. Rhodes, Director, Student
Activities, Central Islip Campus. B.S., New
Gundula Proksch, Adjunct Assistant
Barbara Piccirillo, Assistant Professor, York Institute of Technology.
Professor, Architecture. M.Arch., Cornell
Physician Assistant. B.S., Long Island
University; M.Arch., University of Audrey Ribarich, Adjunct Instructor,
University; M.S., Alderson Broaddus
Technology Braunschweig, Germany, Advertising. M.A., New York Institute of
College.
Diplom Ingenieur in Architecture (equiva- Technology.
Bonnie Pierce, Adjunct Instructor, lent to RA).
Vincent Ribiere, Assistant Professor,
Advertising. B.F.A., Wesleyan College;
Salvatore Puccio, Adjunct Instructor, Management. B.S., Polytechnic School of
M.F.A. Georgia State University.
Social Sciences. B.A., Quinnipiac Marseilles; M.S., Polytechnic School of
Jean Pike, Adjunct Associate Professor, University; J.D., Hofstra University. Marseilles and University of Law and
Architecture. B.A. Architecture, Barnard Economy; Ph.D., George Washington
Carl Puchall, Adjunct Associate Professor,
College; M.Arch., Yale University. RA University.
Architecture. B. Arch., Rensselaer
Sam Pearce Pinkerton, Professor, Political Polytechnic Institute. Natalie Rickspun, Adjunct Instructor,
Science. A.B., University of California at Nursing. A.S., Cochran School of Nursing;
Curtiss Pruitt, Adjunct Associate Professor,
Santa Barbara; M.A., Ph.D., New York M.S., Lehman College, City University of
Fine Arts. B.M., Texas Christian University;
University. New York; M.S., Education, Warsaw
M.M., Northwestern University.
University, Piotrkow Trybunalski Center,
Anthony Pisano, Adjunct Instructor,
Daniel Quigley, Associate Dean, Associate Poland; B.S., Kiev Pedagogical Institute of
Professor, English. B.A., St. Anselm College; Foreign Languages, Kiev State University,
of Technology.
M.A., Ph.D., University of Notre Dame. Kiev, Ukraine
Laura Piscitello, Adjunct Instructor,
Irving Rabinowitz, Adjunct Professor, Ellin Rind, Adjunct Instructor, English. B.A.,
English. B.A., Hunter College of the City
Computer Science. B.S., City College of the Cornell University; M.S., Brooklyn College
University of New York; M.A., New York
City University of New York; M.A., Ph.D., of the City University of New York; M.S.,
University.
Princeton University. Lehman College.
Hermine Plotnick, Associate Professor,
Thaddeus Radell, Adjunct Assistant John C. Ringen, Associate Professor, Life
Chairperson, Department of Occupational
Professor, Fine Arts. B.F.A., Mercy College of Sciences. B.A., M.A., Queens College of the
Therapy. B.S., Columbia University; M.A.,
Detroit; M.F.A., Parsons School of Design. City University of New York; Ph.D., City
Hossein Rahemi, Adjunct Associate
Susan A. Plunkett, Loans Counselor, Office
Professor, Mechanical Engineering. B.S., Diego Rios, Photo Editor/Graphic Designer,
of Financial Aid. B.S., State University of
New York Institute of Technology, M.S., Department of Publications and
New York College at Old Westbury; M.P.S.,
Ph.D., Virginia Polytechnic Institute and Advertising. B.S., Javeriana University;
State University. Advanced Certificate in Multimedia
Lynn Pocock, Professor and Computer Production, New York University.
Michelle Ranaldo, Supervisor, Learning
Graphics Coordinator, Fine Arts. B.A.,
Resource Center, Central Islip Campus. B.S., Christopher Rivielli, Adjunct Assistant
Rutgers University; M.S., University of
Bradley University. Professor, Architecture. B.S.A.T., M.A., New
Maryland; M.F.A., University of
Massachusetts. Robert Re, Counselor II, Manhattan
Campus. B.S., New York Institute of Regina K. Robinson, Bursar, Manhattan
Abram Poczter, Professor, Marketing. M.S.,
Technology; M.S., Nova University. Campus. B.A., Marquette University; M.A.,
University of Wroclaw; M.Phil., Ph.D.,
Columbia University. Michael Rear, Adjunct Assistant Professor,
Social Sciences. B.A., Hofstra University; Timothy T. Robinson, Medical Director,
Lev Poliakov, Adjunct Associate Professor,
M.A., Ph.D., City University of New York. Physician Assistant Studies . B.S., Fordham
Fine Arts. M.E., Lesgaft Institute, Leningrad.
University, D.O., New York College of
Kevin Reardon, Adjunct Professor, English.
Beverly Pollock, Adjunct Instructor, Osteopathic Medicine.
B.A., Brandeis University; M.F.A., Sarah
Education. B.A., Brooklyn College of the
Lawrence College. Thomas Rochon, Associate Professor,
City University of New York; M.S., P.D.,
Architecture. B.Arch., B.S., Arch.
Queens College. William Rebolini, Adjunct Associate
Engineering, University of Miami; RA.
Professor, Law. B.S., Boston University; J.D.,
Maryse Prézeau, Professor of Humanities,
Hofstra University. William Rockwell, Adjunct Assistant
English. B.A., M.A., Hunter College of the
Professor, Architecture. B.Arch., Virginia
City University of New York; Ph.D., City Maureen Reeves, Adjunct Instructor,
Polytechnic Institute and State University;
University of New York. Nursing. A.S., State University of New York
M.S., Columbia University.
at Farmingdale; B.S., Molloy College; M.S. ,
Celia T. Prieto, Associate Dean of Transfer
Nursing-University of Phoenix; Legal Nurse Carlos Rodriguez, Adjunct Assistant
Evaluations, Office of Admissions. B.S.,
Consultant Diploma-Kaplan College. Professor, Architecture. B.Arch., Cornell
University of Santo Tomas.
University.
365
Frank Rodriguez, Director, Higher Emanuel Saladino, Administrative Leslie Schuster, Associate Professor,
Education Opportunity Program. B.A., Assistant, Fine Arts, Old Westbury. B.F.A., Political Science. B.A., M.A., Queens College
M.S.W., Adelphi University. New York Institute of Technology. of the City University of New York; Ph.D.,
Jerome Rogers, Adjunct Associate George C. Salayka, Associate Professor,
Professor, Electrical Engineering Electrical Engineering Technology. B.S., Jon Michael Schwarting, Professor,
Technology. B.S., Long Island University; Richmond College, City University of New Architecture; Director, Graduate Program in
M.S., Polytechnic University. York; M.S.E.E., New York University; D.C., Urban and Regional Design. B.Arch.,
New York Chiropractic College. M.Arch., Cornell University.
Yael Roitberg, Professor, Mathematics.
B.S., City College of the City University of Valentine M. Sanford, Adjunct Assistant Carol H. Schwartz, Professor of Economics.
New York; Ph.D., City University of New Professor, Electrical Engineering B.A., New York University; Ph.D., Columbia
York. Technology. B.S., City College of the City University.
University of New York; M.S., Adelphi
Lisa Romandetto, Assistant Director of Liviu Schwartz, Adjunct Professor,
College.
Admissions, B.F.A. School of Visual Arts Architecture. B.S.C.E., Israel Institute of
Ronald Saporita, Adjunct Assistant Technology.
Renise Rosen, Associate Registrar, Old
Professor, Mechanical Engineering. B.S.,
Westbury Campus. B.S., New York Institute Shana Schwartz, Associate Director,
M.S., The Cooper Union.
of Technology. Financial Aid. B.A., State University of New
Jody Saslow, Associate Professor, York at Binghamton; M.S., Hofstra
Burton Roslyn, Adjunct Instructor,
Communication Arts. B.S., Union College; University.
Architecture. B.S. Arch., City College of
M.F.A., New York University.
New York; B.Arch., City College of New Peter Scott Adjunct Instructor,
York. RA. Herbert Savran, Chief Engineer, Adjunct Architecture. B.F.A., Rhode Island School of
Assistant Professor, Communication Arts. Design.
Sally Ross, Adjunct Assistant Professor,
B.F.A., School of Visual Arts; M.A., New
Behavioral Sciences. B.A., Hunter College Carolyn H. Seaman, Adjunct Instructor,
of the City University of New York; M.A., ESL. B.A., Wells College; M.A., Duke
Teachers College, Columbia University; Alan R. Sayles, Associate Professor, University.
Ph.D., Fordham University. Architecture. B.Arch., Pratt Institute; RA,
William J. Seevers, Adjunct Associate
AIA.
Barbara Ross-Lee, Vice President for Professor, Environmental Technology. B.S.,
Health Sciences and Medical Affairs; B.S., Rashid Saxton. Adjunct Instructor, City College of the City University of New
M.A., Wayne State University; D.O., Architecture. B.A, Wesleyan University; York; M.S., University of Kansas.
Michigan State University. M.Arch., Yale University.
David Segal, Associate Professor,
Ranja Roy, Assistant Professor, Francis P. Scally, Adjunct Assistant Mathematics. A.B., Harvard College; Ph.D.,
Mathematics. B.S., University of Calcutta; Professor, M.I.S. B.A., Adelphi University; Massachusetts Institute of Technology.
M.S., Jadavpur University; Ph.D., State M.B.A., St. John’s University.
Donna Seico-Reinheimer, Senior Graphic
University of New York at Binghamton.
Frank Scarangella, Vice President, Designer, Department of Publications and
Joel Rubin, Director of Enterprise Systems Communications and Marketing. B.A., Advertising. A.S., Nassau Community
and Services, Office of Information Hofstra University; M.B.A., St. Johns College, B.S., State University of New York
Technology and Infrastructure. B.A., University. at Old Westbury; M.A., New York Institute
Queens College. of Technology.
James Schempp, Assistant Director of
Timothy J. Rucinski, Director, Center for Transfer Evaluations, Office of Admissions. Christina Seifert, Assistant Director
Business Information Technologies. B.F.A., B.A., University of North Dakota; M.F.A., Graduate Admissions, B.A. Adelphi
M.A., New York University. Ohio University. University.
Bryon Russell, Adjunct Instructor, Michael Schiavetta, Editor, Office of Jason Selss, Media Relations Manager,
