Catalog Grad

contents
Message from the President 2 SECTION 4

Graduate Calendars 3 University Policies and Procedures 106
University-Wide Policies 106
SECTION 1 Nursing Student Policies 122
Methods of Learning and Earning Credit 4
International Student Policies 125
About Our Courses 4
Graduate Academic Policies 129
About Prior Learning Assessment 4
Learning Outcomes Assessment 130
About Graduate Transfer Credit 4
About Thomas Edison State University 139
Graduate Courses and Descriptions 5
Governance 144
Mentors at Thomas Edison State University 147
SECTION 2 Thomas Edison State University Staff 155
Degree Programs and Certificates 68
Contact Information 163
Doctorate Degree 69
Directions 164
Graduate Degrees 70
Graduate Certificates 93
SECTION 5
Textbook and Course Materials 98
Student Forms 167
SECTION 3
Course Registration and Student Services 99
Prior Learning Assessment Registration 99
Registering for Graduate Courses 99
Student Services 101
The Thomas Edison State University Graduate Catalog is published annually Each student is held responsible for the information contained in this
and provides a summary of Universitys Graduate Program policies, Graduate Catalog. Failure to read and comply with University regulations
procedures, programs and services as well as course descriptions, course does not exempt the student from this responsibility.
registration materials and forms, and registration schedules for the The Catalog is not a contract, but rather it is a guide for the convenience
academic year. of our students. The University reserves the right to change or withdraw
Content for this Graduate Catalog was current as of July 1, 2017. While every areas of study and courses or eliminate departments or programs, without
effort has been made to ensure the accuracy of the information contained notice. The University also retains the discretion to change fees, registration,
in this publication, the University reserves the right to make changes graduation and other rules affecting the student body, at any time.
without prior notice. The following are all current registered trademarks of Thomas Edison State University:
For prospective students, the University publishes an Undergraduate Higher Education. For Adults with Higher Expectations; Corporate Choice; e-Pack;
Prospectus, Graduate Prospectus and a W. Cary Edwards School of Nursing TECEP; myEdison; TESU, Operation Vet Success, The National Institute on the
Assessment of Adult Learning, and Thomas Edison State University. In addition, the
Prospectus. These publications include admissions information that can be
stylized clock logo and TESU official seal design are trademarked.
found online at www.tesu.edu/current-students/publications.cfm. Enrolled
students also receive Signals, a newsletter that contains program updates.
Signals can be viewed online as well. Graduate students can learn of program
changes and current news online through myEdison, the Universitys
course management system.
Thomas Edison State University 1 Graduate Catalog 2017-2018

message from the president
Welcome to Thomas Edison State University!
For more than four decades, we have had only one mission to provide flexible,
high-quality, collegiate learning opportunities for self-directed adults.
Today, this mission remains at the heart of everything we do.
Our Graduate Catalog articulates the academic policies that will govern
your educational experience at Thomas Edison State University and provides
a description and summary of requirements for the graduate degree and
certificate programs offered by the University. In addition, this publication
includes information on the learning outcomes objectives for our academic
enterprise, methods for earning credit and information on the School of
Applied Science and Technology, the Heavin School of Arts and Sciences, the
School of Business and Management, the W. Cary Edwards School of Nursing
and the John S. Watson School of Public Service and Continuing Studies.
Since our inception in 1972, Thomas Edison State University has helped more
than 50,000 adults achieve their dreams of earning a college degree.
I am pleased to welcome you to our University family, and I wish you well as
you pursue your educational goals.
Sincerely,
George A. Pruitt
President

2017-2018 GRADUATE CALENDAR
July 2017 Term January 2017 Term

Course registration: May 19 - July 2, 2017 Course registration: Nov. 17, 2017 - Jan. 1, 2018
Term Start Date: July 3, 2017 Term Start Date: Jan. 2, 2018
Deadline for 75% refund: July 9, 2017 Deadline for 75% refund: Jan. 8, 2018
Term ends: Sept. 24, 2017 Term ends: March 25, 2018
October 2017 Term April 2018 Term

Course registration: Aug. 18 - Sept. 24, 2017 Course registration: Feb. 16 - April 1, 2018
Term Start Date: Sept. 25, 2017 Term Start Date: April 8, 2018
Deadline for 75% refund: Oct. 1, 2017 Deadline for 75% refund: April 2, 2018
Term ends: Dec. 17, 2017 Term ends: June 24, 2018
2017-2018 SCHOOL OF BUSINESS AND MANAGEMENT GRADUATE CALENDAR
July 2017 Term January 2018 Term

Course registration: May 19 - June 17, 2017 Course registration: Nov. 17 - Dec. 16, 2017
Late registration: June 18 - July 2, 2017 Late registration: Dec. 17, 2017 - Jan. 1, 2018
Term Start Date: July 3, 2017 Term Start Date: Jan. 2, 2018
Term ends: Aug. 27, 2017 Term ends: Feb. 25, 2018
September 2017 Term March 2018 Term

Course registration: July 21 - Aug. 12, 2017 Course registration: Jan. 19 - Feb. 10, 2018
Late registration: Aug. 13 - 27, 2017 Late registration: Feb. 11 - 25, 2018
Term Start Date: Aug. 28, 2017 Term Start Date: Feb. 26, 2018
Deadline for 50% refund: Sept. 10, 2017 Deadline for 50% refund: March 11, 2018
Term ends: Oct. 22, 2017 Term ends: April 22, 2018
November 2017 Term May 2018 Term

Course registration: Sept. 22 - Oct. 14, 2017 Course registration: March 23 - April 14, 2018
Late registration: Oct. 15 - 29, 2017 Late registration: April 15 - 29, 2018
Term Start Date: Oct. 30, 2017 Term Start Date: April 30, 2018
Deadline for 50% refund: Nov. 12, 2017 Deadline for 50% refund: May 13, 2018
Term ends: Dec. 24, 2017 Term ends: June 24, 2018

section 1
Methods of Learning and Earning Credit
ABOUT OUR COURSES ABOUT PRIOR LEARNING ASSESSMENT
http://www.tesu.edu/academics/catalog/About-Our-Courses.cfm http://www.tesu.edu/academics/catalog/Prior-Learning-Assessment.cfm
NOTE: This option is not approved for Financial Aid or Veterans Benefits.
GRADUATE PLA
SYSTEM REQUIREMENTS:
Students enrolled in a Thomas Edison State University
Operating System*: graduate degree may apply to earn prior learning
assessment (PLA) portfolio credit for any course
> Windows 7 or higher
required by the degree. Portfolio assessment
> MacOS 10.8 or higher opportunities for Thomas Edison State University courses
will be based on students demonstration of mastery of the
Browser*: stated learning outcomes. For certain electives, matriculated
> Firefox or Chrome recommended students may present course descriptions from graduate
> Edge/Internet Explorer & Safari may have limited courses offered at other regionally accredited colleges or
functionality for some of our tech and media tools. universities as a basis for earning credit through prior learning
assessment subject to the deans approval. This policy may
Internet Connection (required): be limited by external accrediting bodies or by the nature of
the course. Not all graduate degree programs will accept PLA
High-speed connection is recommended. Speeds below credit. Please check with the individual schools academic
10 Mbps may cause slower loading times for video-heavy dean regarding whether that degree program accepts PLA
courses. credit. No more than half of the credits required for a graduate
degree may be earned through prior learning assessment.
Peripherals for Video Related Activities:
Graduate PLA Course Proposal Forms can be found on the
> Webcam recommended
Student Forms page at http://www.tesu.edu/current-students/
> Headphones with built-in microphone recommended Student-Forms.cfm and must be sent directly to the deans office
> Some courses may require additional hardware. Details for approval.
on these will be included in those specific courses.
ABOUT GRADUATE TRANSFER CREDIT
Software: www.tesu.edu/academics/catalog/Graduate-Academic-Policies.cfm
> All students receive a Thomas Edison State University Students in a graduate program at the University may transfer
email account that provides free access to G Suite for graduate-level credit in the following ways:
Education.
> graduate credits previously earned at other regionally
*Some course tools may require browser plugins or other accredited colleges or universities;
free software to be installed. More information is provided
in those courses. > courses that have been evaluated by American Council on
Education (ACE) and recommended for graduate credit; and
Mobile: > military service schools that have been evaluated by the
> Many of the Universitys technology platforms are ACE Office of Educational Credit and Credentials and
optimized for tablet and mobile experiences. recommended for graduate credit.
*Some course tools may require browser plugins or other free software to be Transfer credit meeting the criteria may be used to meet
installed. More information is provided in those courses. Note that operat- core and elective graduate program requirements. The grade
ing systems, browsers, plugins and other software should be kept up-to-date
for security purposes and to ensure proper functionality. received for a transfer course must be a B or better. When
the grade received is P for Pass or CR for Credit, the sending
institution must equate it to a B or better. Students may
transfer up to 12 credits. Courses taken for transfer credit after
admittance to the program require prior approval of the dean
of the school in which the student is enrolled. Transferred
graduate credits that were earned seven or more years prior
to the students enrollment date may not be applied to the
degree without permission of the appropriate School dean.

GRADUATE COURSES
http://www.tesu.edu/academics/courses/Grad-Courses.cfm
GRADUATE COURSE OFFERINGS ARE LISTED BY PROGRAM:
> Doctor of Nursing Practice > Graduate Certificate in Clinical Trials Management
> Master of Arts in Educational Leadership* > Graduate Certificate in Cybersecurity-
> Master of Arts in Educational Technology Critical Infrastructure
and Online Learning > Graduate Certificate in Data Analytics
> Master of Arts in Liberal Studies > Graduate Certificate in Digital Humanities
> Master of Business Administration > Graduate Certificate in Educational Leadership
> Master of Public Service Leadership > Graduate Certificate in Fundraising and Development
> Master of Science > Graduate Certificate in Geropsychology
> Master of Science in Homeland Security > Graduate Certificate in Homeland Security
> Master of Science in Hospitality Management > Graduate Certificate in Human Resources Management
> Master of Science in Human Resources Management > Graduate Certificate in Industrial-Organizational
> Master of Science in Information Technology Psychology
> Master of Science in International Business Finance > Graduate Certificate in Nursing Administration
> Master of Science in Management > Graduate Certificate in Nurse Educator
> Master of Science in Management - Public > Graduate Certificate in Nursing Informatics
Service Careers > Graduate Certificate in Online Learning and Teaching
> Master of Science in Nursing* > Graduate Certificate in Organizational Leadership
> Graduate Certificate in Professional Communications
* These programs require valid professional certificates and/or licenses. > Graduate Certificate in Project Management
> Graduate Certificate in Strategic Planning and Board
Leadership for Nonprofits
DOCTOR OF NURSING PRACTICE IN SYSTEMS-LEVEL LEADERSHIP

Course Descriptions NUR-805: SCHOLARLY INQUIRY: NUR-810: HEALTH, HEALTHCARE
A BASIS FOR EVIDENCE-BASED POLICY, AND POLITICS
NUR-800: DNP ROLE DEVELOPMENT PRACTICE In Health, Healthcare Policy and Politics,
DNP Role Development is designed Scholarly Inquiry: A Basis for Evidence- students enhance skills to analyze health
for those in direct clinical practice Based Practice provides an in-depth policy, develop and implement health
and areas that support practice review of the research process, enabling policy in institutions and government,
environments: administration, organiza- students to analytically appraise and and advocate for sound health policies.
tional management and leadership, and synthesize existing scientific research, Health policy content addresses the
policy. The course focus is on expos- practice guidelines and other scholarly interplay of access, cost and quality in
ing the student to the leadership roles evidence. The course focus is on healthcare; quality assessment; financ-
expected of DNP practitioners. research design, research methods, ing; governance; delivery; and the social
The importance of clinical inquiry, project implementation, data analysis justice of policies affecting health. Stu-
scholarship and ethics within nursing and techniques and evaluation of a nursing dents will examine this interplay from
related disciplines, and the imperative of practice change that is based on the the patient, nursing workforce and or-
interprofessional collaboration to pro- highest quality evidence. ganization perspectives. Policy and ad-
mote quality improvement and safe vocacy concepts will be reinforced by
patient outcomes will be explored. examining how they are demonstrated
in specific policy initiatives, such as the
Affordable Care Act, and the impact they
have on the behavior and outcomes of
patients, nurses and healthcare organi-
zations.

NUR-815: INFORMATION SYSTEMS NUR-832: ORGANIZATIONAL AND ment, evidence-based literature review,
AND TECHNOLOGY IMPACTING SYSTEMS LEADERSHIP I and the development of a preliminary,
HEALTHCARE DELIVERY Organizational and Systems Leadership clinical immersion project proposal. The
In Information Systems and Technology I immerses the doctoral student in the Practicum element of this course will re-
Impacting Healthcare Delivery, students conceptual underpinnings of leadership flect the foundation for project develop-
will expand their knowledge of and skills and organizational theory to support the ment focusing on improving practice.
in using information systems and tech- leaders role in improving organization-
nology as tools to evaluate and improve al and system-level outcomes. Students NUR-912: SCHOLARLY IMMERSION
patient care and system outcomes. Stu- will develop a deeper understanding of II: PROJECT MANAGEMENT AND
dents will gain knowledge on how health organizational dynamics and culture MENTORED PRACTICUM
information is exchanged through inte- change at all levels of nursing practice Scholarly Immersion II: Project Manage-
grated information systems and explore and policy. The course will build upon ment and Mentored Practicum is the sec-
how data are extracted and analyzed to the American Organization of Nurse Ex- ond of the three clinical immersion expe-
improve organizational decision-making ecutive (AONE) Competency domains riences that provide the student with the
behaviors. to define the role of professional nursing ongoing opportunity to synthesize, inte-
and to develop strategies to influence grate and apply knowledge and skills ob-
NUR-820: INTEGRATING AND EVAL- and transform healthcare systems. Sys- tained during the DNP curriculum. Pri-
UATING POPULATION HEALTH IN tems thinking will be discussed as a key or to entry into Scholarly Immersion II,
strategy to improve performance and students will finalize the evidence-based,
ADVANCED NURSING PRACTICE
lead change. practice change project proposal and
Integrating and Evaluating Population
Health in Advanced Nursing Practice submit the proposal to a designated com-
NUR-842: ORGANIZATIONAL AND mittee for review, revision, and approval.
prepares the learner to lead population
SYSTEMS LEADERSHIP II The course will focus on the implemen-
health initiatives. Students examine and
apply biostatistical and epidemiologi- Organizational and Systems Leadership tation of the approved DNP practice
cal methods of analysis. The course ad- II explores models, concepts and pro- change project in a selected healthcare
dresses the use and analysis of available cesses to enhance care quality and pa- practice setting. The Practicum element
systems data to identify gaps in care or tient safety in healthcare organizations. of this course will reflect the integration
services and to design, plan and evalu- Concepts and principles of systems anal- of project development.
ate evidence-based health promotion/ ysis, stakeholder theory and complexity
clinical prevention programs and care science will be discussed to describe NUR-922: SCHOLARLY IMMERSION
delivery models. and evaluate contemporary healthcare III: PROJECT COMPLETION AND
organizations approaches to nursing is- MENTORED PRACTICUM
sues. Various methods used in outcomes
NUR-825: HEALTH ECONOMICS Scholarly Immersion III: Project Com-
management and their application in
AND FINANCE pletion and Mentored Practicum is the
healthcare organizations will be ana-
Health Economics and Finance provides culminating component of the clinical
lyzed. Through the use of case studies,
students an in-depth exploration of val- immersion course sequence that pro-
students will analyze a variety of scenari-
ue-based service, economics, finance, vides the student with the opportunity
os and incorporate appropriate methods,
budget and reimbursement models that to synthesize, integrate and apply the
measurement tools and data elements to
impact healthcare organizations and knowledge and skills obtained during the
improve quality and safety and make a
healthcare practices. Students will de- DNP curriculum. In this final clinical im-
business case for system-level changes
velop and analyze business plans and mersion experience, students will focus
to improve outcomes.
implement a cost-benefit analysis based on the evaluation of the evidence-based
upon value and quality models. Applica- practice change and on the impact the
NUR-902: SCHOLARLY IMMERSION DNP change project had on the select-
tion of resources, tools for decision mak-
I: PROJECT IDENTIFICATION AND ed population. Students will develop a
ing and communication strategies will
MENTORED PRACTICUM plan for dissemination of the project out-
be integrated.
Scholarly Immersion I: Project Identifica- comes. The Practicum element of this
tion and Mentored Practicum is the first course will reflect the change element of
of three clinical immersion experiences project development.
that provide the student with the oppor-
tunity to synthesize and apply the knowl-
edge and skills obtained during the DNP
curriculum. In this course, students will
identify a real-world practice problem/
issue that will serve as the basis for their
entire clinical immersion experience.
The course supports student creation of
an executive summary, problem state-