Architecture. B.A., M.Arch., Columbia Communications and Marketing. A.A., Office of Communications and Marketing.
University. Nassau Community College; B.A., State B.A., State University of New York at
University of New York at Stony Brook. Oswego.
Kevin M. Ryan, Adjunct Associate
Professor, Telecommunications. B.E.E.E., Michael Schiavi, Associate Professor, Judith Seltz, Adjunct Instructor, Education.
Manhattan College; M.S., Massachusetts English; Coordinator, ESL Manhattan. B.A., B.S., Boston University; M.S., Queens
Institute of Technology; Ph.D., Stevens American University; M.A., Ph.D., New York College.
Institute of Technology. University.
Paul Serafino, Adjunct Assistant Professor,
Michael C. Sachs, Dean for Campus Life, Byron Schieber, Adjunct Professor, Physics. B.S., Trinity College; Ph.D., Yale
Manhattan Campus. B.A., University of Mechanical Technology. B.M.E., City University.
Southern California; M.A., Michigan State College of the City University of New York;
Roberta Seret, Adjunct Assistant Professor,
University; J.D., University of Southern M.M.E., Polytechnic University; P.E.
English. B.A., Queens College; M.A., Ph.D.,
California Law School.
Sheldon Schneider, Director of Recreation New York University.
Bobby Saha, Webmaster, Office of and Intramurals. B.A., Hunter College; M.A.,
Zennabelle Sewell, Associate Dean for
Information Technology and Infrastructure. Brooklyn College.
Student Life, Manhattan Campus. B.S.,
B.A., Clark University.
Paul Schoenberger, Adjunct Assistant M.A., New York Institute of Technology.
Yoshikazu Saito, Chairperson, Associate Professor, Criminal Justice. B.A., City
Richard Shamsheer, Assistant Director of
Professor, Electrical Engineering and University of New York; M.B.A., Long Island
Admissions, B.S., St. John’s University.
Computer Science. B.S., Keio University; University; J.D., Touro Law Center.
M.S., New York University; Ph.D.,
366
Faculty and Staff
Susan Shanahan, Associate Director, Robert Michael Smith, Associate Professor, Gabriel Sunshine, Professor, Physics. B.S.,
Center for Business Information Fine Arts. B.A., M.A., San Jose State Brooklyn College of the City University of
Technologies. B.A., State University of New University; M.F.A., University of Hawaii. New York; M.S., Ph.D., New York University.
York at Stony Brook.
Stanley P. Smith, Adjunct Assistant Yu-Mien Sun, Adjunct Assistant Professor,
Rhonda Shary, Adjunct Professor, English. Professor, Telecommunications. B.S.E.E., Fine Arts. B.A., Province University; M.A.,
B.A., M.A., Ohio State University Wentworth Institute of Technology. New York University.
Rudolph S. Shatarah, Adjunct Assistant Gail Sobel, Adjunct Assistant Professor, Amanda Sykes, Adjunct Instructor, Interior
Professor, Architecture. A.S., Nassau B.S., Cornell University; M.S., Ph.D., City Design. B.A., Goucher College; M.A., New
Community College; B.S., Polytechnic University of New York. School/Cooper Hewitt.
University.
Roberto Soto, Visiting Assistant Professor, Carol Sylvia, Adjunct Instructor, ESL. B.A.,
Gayle Sheridan, Adjunct Instructor, Communication Arts. B.F.A., Florida Fort Hays Kansas State University; M.S.,
Advertising. B.F.A , M.A., New York International University; M.A., William Hofstra University.
Institute of Technology; M.S., Long Island Patterson University.
Tamas Szalczer, Adjunct Instructor,
University.
Veronica Southard, Assistant Professor, Architecture. B.Arch., Cooper Union.
Robert Sherwin, Chairperson, Graduate Physical Therapy. A.A.S., Hunter College of
Kevin Tabackman, Adjunct Instructor,
Director, Old Westbury. Associate Professor, the City University of New York; M.S., Long
Advertising. B.S., M.A., New York Institute
Communication Arts. B.S., University of Island University.
of Technology.
Vermont; M.F.A., New York University.
Lisa Sparacino, Adjunct Instructor,
Rifat Tabi, Professor, Mechanical
Judith Shuili, Cooperative Education Nursing. A.A.S., Catholic Medical Centers
Engineering. B.S., M.S.M.E., Technical
Coordinator. B.A., Hebrew University; of Brooklyn and Queens Inc. School of
University of Aachen; D.Eng.Sc., Technical
M.P.S., New York Institute of Technology. Nursing, Jamaica; B.S. Saint Joseph’s
University of Vienna; P.E.
College.
Joel Siegel, Adjunct Professor, Accounting.
Cigdem Tankut, Adjunct Assistant
B.B.A., M.B.A., Ph.D., Baruch College of the Stephen Sparacio, Adjunct Assistant
Professor, Fine Arts. B.F.A., University of
City University of New York; C.P.A. Professor, English. B.A., Syracuse
North Carolina; B.A., Constantinople
University; M.A., Ed.D., Columbia
Martha Siegel, Chairperson, Assistant College.
University.
Professor, Interior Design. B.A., State
William Chester Taplitz, Adjunct Associate
University of New York at Stony Brook; Irwin Sponder, Adjunct Professor,
Professor, Law. B.A., University of Virginia;
M.A., Pratt Institute; A.S.I.D.; N.C.I.D.Q. Industrial Engineering. A.A.S., New York
LL.M., J.D., New York University Law
City Community College; B.S., M.S., Long
Stanley Silverman, Director, Technology- School.
Island University; ENGR.D., I.E., Polytechnic
Based Learning Systems; Professor,
University; M.D., New York Medical Herb Taylor, Associate Professor, Computer
Education. B.S., State University of New
College. Science. B.S., Rensselaer Polytechnic
York at Stony Brook; M.S., Long Island
Institute; M.A., University of Maryland;
University. Margaret Stacey, Adjunct Instructor,
Ph.D., Massachusetts Institute of
English. B.A., Beaver College; M.A., Queens
Anna Silverstein, Associate Professor, Technology.
College.
Mathematics. B.A., Princeton University;
Brian Brace Taylor, Professor,
Ph.D., Rutgers University. Amy Stafford, Adjunct Professor, ESL
Architecture. B.A., Amherst College; Ph.D.,
English. B.A., Ohio University; M.A., St.
Laurence S. Silverstein, Associate Harvard University.
Michael’s College.
Professor, Physics. B.S.E.E., Cooper Union
Jason Tax, Adjunct Instructor,
School of Engineering; M.S., Ph.D., Sigurd Stegmaier, Adjunct Assistant
Architecture. B.S. in Arch., Cornell
Polytechnic University. Professor, Interior Design. B.S., B.Arch., M.
University;M. Arch., Columbia University.
Urban Planning, the City College of the
Abraham J. Simon, Adjunct Professor,
City University of New York; RA Tian-Lih Teng, Professor, Electrical
Accounting. B.S., Temple University; M.A.,
Ph.D., University of Pennsylvania. Manya Steinkoler, Adjunct Professor,
M.S., University of Wyoming; Ph.D.,
English. B.A., George Washington
Robert Sinckler, Recreation Supervisor, University of Pittsburgh.
University; M.A., Ph.D., University of
Communications, B.A., New York Institute
California. Dawn E. Tennenbaum, Director of
of Technology
Financial Planning and Systems. B.S.,
Vincent Stephan, Adjunct Instructor,
Marcia Singer, Associate Dean of The American University.
Criminal Justice. B.A., M.S., Long Island
Students. B.S., New York University; M.A.,
University. Elisabetta Terragni, Adjunct Professor,
Professional Diploma, Columbia University.
Architecture. M.Arch. Facolta’ di architet-
Gary R. Stephens, Professor, English. A.B.,
Susan Sloan, Adjunct Instructor, tura, Politecnico di Milano.
Wichita State University; M.A., Ph.D.,
Architecture. B.Arch., Tulane University;
Brandeis University. Leonard W. Tester, Professor, Behavioral
M.S. Advanced Architectural Design,
Sciences. B.Th., Kansas City College; S.T.B.,
Columbia University. Jan Stahl, Adjunct Assistant Professor,
Harvard University; M.Ed., Ed.D., Teachers
English. B.A., Queens College; M.A., Ph.D.,
Robert S. Slotnick, Associate Professor, College, Columbia University; Ph.D.,
Education. B.A., Brooklyn College of the Columbia University.
City University of New York; Ph.D., Stanford Keith Striga, Adjunct Assistant Professor,
Erwin Thater, Adjunct Assistant Professor,
University. Architecture. B.Arch., New York Institute of
Mechanical Engineering. B.M.E., M.M.E.,
Technology.
Maria Smit, Adjunct Assistant Professor, Life Polytechnic University; P.E.I.E. Columbia
Science. B.S., St. Norbert College; M.S., Susan Sturgess, Adjunct Instructor, University.
Ph.D., Utah State University. Nutrition Science. B.S., Cornell University;
M.S., New York Institute of Technology.
367
Doreen Thomas, Associate Dean and Raymond Turner, Adjunct Assistant Ramon Villongco, Assistant Director,
Director of Counseling and Wellness Professor, Management; Electrical Graduate Admissions. B.S., B.A., Philippines
Services, Manhattan Campus. B.A., Engineering. B.S., Pratt Institute; M.B.A., School of Business Admin.; M.B.A., Dowling
Bloomsburg University; M.A., Marywood Long Island University. College.
University.
Peter Tymus, Adjunct Instructor, John Vincennes, Studio Manager,
Jennifer Thompson-Feuerherd, Librarian II. Architecture. B.E.C.E., Stevens Institute of Communication Arts. B.S., New York
B.A., St. Johns University; M.A., University Technology Institute of Technology.
of Dayton; M.L.S. Queens College of the
Eric Tyrkko, Adjunct Assistant Professor, Gary Viskupic, Adjunct Assistant Professor,
City University of New York
Management. B.A., Queens College of the Fine Arts. B.F.A., Cooper Union for the
John Thoms, Associate Professor, English. City University of New York; M.B.A., New Advancement of Science and Art; M.F.A.,
B.A., Swarthmore College; M.A., Ph.D., York University. University of Illinois.
Edward Urban, Adjunct Instructor, Donna Voci, Adjunct Assistant Professor,
Rajen K. Tibrewala, Professor, Mechanical Technology. B.S., New York Fine Arts. B.F.A., M.A., New York Institute
Quantitative Analysis. B.E., Birla Institute, Institute of Technology. of Technology.
India; M.S., Eng. Sc.D., Columbia University.
Emmett Urban, Deputy Director for Peter Voci, Chairperson, Professor, Fine
Carol Tierney, Librarian I. B.S., State Facilities Operations. B.S., State University Arts. B.F.A., New York Institute of
University of New York at Old Westbury; of New York at Farmingdale. Technology; M.F.A., Pratt Institute.
M.L.S., Long Island University; M.S., New
Benjamin Urick, Adjunct Assistant William Vojir, Associate Professor,
Professor, Architecture. B.A., Architecture, Electrical Engineering. B.S., Long Island
Deborah Tint, Adjunct Instructor, Fine Arts. University of California; B.S.C.E., University University; M.S., Ph.D., Adelphi University.
B.F.A., Art Center College; M.F.A., Yale of California; M.S., Structural Engineering,
Robert C. Vogt, Senior Officer for
University. University of California.
Institutional Advancement; Professor,
Teresa Tobias, Adjunct Instructor, Nursing. Michael Urmeneta, Director of Political Science B.A., University of Denver;
B.S., Saint Paul College of Manila, Information Systems and Data M.A., Ph.D., State University of New York
Philippines; M.A, Teachers College, Management. B.S., M.S., Polytechnic at Buffalo.
Columbia University. University.
Nader Vossoughian, Assistant Professor,
Lorraine Todisco, AskNYIT Coordinator, Michael Uttendorfer, Dean, School of Architecture. B.A. Swarthmore College;
Office of Communications and Marketing. Education, Associate Professor, Education. M.A., M.Phil., Ph.D., Columbia University.
B.A., Skidmore College; M.A., Fairfield B.S., State University of New York at New
Doris Velasquez, Adjunct Instructor,
University. Paltz; M.S., New York Institute of
Spanish. B.A., Adelphi University; M.A.,
Technology; Ed.D., Nova Southeastern
Donna Tonzi, Adjunct Instructor, Nursing. C.W. Post College.
University.
A.A.S., Nassau Community College; B.S.N.,
Sabiha Wadoo, Assistant Professor,
Adelphi University; M.P.S., New York Mary Vahey, Adjunct Assistant Professor,
Electrical and Computer Engineering. B.S.,
Institute of Technology. Fine Arts. B.A., M.A., Queens College of the
National Institute of Technology (REC),
Carl A. Torrillo, Assistant Director, M.S., Ph.D., Virginia Tech.
Admissions. B.A., St. John’s University; Richard Valeo, Adjunct Instructor, Fine
Charles Walsh, Adjunct Instructor,
M.S., Long Island University. Arts. B.F.A., New York Institute of
Culinary Arts. B.P.S., M.S., New York
Technology.
Diane Townsend, Adjunct Assistant Institute of Technology.
Professor, Fine Arts. B.F.A., Indiana Louis Valeriano, Adjunct Instructor,
Lenore Walsh, Assistant Athletic Director/
University; M.F.A., Queens College. Occupational Education. B.S., M.S., Long
Senior Women’s Administrator . B.S.,
Island University.
Michael Tracey, Adjunct Assistant Providence College; M.B.A., Dowling
Professor, Advertising. B.S., M.S., City Ernst O. VanBergeijk, Associate Dean, College.
University of New York. Executive Director, Vocational
Shiang-Kwei Wang, Assistant Professor,
Independence Programs. B.A., M.S.W.
David Tricamo, Adjunct Instructor, Education. B.S., TamKing University; M.B.A.,
University of Michigan; Ph.D., Columbia
Criminal Justice. B.A., State University of The Yuan-Ze University; Ph.D., University of
University.
New York at Oneonta; M.S., Long Island Georgia.
University. Barbara Van Buren, Director of Career
Shyue-Liang Wang, Associate Professor,
Services. B.A., Bethany College; M.A.,
Jennifer C.H. Tsao, Librarian III. B.A., Computer Science. B.S., M.S., National
Teachers College, Columbia University.
National Taiwan University; M.L.S., Chaio Tung University; M.S., Ph.D., State
University of Pittsburgh. Rozina Vavetsi, Assistant Professor, Fine University of New York at Stony Brook
Arts. B.A., National Kapodistrian University
Spencer Jay Turkel, Associate Provost, Susan L. Warner, Director of Publications
of Athens, Greece; M.S., Pratt Institute.
Professor, Life Sciences. A.B., Herbert H. and Advertising. B.A., Sacred Heart
Lehman College of the City University of Elaine Della Vecchia, Adjunct Instructor, University; M.A., Syracuse University.
New York; M.A., Ph.D., Cornell University. Nursing. Associate in Applied Science,
Gail Wasmus, Head Women's Volleyball
Queensborough Community College; B.S.;
James Turley, Associate Professor, Coach. B.S., Ashland University; M.P.S.,
Long Island University-C.W. Post Campus;
Hospitality Management. B.A., Wilkes New York Institute of Technology.
M.S., Nursing, University of Phoenix.
University; M.P.S., New York Institute of
Georgia Weickel, Adjunct Instructor,
Technology; C.F.B.E., Educational Institute of
Mathematics. B.A., M.S., Adelphi University.
the American Hotel and Motel Association.
368
Faculty and Staff
Howard Weiner, Adjunct Assistant Gualdine Wilde, Adjunct Instructor. Andrew Yalcin, Adjunct Instructor,
Professor, Education. B.A., M.S., Brooklyn Nursing. B.S.N., St. Joseph’s College; Architecture. B.Arch., B.F.A., The Rhode
College; Ph.D., New York University. M.S.N., P.N.P., State University of New York Island School of Design.
at Stony Brook,
David Weinreb, Adjunct Assistant Amy Young, Librarian II. B.S., Oklahoma
Professor, Accounting. B.B.A., City College Katherine Williams, Chairperson, Baptist University; M.L.S., University of
of the City University of New York; M.B.A., Associate Professor, English. B.A., University California.
Baruch College of the City University of of Denver; M.Phil., Ph.D., City University of
Roger Yu, Dean, College of Arts and
New York, C.P.A. New York.
Sciences, Professor, Physics. B.S. Shanghai
Daniel Weiss, Adjunct Assistant Professor, Theresa Williams, Director of Academic University; M.S. University of Missouri;
Mechanical Engineering. B.M.E., M.M.E., Enrichment Programs, B.A., M.A., State Ph.D., Montana State University.
City College of the City University of New University of New York at Albany.
Rodney Zagury, Adjunct Instructor, Fine
York; P.E.
Robert Wilmott, Librarian II. B.A., M.S., Arts. B.A., St. John’s University Collegeville,
Nitzan Weiss, Professor, Finance. B.A., Hofstra University; M.L.S., Long Island MN; M.A., New York Institute of
M.A., Hebrew University; M.Phil., Ph.D., University. Technology.
Dena Winokur, Coordinator, Advertising Cheryl Zauderer, Instructor, M.S.N. R.N.,
George J. Weissinger, Coordinator, and Public Relations, Manhattan; Associate C.N.M., N.P.P Post Masters, Nursing
Criminal Justice; Assistant Professor, Professor, Communication Arts. B.F.A., Certificate Program, Molloy College; Nurse
Behavioral Sciences. B.A., M.A., Queens University of Connecticut; M.A., American Practitioner in Psychiatry Certificate; Stony
College of the City University of New York; University; Ph.D., Ohio University. Brook University, Graduate School of
Ph.D., New York University. Nursing; M.S., Nursing, Certificate in
Donald Wolfrom, Adjunct Associate
Midwifery.
William Werner, Assistant Professor, Professor, Energy Management. B.S., Long
Physical Therapy. B.S., Quinnipiac College; Island University; M.S., Long Island Felix Lev Zbarsky, Assistant Professor, Fine
M.A., Columbia University. University. Arts. M.A., State Polygraphic Institute,
Moscow.
James Wernert, Adjunct Instructor, Patty Wongpakdee, Adjunct Assistant
Management Information Systems. B.S.E.S., Professor, Fine Arts. B.F.A., Syracuse Tao (Sarah) Zhang, Assistant Professor,
Long Island University; M.S., State University; M.F.A., Pratt Institute. Computer Science and Electrical and
University of New York at Stony Brook. Computer Engineering. B.S., M.S., Wuhan
Stephen B. Woodburn, Adjunct Assistant
University of Science and Technology, M.S.,
M. Chris Wernicki, Associate Professor, Professor, Fine Arts. B.A., Yale University;
Ph.D., University of Texas at Dallas.
Electrical Engineering. B.S., Kiev University; M.F.A., Indiana University.
M.E., New York University; Ph.D., Jihong Zeng, Assistant Professor of
Mary Woods, Adjunct Instructor,
Polytechnic University. Management Information Systems, B.S.
Behavioral Sciences. B.A., New York
Nankai University; M.S., Peking University;
William Weydig, Adjunct Instructor, University; M.A., Hunter College of the City
Ph.D., State University of New York at
English. B.A., Duke University; M.F.A., University of New York.
Albany.
Brooklyn College of the City University of
John S. M. Wu, Assistant Professor,
New York. Irene Zeldovich, Assistant Director,
Computer Science. B.A., College of Chinese
Admissions, B.A., Hunter College, C.U.N.Y.
Wayne Whalen, Assistant Director of Culture; M.S., New York Institute of
Media Relations. B.A., St. Thomas Aquinas Technology. Thomas Zoli, Adjunct Instructor,
College; M.A., The New School University’ Architecture. B.A. in Architecture, Lehigh
Judy Xu, Assistant Professor, Management,
University; M.Arch., Syracuse University.
John White, Adjunct Instructor, Social B.S., Shenyang University; M.S.,
Sciences. B.A., Harding College; M.A., Pharmacology, University of Minnesota; Cybele Zufolo, Adjunct Professor, English.
Abilene Christian University. M.A., Healthcare Systems, University of B.A., University of California; M.A.
Pennsylvania, Ph.D., Johns Hopkins Columbia University.
James Wiesenfeld, Professor,
University.
Architecture. B.S.C.E., State University of Joseph Zydor, Head Women’s Soccer
New York at Buffalo. Coach. A.A.S., Nassau Community College.
369
Campus Directions and Maps
Old Westbury Campus