MASTER OF ARTS IN EDUCATIONAL LEADERSHIP
http://www.tesu.edu/heavin/maedl/MAEdL-Course-Descriptions.cfm
Course Descriptions Through the examination of various develop a responsible approach to

curriculum designs, educators will critically assess the importance and
All courses include required Practicum visualize an overview of systematic significance of emergent and future
hours to be completed at the students curriculum development. Standards- issues in order to function as responsible
identified school site or alternate site. Based Curriculum Development, Pre-K-12 professionals (ISLLC 2, 4, 6; NJDOE 2, 4,
Enrollment in these courses is limited to allows students to examine essential 6). Offered every term.
accepted and matriculated students. components of a cohesive curriculum
based on such influences as national EDL-540: CURRICULUM LEADER-
EDL-500: EFFECTIVE LEADERSHIP - and state standards established to SHIP AND SUPERVISION (3 credits)
FROM THEORY TO PRACTICE guide local curricular planning and
(3 credits) This course provides students
development to meet the changing needs with multiple opportunities to
This course provides students an oppor- of students and other stakeholders in a critically analyze and apply various
tunity to investigate, analyze and apply diverse community. Processes for contemporary theories of effective
various theories of leadership and associ- development of curricula at classroom, school leadership to their professional
ated concepts specified in the Interstate building and district levels, regardless practice. All theories are aligned with
Schools Leaders Licensure Consortium of grade, academic discipline or kind of the national ISLLC standards and the
(ISLLC) and New Jersey Department of student, will be considered in preparation NJDOE state standards, research-based
Education (NJDOE) standards. Student for hands-on experience in creating frameworks informing the knowledge
will begin the process of designing a curriculum in the students primary base, dispositions and performances
professional portfolio that demonstrates discipline. Integrating differentiated of effective school leaders. The course
competency as an effective educational instruction through various curriculum focuses on the performance aspects
leader (ISLLC 1, 2, 4, 5; NJDOE 1, 2, 4, 5). designs will allow the educator to develop of effective leadership including
Offered every term. necessary skills, as an instructional empowering others, building
leader, to facilitate his or her facultys collaborative organizational cultures,
EDL-510: THE INQUIRY PROCESS - creation of successful curriculum making informed decisions and
A FRAMEWORK (3 credits) documents. The entire process, communicating them skillfully, and
This course will introduce students from initial needs assessment to resolving conflicts. Participation
to action research. Future educational implementation, will be the focus of this involves learning theoretical concepts
leaders will study an intervention course (ISLLC 1, 2, 3, 4, 5; NJDOE 1, 2, 3, through reflective writing activities, self-
chosen specifically to respond to a 4). Offered every term. assessments and practice ISLLC exams
research problem identified through (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5,
reflection. The goal of the course and EDL-530: CRITICAL ISSUES IN 6). Offered every term.
of action research is for students to CURRICULUM DESIGN AND
gain better knowledge of their practice EVALUATION, PRE-K-12 (3 credits) EDL-550: SCHOOL LAW (3 credits)
while improving the situation in which This course is designed to guide the School leaders as stewards of the
the practice is conducted. Students will student in the process of identifying educational process must ensure that
develop competencies as an educational and analyzing emerging and the schools follow both the letter and
leader as outlined in the Interstate developing issues in curriculum the spirit of the law. The democratic
School Leaders Licensure Consortium design, development, implementation principles of the United States require
standards (ISLLC 1, 2, 3, 4, 5, 6; NJDOE and evaluation. Such issues may leaders to protect and serve the rights
1, 2, 3, 4, 5, 6). Offered every term. include academic standards, diversity, of students, staff and other stakeholders.
technology, testing and assessment, This course enables the future school
EDL-520: STANDARDS-BASED innovative programs, and state and leader to examine the federal, state and
CURRICULUM DEVELOPMENT, federal legislation. Included are the local laws, court decisions, rules and
PRE-K-12 (3 credits) identification of curriculum sources, regulations impacting on education.
Curriculum revision is an ongoing how these sources influence trends, how Both general principles and specific
process that requires professional these trends emerge and evolve, their applications are examined to provide
guidance and support. Potential impact on student achievement and how the leader with the knowledge and
educational leaders need to understand professionals, particularly supervisors, understanding of the constitutional basis
the importance of curriculum curriculum developers, teacher-leaders of both curricular and extracurricular
development in the success of and teachers, can use these trends and programs and services. In addition,
the educational experience and issues to improve student learning. the course presents the opportunity to
recognize the organization and Students study both the positive and analyze such issues as desegregation,
relevance of curriculum change. negative aspects of the issues and

due process, student rights, tenure and their school communities by examining the barriers that inhibited their progress.
special needs students (ISLLC 1, 2, 3, 4, local, state, national and global policies, Standards-based competencies may be
5, 6; NJDOE 1, 2, 3, 4, 5, 6). Offered every issues and forces that affect teaching substantiated through documentary
term. and learning. Students learn techniques evidence of site-based participation
for advancing the goals and aspirations in educational leadership roles and
EDL-660: HUMAN RESOURCES of diverse family and community groups responsibilities, letters of endorsement
ADMINISTRATION (3 credits) so they can integrate information about or support from qualified site
In this course, students learn the latest these populations into school decision- administrators, class assignments and
methods for attracting, inducting, making processes at their academic research papers, reflective journal entries
motivating, retaining and supporting levels (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2,3, and contact logs with mentors. Open
staff and how to monitor and supervise 4, 5, 6). Offered every term. only to students matriculated in the
certificated and noncertificated faculty MAEdL program. Prerequisites include
and staff to set high standards for the EDL-700: FIELD-BASED PRACTICUM EDL 500, 510, 520, 530, 540, 550, 660, 670,
professional participation of all adults in (3 credits) 680 and 700. Offered every term.
the school community. Students apply The Field-Based Practicum is a
systems management and collaborative culminating activity for students EDL-800: THE SUPERINTENDENCY
decision making to effect change, completing the Master of Arts in (3 credits)
particularly with respect to meeting state Educational Leadership (MAEdL) This course provides both the theoretical
and district requirements. Open only to program. It requires the student constructs and the practical applications
students matriculated in the Graduate to engage in a 150-hour Practicum involved in the responsibilities
Certificate in Educational Leadership or experience, and thus the completion of exclusive to district-level administrative
MAEdL program (ISLLC 2, 5, 6; NJDOE 300 hours of Practicum activities, at his/ leadership. These include the macro-
2, 5, 6). Offered every term. her school site or at an alternative site level applications of budgeting, staff
where the student can put leadership development, community and external
EDL-670: TECHNOLOGY FOR theory into practice, working with stakeholder relations, and advocacy.
INSTRUCTION AND a local school administrator and This course will also guide students in
ADMINISTRATION (3 credits) the course mentor. The student will developing the initial components of
This course emphasizes the visionary design and implement a series of a districtwide action research project
leadership role of the principal as an administrative, supervisory, curricular focused on central office functions
instructional technologist, one who can and professional development activities (ISLLC 1, 3, 6; NJDOE 1, 3, 6).
thoughtfully and strategically provide that address the standards developed by
direction to selection, use and evaluation the Interstate School Leaders Licensure EDL-810: PROFESSIONAL PORT-
of constantly changing technologies. Consortium (ISLLC). Activities will be FOLIO DEVELOPMENT: SCHOOL
Students assume a critical stance toward structured to address each of the six ADMINISTRATORS (3 credits)
technology, its implications for effective ISLLC Standards during the 12-week As the capstone experience in the
school management and its impact on Practicum. On completion of the MAEdL program (District Leadership
the teaching/learning process and the activities, the student will develop a area of study), Professional Portfolio
roles of teachers and learners (ISLLC 1, final report that includes artifacts as well Development: School Administrators
2, 3; NJDOE 1, 2, 3). Offered every term. as analysis and reflective commentary requires students to prepare an
on the Practicum (ISLLC 1, 2, 3, 4, 5, 6; electronic portfolio that demonstrates
EDL-680: BUDGET FORECASTING NJDOE 1, 2, 3, 4, 5, 6). Offered every term. their achievement of program and ISLLC
AND FISCAL PLANNING (3 credits) SBA students are required to complete standards. This portfolio will show how
In this course, students, in collaboration only 150 hours for their program. the student has developed and how he
with their school district mentors, exam- or she has applied learning. The process
ine the cyclical nature of budget devel- EDL-710: PROFESSIONAL of portfolio development involves: goal
opment and implementation. Students PORTFOLIO DEVELOPMENT setting; decision making and analysis in
analyze a budget at their school site and (3 credits) the selection of artifacts that document
project how the budget should be im- As the capstone experience in and recognize propositional and
plemented and coordinated so it aligns the program, students prepare an procedural knowledge and personal and
with the educational vision (ISLLC 3; electronic portfolio that demonstrates professional attributes of leadership; and
NJDOE 3). Offered every term. their incremental achievement of the self-evaluation and reflection. Students
program standards. Students compose will learn how professional electronic
EDL-690: DEVELOPING SCHOOL self-assessment narratives that reflect portfolios are defined, organized and
AND COMMUNITY PARTNERSHIPS their experiences in the program, evaluated. A second goal of this course
(3 credits) analyzing and assessing the degree to is to prepare students to retool their
Students develop an awareness of the which they have achieved their goals, portfolio for continued professional
political, social, cultural and economic the influences they experienced that and academic advancement beyond
systems and processes that impact enabled them to master the subject and the degree program. Students will be

expected to substantiate standards- leading as an interactive process
based competencies, a minimum of (involving the leader, the followers,
300 internship hours at the building and the situation), managing with
leadership level and 150 hours at the innovation and creativity, escaping from
district leadership level, addressing embedded practices, and embracing
each of the ISLLC standards through new managerial principles. This course
all of, but not limited to, the following: provides students with contemporary
documentary evidence of site-based empirical study of leadership and
participation in educational leadership management as well as commentary,
roles and responsibilities, letters of case histories and multimedia
endorsement or support from qualified presentations with a special emphasis
site administrators, class assignments on public service organizations.
and research papers, reflective journal
entries, contact logs with mentors and MNP-520: ECONOMIC ISSUES IN
self-assessment narratives (ISLLC 1, 2, 3, PUBLIC SERVICE ORGANIZATIONS
4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6). (3 credits)
This course explores the complex
EDL-820: FIELD-BASED PRACTICUM relationship of strategic economic
FOR SUPERINTENDENTS (3 credits) issues within an organization and
The Field-Based Practicum for the organizations interaction with
Superintendents is the culminating other firms in the industry. The course
activity for students seeking the School begins with a brief overview of the
Administrator endorsement. It requires basic economics of the firm and uses
a 150-hour internship experience at those principles to drive an analysis of
the district level, at a school site or at the firms activities and interactions
an alternative site. In the Practicum, with other firms. The course examines
students can put leadership theory into different market structures to see how
practice, working with a local school overall economic structure affects
superintendent or other district official. decision making and interactions; this
Students will develop the practical skills basic structure will be used to analyze
and knowledge necessary to become competition with other firms in obtaining
an informed, dynamic professional resources, setting prices to maximize
at the senior administrator level profits and reacting to decisions of
in a comprehensive school district competitors. The course also examines
serving children in pre-K-12. The field methodologies for evaluating results
experience will test the application and explores ways to use that analysis in
of theory, challenge the ability to making future decisions.
promote the success of all students
and provide opportunities to develop MNP-540: FINANCE AND
the skills necessary to solve complex ACCOUNTING FOR MANAGERS IN
organizational issues. The course PUBLIC SERVICE
experience will culminate in a final (3 credits)
capstone narrative or executive summary This course is designed to provide the
that demonstrates the candidates non-accountant and financial manager
understanding and acceptance of the with the knowledge necessary to
responsibility of making decisions interact with professionals from those
typical of those made by educational disciplines. The majority of the material
leaders (ISLLC 1, 3, 6; NJDOE 1, 3, 6). draws from the theory and practice
of financial management. Sufficient
MNP-502: LEADERSHIP MANAGE- accounting background is provided to
MENT IN PUBLIC SERVICE IN 21ST enable the student to understand and
CENTURY (3 credits) work with information provided by
This course offers students a accounting and finance professionals.
comprehensive, relevant perspective on Emphasis is placed on understanding
leadership and management. While the terms, concepts and uses of information
course provides grounding in important provided by these functions rather
concepts, it also stresses application to than on the actual performance of the
professional and community settings. calculations.
Students analyze concepts such as

MASTER OF ARTS IN EDUCATIONAL TECHNOLOGY AND ONLINE LEARNING
http://www.tesu.edu/heavin/maetol/Course-Descriptions.cfm
Course Descriptions OLT-510: THEORY AND CULTURE OLT-640: COMMUNICATION AND

OF ONLINE LEARNING (3 credits) INTERACTIVITY IN ONLINE
EDT-500: FOUNDATIONS OF Theory and Culture of Online Learning LEARNING (3 credits)
EDUCATIONAL TECHNOLOGY: is designed to give adult educators The technology enabling online learn-
THEORIES AND PRACTICES a theoretical base and practical ing allows communication and interac-
(3 credits) orientation to the culture of online tion between student and texts, student
This course focuses on the conceptual learning as well as tools and concepts and teacher, and student and other stu-
framework of technology, theories and to use in creating and teaching online dents. This course considers the theo-
practices in educational environments. courses. The course emphasizes a retical aspects of communication and
Students are provided the opportunity variety of readings, individual student interactivity and also the practical skills
to investigate educational technology, work and a class discussion of online of facilitating online discussions and on-
analyze theories related to instructional learning accompanied by practical line interactions.
design and apply 21st century skills to experience in designing an online
teaching with technology. course. Because of the theory-base and THC-625: TECHNOLOGY AND THE
instructional approach used in this HUMAN COMMUNITY: CHALLENG-
EDT-510: CURRICULUM course, participation by every student is ES AND RESPONSES (3 credits)
DEVELOPMENT IN EDUCATIONAL crucial so that students can both learn
Students explore the role of technology
TECHNOLOGY (3 credits) and support each other in their learning
as it relates to society, community and
This course provides an overview of cur- process.
the individual, with particular emphasis
riculum development and the infusion on its impact on workplace issues.
of relevant education technology as it OLT-520: LEARNING TECHNOLOGY Students will explore humanitys love-
applies to individual needs in the on-site AS AN ISSUE IN ONLINE LEARNING hate relationship with technology over
and online environments. The course (3 credits) the millennia, will debate ethical issues
will provide a framework for integrat- One of the few things that almost all such as cloning and irradiated food, and
ing technology with teaching and the agree on is that technology is changing will anticipate technologys impact on
overall development of knowledge in rapidly. How can teachers and learners cultures, communities and individual
curriculum and classroom instruction. keep up? This course takes the prudent persons in the future. Students will use
track of discussing technology in the their own workplace or community
EDT-520: LEADERSHIP AND broader context of how we make deci- to test theories and draw informed
SUPERVISION IN EDUCATIONAL sions, solve problems and learn/teach conclusions.
TECHNOLOGY (3 credits) technological skills.
EDL-520: STANDARDS-BASED
This course is designed to provide both
OLT-630: ISSUES IN INSTRUCTION- CURRICULUM DEVELOPMENT,
a theoretical and a practical foundation
AL DESIGN IN ONLINE LEARNING PRE-K-12 (3 credits)
for current and future school leaders
in the adoption and adaption of tech- (3 credits) Curriculum revision is an ongoing
nology in administrative, curriculum How is instructional design for online process that requires professional
and instructional areas. The course will learning different from instructional guidance and support. Potential
trace the development of educational design for other modes of delivering in- educational leaders need to understand
technology today and provide the basis struction? This course provides critical the importance of curriculum
for leaders at all levels to make sound discussion of and practice in the ideas development in the success of the
judgments about using technology to and practices that enhance quality in on- educational experience and recognize
improve student learning and profes- line learning. the organization and relevance of
sional effectiveness. Included will be curriculum change. Through the
an examination of data-driven decision examination of various curriculum
making and the overall collection and designs, educators will visualize an
use of data. overview of systematic curriculum
development. Standards-Based
Curriculum Development, Pre-K12
allows students to examine essential
components of a cohesive curriculum
based on such influences as national
and state standards established to
guide local curricular planning and

development to meet the changing EDL-670: TECHNOLOGY FOR
needs of students and other INSTRUCTION AND
stakeholders in a diverse community. ADMINISTRATION (3 credits)
Processes for development of curricula This course emphasizes the visionary
at classroom, building and district leadership role of the principal as an
levels, regardless of grade, academic instructional technologist, one who can
discipline or kind of student, will be thoughtfully and strategically provide
considered in preparation for hands-on direction to selection, use and evaluation
experience in creating curriculum in the of constantly changing technologies.
students primary discipline. Integrating Students assume a critical stance toward
differentiated instruction through technology, its implications for effective
various curriculum designs will allow school management and its impact on
the educator to develop necessary skills, the teaching/learning process and the
as an instructional leader, to facilitate roles of teachers and learners.
his or her facultys creation of successful
curriculum documents. The entire EDT-700: CAPSTONE PROJECT IN
process, from initial needs assessment EDUCATIONAL TECHNOLOGY AND
to implementation, will be the focus of ONLINE LEARNING (3 credits)
this course. This course provides for a research-based
Capstone experience in Educational
EDL-540: CURRICULUM LEADER- Technology and Online Learning in P-12
SHIP AND SUPERVISION (3 credits) or higher education/adult education en-
This course provides students vironments.
with multiple opportunities to
critically analyze and apply various EDT-710: PRACTICUM IN
contemporary theories of effective EDUCATIONAL TECHNOLOGY AND
school leadership to their professional ONLINE LEARNING (3 credits)
practice. All theories are aligned with This course provides for an applied
the national ISLLC standards and the Practicum experience in the leadership
NJDOE state standards, research-based of educational technology and online
frameworks informing the knowledge learning in P-12 or higher education/
base, dispositions and performances adult education environments.
of effective school leaders. The course
focuses on the performance aspects
of effective leadership including
empowering others, building
collaborative organizational cultures,
making informed decisions and
communicating them skillfully, and
resolving conflicts. Participation
involves learning theoretical concepts
through reflective writing activities, self-
assessments and practice ISLLC exams.

MASTER OF ARTS IN LIBERAL STUDIES
http://www.tesu.edu/heavin/mals/MALS-Course-Descriptions.cfm
Course Descriptions Students will be prepared to incorporate global change and will empower them
their own imaginative abilities in the with tools to steer and manage change in
LAP-500: THE LIBERAL ARTS AND creation of individualized projects. the workplace and community. Offered
THE PROFESSIONAL LIFE (3 credits) Offered every term. every term.
This course seeks to define the liberal
arts and explore their relevance in SAM-502: SENSE OF COMMUNITY SIC-520: THE SPECIES, THE
todays world. Proceeding from the past II - FAITH AND REASON (3 credits) INDIVIDUAL AND COMMUNITY
to modern times, the course provides This course explores the character and (3 credits)
a broad overview of the liberal arts quality of human discourse as it tries to In this interdisciplinary course, students
throughout the world, including history, describe what it means to be human in the explore human nature using theories
the arts and sciences, literature, the social great dialogues between faith and reason. and tools from biology and from
sciences and philosophy/religion. With This course is designed to help overcome many of the social sciences, including
graduate mentor guidance, students perceptual obstacles to cross-cultural archeology, economics, political science,
will conduct independent research and understanding through comparing and psychology and sociology. Students
will relate their findings to workplace contrasting philosophical, scientific will learn the theories by reading
or community experiences. Throughout and religious texts of Eastern, Western both classic texts and recent scholarly
the course, students will relate learning and Native American cultures. Thus, works, including a novel about human
to their professional lives through an students will gain a greater sense of evolution set in the Ice Age, and by
interactive process such as a week-by- being part of a larger global community watching videos, visiting websites and
week portfolio or regular journal entries. while attaining a better understanding writing several short papers. Ultimately,
Offered every term. of their own cultural influences. Students students will be asked to formulate their
will identify examples and case studies own understanding of human nature
SAM-501: SENSE OF COMMUNITY I - in their professional lives that relate to and to apply their insights to social
ART AND MORALITY (3 credits) issues arising from the discussions of the situations at home, school, work or the
This course examines art and morality texts and will use the lessons of human wider community. Offered every term.
through the unique perspective that discourse as a platform to broaden their
reading artifacts can give to a true vision and create practical applications THC-625: TECHNOLOGY AND
understanding of the development in the workplace and community. During THE HUMAN COMMUNITY:
of communities in time. The course this process of exploration, students CHALLENGES AND RESPONSES
explores how art gives us access to will be expected to articulate their own (3 credits)
commune with those here before us values and beliefs with an understanding Students explore the role of technology
as well as those who exist with us, thus of how these may be influenced by their as it relates to society, community and
enhancing our senses of community own cultural biases and perceptions. the individual, with particular emphasis
and communications. Through this Offered every term. on its impact on workplace issues.
phenomenological approach, the course Students will explore humanitys love-
raises questions about the nature of what CCR-610: CHANGE, CONFLICT AND hate relationship with technology over
we create as both an expression of who RESOLUTION (3 credits) the millennia, will debate ethical issues
we are and an influence that transforms This course examines change, conflict such as cloning and irradiated food, and
us as new values (including morals and and resolution in both historic and will anticipate technologys impact on
ethics) and realms of experience are contemporary contexts and invites cultures, communities and individual
created. The course defines culture students to apply these concepts to their persons in the future. Students will use
as the interactive growth that brings personal and professional lives while their own workplace or community
out and develops uniquely human reflecting on their local, national and to test theories and draw informed
possibilities and develops sensitivity to global significance. Through readings conclusions. Offered every term.
the development of ideas and institutions and online discussions in politics,
as creative projects. Students will explore literature and applied ethics, students
selected cultures that coexist with us will develop understandings of change,
in time as well as those that may have conflict and resolution as they relate to
existed before us and are no more. The diverse cultures and eras, including the
course emphasizes how this approach civil rights movement, womens rights,
allows us to nurture our own possibilities civil disobedience, working within the
out of the limitless depths of imagination system and revolution. The course will
and expressions as well as the magic provide students with practical insights
power of art to produce understanding. culled from a deep understanding of

MLS-700; MLS-710: FINAL
CAPSTONE PROJECT (6 credits)
The Capstone Project is a 6-credit course
that is completed over two terms at the
end of the MALS program. It requires the
student to demonstrate the depth and
breadth of knowledge acquired in the
program and to apply this knowledge
to the workplace or the community.
The project is interdisciplinary in
nature. It is a supervised, hands-on
experience that displays the students
ability to go beyond the mere collection
of information and into a synthesis of
accumulated knowledge and skills. The
Capstone Project may be in the form
of a research project, a creative project
or an applied project. A final grade will
be issued when the requirements of the
Capstone Project are fulfilled by the
submission and approval of a final project
and the satisfactory oral presentation
of the project. Students must have
completed the core requirements and
10 of 12 required elective credits for
the MALS degree before enrolling in
MLS 700. Students must successfully
complete the requirements of MLS-700
before enrolling in MLS-710. Offered
every term.

MBA COURSE DESCRIPTIONS
http://www.tesu.edu/business/mba/Course-Descriptions.cfm
MBA Core Courses such as supply chain management, which The project, called a Capstone because
involves strategic materials sourcing, it represents a crowning achievement
ETM-750: ETHICS FOR MANAGERS forecasting, warehousing, inventory much as a capstone does in architecture,
(3 credits) control and planning, transportation, is a 3-credit, one-term requirement that
This course will provide students an purchasing and financials. is completed at the end of the program.
opportunity to explore the moral issues It is a closely supervised experience
and dilemmas so as to stimulate critical GSM-730: GLOBAL STRATEGIC resulting in a paper that demonstrates
analysis within a variety organizational MANAGEMENT (3 credits) the students ability to synthesize and
settings and a variety of contexts and This course will provide students with utilize the skills and knowledge gained
cultures. Students will be provided the the opportunity to understand the in previous courses in the MBA program.
opportunity to assess daily and long- challenge of strategically managing
NOTE: This is the last course taken to complete the
term ethical challenges as well as resolv- in complex organizations within a degree program (academic advisor approval must
ing said challenges with critical analysis global environment. The course will be obtained prior to registration).
and problem resolution methodologies. explore the importance of historical
artifacts related to the evolution of
MKM-700: MARKETING strategic management as well as the
MANAGEMENT (3 credits) driving forces of strategy deployment MBA Course Electives
This course is an in-depth survey of in highly competitive markets and the
marketing. The flow of goods and complexities of resource allocation ENP-732: ENTREPRENEURSHIP
services between consumers and within complex organizations. Students (3 credits)
clients, marketing environments, will also be exposed to the practice This course provides an overview on
competitive markets and factors, and of assessing, crafting and employing the principles of entrepreneurship. It is
marketing organizations are examined. strategic decisions that allow an designed to introduce students to the
Specific attention is given to market organization to realize its long-term core concepts and tools used to increase
identification, strategic planning along goals, while dealing with current the likelihood of organizational success
with implementation and evaluation, challenges. in launching and managing new ventures
the nature and development of products, both in the for-profit and nonprofit
pricing, distribution and promotion. ORR-710: ORGANIZATIONAL
RESEARCH (3 credits) sectors. Students will be required to
develop and present a business plan for
FIN-710: FINANCIAL This course equips students to conduct
a new venture, including the production
MANAGEMENT (3 credits) the types of research and information-
of market research, organizational needs
This course reviews the basic concepts gathering projects that are a significant
and financial statements to support an
and tools of finance for the purpose of part of organizational competitiveness,
investment in the enterprise.
decision making. Students will analyze success and growth. The course provides
topics such as investment decision, cap- techniques and skills that students can FSA-712: FINANCIAL STATEMENT
ital budgeting, cost of capital, working apply in researching many types of ANALYSIS (3 credits)
capital management, valuation of secu- questions and problems, including those This course provides a broad framework
rities, interest rates, corporate liabilities, encountered in other graduate-level of knowledge and tools for evaluating
risk and return. The course will examine courses as well as the degree Capstone. a firms business operations and
the formation of capital structure, the NOTE: This course must be taken one to two terms predicting its future condition. It is
optimal capital structure and its choice prior to Capstone (academic advisor approval
designed to develop a critical, users
on the value of the firm. must be obtained prior to registration).
perspective to analyze and interpret
MBA-730: MANAGEMENT financial statements to gain further
SOP-720: STRATEGIC OPERATIONS
CAPSTONE (3 credits) insights into firms performance. The
MANAGEMENT (3 credits)
Candidates for the completion of course describes the details of financial
Strategic Operations Management statements, and their use by investors,
will examine the creation and the MBA degree will complete an
independent project demonstrating creditors, analysts, auditors and other
implementation of organizational interested parties.
distinctive competitive advantages by their conceptual, analytical, research and
practical management skills achieved Advisory: Offered during September, January and
exploring new technologies to increase May terms only.
efficiency. Students will analyze through the courses in the program.
the mathematical tools that guide
management on what decisions are best
for the organization. The course will
evaluate various concepts and processes

HRM-760: HUMAN RESOURCE qualitative abilities to identify and SOM-702: INTRODUCTION TO
MANAGEMENT (3 credits) define market opportunities and issues; SOCIAL MEDIA (3 credits)
Talent management builds a practical generate, improve and assess marketing Examines and analyzes the social me-
framework for managers and business performance and monitor marketing dia space from a business perspective.
leaders to understand how the strategic performance as well as advance The course will introduce the space and
management of people improves understanding of marketing as a review the strategies and tactics for so-
performance. This course will help process. Students are required to select cial media management and marketing.
participants maximize the performance a contemporary marketing problem Students will assess best practices and
of their employees and learn techniques or opportunity, frame the issue into a study the key communities currently in-
that result in superior organizational research question, review the relative volved in the social media space. Other
performance. literature, develop measures and collect topics include the business advantages
pertinent data, statistically analyze data of social media as well as an overview
INV-711: INVESTMENTS (3 credits) results and provide an industry-standard of what policies, rules and regulations
The course will cover investment setting, final report of findings and limitations. practitioners must keep in mind.
asset allocation, global investments,
Advisory: Offered during September, January and
functioning of securities markets, May terms only.
SUS-700: DESIGNING A BUSINESS
portfolio management, asset pricing CASE FOR SUSTAINABILITY
model and models of risk and return. NEG-731: NEGOTIATIONS (3 credits) (3 credits)
Students will analyze financial Negotiation is a critical skill for Introduces students to the attitudes,
statements and company, industry managing, leading and living life. tools and proven techniques to design a
and macroeconomic valuation Students will examine the major business case for sustainability so that a
of stocks and bonds. Examines concepts, theories of bargaining and company or organization can transition
derivative markets such as forward, negotiation as well as the dynamics of to accounting for the environmental and
futures, options, swaps, convertible interpersonal, intergroup conflict and social factors that can assure long-term
securities and other derivatives. The its resolution. The course will explore profitability. Students will also develop
course will provide students with a the nature of negotiation and the their capacity to think critically about
broad conceptual base for investment importance of strategizing and planning the role their organizations have played
managers, individual investors and for negotiation in the context of both or can play in building a more sustain-
corporate financial managers. distributive bargaining and integrative able world.
negotiation. Additionally, students
MCO-740: MANAGEMENT will analyze negotiation subprocesses
May terms only.
COMMUNICATIONS (3 credits) including communication, perception,
Management Communications biases, social contexts, multiparty
sharpens written, oral and listening negotiations, individual differences,
skills to meet the demands of a global negotiation and identifying or ACCOUNTING
successful managerial communicator. creating leverage. Students will assess Area of Study
Emphasis is placed on strategically the key concepts of outcomes, dispute
evaluating and creating articulate resolution and remedies. ACC-700: MANAGERIAL
communications relative to managerial
ACCOUNTING FOR DECISION
situations along with effectively and PJM-721: PROJECT MANAGEMENT
MAKING (3 credits)
efficiently developing procedures for (3 credits)
solving communication problems. The Project Management course is This course will provide an overview of
Topics include structuring message comprised of intricate contemporary how managerial accounting information
content and argument; communication managerial processes of how companies supports the operational needs of
style, tone and strategy; presentation plan to execute their missions and visions businesses in planning, controlling
graphics; ethics; and technologically using strategic project management and decision-making strategies. The
mediated, intercultural and crisis ingenuities to accomplish these goals. goal is to provide both theoretical and
communications. The course will also cover topics such practical applications of advanced
as international projects, agile project managerial accounting. Cost analysis is
Advisory: Offered during September, January and integrated through evaluating various
May terms only. management strategies, modern project
management, managing project risks, cost processes including product
MKR-700: MARKETING RESEARCH project outsourcing, leadership and costing, activity-based costing and just
(3 credits) nurturing project teams. The course in time. Other topics include developing
Marketing Research examines the will illustrate how to effectively select performance measurement techniques
essential analysis skills required for projects, develop project plans, monitor and managing customer and employee
making quality marketing decisions. progress and estimate project durations relationships in a diversified, global
Developing a market research design and costs. Additionally, real-life project economy.
demands necessary quantitative and cases will be analyzed.

ACC-701: AUDITING AND DATA ANALYTICS DAM-702: PREDICTIVE ANALYTICS
ACCOUNTING INFORMATION FOR BUSINESS INTELLIGENCE
SYSTEMS (3 credits)
Area of Study (3 credits)
This course combines the concepts, This course is intended for business
MST-700: MANAGERIAL
standards and processes in auditing students of data mining techniques with
STATISTICS (3 credits)
with the accountants role in designing these goals: to provide the key methods of
and information technology operations. The success of modern business classification, prediction, reduction and
Audit topics covered include an practices and evidenced-based exploration that are at the heart of data
overview of professional standards, decisions depends on sound statistical mining; to provide business decision-
the role of the internal and external and analytical skills. This course lays making context for these methods; and
auditor, independence and ethics, the foundation for statistical thinking to use real business cases to illustrate
risk assessment and internal control. and imparts many valuable, important the application and interpretation of
Students will develop process flow skills that are widely used in marketing, these methods. The course will cover
charts and substantive tests for finance, economics, supply chain classification, clustering, association
various general ledger and subsidiary management and financial accounting. rule and neural nets. The pedagogical
accounts. Students will evaluate various This course also expands spreadsheet style will use business cases so the
accounting information systems skills, statistical programming using R student can follow along and implement
including online, web-based and other and/or SAS and computing expertise the algorithms on his or her own with a
computer systems. Evaluation of for analyzing large complex data. This very shallow learning curve.
accounting systems and the compliance is a hands-on course with emphasis on
of Sarbanes-Oxley Act includes in- examining and interpreting data using Advisory: Offered during September, January and
various statistical tools rather than May terms only.
depth discussion of development
and management of effective internal on the theory underlying these tools.
DAA-703: DATA ANALYTICS AND
control processes. This course lays a solid foundation for
VISUALIZATION WITH CAPSTONE
learning advanced tools for data mining.
PROJECT (3 credits)
ACC-702: FINANCIAL ESSENTIALS
Advisory: Offered during September, January and The course will enable students
FOR ACCOUNTANTS (3 credits) May terms only. to develop critical business data
This course provides a study of presentation skills to ensure that the
accounting techniques, concepts and BFO-701: BUSINESS FORECASTING
visualizations add to the effective
procedures related to the role of the (3 credits)
interpretation and explanation of the
accountant in business organizations The application of sound quantitative underlying data without undue strain
including discussions related to models for analyzing and forecasting to the consumer of the information;
the functions and management business data is of paramount to ensure the visualizations enable
responsibilities in government and not- importance for business decision the effective detection of trends that
for-profit entities. making. This course is designed to can be easily connected to real world
provide a working knowledge of event to help explain relationships
ACC-703: EMERGING ISSUES IN practical forecasting methods. Students
ACCOUNTING (3 credits) and interrelationships; and to learn
taking this course will have hands-on appropriate and minimal use of color
This course offers a study on emerging experience with popular forecasting to maximize its impact. Spatial data
issues pertinent to accounting, auditing techniques and approaches used in analysis tools will be introduced and
and management. It introduces business as well as best practices advanced graphical programming skills
concepts including an introduction to for building forecasting methods will be developed using R graphics
the corporate governance mechanism, and evaluating their performances. packages. All accumulated skills will
focusing on accounting issues of Case studies and examples will be be challenged with a Capstone project
corporate governance. Topics include discussed throughout the course to involving real business cases and clients
IFRS convergence with US GAAP, demonstrate the real-world applications when appropriate.
Governments/NPOs, NGOs and and implications of the forecasting
taxation. techniques. Advisory: Offered during September, January and
May terms only.
May terms only.