NYIT’s Old Westbury Campus is located on Northern Boulevard, east of Northern Boulevard and
west of Route 107.
By Car
From New York City and points west via the Long Island Expressway (I-495): Take the LIE
(I-495) east to Exit 39, Glen Cove Road. From the exit ramp, turn left onto Glen Cove Road and
travel north for 2 miles. Turn right on Northern Boulevard (Route 25A) and go 1.2 miles to the
Old Westbury campus entrance, at the third traffic light on the right. Upon entering the campus,
take the first right to view a large-scale campus map.
From New York City and points west via the Northern State Parkway: Take the Northern State
Parkway to Exit 31, Glen Cove Road. From the exit ramp, turn left onto Glen Cove Road and
travel north for approximately 4 miles. Turn right on Northern Boulevard (Route 25A) and go
1.2 miles to the Old Westbury campus entrance, at the third traffic light on the right. Upon
entering the campus, take the first right to view a large-scale campus map.
From southern Queens or Brooklyn: From southern Queens and Brooklyn, take the Cross-Island
Parkway, the Clearview Expressway, or the Brooklyn-Queens Expressway north to the Long
Island Expressway (I-495) east. Follow the directions for EAST from New York City and points
west via the Long Island Expressway (above).
From Suffolk County via the Long Island Expressway (I-495): Take the LIE (I-495) west to
Exit 41N, Route 106/107 North. From the exit ramp, turn right onto Route 106/107. After
approximately one half-mile, bear left on Route 107. Travel north on Route 107 for 3 miles.
Turn left onto Northern Boulevard (Route 25A). The Old Westbury campus entrance is at
the fourth traffic light on your left. Upon entering the campus, take the first right to view a
large-scale campus map.
From Suffolk County via the Northern State Parkway: Take the Northern State Parkway west
to Exit 35N, Route 106/107 North. From the exit ramp, turn right onto Route 106/107, heading
north. After approximately three-quarters of a mile, bear left on Route 107. Travel north on
Route 107 for 3 miles. Turn left at Northern Boulevard (Route 25A). The Old Westbury campus
entrance is at the fourth traffic light on your left. Upon entering the campus, take the first
right to view a large-scale campus map.
From southern Nassau or Suffolk counties: Take the Meadowbrook Parkway or Wantagh
Parkway north to the Northern State Parkway. Take the Northern State Parkway west to Exit 31,
Glen Cove Road. At the traffic light, turn left, heading north. Travel north on Glen Cove Road
for approximately 4 miles. Turn right on Northern Boulevard (Route 25A) and travel 1.2 miles to
the Old Westbury campus entrance, at the third traffic light on your right. Upon entering the
campus, take the first right to view a large-scale campus map.
369
OR take the Wantagh Parkway or the Seaford-Oyster Bay Expressway (Route 135) north to the
Long Island Expressway (I-495). Then follow the directions for WEST from Suffolk County via
the Long Island Expressway (above)
From the Bronx, Westchester, and points north: Take the Throgs Neck Bridge to the Cross-
Island Expressway south. Exit to eastbound Long Island Expressway (I-495), Then follow the
directions for EAST from New York City and points west via the Long Island Expressway (above).
By Train
The Long Island Rail Road operates out of Pennsylvania Station in Manhattan, Flatbush Avenue
Station in Brooklyn, and Jamaica Station in Queens. Visitors traveling to Old Westbury can take
a train to the Greenvale station (Oyster Bay branch) and take a taxi to campus; or to Great
Neck (Port Washington branch) or Hicksville (Port Jefferson and Ronkonkoma branches) and
take Long Island Bus N20 to campus (weekdays only). From other Long Island train stations,
transfer at Jamaica or Mineola to reach Greenvale. For more information, call 718.217.5477
or go to www.mta.info/lirr/ for a complete system map, fares, and schedules.
Amtrak trains arrive/depart from Pennsylvania Station (see above). For more information, call
800.USA.RAIL or visit the Amtrak Web site (LINK: www.amtrak.com).
By Bus
The N20 bus travels via Northern Boulevard from Main Street in Flushing, Queens, to Route 107
in Greenvale, then via 107 to the Long Island Rail Road station in Hicksville, Nassau County.
The bus stops at the Old Westbury campus at regularly scheduled intervals on weekdays only
call 516.228.4000 or visit www.mta.info/libus/index.htm for fare and schedule information.
From Local Airports
From JFK International Airport, take the Belt Parkway east to the Cross Island Parkway north.
From there, follow the driving directions from southern Queens and Brooklyn. For detailed
maps, directions, and information about public transportation, visit www.panynj.gov.
From LaGuardia Airport, take the Grand Central Parkway east, which becomes the Northern
State Parkway in Nassau County. Follow the directions from New York City and points west via
the Northern State Parkway. For detailed maps, directions, and information about public trans-
portation, visit the LaGuardia Airport Web site at www.panynj.gov.
From Long Island MacArthur Airport, take the Southern State Parkway west to the
Seaford-Oyster Bay Expressway (Route 135) north. From there, follow the directions from
Suffolk County via the Long Island Expressway. For maps, directions, and information about
public transportation, visit the www.macarthurairport.com.
370
Manhattan Campus
By Public Transportation
The main entrance of NYIT’s Manhattan campus is located at 1855 Broadway, between 60th and
61st Streets, just north of Columbus Circle. The Office of Admissions and Office of Registrar are
located at 21 W. 60th St., between Broadway and Ninth Avenue. Public transportation and taxis
are recommended, due to the lack of parking and difficulty of driving in Manhattan.
Parking
If on-street parking is unavailable, at least three nearby parking garages offer NYIT discounted
rates. Parking vouchers must be validated at the security desk of the Manhattan campus in order
to receive the discounted rate.
Prior Parking (www.weparknewyork.com), 40 W. 61st St., between Broadway and Ninth Avenue,
212.245.9594.
Regent Garage, 45 W. 61st St., between Broadway and Ninth Avenue, 212.245-9594
Manhattan Parking System Mack Parking, 345 W. 58th St., 212.582.7110.
By Subway/Train
The Eighth Avenue (A, C, and E trains) and Broadway (1 and 9 trains) lines stop throughout the
day at Columbus Circle, a half-block south of the Manhattan campus entrance. They stop at
Pennsylvania Station for those traveling into Manhattan via the Long Island Rail Road, Amtrak,
or New Jersey Transit. For those arriving at Grand Central Station via Metro North Rail Road, take
the No. 7 train or the S train (Grand Central-Times Square shuttle) to Times Square-42nd Street
and transfer to an A,C,E, 1 or 9 uptown train. Visit the New York City Transit’s Web site at
www.mta.info/nyct/subway for detailed maps, fares, and other information.
By Bus
The 57th Street and 66th Street cross-town buses stop at Broadway. The Manhattan campus
entrance is three blocks north of 57th Street and five blocks south of 66th Street. The Broadway
bus stops at the corner of Broadway and 60th Street. Visit the New York City Transit Web site at
www.mta.info/nyct/bus/ for detailed maps, fares, and other information.
From Local Airports
From JFK International Airport, take the Van Wyck Expressway (I-678) north to the Long Island
Expressway (I-495) west. Take the LIE to the Queens Midtown Tunnel into Manhattan and follow
signs uptown. For maps, directions, and information about public transportation, including the
AirTrain, visit the Port Authority Web site at www.panynj.gov/.
From LaGuardia Airport, take the Grand Central Parkway west to the Triborough Bridge into
Manhattan. Take the FDR Drive south to the 59th Street exit and travel west on 59th Street. For
detailed maps, directions, and information about public transportation, visit the Port Authority
Web site at www.panynj.gov/.
371
From Newark Liberty International Airport, take Route 1-78 east toward the New Jersey
Turnpike. Take 1-95 North exit toward Exits 15E-18E/Lincoln Tunnel. Take Exit 16 onto Route 495
eastbound through the Lincoln Tunnel. Follow signs uptown. For detailed maps, directions, and
information about public transportation, including the AirTrain, visit the Port Authority Web site
at www.panynj.gov/
Central Islip Campus