FINANCE pete in the global arena. To achieve this tions management will also be explored
objective, the course identifies the main various industries and within this the-
Area of Study jor similarities and differences between ory and then applied to the healthcare
doing business domestically and inter- environment. Management tools such
FSA-712: FINANCIAL STATEMENT nationally. It describes the context with- as capacity planning, facility layouts,
ANALYSIS (3 credits) in which international business takes queuing theory, critical path analysis
This course provides a broad framework place, including the macro and micro and tools of project management will be
of knowledge and tools for evaluating issues that global managers face on a discussed.
a firms business operations and regular basis. The course also addresses
predicting its future condition. It is Advisory: Offered during September, January and
specific financial/accounting issues that May terms only.
designed to develop a critical, users international firms encounter.
perspective to analyze and interpret HCL-704: LEGAL ISSUES IN
financial statements to gain further Advisory: Offered during September, January and
May terms only. HEALTHCARE (3 credits)
insights into a firms performance. The
This course examines the various legal,
course describes the details of financial
statements, and their use by investors, HEALTHCARE MANAGEMENT regulatory and ethical issues that most
frequently arise in healthcare and that
creditors, analysts, auditors and other Area of Study affect both healthcare organizations
interested parties.
and healthcare providers. This course
HCF-701: HEALTHCARE FINANCE will address what role the law plays in:
INV-711: INVESTMENTS (3 credits) (3 credits) promoting the quality of healthcare;
This course will cover investment This course focuses on some of the organizing the delivery of healthcare;
setting, asset allocation, global unique components of finance as they assuring adequate control of the cost
investments, functioning of securities relate to a healthcare facility and some of healthcare; promoting access to nec-
markets, portfolio management, asset of the major issues they are faced with. essary healthcare; and protecting the
pricing model, and models of risk and Topics include reimbursement systems, human rights of those who are provided
return. Students will analyze financial managed care, insurance, Medicare and care within the healthcare system.
statements and company, industry and Medicaid, DRG prospective payment,
macroeconomic valuation of stocks and accessibility, eligibility, budgeting and Advisory: Offered during September, January and
bonds. It examines derivative markets planning. Emphasis will be placed on
May terms only.
such as forward, futures, options, the application of these topics to aid in
swaps, convertible securities and other making managerial decisions. HUMAN RESOURCE
derivatives. The course will provide MANAGEMENT
a conceptual base for investment Advisory: Offered during September, January and
managers, individual investors and May terms only. Area of Study
corporate financial managers.
HCO-702: STRATEGIC HRM-761: HUMAN RESOURCE
ENP-732: ENTREPRENEURSHIP MANAGEMENT WITHIN A MANAGEMENT IN THE 21ST
(3 credits) HEALTHCARE ORGANIZATION CENTURY GLOBAL WORKPLACE
(3 credits) (3 credits)
This course provides an overview on
the principles of entrepreneurship. It is This course provides a comprehensive This course examines the evolution of
designed to introduce students to the understanding of the concepts related human resource management in select
core concepts and tools used to increase to strategic planning implementation countries. Learners analyze macro trends
the likelihood of organizational success in a healthcare organization. Emphasis and issues influencing the development
in launching and managing new ventures will be placed on consumer demand and implementation of key components
both in the for-profit and nonprofit market volatility, regulatory and fiscal of international human resources.
sectors. Students will be required to constraints from the perspective of the Areas covered include employment
develop and present a business plan for strategic manager. The ability to analyze law, regulation, talent management
a new venture, including the production issues and make appropriate recommen- and organizational effectiveness
of market research, organizational needs dations will be explored. within contemporary organizations. In
and financial statements to support an Advisory: Offered during September, January and addition, learners study the effects of
investment in the enterprise. May terms only. emerging sociopolitical economic and
culture thought and action worldwide
TGF-713: TOPICS IN GLOBAL HCD-703: HEALTHCARE DELIVERY relative to human resource practices.
FINANCE (3 credits) (3 credits)
Taught from a practitioners point of This course explores the management May terms only.
view, this course provides an overview of a healthcare organizations produc-
of the worlds marketplace and illus- tive resources and the activities within
trates how successful managers com- its production systems. Tools for opera-

HRM-762: HUMAN CAPITAL Advisory: Offered during September, January and DMA-704: DIGITAL MARKETING
May terms only.
MANAGEMENT IN ANALYTICS (3 credits)
MULTICULTURAL ORGANIZATIONS Through relevant and applicable busi-
(3 credits) MARKETING ness examples, this course provides
This course examines the integration Area of Study learners the ability to formulate and
of human resources into an enterprise enact intelligent, data-driven marketing
wide strategic approach to acquisition MKR-700: MARKETING RESEARCH strategies. Core content will focus on
of new talent. The course explores the (3 credits) identifying and understanding digital
creation of synergy between human Marketing Research examines the marketing metrics to gauge success of
resource managers and diversity essential analysis skills required for both social media and traditional digital
programs. Learners are challenged to making quality marketing decisions. marketing efforts. Through an examina-
describe the importance of creating Developing a market research design tion of accessible data provided by cur-
a culture that embraces diversity to demands necessary quantitative and rent technologies, students will further
develop and harness human synergies qualitative abilities to identify and de- their understanding of the online value
that increase productivity using fine market opportunities and issues; chain and how to capitalize on emerging
workforce engagement, diversity, generate, improve and assess marketing marketing trends.
inclusion and teaming. Learners performance; and monitor marketing Advisory: Offered during September, January and
evaluate multiculturalism and consider performance as well as advance under- May terms only.
the global imperative leading to the standing of marketing as a process. Stu-
development of an informed global dents are required to select a contempo- SOM-702: INTRODUCTION TO
perspective, enabling the development rary marketing problem or opportunity, SOCIAL MEDIA (3 credits)
of a high-performance workplace using frame the issue into a research question, Examines and analyzes the social me-
concrete strategies and practical tools. review the relative literature, develop dia space from a business perspective.
measures and collect pertinent data, sta- The course will introduce the space and
May terms only. tistically analyze data results and pro- review the strategies and tactics for so-
vide an industry-standard final report of cial media management and marketing.
HRM-763: THE HRM PROFESSIONAL findings and limitations. Students will assess best practices and
AND ATTORNEY RELATIONSHIP study the key communities currently in-
(3 credits) GMK-703: GLOBAL MARKETING volved in the social media space. Other
This course analyzes the multidimen- (3 credits) topics include the business advantages
sional partnership between human Global Marketing allows students to ap- of social media as well as an overview
resource professionals and legal counsel. ply marketing concepts to global mar- of what policies, rules and regulations
Learners examine key elements of law kets. Product, price, distribution and practitioners must keep in mind.
with focus on deductive thinking, fact communication strategies are examined
patterning and modes of legal expres- in the global context. This course will
sion. Learners evaluate the foundational also apply issues of research, segmenta-
tenets of legal training, in turn enabling tion, targeting and positioning to global
them to engage legal counsel with in- markets. Global Marketing emphasizes
creased knowledge, competencies and cultural, political, regulatory and eco-
skills relative to building effective and nomic factors that come into play when
equal partnership relations. marketing in other countries. Students
taking this course will also analyze and
Advisory: Offered during September, January and assess the marketing tools, practices
May terms only.
and experiences that are used to ad-
HRM-764: TECHNOLOGY, DATA dress business opportunities and issues.
AND ANALYTICS AS CHANGE The course will examine programs and
AGENTS (3 credits) mechanisms used to create sustainable
competitive advantage in the global
This course examines the role of hu-
marketplace. Students taking Global
man resources related technologies on
Marketing will collaborate to create a
enterprise evolution and productivity.
marketing strategy for a specific prod-
Learners evaluate contemporary human
uct to be marketed in a specific country
capital management applications associ-
and/or region of the world.
ated with talent selection, development
and management. In addition, learn- Advisory: Offered during September, January and
ers will evaluate the roles, models and May terms only.
methods of data management and
predictive analytics and their applica-
tion to workplace productivity.

MASTER OF PUBLIC SERVICE LEADERSHIP
http://www.tesu.edu/watson/Course-Descriptions.cfm
Course Descriptions MPL-580: PUBLIC SERVICE MPL-710: PUBLIC SERVICE

LEADERSHIP AND GOVERNANCE CAPSTONE (3 credits)
MPL-510: RESEARCH METHODS IN (3 credits) Candidates for completion of the
PUBLIC SERVICE (3 credits)
This course examines the multiple roles MPSL, MSM-Public Service Careers
Research Methods in Public Service a public service leader has working and MSHS degree will complete a
introduces students to the foundations within and outside of the organization. project demonstrating their conceptual,
of research study methods with an Legal, philosophical pragmatic analytical, research and practical
emphasis on research in the public leadership drivers will be scrutinized, management skills achieved through
sector. Concepts presented include particularly in relation to the nonprofit the courses in each program. The project
study design and selection, data organizations external board of is a 3-credit, one-term requirement that
collection guidelines and study efficacy. directors. Membership, structure and is completed at the end of the program.
A review of data analysis techniques process for this body will be examined It is a closely supervised experience
is also featured along with tips on as well as the relationship of employees resulting in a paper that demonstrates
effective presentation of study findings. to the individual board members and the students ability to synthesize and
Ethical issues in research are reviewed the policies established by this group. utilize the skills and knowledge gained
to provide greater understanding of in their graduate program.
the importance of protecting research MPL-582: LAW, ETHICS AND DE-
participants as well as the crucial CISION MAKING IN THE PUBLIC MSP-520: COMMUNITY AND
oversight role of Institutional Review SECTOR (3 credits) ECONOMIC DEVELOPMENT AND
Boards. Students participate in critical Ethical and socially responsible LEADERSHIP (3 credits)
evaluations of existing research to leadership are core dimensions in the This foundation course provides an
engage course content and demonstrate education of local and global public overview of the theories, models,
proficiency in course objectives. servants. This course provides students issues and policies for community and
with the essential framework for personal community economic development
MPL-520: PROGRAM ANALYSIS AND
and professional ethical decision in the United States. Beginning with
PROGRAM EVALUATION (3 credits)
making applied in the context of diverse an examination of the theoretical
Program Evaluations are an essential workplaces and organizations. Ethical framework for community development
piece of designing and operating non- theories, case studies in applied ethics and community economic development,
profit programs. Information from eval- and specific assignments looking at the course considers the economic
uations help key stakeholders make legal and ethical complexities, will serve development movement, housing and
decisions about funding, growing, con- students with opportunities to examine redevelopment policies, the community
tracting and ending programs. This their personal-professional values, development corporation and its
course is an introduction to evaluation assess examine the array of legislation role, place-based redevelopment, and
methodology and common tools used that governs the global hospitality neighborhood job creation and planning.
to assess nonprofit programs. Students industry. The course allows students Continuing, the course examines recent
will plan, develop and evaluate nonprofit to integrate legal knowledge into a development strategies and trends.
programs in public and private settings. practical approach to management. This course concludes by approaching
The focus will be placed on the acqui- Areas covered include business some of the challenges faced by existing
sition and demonstration of applied structures, contracts, employment law, community economic development
techniques including needs assessment, and safety and security. The driving delivery systems and challenges faced
formative research, process evaluation, philosophy of this course is prevention, by professionals who apply them.
monitoring of outputs and outcomes, with a focus on minimizing the risk
impact assessment and cost benefit of litigation. Although the course MSP-530: ENVIRONMENTAL ISSUES
analysis. Special attention is given to emphasizes U.S. legislation, there is also AND POLICY (3 credits)
issues of ethics, social justice as related significant consideration of the global This course covers major issues and
to the use and misuse of research, the nature of hospitality and the policies and policies in the environmental field.
inclusion or omission of diverse popu- procedures necessary for conducting Students will develop an awareness
lations in research studies, the implica- business internationally of the political, social, cultural and
tions of research for addressing social economic systems and processes
injustices of oppressed groups and the related to environmental protection.
encouragement of a critical perspective Environmental Issues and Policy
when reading research on interventions evaluates the economic factors involved
as they apply to populations at risk. as the business world addresses climate
change through government-regulated
as well as voluntary programs. Current

major issues and policies in the analysis of the operations within health communications and neighborhood
environmental field will be presented, service organizations like hospitals relations; and using networks to work
discussed and analyzed. and other healthcare institutions, across agencies and facilitate planning.
and provides management tools and The course includes exercises aimed
MSP-531: ENVIRONMENTAL principles that are used to plan, organize, at promoting an understanding of
JUSTICE ISSUES AND POLICY staff and control the essential processes networks, and simulations to apply
(3 credits) and systems of those healthcare theory to practice. This course draws
This course explores the foundations of organizations. The course also presents from several disciplines to discuss and
the environmental justice movement, advanced techniques that can be used to apply network theory and practice to
current and emerging issues, and the manage and improve healthcare services community economic development.
application of environmental justice to the benefit of both an organization Please note that students are required to
analysis to environmental policy and and its patients. The primary areas of work in groups.
planning. It examines claims made by operations management that will be
diverse groups along with the policy discussed include operations planning, MSP-661: FUNDRAISING IN
and civil society responses that address financial management, supply and NONPROFITS: CHALLENGES AND
perceived inequity and injustice. While inventory management, technology OPPORTUNITIES (3 credits)
focused mainly on the United States, in- management, and process and quality This course engages the student in
ternational issues and perspectives are improvement activities. This course is the study of fundraising infrastructure,
also considered in relation to climate focused on the technological aspects of methods and planning. Starting with
change, clean development mechanism operations, leaving human behavioral philanthropy and universal fundraising
trading and cap. studies to other management or concepts, the student then analyzes
leadership courses. techniques such as direct mail, email,
MSP-540: ADVANCED STUDIES IN social media, special events, earned
HEALTHCARE (3 credits) MSP-642: LEGAL ISSUES IN income, corporate giving, major gifts
An overview of the healthcare services HEALTHCARE (3 credits) and planned giving. The course is
system in America, this course covers Introduction to the issues of health completed with the student creating his/
characteristics of the U.S. health system, services law and ethics, including the her own fundraising plan based on an
the role of healthcare professionals, role of law in the U.S. healthcare system, organization identified by the student.
medical technology, healthcare financing the legal system and legal research,
sources, healthcare delivery structures managing and regulating healthcare MSP-662: PRACTICAL GRANT
(including outpatient and primary care), system including legal structure and WRITING (3 credits)
inpatient facilities, managed care and governance of healthcare organizations, This course aims to provide a practical
integrated organizations, long-term government regulations in public health foundation to be used toward compiling
care, services for special populations and health services, protecting privacy a full proposal for this course and into
and system outcomes such as healthcare of medical information, medical staff the future by learning how to craft
cost, access and quality. credentialing and clinical privileges, the careful research questions presented
laws in government payment programs, with sound preparation and purposeful
MSP-542: EPIDEMIOLOGY (3 credits) antitrust law in healthcare field, and writing. Through this course, students
Introduction to the study of the general legal and ethics issues in patient care will begin to fully understand and be
principles, methods and applications of and in health insurance. able to articulate the need for a project
epidemiology. Outbreak investigations, or organizations work. Students will be
measures of infectious and chronic MSP-621: NETWORKING FOR guided through preparing individual
disease frequency, standardization of EFFECTIVE COMMUNITY components of the grant application and
disease rates, study design, measures DEVELOPMENT (3 credits) how to translate the work into a budget
of association, hypothesis testing, bias, Networking for Effective Community for the request. In addition to the basic
risk factors, effect modification, causal Development is a comprehensive application components, understanding
inference, disease screening and sur- examination of community development the funders interests, packaging and
veillance. Case studies apply these con- through exploring and understanding other formats will be covered.
cepts to a variety of infectious, acute and the role of networks. The course provides
chronic health conditions affecting the an overview of the types of networks MSP-664: VOLUNTEER
population. and how each functions to create MANAGEMENT (3 credits)
critical linkages that enable the ability This course focuses on the life cycle of
MSP-640: HEALTHCARE of the community to respond to needs, volunteers, including how to effectively
OPERATIONS AND SYSTEMS threats and challenges, and how these motivate, reward and retain volunteers
(3 credits) linkages can work to translate change at each stage of the cycle. Attention will
Operations management is the design and community effectiveness. Topics be paid to enhancing the effectiveness
and management of the processes that include improving governance; using of a volunteer workforce as well as the
transform inputs into finished goods community networks to bridge cultural delicate issues of resolving conflicts and
or services. This course presents an and economic difference; improving the termination of volunteers. Finally,

the course compares episodic and ongo- NPM-610: NONPROFIT in social value. This course presents a
ing volunteerism and the implications GOVERNANCE AND BOARD framework for understanding this new
for volunteer-dependent organizations. LEADERSHIP (3 credits) sector of the economy, proven business
Nonprofit Governance and Board skill sets adapted for the nonprofit
MSP-674: MUNICIPAL FINANCE environment, application tools for the
Leadership explores governance within
(3 credits) field and advice for avoiding common
contemporary nonprofit organizations.
This course examines the budget func- The course focuses on leadership pitfalls. It also spotlights specific
tion and process of county, municipal dynamics from theoretical and implementation activities designed
and state finance systems, the meth- practical perspectives. Students will to monitor performance and provide
ods used to determine the needs of the explore salient internal and external various constituencies including donor-
community and individual agency and environmental factors that influence investors with measurable results,
resource allocation to meet those needs, behavior through the examination accountability indicators and overall
measuring the capability and bench- and analysis of best practices. The return on investment.
marking of the agency, preparation and primary goal of this course is to
presentation of the budget, and selling provide a realistic understanding of the
the budget and needs to the county or elements that both support and impede
city administration. effective governance for nonprofits. The
significance of strong leadership and
MSP-678: FINANCE AND BUDGET-
governance practices is reinforced in the
ING FOR NONPROFITS (3 credits)
courses discussion of emerging trends
This course is designed to provide within nonprofit entities.
finance and budgeting skills to nonprofit
leaders and managers, enabling them to NPM-670: CRITICAL ISSUES IN
make critical decisions related to the NONPROFIT MANAGEMENT
financial health of their organizations. (3 credits)
Participants will become familiar with Critical Issues in Nonprofit Management
processes related to development addresses current nonprofit management
and management of the budgeting issues and trends that have both
process, governmental requirements immediate and emerging impact on the
and oversight, and ethical concerns U.S. civil sector. The course will cover
facing nonprofit leaders. The course issues of governance (accountability,
also examines specific legal and policy transparency and responsibility),
issues affecting nonprofits and the performance management and
role of competent financial oversight infrastructure development. It will also
in guiding organizations through address new approaches to marketing,
uncertain financial climates. public relations and development
activities. Keeping in mind the
NPM-502: NONPROFIT
contemporary economic environment,
the course will examine new revenue
This course provides students with an streams for nonprofits in terms of their
understanding of the unique qualities, utility and long-term effects. The major
philosophies and practices of the U.S. goal of this course is to provide students
nonprofit mission-driven sector. The with benchmarking theories and practical
course examines the sources and man- tools that will allow them to analyze
agement of resources as well as strate- contemporary management challenges
gies for their effective use. Nonprofit and construct innovative solutions.
Management begins with a historical
overview of the nonprofit sector and SOE-570: SOCIAL
demonstrates its complex structure. The ENTREPRENEURSHIP (3 credits)
primary goal of this course is to provide This course focuses on the emerging
a thorough knowledge base, both theo- field of social entrepreneurship,
retical and practical, for effective non- a marriage between for-profit
profit management. entrepreneurship skills and ventures
that focus on nonprofit mission
and social value. It offers practical
information for individuals in the
field as well as innovative methods of
conceptualizing the search for new
and better ways to support and invest