NYIT’s Central Islip site is located on Carleton Avenue (County Road 17), just south of East Suffolk Avenue.
By Car
From New York City and points west via the Long Island Expressway (I-495): Take the LIE (I-495)
east to Exit 56, Route 111. From the exit ramp, turn right at the first traffic light onto Route 111.
Bear to the left (south) onto Wheeler Road/County Road 17, which will become Carleton Avenue.
Travel south on Carleton Avenue for approximately 2.5 miles. Turn left into the campus entrance.
From New York City and points west via the Southern State Parkway: Take the Southern State
Parkway east to Exit 43A, Central Islip. From the exit ramp, bear to the right (north) onto Carleton
Avenue/County Road 17. Travel approximately one mile and turn right into the campus entrance.
From points east via the Long Island Expressway (I-495): Take the LIE west to Exit 56, Route 111.
From the exit ramp, turn right at the first traffic light onto Route 111. Bear to the left (south)
onto Wheeler Road/County Road 17, which will become Carleton Avenue. Travel south on
Carleton Avenue for approximately 2.5 miles. Turn left into the campus entrance.
From points east via Sunrise Highway: Take Sunrise Highway (Route 27) to the Carleton Avenue
North exit. From the exit ramp, bear right (north) onto Carleton Avenue/County Road 17. Travel
approximately one mile and turn right into the campus entrance.
By Train
The Long Island Rail Road operates out of Pennsylvania Station in Manhattan, Flatbush Avenue
Station in Brooklyn, and Jamaica Station in Queens. Visitors should take a train to the Central
Islip station (Ronkonkoma branch) and take a taxi or walk west on Suffolk Avenue, then south on
Carleton Avenue to campus (approximately one mile). ). From other Long Island train stations,
transfer at Jamaica. See the LIRR Web site at www.mta.info/lirr/ for a complete system map,
fares, and schedules.
Amtrak trains arrive/depart from Pennsylvania Station (see above). For more information, call
800.USA.RAIL or visit the Amtrak Web site at www.amtrak.com.
By Bus
The 3C bus travels between the Central Islip court buildings and the South Shore Mall in Bay
Shore. The bus stops at the Central Islip campus at regularly scheduled intervals. Call
631.852.5200 or visit the Suffolk County Bus Web site at www.sct-bus.org/ for fare and sched-
ule information.
372
From Local Airports
From JFK International Airport, take the Belt Parkway east to the Southern State Parkway east
to Exit 43A, Central Islip. From the exit ramp, bear to the right (north) onto Carleton
Avenue/County Road 17. Travel approximately one mile and turn right into the campus entrance.
For detailed maps, directions, and information about public transportation, visit the Port
Authority Web site at www.panynj.gov/.
From LaGuardia Airport, take the Grand Central Parkway east to the Long Island Expressway
(I-495) east to Exit 56, Route 111. From the exit ramp, turn right at the first traffic light onto
Route 111. Bear to the left (south) onto Wheeler Road/County Road 17, which will become
Carleton Avenue. Travel south on Carleton Avenue for approximately 2.5 miles. Turn left into the
campus entrance. For detailed maps, directions and information about public transportation from
LaGuardia Airport, visit the Port Authority Web site at www.panynj.gov/.
From Long Island MacArthur Airport, follow the signs to Johnson Avenue. Take Johnson Avenue
to Sunrise Highway (Route 27) west. Take Sunrise Highway to the Southern State Parkway west.
Take Southern Parkway to exit 43A north (Carleton Avenue/County Road 17). Travel approxi-
mately one mile and turn right into the campus entrance. For detailed maps, directions and infor-
mation about public transportation from MacArthur Airport, go to www.macarthurairport.com/.
373
Old Westbury Campus
NYIT Old Westbury Campus