MASTER OF SCIENCE
http://www.tesu.edu/ast/msast/MSAST-Course-Descriptions.cfm
For all areas of study except Information and irradiated food, and will anticipate to drive profitable innovation through a
Technology, the Master of Science technologys impact on cultures, dynamic process of constantly creating
degree program includes 18 credits of communities and individual persons in new business models, improving
core courses, 12 credits of area of study the future. customer experiences, opening new
requirements and a 6-credit Masters markets and commercializing or
Project. For the Information Technology APS-600: PRODUCTIVITY launching new products. Students will
area of study, students who are not MEASUREMENT AND CONTINUOUS be immersed in the assessment skill set
working as information technology IMPROVEMENT (3 credits) necessary to identify emerging trends
(IT) professionals at the time of their This course focuses on the essence of and develop organizational to meet
admittance into the program will be principles, and practices of productivity unmet market needs.
required to take 18 credits of core courses measurement and continuous improve-
and all students in the Information ment based on global perspectives. It APS-610: COST ESTIMATION AND
Technology area of study are required to will also provide a functional under- FINANCIAL MANAGEMENT FOR
complete 15 credits in the area of study, standing of productivity and how it can ENGINEERS AND TECHNOLOGISTS
bringing the total credits needed to earn be measured properly and effectively (3 credits)
the degree to 39 credits. Students who for productivity improvement purposes. This course introduces students
are IT professionals at the time they The content for the course will encom- to concepts of corporate social
are admitted into the program will not pass total quality management (TQM); responsibility, which involves an
be required to take MSI-501, pending a process improvement; business pro- examination of whether organizations
review by the dean. cesses; and Manufacturing Execution should expand their focus from serving
Systems (MES). stockholders to also considering the
CORE COURSES: impact of the firms actives on diverse
APS-510: PROJECT MANAGEMENT stakeholders. Practicing corporate
18 credits FOR TECHNOLOGY (3 credits) social responsibility requires that a
Project Management for Technology corporation meld business goals with
Course Descriptions introduces project management from societal experiences; to do so means
APS-602: MANAGING PEOPLE the standpoint of a manager who must addressing complex questions such as:
IN TECHNOLOGY BASED organize, plan, implement and control What obligations do businesses have to
ORGANIZATIONS tasks to achieve an organizations sched- the societies in which they operate? Can
ule, budget and performance objectives. the interest of corporations and their
This course explores the theoretical and
Tools and concepts such as project outside stakeholders be aligned, or are
practical issues that science and tech-
charter, scope statement, work break- they in inherent conflict?
nology poses to senior managers and
down structure, project estimating and
leaders in contemporary organizations.
scheduling methodologies are studied.
The course will equip students with the
Students will practice with Microsoft
tools needed to be effective leaders in CLINICAL TRIALS
Project software to be able to manage a
organizations driven by scientific and
technological breakthroughs. The case
project from start to deployment. What MANAGEMENT TRACK:
is a project? How is it managed? What
study method will be used to sharpen
is the best approach? This course will
12 credits
the analytical skills necessary to develop
answer those questions and many more.
and implement solutions to challenges CTM-510: INTRODUCTION TO
This is an opportunity to learn the proj-
posed by a fast-paced, highly technical CLINICAL TRIALS RESEARCH AND
ect management fundamentals that can
society. DRUG DEVELOPMENT (3 credits)
guide a project through a maze of chal-
lenges to successful completion. Suc- This course provides an introduction
THC-625: TECHNOLOGY AND THE
cessful projects do not occur by luck or to the field of clinical research and an
HUMAN COMMUNITY: CHALLENG-
by chance. In fact, many projects do not overview of the environment, FDA
ES AND RESPONSES
achieve their organizations goals. approval process and regulations,
This course explores the role of and various elements involved in the
technology as it relates to society, APS-601: TECHNOLOGICAL development and conduct of clinical
community and the individual, with INNOVATION AND trials. Students identify the history and
particular emphasis on its impact on COMMERCIALIZATION (3 credits) principles of drug development process
workplace issues. Students will explore and their application to the design and
This course examines the relationship
humanitys love-hate relationship with implementation of clinical research
between sustainable growth, innovation
technology over the millennia, will activities. Students identify the steps
and the commercialization process.
debate ethical issues such as cloning involved in drug discovery to market
Particular emphasis will be placed on how

approval in the United States and abroad. CTM-540: ETHICAL ISSUES AND MSI-504: INFORMATION SYSTEMS
In addition, students learn the role, REGULATORY PRINCIPLES IN ANALYSIS, MODELING AND
responsibilities and interrelationships CLINICAL TRIALS (3 credits) DESIGN (3 credits)
of regulatory agencies, sponsors, study This course provides a stepwise The focus of this course is on the
personnel and other related agencies in approach to understanding clinical identification of an organization
clinical research process. The relevant research and how todays regulations problem, the goals and the purpose of
ethical principles developed for the impact tomorrows drugs. Early ethical IT systems and how to carry out all the
protection of human research subjects guidelines such as the Nuremberg Code activities in the analysis and design of
and the related elements of informed and the Declaration of Helsinki will the systems. It addresses the design
consent are covered. be covered. The course also explores phases and all the techniques that are
essential aspects of running clinical used to carry out the activities using a
CTM-520: CLINICAL TRIALS
trials, including regulatory documents, structured approach. Students will be
RESEARCH: PRACTICE TO POLICY
regulatory inspections and adverse required to apply these techniques to a
(3 credits)
event and safety monitoring. Regulatory work group project.
This course provides students guidelines outside the United States will
with an understanding of clinical be covered.
research methods as well as current MSI-505: PRINCIPLES OF DATABASE
issues concerning drug and device INFORMATION TECHNOLOGY: DESIGN (3 credits)
development in the United States. This course covers most of the major
Students learn how to formulate a 15 credits advancements in the technology of the
scientific literature search to inform design, development and management
their research efforts and develop the MSI-502: TELECOMMUNICATIONS of database management systems
skills that are necessary for critical AND NETWORKING (3 credits) (DBMS) as well as the theoretical
evaluation of published studies. The This course examines data communi- concepts and applications of DBMS.
design of clinical research is discussed cation and networking technologies Students will have hands-on experience
in detail so that the student is prepared from the business perspective. Topics through case study exercises and the
to recommend what type of study is best covered include the networked design and implementation of projects.
suited for answering particular research enterprise, telecommunication network
questions. Students learn about the models, communication hardware, and Note: This course requires that students use
Microsoft Access software, which is a Windows-
various approaches to conducting a trends and emerging technology, such based product and will not run on Macs. Students can
survey as a part of clinical research. as social media, mobile computing, run this software and other Windows software on a
Economic/cost measures, health-related cloud computing, big data and the Inter- Mac using Apples Boot Camp technology or third-
quality-of-life measures and work net of Things. party virtualization tools like Parallels or VMWare
Fusion. These tools make it possible to run Mac
productivity measures are also covered. OSX and a Windows operating system side by side.
Students develop an understanding MSI-503: OBJECT-ORIENTED This solution will require a Windows license.
of current issues related to clinical APPLICATION DEVELOPMENT
research. (3 credits) MSI-506: OPERATING SYSTEMS
This course provides students with (3 credits)
CTM-530: INTRODUCTION TO knowledge and skills for object- The focus of this course incorporates
CLINICAL TRIALS DATA oriented design and implementation core concepts of operating systems.
MANAGEMENT (3 credits) of software applications. Students will Emphasis is placed on interpreting
This course provides an overview of learn to apply object-oriented concepts universal concepts that are applicable to
the clinical data management process in solving computational problems a wide range of operating systems. Topics
in pharmaceutical research settings. and implementing structured and explored include processes and threads,
Students gain an understanding of the easily maintainable software solutions. memory management, virtualization,
regulations governing the data man- The course also covers concepts on scheduling and interaction between
agement process; identify the roles and algorithmic design for problem solving computers and the services provided by
responsibilities of personnel involved and computer language mechanics. operating systems hardware. Examples
in the process; learn how and why data are utilized from UNIX, Windows and
Advisory: This course is designed for students with
is collected; and understand database a basic understanding of computer programming.
Android operating systems.
structure and design. The course covers Specific programming skills or previous program-
the reporting of adverse drug events. ming experience is not required. However, ob-
Also covered are parameters for data ject-oriented application development will be fully
explored, so having a basic, working knowledge of
review, coding, queries and validation. computer programming is encouraged.
Students develop strategies to manage
practical issues that may arise.

NUCLEAR ENERGY commercial nuclear power industry that development of more ecologically and
will be synthesized and evaluated for economically sustainable.
TECHNOLOGY MANAGEMENT: the creation of continuous improvement
12 credits recommendations with justifiable CMP-500: NETWORK SECURITY
evidence. The course requires students (3 credits)
APS-501: HUMAN PERFORMANCE to apply a systematic problem-solving This course provides a practical survey
IMPROVEMENT (3 credits) approach for the cases discussed. The of both the principles and practice of
This course explores the field of Fukushima Daiichi nuclear disaster, cryptography and network security.
human performance improvement and new nuclear power plant construction First, the basic issues to be addressed
focuses on the concepts and principles and small modular reactors are by a network security capability
of human performance technology, examples of the sources of issues for are explored through a tutorial and
human performance technology the course. The course concludes with survey of cryptography and network
models, training needs assessment and the project for each student to develop a security technology. Then, the practice
knowledge management. Other topics comprehensive incident analysis report of network security is explored via
include performance improvement or case study. practical applications that have been
interventions, such as behavioral implemented and are in use today.
and job task analysis, work redesign,
performance management and
coaching, and instructional strategies to TECHNICAL STUDIES:
improve workplace performance.
12 credits MASTERS PROJECT:
NUC-501: ATMOSPHERIC 6 credits
DISPERSION OF RADIOISOTOPES Take the four courses below or
(3 credits) choose four graduate-level courses APS-700: MASTER PROJECT IN
This course examines the prediction from any School of Applied Science APPLIED SCIENCE AND
of radiological consequences from and Technology areas of study. TECHNOLOGY (6 credits)
the dispersion of airborne radioactive Students can mix and match courses The Master Project in Applied Science
effluents. The theoretical models are from areas of study. and Technology is designed to provide a
substantiated by meteorological data guided in-depth experience in defining,
and dose assessment. The applications APS-501: HUMAN PERFORMANCE measuring, analyzing, improving and
phase will link the Nuclear Regulatory IMPROVEMENT (3 credits) controlling a significant opportunity
Commission (NRC) code RASCAL to This course focuses on improving human or challenge relevant to the learners
nuclear facility licensing, compliance performance through analysis. Human applied science or technology
and emergency planning. Use of Performance Improvement focuses on workplace or profession. The learner will
the code for analysis and evaluation improving operational performance be expected to acquire knowledge, real
is incorporated into the course as through training and development, life experience and research to make
instruction. ergonomics, environmental health and recommendations that are based upon
safety operations analysis. solid data and benchmarking.
NUC-502: CRITICALITY SAFETY
(3 credits) APS-502: ADVANCED QUALITY
This course assesses nuclear industry ANALYSIS (3 credits)
prevention of an accidental, unplanned This course focuses on the analysis
and inadvertent self-sustaining of quality process improvements for
nuclear chain reaction that could operational practices and productivity.
result in large radiation exposures or The quality analysis assesses milestone
release of radioactive materials to the targets, trends and performance to
environment. The course emphasis is evaluate organizational total quality in
on the analysis of processes or systems quantitative elements.
that involve fissile materials, double-
contingency principles, independent EUT-500: RENEWABLE AND
events in processes that must occur ALTERNATIVE ENERGY (3 credits)
concurrently, and the need for The Renewable and Alternative
continuous improvements based on Energy course provides an application
operating experience. knowledge of renewable and alternative
energy sources such as wind, solar,
NUC-503: CURRENT ISSUES CASE biofuel and energy storage. Other
STUDIES (3 credits) concepts include material efficiency
This course presents current nuclear issues, recycling, composting and
industry incidents, accidents, and the concept of lifecycle design that
issues confronting the future of the provide conservation strategies, and the
MASTER OF SCIENCE IN HOMELAND SECURITY
http://www.tesu.edu/watson/mshs/MSHS-Course-Descriptions.cfm
Course Descriptions intelligence mechanisms, and national and research skills used in intelligence
security structure and procedures. work as well as an appreciation for the
HLS-500: TERRORISM AND
During this course there will be an ethical, Constitutional and civil liberties
HOMELAND SECURITY IN THE U.S.
opportunity to examine the creation, issues involved.
(3 credits)
development and organizational
This course examines the phenomenon structure of the Department of HLS-620: PREPAREDNESS:
of the term terrorism as it relates to Homeland Security (DHS). As part of PREVENTION AND DETERRENCE
the United States domestically as well the examination of DHS, there will be (3 credits)
as internationally from the time of the opportunities to also examine entities This course focuses on how strategic
Cold War to the present day. Emphasis such as the Transportation Safety planning, incident management and
is placed upon the identification, Administration, which was established intelligence techniques combine to
comparison and understanding of after 9/11. This course will also examine provide the necessary foundation for
the various definitions of terrorism other developments due to the attacks anti-terrorism preparedness. Topics
and the perpetrators of these acts, on 9/11 such as the detention and torture covered include critical infrastructure
along with the various aspects of of enemy combatants in Iraq and protection, National Incident
terrorism and homeland security, Guantanamo Bay, Cuba, and consider Management System, data collection
which are required knowledge for whether the nations security needs and analysis techniques, threat and
those who are scholars, practitioners, justify the consequent restrictions on vulnerability assessments, information
researchers and scholar/practitioners U.S. freedoms. sharing, resource planning, intelligence
in the field and discipline of terrorism failures, and terrorism prevention and
and homeland security. The student HLS-611: INTERNATIONAL LEGAL deterrence.
will be exposed to the nexus between AND ETHICAL ISSUES (3 credits)
terrorism and homeland security as it This course examines statutory and con- HLS-625: TECHNOLOGY AND
relates to homeland security strategy, stitutional legal principles and their re- INFORMATION SECURITY (3 credits)
assessment, evaluation, preparation, lation to the design and implementation This course will investigate advanced
responses, and recovery actions and of national and international strategies topics in computer security and
mechanisms relating to terrorism and related to homeland security in both the forensics. Included will be topics such as
homeland security. There will be a focus domestic and global arenas. Emphasis cryptography, steganography, automatic
on the importance of coordination of will be on policymaking. intrusion detection, firewalls and
various assessments, plans, strategies vulnerability scanning, and advanced
and implementation of plans of action HLS-615: DOMESTIC AND pattern matching as well as statistical
involving local, county, state, federal GLOBAL INTELLIGENCE FOR techniques. This course will investigate
and international responses pertaining SECURITY MANAGEMENT (3 credits) cyberterrorism and cybercrime, and
to terrorism and homeland security. Global Security managers are how this differs from computer security.
both producers and consumers of Technological advancements that are on
HLS-501: NATURAL DISASTERS the cutting edge present opportunities
intelligence. This course acquaints
(3 credits) for terrorists, and it is necessary to
students with the concepts and practices
This course will investigate a wide involved in the process of collecting, explore the current domestic and
range of natural disasters and develop analyzing and evaluating intelligence, international policies relative to critical
appropriate plans for mitigating the and in managing the intelligence cycle infrastructure protection and methods
problems. Natural disasters include a as well as the influence of intelligence for addressing issues.
wide range of issues from outbreak of in shaping homeland security decision
diseases, floods, earthquakes, fires and making at the international, federal,
tornadoes, and may include secondary state and local levels. It examines the
disaster situations such as chemical structures, roles and interactions of
spills, nuclear incidents and power foreign and domestic intelligence
outages. communities, the intelligence gathering
and analysis capabilities of law
HLS-510: PROTECTING THE
enforcement and private sector entities,
HOMELAND: BALANCING
and the use of intelligence processes
SECURITY AND LIBERTY (3 credits)
to support security investigations,
The course examines the USA planning and policy formulation. Based
PATRIOT Act and will examine why in a case study approach, students in this
the government and the public began course will develop an understanding of
to question and scrutinize the countrys intelligence tradecraft and the analytic

HLS-630: PROTECTING THE HLS-645: PANDEMICS, BIOTERROR-
HOMELAND: RESPONSE AND ISM AND BIOSECURITY (3 credits)
RECOVERY (3 credits) Biological threats, proliferation of
This course focuses on the many biological weapons and bioterrorism
response and recovery efforts possible for present challenges to homeland and
the various actors in homeland security, national security, and create legitimate
both in the public and private sectors. concerns about the nations ability to
The concept of planning is addressed prevent biological attacks. Yet agencies
with a focus on implementation, testing have deeply embedded professional
and evaluation. Students will discuss norms and organizational cultures that
how best to lead, communicate and resist change. Students in this course will
coordinate in response and recovery explore the obstacles to implementation
efforts across jurisdictions and agencies. and strategies to overcome them.
Technology and information gathering,
as tools for planning and responding, MPL-510: RESEARCH METHODS IN
are explored. Both government and PUBLIC SERVICE (3 credits)
law enforcement efforts and Business Research Methods in Public Service
Continuity Planning are studied. introduces students to the foundations
of research study methods with an
HLS-640: ADMINISTRATION emphasis on research in the public
AND FINANCE FOR SECURITY sector. Concepts presented include
PROFESSIONALS (3 credits) study design and selection, data
Using case studies and simulations collection guidelines, and study efficacy.
related to emergency events (a terrorist A review of data analysis techniques
attack, a natural disaster, a pandemic), is also featured along with tips on
this course focuses on management and effective presentation of study findings.
finance aspects of disaster management. Ethical issues in research are reviewed
to provide greater understanding of
HLS-610: THE PSYCHOLOGY AND the importance of protecting research
SOCIOLOGY OF DISASTER participants as well as the crucial
(3 credits) oversight role of Institutional Review
This course will determine how Boards. Students participate in critical
individuals react in disasters and what evaluations of existing research to
factors determine behaviors. This course engage course content and demonstrate
examines the traumatic consequences of proficiency in course objectives.
terrorism and disasters upon individuals
and groups as well as the individual MPL-710: PUBLIC SERVICE
and collective social behaviors that CAPSTONE (3 credits)
often occur as a result of these events. Candidates for completion of the MPSL,
The course examines a range of MSM Public Service and MSHS degree
psychological and social issues related will complete a project demonstrating
to terrorism and disaster, including their conceptual, analytical, research
theories of trauma; trauma prevention and practical management skills
strategies and crisis intervention; the achieved through the courses in either
impact of trauma upon first responders program. The project is a 3-credit, one-
and those directly exposed to terrorism term requirement that is completed at
or disasters; the psychological goals of the end of the program. It is a closely
terrorism; and post-traumatic stress. supervised experience resulting in a
Individual and group dynamics and paper that demonstrates the students
reactions are examined. ability to synthesize and utilize the skills
and knowledge gained in their graduate
program.

MASTER OF SCIENCE IN HUMAN RESOURCES MANAGEMENT
http://www.tesu.edu/business/mshrm/MSHRM-Course-Descriptions.cfm
Course Descriptions outcomes. Not only is recruiting the right and implementing the needed human
people a difficult and daunting task, but capital of the organization in order to
CORE COURSES: selecting the best organizational fit is sustain a competitive advantage while
a significant challenge. Organizations adding value is covered in this course.
HRM-530: HUMAN RESOURCES must design a recruitment and selection This course will also address issues such
MANAGEMENT (3 credits) process from a strategic perspective as knowledge management, change
This course examines the role of the to successfully win the talent war. This management and capability building in
human resource professional as a course will focus on the best practices order to create a culture connected to
strategic partner in managing todays of strategic HR planning. Throughout the market the organization serves.
organizations. Key functions such as the course students will be introduced
recruitment, selection, development, Advisory: Offered during September, January and
to successful recruitment and selection May terms only.
appraisal, retention, compensation programs and methods that can be
and labor relations are examined. adapted to any organization. HRM-600: MANAGING THE HUMAN
Implications of legal and global RESOURCES ENTERPRISES
environments are appraised and current HRM-560: INTELLECTUAL CAPITAL (3 credits)
issues such as diversity training, sexual AND THE WORKPLACE LEARNER
Managing the human resources
harassment policies and rising benefit (3 credits)
enterprise operates on two levels. In
costs are analyzed. Best practices of The knowledge and skills of employees, this course students will learn how to
employers of choice are considered. no matter what the organizations market model good leadership through the
niche, is constantly evolving. This course careful stewardship of human resource
HRM-540: LIFESTYLE BENEFITS will discuss changes that are necessary
AND COMPENSATION IN THE NEW operations. Students will extend the
to support strategic initiatives for the strategic view of leadership developed
MILLENNIUM (3 credits) organization while developing and in other courses, identifying successful
Lifestyle Benefits and Compensation in nurturing of new capabilities, knowledge models of effective human resource
the New Millennium examines both the and skills of employees. Interpersonal operations and leadership.
theory and practice of total compensation. skills, team skills, consultative skills,
Topics include strategic compensation, coaching, leadership and risk taking are Advisory: Offered during September, January and
employee compensation and benefits, job but a few of the topics covered as well May terms only.
evaluation, external competitiveness and as business acumen, strategic-planning
market analysis, incentives and variable HRM-610: HUMAN RESOURCES AS A
skills, change management, cross- STRATEGIC PARTNER (3 credits)
pay, employee motivation, compensation functional experience, technological
administration and compensation of Earning a seat where human resources
mastery, global understanding and
special groups. A variety of approaches is part of the process of setting strategy
additional intellectual capital demands
are employed to examine organizational and not just sitting at the sidelines is the
being placed upon the organizations
compensation policy and design. goal of human resource professionals.
environments. This course will help
Consideration is given to the interaction In this course students will learn about
human resource professionals with the
between human resource managers and the many roadblocks to becoming
understanding necessary to retool the
managers throughout the organization an organizational partner in the
present diversified workforce.
in order to realize effective compensation formulation and implementation of
programs. HRM-570: THE EFFECTIVENESS OF institutional strategy. Students will be
A MARKET CONNECTED CULTURE introduced to the resulting frustration,
Advisory: Offered during September, January and resentment, confusion and possibly
May terms only.
(3 credits)
How a human resource team connects even a regression back to maintaining
HRM-550: STRATEGIC RECRUIT- the external market to the internal nothing more than an administrative
MENT AND SELECTION (3 credits) infrastructure of an organization function. Absorbing critical information
can ultimately mean the difference from varying constituencies and the
Regardless of industry, business
between overall organizational success integration of critical information into a
unit or department, people are every
and failure. This course will focus on viable organization roadmap is covered.
organizations key source of competitive
advantage. In the war for talent, managing and facilitating the culture Advisory: Offered during September, January and
organizations have two choices: develop of an organization requires defining May terms only.
strategic HR systems that support the in terms of organizational strategy
recruitment and selection of highly and the voice of the customer. Culture
qualified employees or hire employees management, setting the stage for
with a poor fit, draining organizational change, formulating strategy, analyzing
resources and resulting in poor the need for change, and integrating

HRM-620: THE LEGAL AND ETHI- is a 3-credit, one-term requirement that EIO-520: ECONOMIC ISSUES IN
CAL ENVIRONMENT OF HUMAN is completed at the end of the program. ORGANIZATIONS (3 credits)
RESOURCES (3 credits) It is a closely supervised experience re- This course explores the complex rela-
This course covers legal compliance sulting in a paper that demonstrates the tionship of strategic economic issues
in corporate staffing, disparate impact students ability to synthesize and uti- within an organization and the organi-
and disparate treatment claims, and lize the skills and knowledge students zations interaction with other firms in
numerous federal statutes and guidelines have gained in previous courses in the the industry. The course begins with a
such as the Civil Rights Acts of 1964 MSHRM or MSM programs. brief overview of the basic economics
and 1991, the Age Discrimination in NOTE: This is the last course taken to complete the
of the firm and uses those principles
Employment Act (1967), the Americans degree program (academic advisor approval must to drive an analysis of the firms activi-
with Disabilities Act (1990) and Equal be obtained prior to registration). ties and interactions with other firms.
Employment Opportunity regulations. The course examines different market
Approximately 25 percent of the course ELECTIVES: structures to see how overall economic
will be devoted to ethical challenges structure affects decision making and
of the human resources professional, ACC-501: PRINCIPLES OF FORENSIC interactions; this basic structure will be
including conflicts between the human ACCOUNTING (3 credits) used to analyze competition with oth-
resources function and a separate Office Principles of Forensic Accounting pro- er firms in obtaining resources, setting
of Ethics that might exist in the corporate vides a solid foundation for building prices to maximize profits and reacting
environment. The course will stress skills in forensic accounting techniques, to decisions of competitors. The course
the need for keeping employee ethical including gathering, interpreting and also examines methodologies for evalu-
questions and concerns confidential documenting evidence. This course ating results and explores ways to use
as well as developing and putting into examines the investigative techniques that analysis in making future decisions.
practice a professional code of ethics for used by accountants to conduct foren-
all employees. Additional topics covered sic examinations as well as the com- ETH-590: ETHICS FOR MANAGERS
in this course include affirmative action, mon schemes and techniques used to (3 credits)
seniority, sex discrimination, religious commit fraud. The skills acquired will The major objective of this course is to
discrimination, retaliatory discharges enable students to assist businesses in examine the intersections of business
and right to privacy in the workplace. detecting, investigating, documenting operations, professional responsibilities
and preventing fraud. The course also and ethics. An emphasis will be placed
ORR-510: ORGANIZATIONAL introduces students to the many profes- on the development of practical methods
RESEARCH (3 credits) sional opportunities available to foren- and models for thinking about and
This course equips students to conduct sic accountants. resolving ethical issues and conflicts
the types of research and information- as they arise in the conduct of business
gathering projects that are a significant May terms only.
and professional life. Acquisition of
part of the organizational life of most the requisite skills, knowledge and
managers and leaders. The course CSR-610: CORPORATE SOCIAL independence of judgment needed
provides techniques and skills that RESPONSIBILITY (3 credits) to respond effectively to the moral
students will find helpful in researching This course introduces students dimensions of the working environment
many types of questions and problems, to the concept of corporate social is an expected outcome.
including those encountered in other responsibility, which involves an Advisory: Offered during September, January and
graduate-level courses as well as the examination of whether organizations May terms only.
degree Capstone. should expand their focus from serving
stockholders to also considering the FAM-540: FINANCE AND
NOTE: This course must be taken one to two terms
prior to Capstone (academic advisor approval impact of the firms activities on diverse ACCOUNTING FOR MANAGERS
must be obtained prior to registration). stakeholders. Practicing corporate (3 credits)
social responsibility requires that a This course is designed to provide the
CAPSTONE: corporation meld business goals with non-accountant and financial manager
societal expectations. To do so means with the knowledge necessary to
MAN-630: MANAGEMENT addressing complex questions such as: interact with professionals from those
CAPSTONE (3 credits) What obligations do businesses have to disciplines. The majority of the material
Candidates for completion of the MSM the societies in which they operate? Can draws from the theory and practice
or MSHRM degree will complete an in- the interests of corporations and their of financial management. Sufficient
dependent project demonstrating their outside stakeholders be aligned, or are accounting background is provided to
conceptual, analytical, research and they in inherent conflict? This course enable the student to understand and
practical management skills achieved examines these and other questions work with information provided by
through the courses in either program. without prescribing simple solutions. accounting and finance professionals.
The project, called a Capstone because Emphasis is placed on understanding
it represents a crowning achievement Advisory: Offered during September, January and
May terms only.
terms, concepts and uses of information
much as a capstone does in architecture, provided by these functions rather

than on the actual performance of the MKM-560: MARKETING as contemporary perspectives on ethics,
calculations. MANAGEMENT (3 credits) networking, coaching, organizational
This course examines concepts, envi- culture, diversity, learning organizations,
GLM-550: GLOBAL MANAGEMENT strategic leadership and crisis
ronments and marketing management
(3 credits) leadership.
roles, as applied to industry, nonprofit
Global Management examines the organizations and government agen- NOTE: This course builds upon ORG-502 (Lead-
issues and challenges facing managers cies. Focus is on the unique attributes ership and Management), although that course is
in a global business context. Specifically, of the marketing mix (product, price, not a prerequisite to OML-610. While there is some
the course explores and analyzes place and promotion), target groups, overlap in content between the two, OML-610 has
international aspects of organizational a far greater emphasis on application and skill de-
relationship marketing, research, com- velopment than ORG-502.
behavior, human resource management, petitor analysis and strategic planning.
labor relations, corporate strategy and Emphasis will be placed on developing a OML-620: ORGANIZATIONAL
political risk. In doing so, the course marketing plan within the context of the MANAGEMENT AND LEADERSHIP II
covers both micro-level topics (for broader organization as well as explor- (3 credits)
example, cross-cultural communication) ing the dynamic that will lead to com- This course focuses on how skills and
and macro-level considerations (for pleting each plan with confidence. abilities in leadership and management
example, formulation of international
can be developed and applied by indi-
strategy). MSM-620: LEADERSHIP, VISION
viduals in order to make a difference in
AND STRATEGIC PLANNING
Advisory: Offered during September, January and organizations, communities or societies.
May terms only.
(3 credits)
The course looks first at exemplary lead-
This course examines the strategic ers, both those who are well known and
NOTE: A students computer will need to have management framework that integrates
a media player, such as Windows Media or national or international in their scope
RealPlayer, in order to view the videos in this course. core business knowledge across all (e.g., Robert Kennedy, John F. Kennedy,
decision-making and functional areas of Bill Clinton, Mohandas Gandhi) and
LCO-610: LEADING CHANGE IN the organization, highlighting the issues those who are not well known (e.g., ev-
COMPLEX ORGANIZATIONS and challenges of vision, leadership eryday people who have exercised moral
(3 credits) and strategy in dynamic organizations. leadership or community leadership), all
Leading Change in Complex It provides students with knowledge with special consideration of the moral
Organizations focuses on what many and skills to implement value-added, aspects of effective leadership in several
scholars and practitioners consider the ethically principled, economically different contexts. It then looks at how
essence of leadership: organizational sound strategy and meet the challenges individuals can develop leadership and
change. The course examines the of global competitive advantage. The act with authenticity, integrity and cre-
importance of change, how change main topics covered include external ativity, all with special consideration
agents can work with others to effect and internal analysis in the strategic of exercising leadership as a whole
meaningful change in organizations management process, functional person who must balance responsibili-
and why change will become strategies, competitive strategies, ties to home, work and community. Ul-
increasingly significant to organizations corporate strategies and international timately, the course is intended to help
in the future. Students will examine and strategies. students become more effective leaders
apply a change process that includes in contexts where they currently serve
OML-610: ORGANIZATIONAL
establishing a sense of urgency, creating or in contexts to which they aspire. The
MANAGEMENT AND LEADERSHIP I
guiding coalitions, developing vision course is based in the belief that leader-
(3 credits)
and a strategic plan, communicating that ship involves moral/ethical dimensions
vision, empowering people for action to This course presents a comprehensive,
and that effective leadership equals
realize the change, generating short- integrative and practical focus on
good leadership; that is, that it includes
term wins along the way, consolidating leadership and management. It is
service to others and to contexts beyond
gains and embedding new approaches based upon a framework that analyzes
the self as well as qualities such as au-
in the culture of the organization. leadership and management at
thenticity and integrity.
This course provides students with an different levels: individual leadership,
opportunity to think about change, to team leadership and organizational Advisory: Offered during September, January and
leadership. The course presents May terms only.
reflect on stories of individuals who
have changed their organizations and leadership and management theories/ NOTE: This course builds upon ORG-502 (Lead-
to put learning into practice in current concepts that have emerged over ership and Management), although that course is
organizational settings. the past several decades. It provides not a prerequisite to OML-620. While there is some
students the opportunity to apply these overlap in content between the two, OML-620 has
a far greater emphasis on application and skill de-
Advisory: Offered during September, January and theories through case analysis and to velopment than ORG-502.
May terms only.
enhance personal skill development
through self-assessment exercises.
Included in the course are identification
of current leaders and leadership as well