A SECURITY / FACILITIES
A1 Simonson House:
Security / Facilities / Shipping / Receiving
A2 Simonson Annex
B ACADEMIC QUAD
B1 Salten Hall
B2 Rubin Hall
B3 Schure Hall
B4 Theobold Hall
B5 North House
C ADMINISTRATION
C1 Gerry House: Office of Admissions
C2 Tower House
D MAIN LIBRARY
D1 Wisser Memorial Library
E ACTIVITIES / ATHLETICS
E1 Student Activity Center
E2 Field House
E3 Maintenance Area
E4 Whitney Lane House
E5 Balding House
E6 Greenhouse
E7 Sports Complex
E8 Sculpture Studio
F OSTEOPATHIC MEDICAL SCHOOL
F1 Riland Center: Health Clinic
F2 Serota Academic Center
F3 Rockefeller Building
F4 500 Building
G ART AND ARCHITECTURE
G1 Midge Karr Art Center
G2 Education Hall
H DE SEVERSKY CENTER
H1 de Seversky Center N
Parking Emergency Assistance
Bus Wi-Fi Enabled Zone
374
Manhattan Campus
1) MAIN CAMPUS BUILDING (MCMB)
1855 Broadway
2) STUDENT ACTIVITIES BUILDING (MCSA)
1849 Broadway
3) NEW TECHNOLOGY BUILDING
16 W. 61st St.
4) 26 W. 61st. St.
â
375
Central Islip Campus