OML-630: CONTEMPORARY ISSUES PJM-510: PROJECT MANAGEMENT PJM-640: GLOBAL PROJECT
IN LEADERSHIP (3 CREDITS) (3 credits) MANAGEMENT (3 credits)
This course focuses on compelling This course develops a foundation of This course examines project
issues in leadership theory and practice. concepts and solutions that supports management in a variety of global
It is intended to present students with the planning, scheduling, controlling, business settings. Included are project
some of the latest and most innovative resource allocation and performance management methodologies and
thinking about leadership and to measurement activities required for suc- processes as well as culture, team
promote practical insights for leadership cessful completion of a project. building and behavior management in
within work and community settings. a global context. Project management
The course encourages students to look PJM-520: PROJECT LEADERSHIP is examined as a set of best practices
beyond embedded leadership ideas and AND COMMUNICATIONS aimed at managing the total enterprise.
practices and to consider leadership (3 credits) Through a project management
more broadly. Students cover the This course provides leadership and approach, corporate and organizational
topics of leaders and followers (toxic management guidelines for the project strategies are translated into project-
leadership), men and women (gender in manager in a variety of situations. level, value-adding elements of a
leadership), and individuals and teams Principles of effective planning, companys project portfolio.
(team leadership). Students are invited communication and motivation
to rethink their orientation to leadership throughout the project life cycle are the May terms only.
and human interaction and to apply focus of this course. Project Leadership
their learning to a real-world setting. and Communication presents principles NOTE: Students should have successfully
of project control from initiation completed Project Management (PJM-510), Project
NOTE: This course follows naturally from the Leadership and Communication (PJM-520) and
foundations laid in OML-610 (Organizational
through execution to closure in a clear Project Risk Management (PJM-640) before
Management and Leadership I) and in OML- and practical manner. beginning this course.
620 (Leadership and Management II). The three
NOTE: Students should have successfully
courses together form a logical sequence that SUM-501: PRINCIPLES OF
moves from a general exploration of theory and completed Project Management (PJM-510) before
beginning this course. SUSTAINABLE MANAGEMENT
practice in OML-610, to a focus on leading and
managing self in OML-620 and, finally, to a focus (3 credits)
on contemporary leadership issues in OML-630. PJM-530: PROJECT RISK MANAGE- Principles of Sustainable Management
While these courses present a comprehensive look MENT (3 credits) introduces students to the topic of
at management, OML-610 and OML-620 are not
prerequisites for OML-630, which can be taken as Project Risk Management provides sustainable management in organiza-
an individual course that provides exploration students with an organized approach for tions. Sustainable management views the
and focus on contemporary leadership issues and managing the uncertainties that can lead goals of an organization (its product and/
practices. to undesirable project outcomes. The or service-providing mission) through
Advisory: Offered during September, January and course provides a systematic method a long-term, environmental and social
May terms only. for identifying the risks that can result cost/benefit mental model. The course
in cost overruns, delayed schedules or provides background on the social,
ORG-502: LEADERSHIP AND failure to meet performance standards. economic and environmental sustain-
MANAGEMENT IN THE 21ST The first half of the course covers risk ability challenges facing managers
CENTURY (3 credits) identification, which takes place during today and explains the trade-offs and pay-
This course offers students a project definition and planning. The last offs involved in striving for zero waste,
comprehensive, relevant perspective on half of the course covers risk mitigation, both social and planetary. In addition, it
leadership and management. While the which takes place during project provides tools that will help students
course provides grounding in important execution and closure. guide organizations along appropri-
concepts, it also stresses application to ate paths to become more sustainable.
professional and community settings. May terms only.
Through this course students learn
Students analyze concepts such as from the key leaders and the important
leading as an interactive process NOTE: Students should have successfully literature in the field about the global
(involving the leader, the followers completed Project Management (PJM-510) and issues challenging todays sustainable
Project Leadership and Communication (PJM-520)
and the situation), managing with before beginning this course. managers. Students will also develop
innovation and creativity, escaping from their capacity to think critically about
embedded practices and embracing the role their organizations have played
new managerial principles. This course or can play in building a more sustain-
provides students with contemporary able world.
empirical study of leadership and
management as well as commentary, case
histories and multimedia presentations.

MASTER OF SCIENCE IN INFORMATION TECHNOLOGY
http://www.tesu.edu/ast/msit/Course-Descriptions.cfm
Course Descriptions MSI-504: INFORMATION SYSTEMS tions, standards, guidelines and system
ANALYSIS, MODELING AND DESIGN control frameworks. This course lays the
CORE COURSES: (3 credits) foundation for subsequent course work
The focus of this course is on the in the Graduate Certificate Cybersecuri-
MSI-501: FOUNDATIONS OF ty-Critical Infrastructure program and is
INFORMATION TECHNOLOGY identification of an organization problem,
the goals and the purpose of information recommended as the first course taken in
(3 credits) the sequence.
technology (IT) systems and how to carry
This is a survey course on information out all the activities in the analysis and
technology (IT). Topics include IT CYB-522: CYBERSECURITY RISK
design of the systems. It addresses the
foundation concepts, data/information MANAGEMENT IN UTILITY ENVI-
design phases and all the techniques that
management systems, networking RONMENTS (3 credits)
are used to carry out the activities using
systems, enterprise models/systems, a structured approach. Students will be In this course, students will learn how
IT management processes, IT security, required to apply these techniques to a to identify applicable cybersecurity risk
and IT ethics. Discussion supplements work group project. mitigation models and apply them in an
course materials to critically review organizational context. They will develop
emerging trends and implications for MSI-505: PRINCIPLES OF DATABASE the knowledge and skills needed to make
business managers and IT professionals. DESIGN (3 credits) recommendations related to the choice
This course covers most of the major of risk mitigation security controls and to
MSI-502: TELECOMMUNICATIONS provide oversight for the implementation
AND NETWORKING (3 credits) advancements in the technology of the
design, development and management of of those controls within information
This course examines data communi- database management systems (DBMS) technology (IT) and operational
cation and networking technologies as well as the theoretical concepts and technology (OT) systems. This course
from the business perspective. Topics applications of DBMS. Students will will give students the tools to develop
covered include the networked have hands-on experience through case risk models that reflect the organizations
enterprise, telecommunication network study exercises and the design and unique governance structure and
models, communication hardware, and implementation of projects. corporate culture. Using risk analyses
trends and emerging technology, such that are predicated upon a holistic
as social media, mobile computing, Note: This course requires that students use Mic- risk picture (business, environment,
cloud computing, big data, and the Inter- rosoft Access software, which is a Windows-based
product and will not run on Macs. Students can run
compliance, etc.) of the organization,
net of Things. this software and other Windows software on a Mac students will learn how to articulate and
using Apples Boot Camp technology or third-party defend risk allocation recommendations
MSI-503: OBJECT-ORIENTED APPLI- virtualization tools like Parallels or VMWare Fu- to accept, transfer, mitigate or ignore
CATION DEVELOPMENT (3 credits) sion. These tools make it possible to run Mac OSX
risk and to communicate cybersecurity
and a Windows operating system side by side. This
This course provides students with risks to peers and senior management
solution will require a Windows license.
knowledge and skills for object- in both IT and OT. This course will also
oriented design and implementation expose students to relevant international
of software applications. Students will
CYBERSECURITY
utility-related cybersecurity regulations,
learn to apply object-oriented concepts AREA OF STUDY COURSES standards and guidelines.
in solving computational problems
and implementing structured and CYB-521: FOUNDATIONS OF CYB-523: PROTECTIVE SECURITY
easily maintainable software solutions. UTILITY CYBERSECURITY (3 credits) CONTROLS IN UTILITY SYSTEMS
The course also covers concepts on This course introduces students to foun- (3 credits)
algorithmic design for problem solving dational cybersecurity concepts related In this course, students will learn the
and computer language mechanics. to utilities critical infrastructure. The techniques used to identify, develop
course will cover fundamental cyber- and apply protective security controls
Advisory: This course is designed for students with security concepts and nomenclature. In
a basic understanding of computer programming. in utility-related information technology
Specific programming skills or previous program-
addition, it will cover various types of (IT) and operational technology (OT)
ming experience is not required. However, ob- utility networks and systems including environments. They will develop
ject-oriented application development will be fully information technology (IT), Industri- the skills and knowledge needed to
explored, so having a basic, working knowledge of al Control Systems (ICS), Supervisory
computer programming is encouraged. implement controls used to mitigate
Control and Data Acquisition (SCADA) inherent risks and reduce the chances
systems and distributed networks. The of utility systems being compromised.
course also introduces students to risk Students will develop expertise
management concepts, threat modeling using controls for identity and access
fundamentals, utilities-related regula-

management, awareness and training, DATA MANAGEMENT AND analytics to process business data in an
asset management, network architecture effort to describe, predict and improve
and network segmentation, secure
ANALYTICS AREA OF STUDY business performance. In this course,
coding practices, personnel security, and COURSES students will develop the knowledge and
physical security. Students in this course skills needed to extract and categorize
will employ risk-based frameworks and DTM-531: ADVANCED DATABASE data and to identify and analyze
control catalogs to identify and select SYSTEMS (3 credits) behavioral data and patterns using
applicable security controls for utility This course covers advanced database methodologies and techniques tailored
environments. management system design principles to meet organizational requirements.
and techniques. Course topics include Students will learn to apply frameworks
CYB-524: MONITORING, access methods, query processing and for information optimization, visual
DETECTION, RESPONSE optimization, transaction processing, analytics, data discovery, predictive
AND RECOVERY IN UTILITY distributed databases, object-oriented analytics and right-time and real-time
ENVIRONMENTS (3 credits) and object-relational databases, semi- analytics.
The students will learn methods and structured data, search engines,
techniques for monitoring information transaction management, advanced DTM-534: INFORMATION
technology (IT) and operational indexing, multidimensional data, RETRIEVAL (3 credits)
technology (OT) environments. Along performance evaluation, advanced SQL This course explores the theories and
with developing an expertise in system and database tuning. Students learn methods used to search and retrieve
monitoring techniques, students will about the advanced object-relational text and bibliographic information from
learn methods for detecting compromise features such as binary large objects document repositories. Information
and develop strategies for effectively (BLOBs), abstract data types and retrieval focuses on the analysis of
responding to and recovering from methods. In addition, students learn relevance and utility of information. The
compromise. Students will learn about database programming including course will explore data organization
methods and techniques such as network the use of triggers and stored procedures. and representation, information
baselining, perimeter and internal access techniques; categorization,
monitoring and defense, situational DTM-532: DATA WAREHOUSE DE- content analysis, data structures used
awareness, intrusion detection, detecting SIGN (3 credits) for unstructured data, indexing and
exploits, kill chain management, Corporate data is used to make strategic indexes, clustering and classification
event analysis and correlation, incident business decisions. Decision Support methodologies, search and navigation
response, evidence collection and Systems (DSS) are used to present data techniques, and search engines. In
preservation, and system recovery and in such a way as to help businesses this course, students will learn to use
restoration. survive in a competitive market. A data statistical and linguistic methods for
warehouse is a read-only analytical automatic indexing and classification,
CYB-525: INTEGRATING database that is used as the foundation Boolean and probabilistic approaches
CYBERSECURITY INTO THE SYSTEM for decision support systems and is to indexing, query formulation and
LIFE CYCLE (3 credits) designed to consolidate data from the output ranking. In addition, students
This course focuses on integrating various data stores supported by an will learn to develop and analyze various
security into the entire system and organization. This course will focus data filtering methods, measures of
solution lifecycle. Topics include on the design and technical aspects of retrieval effectiveness and retrieval
system planning, architecture, building a data warehouse. The topics methodologies.
design, acquisition, development, covered will include: the DSS life cycle,
implementation/operation, sustainment data warehouse architectures, system DTM-535: DATA MINING AND
and disposal. Students will learn the planning, warehouse requirements KNOWLEDGE MANAGEMENT
importance of ensuring that security gathering, schema development, (3 credits)
practices are identified and integrated warehouse design and implementation, This course will serve to introduce
into utility networks and systems projects. and user access. students to data mining and knowledge
In addition, this course will help students management. Data mining (DM) is
develop knowledge and skills needed for DTM-533: DATA ANALYTICS concerned with the discovery of hidden
integrating security requirements into (3 credits) knowledge in large data sets. This
technology acquisitions and identifying Data analytics refers to the qualitative knowledge represents one aspect of an
and managing supply chain risks across and quantitative techniques and organizations intellectual capital and
lifecycle. Using case studies, students will processes used to enhance productivity is often expressed in the form of trends
apply concepts learned throughout the and business gains. Analytics is a or major themes that reoccur in the
program to solve real world utility and multidimensional discipline that uses data. Knowledge management (KM)
network system security challenges. mathematics and statistics, descriptive systems are designed to exploit the
techniques as well as predictive models to results of data mining and facilitate the
extract and present valuable knowledge analysis and evaluation of both tangible
from data stores. Organizations use and intangible knowledge assets. In

this course students will explore data issues. The data and clinical decision public health management and health
mining methods used for prediction and support used in this field are developed administration. The technologies used
knowledge discovery. These methods for and used by clinicians, patients, and in telehealth include videoconferencing,
include regression, nearest neighbor, caregivers. This course will provide the internet, store-and-forward imaging,
clustering, K-means, decision trees, students with the knowledge and skills streaming media, and terrestrial and
association rules, neural networks. In needed to ensure the optimal functionality wireless communications. Applications of
addition, students will become familiar of present and future informatics telehealth run the gamut from something
with the current theories, practices, tools systems by providing opportunities for as simple as two health professionals
and techniques used to management them to design, build and test clinical discussing a case over the telephone to
knowledge assets. information systems that address real- a surgeon conducting remote robotic
world problems. Students will learn to surgery at a medical institution on a
HEALTH INFORMATION identify clinical practice workflow and different continent. Telehealth changes
process issues, and to provide leadership the location where health care services
TECHNOLOGY AREA OF STUDY and guidance in the definition of system are routinely provided and includes
COURSES and process requirements that will preventative, maintenance and curative
serve to optimize system performance features. Students in the course will
HIT-541: FOUNDATIONS IN HEALTH
and facilitate technology utilization by develop the skills and knowledge needed
INFORMATICS (3 credits)
clinical practitioners. to design and implement fully functional
Health informatics combines diverse telehealth solutions.
disciplines such as information HIT-543: ELECTRONIC HEALTH
technology, information science, social RECORDS MANAGEMENT (3 credits) HIT-545: LEGAL, ETHICAL, AND
science, management science, behavioral Electronic health records (EHRs) capture SOCIAL ISSUES IN HEALTH
science, communications and healthcare patients health information, such as INFORMATICS (3 credits)
to improve the quality and safety of patient medical history, allergies, laboratory test Notwithstanding the potential for
care. Informatics is the science, the how results, radiology images and payment electronic health records to revolutionize
and why, behind health IT, according in an electronic form that enables healthcare, there remain significant
to the Centers for Disease Control and clinicians and other providers to access complex legal, ethical and financial
Prevention. The tools used in health and share the information across medical questions related to their use that serve
informatics include computer systems, specialties or facilities. Electronic to impede their widespread adoption.
clinical guidelines, health nomenclature, health records are composed of many Legal and ethical issues surrounding
and information and communication separate systems that function together ownership, economics, privacy, data
systems. It is applicable to various to capture, create, share, maintain and security, the use (or misuse) of decision
health-related domains including public store an accurate and complete patient support systems, accountability, as well
health, nursing, dentistry, occupational health record. Students in this course will as legal and regulatory compliance, are
therapy, pharmacy, physical therapy learn the various systems, applications, central to debate surrounding health
and biomedical research. In this course, standards and specifications that must be informatics and these issues have an
students will learn to collect, store, in place in order to meet the goal of true impact on the requirements, design,
analyze and present health-related data interoperability. This course prepares implementation and evolution of these
in a digital format and to improve health students to understand and use electronic systems. In this course, students will
outcomes by applying informatics records in a medical setting. It introduces learn to develop solutions that address
concepts, theories and practices to real- students to current frameworks for the key legal, ethical and financial challenges
world situations. implementation and management of germane to health informatics.
electronic health information using
HIT-542: CLINICAL INFORMATICS
(3 credits)
common electronic data interchange INFORMATION ASSURANCE
systems. Students will develop the skills
Clinical Informatics (operational and knowledge needed to address the
AREA OF STUDY COURSES
informatics) is the application of medical, legal, sanction and regulatory IAS-551: FOUNDATIONS OF
informatics and information technology requirements of electronic health records INFORMATION ASSURANCE
to deliver healthcare services. It is the systems. (3 credits)
study and use of data and information
technology aimed at improving the HIT-544: TELEHEALTH SYSTEMS Information assurance (IA) is concerned
patients ability to monitor and maintain (3 credits) with protecting the reliability of
his/her own health. The application of information and managing risks related
Telehealth refers to the actual delivery of
clinical informatics includes various to the use, processing, storage and
remote clinical services using information
aspects including clinical decision transmission of information or data.
technology. It makes use of electronic
support, visual imaging, clinical It includes securing the systems and
information and telecommunications
documentation, healthcare provider processes that house and manipulate
technologies to support off-premise
order entry systems, system design and the data as well. IA includes protection
clinical healthcare, patient and
implementation, and user adoption of the integrity, availability, authenticity,
professional health-related education,
nonrepudiation and confidentiality of