1. BERKERY CHAPEL (BYCL)
2. GOLF COURSE
3. ROBBINS HALL (RBHL)
4. KENNEDY HALL (KYHL)
5. CHALLENGER HALL (CRHL)
Eastern Suffolk BOCES
6. TESLA HALL (TAHL)
Head Start
7. MILLS HALL (MLHL)
Cl Health Center - NYCOM
8. CULINARY ARTS CENTER (CULC)
STUDENT DINING HALL (CDIN)
9. KING HALL (KGHL)
10. BLDG. 66 (CIBC)
Safety, Facilities, Computer Labs
11. ACADEMY HALL (ACHL)
12. LEADERSHIP HALL (LDHL)
13. AMBASSADOR HALL (ARHL)
14. INDEPENDENCE HALL (INHL)
15. HERITAGE HALL (HTHL)
16. STUDENT ACTIVITIES CENTER (CSAC)
Residential Life, Bookstore, Gym, Auditorium, Pool
17. WEST HALL (WTHL)
18. COTTAGES (A, B, C, D)

19. MAIL ROOM (MLRM)
376
Undergraduate Catalog Index
Course Subject Prefix Description
Architecture
ARCH, DSGN
Arts and Sciences

ADVG, ARTD, ARTH, ARTP, ARTR, ARTS
DGIM, HIST, IDSP, LITR, MATH, PHIL, PHYS,
PREL, PSCI, SPCH, WRIT
Education
CULY, EDUC, HOSP
Engineering and Computing Sciences

AENG, CSCI, CTEC, ETEC, EENG, IENG, ISEC,
ITEC, MENG, TELE
Health Professions, Behavioral,

and Life Sciences
BIOL, CHEM, CRIM, NTSI, NURS, PSYC, SOCI
Management
ACCT, ECON, FINC, INTL, INTN, LLAW, MGMT,
MIST, MRKT, SBEM, QANT
General Index
A BS/MS—Combined Bachelor of Science in Life Science,

Allied Health Professions—Occupational Therapy
Academic Calendar Option/Master of Science in Occupational Therapy,
Engineering and Computing Sciences, 99 269
Health Professions, Behavioral and Life Sciences,
94 Business Administration, 297
Ownership of Student Work, 77 Business and Marketing Education, 194
School of Health Professions, Behavioral and Life
Sciences, 42 C
Campus Directions and Maps, 371
Academic Integrity, 76
Career and Technical Education, 196
Academic Senate, 24
Career Network Center, 85
Academic Standards, 73
Change of Curriculum or Campus, 70
Academic Standing, 75
Change of Matriculation Status, 71
Accommodation Policy for Students with Disabilities, 89
Change of Program, 70
Accrediting Agencies, 29
Chemistry Option, 272
Additional Programs, 334
Childhood Education, 185
Administration, 352
Classification of Students by Credits, 74
Admissions, 34
Co-requisite Courses, 79
Admissions Procedures, 34
Cohort Report, 82
Adolescence Education, 187
College of Arts and Sciences, 123
Advertising, 124
Fine Arts, 150 College Success Seminar, 83
Aerospace Engineering Concentration, 230 Combined Bachelor of Science in Behavioral Science
(Criminal Justice Option)/Juris Doctor (from Touro
Aerospace Studies, 340 College Jacob D. Fuchsberg Law Center), 257
Air Force Reserve Officer Training Corps, 341 Communication Arts, 129
Applied Economics, 298 Degree Programs, 129
Architecture and Design, 103 Facilities, 131
Rights to Media Productions, 132
Architecture Program, 105
Specialized Professional Opportunities, 130
Army Commissioning Requirements, 345
Completion of Credits, 58
Army Reserve Officer’s Training Corps, 343
Completion of Degree Objective, 59
Associate Degree Programs, 24
Completion of Payments, 64
Athletics and Recreation, 93
Computer Graphics, 150
Attendance, 75
Computer Requirements, 176, 212
B Computer Science, 212
Baccalaureate Degree Programs, 24 Computer Security, Interactive Digital Media, 225
Behavioral Sciences, 256 Cooperative Work-Study Programs, 64
Life Sciences, 267
Core Curriculum, 81
Bioinformatics Core Requirements, 142
Physician Assistant Studies
Counseling and Wellness Center, 84
Biology Option, 273
Courses at Another College, 71
Biomedical Engineering, 275
Credit, 73
Biomedical Engineering Technology, 276
Criminal Justice, 256
Board of Trustees, 23
Criminal Justice Option, Specialty Courses, 265
BS/DO—Combined Bachelor of Science in Life
Science/Doctor of Osteopathy, 268 D
BS/DPT—Combined Bachelor of Science in Life Science, Dean’s and Presidential List, 75
Allied Health Professions-Physical Therapy
Option/Doctor of Physical Therapy, 270 Degrees with Distinction, 80
381
Didactic Program in Dietetics, 290 G

Division of Teacher Education, 177 General Military Course (GMC), 341
Dorothy and Alexander Schure Old Westbury Campus, 1 Global Programs, 339
Drop/Add periods, 65 Grade Point Average, 58
Cycles, 66
Graduate and Professional Programs, 24
Summer Courses, 66
Traditional Semesters, 66 Graduation, 79
Requirements, 79
E Graphic Design, 152

Education, 173 Group A—Literature Options. See Core Requirements
Educational Records, 77 Group B—Career Writing Options. See Core Requirements
Annual Notice, 77
Directory Information, 78 H
Electrical and Computer Engineering, 218 Health Services, 87
Electrical Engineering Technology, 241 Higher Education General Information Survey (HEGIS),
25
Electrical Technology, 246 HEGIS Code Directory, 25
Ellis College, 1 History, 169
Employment, 55
Engineering and Technology, 211 I
Engineering Management, 230 Identification Cards, 85
English and Speech, 140 Independent Student Status, 56

Bachelor of Arts in English, 140 Honors and Awards, 94
Bachelor of Science, 142 Architecture and Design, 95
English Language Institute, 148 Arts and Sciences, 96
English Language Program, 148 Education, 98
Enrollment of Students, 68 Engineering and Computing Sciences, 99
Extended Education, 335 Management, 100
New York College of Osteopathic Medicine Senior
F Student Awards for Service and Academic
Faculty and Staff, 354 Achievement, 100
Finance, 298 Student Services, 100
Financial Aid, 48 Index, 379
Applications, 48 Information Technology, 225
NYIT Scholarships and Grants, 49 Interdisciplinary Studies Degree, 157
Fine Arts, 150 Interior Design, 117
First-Year Experience Program, 83 International Business, 298
Career Advisement and Evaluation, 84
International Students, 86
College Success Seminar, 83
Focus Groups, 84 Internet Engineering and Distributed Information
Systems, 214
Peer Mentoring Program, 84
Student Orientation Program., 83 J
The Jump Start Advantage Program, 83
Jump Start Advantage Program, 83
Five-Year Combined Program—B.S. in Mechanical
Engineering and M.S. in Energy Management, 230
Food Service, 87
Foreign Languages, 147
382
General Index
L Q
Languages, 147 Quality Points, 74
Loans, 54
Additional Unsubsidized Stafford Loan, 55 R
Federal Parent Loans for Undergraduate Students Refunds/Reduction of Indebtedness, 65
(PLUS), 55
Registration Procedures, 68
Federal Perkins Loans, 54
Religious Observances and Academic Requirements, 79
Federal Stafford Loans, 54
Residential Services, 87
Long Island News Tonight:, 130
S
M
Satisfactory Academic Progress, 57
Management, 295, 297
Satisfactory Academic Progress Standards for Financial
Management of Information Systems, 297 Aid Eligibility (SAP), 58
Manhattan Campus, 1 Scholarships and Grants, 49
Marketing, 297 B.S./M.S. Scholarships, 50
Brett Kaufman Memorial Alumni Scholarship, 51
Mathematics, 159
Martin Luther King Scholarship, 51
Mathematics Education, 159
NYIT Academic Scholarship Program, 49
Mechanical Engineering, 228 NYIT Grant, 52
Military Science, 344 NYIT Scholarship, 52
President's Scholarship, 50
N The Theodore K. Steele Memorial Scholarship
Non-Credit Certificate Programs, 336 Program, 50
Nursing, 255, 283 Transfer Scholarships, 50
Nutrition Science, 288 Scholastic Discipline, 75

NYIT Degree Program, 350 School of Architecture and Design, 103
Additional Information, 107
O Additional Options, 108
Occupational Therapy, 45 Architecture, 105
Degrees Offered, 104
Other Sources of Aid, 56
Interior design, 117
P Summer Study Abroad, 108
Parking, 88 School of Education, 173

Academic Advisement, 176
Philosophy, 169
Campus Locations, 175
Physics, 163 Class Schedules, 176
Policies Affecting Students, 93 Distinctive Characteristics, 174
Policies and Procedures, 80 Facilities, 175
Political Science, 170 Mission, 174
Pre-Engineering, 241 School of Engineering and Computing Sciences, 211

Premedical Studies, 267 School of Health Professions, Behavioral and Life
Sciences, 255
Prerequisite, 79
School of Management, 295
Probation/Dismissal Policy, 76
Science Education, 163
Professional Officer Course (POC), 341
Science Programs, 271
Program Advisors, 69
Science Teacher Education Programs, 271
Programs of Study, 24
Second Bachelor’s Degree, 59, 80
Psychology, 256
Social Science Education, 167
Social Sciences, 167
Social Work, 256
383
Sociology, 256 T
Special Requirements, 42 Teacher Education (Non-Credit) Workshops, 209
For Graduate Admissions, 47
Technical Writing Certificate Program, 143
For the School of Architecture and Design, 42
For the School of Engineering and Computing Technology Education, 199
Sciences, 42 Telecommunications Network Management, 248
State and Federal Grants, 52 Telecommunications Technology, 250
Aid for Part-Time Study (APTS), 53 Transportation, 87
Federal Pell Grant, 52
Tuition and Fees, 61
Federal Supplementary Educational Opportunity
Grant (SEOG, 52
U
New York State Tuition Assistance Program (TAP),
53 Unsatisfactory Academic Progress and the Appeal
Vietnam Veterans Tuition Award Program, 53 Process (UAP), 59
Student Activities, 91 V
Academic Clubs, 91
Verizon Next Step Program, 251
Honor Societies, 91
Student Government, 92 Veterans Affairs, 89
Visual Arts Education, 153, 201
Student Affairs, 83
Vocational Certificate Program, 349
Student Employment, 86
Vocational Independence Program, 347
Student Expenses, 64
Student Grade Appeal, 77 W
Student Organizations, 92 Withdrawal from a Course, 70
Campus Radio Stations, 92
Withdrawal from the College, 71
Cultural Activities, 92
Religious Organizations, 92 Withdrawal Period, 66
Cycle, 67
Social Organizations, 92
Summer Course, 67
Special-Interest Groups, 92
Traditional Semester, 67
Student Media, 92
Women’s Association, 92
Student Orientation Program, 83
Summer Courses, 66
Federal Supplementary Educational Opportunity
Grant (SEOG), 52
384

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UNDERGRADUATE CATALOG 2007 - 2008

For information, contact us at 800.345.NYIT.

Old Westbury campus

Ellis College of NYIT

“As a 21st-century model of higher education

Edward Guiliano, Ph.D.

Schools and Colleges

Reserve Officer’s Training Corps (ROTC)

New York Campuses

The Dorothy and Alexander Schure Old Westbury

n The nationally recognized de Seversky Center houses NYIT’s Department of

Ellis College of NYIT

n National Geographic Society

n National Institutes of Health

n National Science Foundation

n New York State Department of Health

n New York State Education Department

n Wisser Library, Old Westbury campus

n Education Hall, Art and Architecture, Old Westbury campus

n Medical Library, Old Westbury campus

n Manhattan Campus Library, Second floor, Main Building

n Central Islip Collection, First floor, Building 66

New York College of Osteopathic Medicine

Linda Davila*† Deborah Verderame Marciano †

Peter A. Ferentinos Philip G. Munson

* Member of the Executive Committee

NYIT Academic Senate

Associate Degree Programs

Baccalaureate Degree Programs

Graduate and Professional Programs

Higher Education General Information Survey (HEGIS)

HEGIS Code Directory

Business: Marketing ADV CERT 0509.00 1, 2

Infrastructure Security Management ADV CERT 2199.00 1

Technical Writing BS 0601.00 1, 2

NEW YORK INSTITUTE OF TECHNOLOGY

American Culinary Federation American Osteopathic Association (AOA)

Academic Calendar 2007-2008

Jan. 5 - 17 Intersession withdrawal period. W or WF grade may be

Academic Calendar 2007-2008

Middle East Locations:

Fall 2007 - Middle East Locations

Oct. 14 Withdrawal period (W grade may be assigned). Student and

Winter 2008 Middle East Locations

Spring 2008 Middle East Locations

Summer 2008 Middle East Locations

Admission of International Students

n Four years of study are generally necessary to acquire a bachelor’s degree or

Academic Enrichment Programs

Higher Education Opportunity Program (HEOP)

Transfer Credit Evaluation

Prior Learning Evaluation Program

Non-Collegiate Course Evaluations

Readmission of Former Students

For the School of Architecture and Design

n Completion of all pre-requisite courses listed as freshman and sophomore

Professional Clinical Phase Requirements:

6. Patient Safety Information

Policy: Progression in the Nursing Major

Physician’s Assistant: B.S./M.S.

Physical Therapy: B.S./D.P.T.

NYIT Scholarships and Grants

NYIT Academic Scholarship Program