organizational data. IA practitioners use IAS-553: COUNTERMEASURES of an organization and then apply
physical, technical and administrative DESIGN AND IMPLEMENTATION the information gathered during this
controls to accomplish these tasks. These (3 credits) assessment to inform stakeholders about
protections apply to data in transit, A countermeasure in computer security the challenges inherent to their unique
both physical and electronic forms as is any action, device, procedure or information assurance landscape. They
well as data at rest in various types of method that can be used to mitigate a will learn to develop processes and define
physical and electronic storage facilities. threat, vulnerability or attack by either policies that achieve the targeted level
Information assurance as a field has eliminating it, preventing it, minimizing of security for an organization based
grown from the practice of information its effects, or by discovering and on the level of risk mitigation required.
security. As opposed to information reporting it so that corrective action With respect to securing networks
security and cybersecurity, IA relates can be taken in the future. In this course and systems people are often the
more to the business value and strategic students will learn the principals of weakest link. To address this challenge,
risk management of information active defense. They will develop the students in this course will learn to
and related organizational systems, skills and knowledge needed to design develop policies and best practices for
rather than focusing on the creation and implement multilayered (defense members of technology groups as well
and application of security controls. in depth) security strategies as well as as for system users. Students will develop
In this course students will learn to expertise in using tools to harden and training documentation for management,
defend against malicious attacks while secure networks and organizational technical and user populations that
considering corporate governance issues assets. Course topics include: threat exposes them to the policies and
such as privacy, regulatory and standards vectors; data encapsulation at Open processes required to secure information
compliance, auditing, business continuity Systems Interconnect (OSI) layers 2, technology and to a align these with the
and disaster recovery as they relate to an 3, 4, and 5; packet decoding; network business objectives of the organization.
organizations information assets. firewalls; intrusion prevention; Network
IAS-555: COMPUTER FORENSICS
Address Translation (NAT); Access
IAS-552: VULNERABILITIES, AND INFORMATION SYSTEMS
Control Lists (ACLs); Virtual Private
THREATS, AND ATTACKS (3 credits) AUDITING (3 credits)
Networks (VPNs);Virtual Local Area
The impact of a security breach can Networks (VLANs); proxies; border Computers are increasingly used to
be devastating to any organization. routers; web application and database commit crimes and evidence of these
Information technology (IT) practitioners security; securing the OS and services; crimes is often recorded on those
must have the skills to identify and vulnerability assessment; baseline computers. Computer forensics is the
address system vulnerabilities including audits; forensics; logging; encryption; application of computer investigation
weaknesses related to hardware, authentication; wireless security; network and analysis techniques to the process
software, interrelated systems and access control and security tools. of discovering and preserving potential
personnel. In this course, students will legal evidence. Systems auditing is
explore current and potential threats to IAS-554: POLICIES AND concerned with ensuring that adequate
information assets and will develop a PROCEDURES DEVELOPMENT AND security controls are in place to prevent
comprehensive awareness of prevailing IMPLEMENTATION (3 credits) or at least discover fraud or other misuse
trends in malicious attacks. This Information technology professionals, of information technology (IT) resources.
course will provide students with the whether in the public or private sector, Legal evidence might be sought in a wide
skills and knowledge needed to secure must ensure that their information range of computer crimes or misuse and
organizational resources and to develop systems comply with privacy and students in this course will develop an
effective methods to detect and monitor security laws, regulations, directives and understanding of forensic and auditing
external and external malicious activity. any organizational policies, procedures and will develop the skills needed for
Topics covered in this course include: and guidelines. This challenge can be a discovering and preventing theft of
passive and active attacks, technology daunting task and confronts both public trade secrets, theft of or destruction of
audits, physical security, computer and private organization alike. To meet intellectual property and fraud. They will
security policies, contingency planning, this charge, they develop and implement learn how to recover deleted, encrypted
business impact analysis, password security policies and procedures that or damaged file information and to
management, information warfare, explicitly define the organizations plan and execute audits of security and
intrusion detection, risk assessment security protocols. Security policies are other related IT procedures. This course
and auditing, operational security, custom-created, dynamic standards is intended to provide a foundation in
permissions and user rights, service of business conduct. While the best computer forensics and auditing, and
patches, securing network services and practices of the information security provide hands-on practice in applying
security baseline analyzers. Students field form the basis of any security forensic and auditing techniques
will learn to identify threat vectors and policy, each organization has unique
to develop strategies for implementing requirements that shape policies used to
a prioritized, risk-based approach to manage security. Students in this course
mitigating security. will develop the skills and knowledge
needed to access the security posture

NETWORK MANAGEMENT NET-563: PERVASIVE AND CLOUD more efficiently. In this course, students
COMPUTING (3 credits) will develop the knowledge and skills in
AREA OF STUDY COURSES network management to allow them to
The goal of pervasive computing, which
NET-561: DESIGNING LARGE-SCALE combines network technologies with control, plan, allocate, deploy, coordinate
SYSTEMS: ROUTING, SWITCHING wireless computing, voice recognition, and monitor network resources. Topics
AND BROADBAND (3 credits) Internet capability and artificial include network planning, frequency
intelligence, is to create an environment allocation, predetermined traffic routing
This course explores the Local Area
where the connectivity of devices to support load balancing, cryptographic
Network (LAN), Wide Area Network
is embedded in such a way that it is key distribution authorization,
(WAN), broadband technologies and
unobtrusive and always active. Pervasive configuration management, fault
network protocols needed to design
computing goes beyond the realm of management, security management,
and implement converged switched
personal computers or the internet. At its performance management, bandwidth
networks in an enterprise environment.
core is the notion that almost any device, management, route analytics and
In this course, students are introduced
be it clothing or tools or appliances or accounting management.
to integrated network services and learn
how to select the appropriate systems your body or your tooth brush, can be
NET-565: NETWORK SECURITY
and technologies to meet the technical embedded with chips that connect the
(3 credits)
requirements of large complex networks. device to a vast network of other devices.
Cloud computing, on the other hand, This course provides students with
Students learn how to implement and
focuses on the use of shared resources the knowledge and skills needed to
configure common network protocols
to achieve computational coherence and implement and manage the security
and how to apply network design best
economies of scale. Similar to a utility measures required to protect computer
practices, access control methodologies
computing and edge computing, cloud resources from unauthorized access or
and basic security frameworks. In
computing has at its core the management attack. This course focuses on the design
addition, students will learn how to
of a converged infrastructure and and implementation of network security
detect, troubleshoot and correct common
shared services. In this course students is designed to provide students with the
enterprise network implementation
will explore the various computing technical expertise needed to protect
issues.
models, operational frameworks and enterprise information and computing
NET-562: WIRELESS AND MOBILE technologies that are used to implement assets connected to the internet. Topics
NETWORKS (3 credits) pervasive and cloud systems. Topics will include: threat vectors, encapsulation at
include: Personal Area Networks (PAN), Open Systems Interconnect (OSI) layers
Wireless networking is a framework
distributed computing, grid computing, 2, 3, 4 and 5; packet decoding; static
for using radio signals to transmit data
utility computing, virtualization, cloud filters; stateful filters; stateful inspection;
between various devices and systems. A
characteristics, cloud service models, intrusion detection and prevention;
mobile network or cellular network is a
cloud deployment models (public, Network Address Translation (NAT);
wireless network designed to use radio
private, hybrid, federated, reservoir), Access Control Lists (ACLs); Virtual
signals for data over a wide geographic
architectures, cloud security and fog Private Networks (VPNs); proxies;
area. Telecommunications companies
computing (federated cloud). border routers; firewall rule bases; web
have installed cellular voice and data
application and database firewalls;
networks over most of the populated
NET-564: LARGE-SCALE NETWORK securing the OS and services; firewall
areas of the planet thus allowing mobile
OPERATIONS, ADMINISTRATION, assessment; vulnerability assessment;
phones and other wireless devices to
AND MAINTENANCE (3 credits) baseline audits; forensics; logging;
be connected to the public switched
Network operations centers (NOC) are encryption; authentication; VPNs;
telephone network and public internet
the command and control hubs used wireless; network access control and
from almost anywhere on the globe. In this
to manage network resources in large security tools.
course students will explore the design
and implementation of wireless and networks. NOC personnel are concerned
mobile networks. Topics covered include: with the operation, administration, and SOFTWARE ENGINEERING
Bluetooth, Induction Wireless, Infrared maintenance of these systems. Operation AREA OF STUDY COURSES
Wireless (IrDA), Ultra Wideband (UWB), pertains to keeping the network up
microwave, Multichannel Multipoint and running efficiently. This includes SWT-571: SOFTWARE DESIGN AND
Distribution Service (MMDS), FSO (Free monitoring the network to identify ARCHITECTURE (3 credits)
Space Optics), Wi-Fi (Wireless Fidelity), and resolve issues as soon as possible. This course provides students with a sol-
WiMax (Wireless Interoperability for Administration involves keeping track id foundation in software engineering
Microwave Access), satellite, cellular of resources in the network and how they and develops their knowledge and skills
networks, Global System for Mobile are allocated. It includes all the day-to- related to contemporary software devel-
Communication (GSM), 3G and 4G day, detail work needed to control the opment processes, methods and practic-
(Third and Fourth Generation Mobile network. Maintenance is concerned with es. The goal of this course is to develop
Network), wireless and mobile security, performing repairs and upgrade as well the students ability to understand, de-
global Area Networks (GAN) and sensor as corrective and preventive measures sign, develop and implement complex
networks. to make the managed network operate programs using current architectural

frameworks and design methodologies. learn how to identify, categorize and SWT-575: SOFTWARE SYSTEMS
In this course students will develop the prioritize the information and other INTEGRATION (3 credits)
expertise to reason about programs resources used by software systems and Software system integration is concerned
of moderate size. Topics include the to develop security requirements for the with combining individually tested
software development lifecycle, re- processes that access the data. Students software components into an integrated
quirements engineering, modeling, will learn to develop strategies that whole. Software is considered integrated
software testing and quality assurance. mitigate security vulnerabilities caused when individual components are
Additional topics include: design pat- by either nonconformance to software combined to form subsystems or when
terns, modularity, code reuse, application requirements or omissions caused by subsystems are joined to form products.
program interface (API) design, incorrect requirements. In this course, Integration can be implemented as a
assertions, invariants, separation of students will learn to perform software discrete step near the completion of
concerns, programming patterns, security evaluations, establish security the software development life cycle or
debugging, profiling, asynchronous requirements, develop guidelines incrementally as software components
programming, event-driven program- for security that are applied during and subsystems are developed. In this
ming, metaprogramming and graph- the software design, operations and course, students will learn various
ical user interfaces (GUI). Students maintenance processes, evaluate security software system integration strategies
in the course will work in teams to requirements during software reviews and frameworks. Students will explore
develop fairly large projects that include a and audits, develop a configuration the role of application programming
project plan, formal specifications, de- and process management policy that interfaces (API), core assets and product
sign artifacts, program documentation addresses corrective action for existing lines, interface languages, wrappers,
and a fully functional software system. software, monitor software modifications middleware and system generators. In
to ensure that any changes do not addition, students will explore barriers
SWT-572: SOFTWARE MODELING unintentionally create security violations and risks associated with software
AND ANALYSIS (3 credits) or software vulnerabilities, and develop system integration including component
This course focuses on software plans for the physical security of the granularity and variability, complexity,
development models that are used to software. risk and cost.
develop, validate, verify and analyze
software systems. Students will develop SWT-574: SOFTWARE PRODUCT
knowledge and skills in software DEVELOPMENT AND QUALITY
verification and validation as well as MANAGEMENT (3 credits)
expertise in data and process modeling. The software development process
Various software modeling frameworks focuses on software production concerns
will be covered in this course and and not the technical issues related
students will learn to apply them to the to software development such as the
design and development of software selection and use of software tools. This
artifacts. They will learn to use software process exists to support the management
verification tools and techniques to of software development and is generally
ensure that a software system has been more focused on addressing business
built according to the requirements and concerns associated with managing
design specifications defined in the software. In this course students will learn
model. Students will also use software about software development processes
validation frameworks to test whether the and will acquire the knowledge and skills
software actually meets the users needs, required to manage the development
and that the initial specifications were of large, complex software projects.
correct. Topics in this course include Students will learn to apply product
development life cycle models, modeling development life cycle methodologies
languages, software design templates, and to develop strategies for managing
system documentation, software product introduction, growth, maturity
verification frameworks and software and decline phases. In addition,
validation methodologies. students will learn about various quality
management processes including
SWT-573: SECURE SOFTWARE requirements, testing, configuration,
DESIGN AND DEVELOPMENT change, defect, risk, improvement,
(3 credits) safety and release management. Project
Software security is concerned with planning, monitoring and control as
ensuring that software processes they apply to software development and
are designed to prevent data and management will also be covered in this
computing resources from becoming course.
lost, unreliable, altered, inaccessible
or corrupt. In this course, students will
MSM PROGRAM COURSE DESCRIPTIONS
http://www.tesu.edu/business/msm/MSM-Course-Descriptions.cfm
CORE COURSES: NOTE: This course must be taken one to two terms
prior to Capstone (academic advisor approval
Focus is on the unique attributes of the
marketing mix (product, price, place and
must be obtained prior to registration).
ORG-502: LEADERSHIP AND promotion), target groups, relationship
MANAGEMENT IN THE 21ST EIO-520: ECONOMIC ISSUES IN marketing, research, competitor analysis
CENTURY (3 credits) ORGANIZATION (3 CREDITS) and strategic planning. Emphasis will be
This course offers students a This course explores the complex rela- placed on developing a marketing plan
comprehensive, relevant perspective on tionship of strategic economic issues within the context of the broader organi-
leadership and management. While the within an organization and the organization as well as exploring the dynamic
course provides grounding in important zations interaction with other firms in that will lead to completing each plan
concepts, it also stresses application to the industry. The course begins with a with confidence.
professional and community settings. brief overview of the basic economics
Students analyze concepts such as PJM-510: PROJECT MANAGEMENT
of the firm and uses those principles (3 credits)
leading as an interactive process to drive an analysis of the firms activi-
(involving the leader, the followers This course develops a foundation of
ties and interactions with other firms.
and the situation), managing with concepts and solutions that supports
The course examines different market
innovation and creativity, escaping from the planning, scheduling, controlling,
structures to see how overall economic
embedded practices and embracing resource allocation and performance
structure affects decision making and
new managerial principles. This course measurement activities required for suc-
interactions; this basic structure will be
provides students with contemporary cessful completion of a project.
used to analyze competition with oth-
empirical study of leadership and er firms in obtaining resources, setting
management as well as commentary, prices to maximize profits and reacting CORE ADVANCED
case histories and multimedia to decisions of competitors. The course LEVEL COURSES:
presentations. also examines methodologies for evalu-
ating results and explores ways to use MSM-620: LEADING STRATEGIC
HRM-530: HUMAN RESOURCES CHANGE (3 credits)
that analysis in making future decisions.
Managing organizational change is
This course examines the role of the FAM-540: FINANCE AND challenging at the best of times. In todays
human resource professional as a ACCOUNTING FOR MANAGERS dynamic fast-paced global environment,
strategic partner in managing todays (3 credits) change is a constant component of
organizations. Key functions such as This course is designed to provide the organizational life. Whether the change
recruitment, selection, development, non-accountant and financial manager is simple or complex, organizations
appraisal, retention, compensation with the knowledge necessary to must constantly change or die. Leaders
and labor relations are examined. interact with professionals from those need to act as change agents to envision
Implications of legal and global disciplines. The majority of the material necessary change and effectively lead an
environments are appraised and current draws from the theory and practice organization through a change initiative.
issues such as diversity training, sexual of financial management. Sufficient This course prepares participants to lead
harassment policies and rising benefit accounting background is provided to change within a variety of organizational
costs are analyzed. Best practices of enable the student to understand and settings. Models for the creation and
employers of choice are considered. work with information provided by communication of change plans are
accounting and finance professionals. examined to develop an understanding
ORR-510: ORGANIZATIONAL
Emphasis is placed on understanding of the specific challenges associated
RESEARCH (3 CREDITS)
terms, concepts and uses of information with change. The theory and methods
This course equips students to con- provided by these functions rather for effective implementation of change
duct the types of research and infor- than on the actual performance of the plans are used to examine the practical
mation-gathering projects that are a calculations. realities of change implementation in
significant part of the organizational modern organizations.
life of most managers and leaders. The Advisory: Working knowledge of Microsoft Excel is
required.
course provides techniques and skills MAN-630: MANAGEMENT
that students can apply in researching CAPSTONE (3 CREDITS)
MKM-560: MARKETING
many types of questions and problems, Candidates for completion of the MSM
MANAGEMENT (3 CREDITS)
including those encountered in other or MSHRM degree will complete an in-
graduate-level courses as well as the de- This course examines concepts, envi-
ronments and marketing management dependent project demonstrating their
gree Capstone. conceptual, analytical, research and
roles, as applied to industry, nonprofit
organizations and government agencies. practical management skills achieved

through the courses in either program. International Financial Reporting the societies in which they operate? Can
The project, called a Capstone because Standards (IFRS) issued by the the interests of corporations and their
it represents a crowning achievement International Accounting Standards outside stakeholders be aligned, or are
much as a capstone does in architecture, Board (IASB). they in inherent conflict? This course
is a 3-credit, one-term requirement that examines these and other questions
is completed at the end of the program. May terms only. Working knowledge of Microsoft
without prescribing simple solutions.
It is a closely supervised experience re- Excel is required.
sulting in a paper that demonstrates the May terms only.
students ability to synthesize and utilize ACC-602: ADVANCED
the skills and knowledge gained in pre- ACCOUNTING (3 credits) ETH-590: ETHICS FOR MANAGERS
vious courses in the MSM or MSHRM This course provides valuable (3 credits)
program. information about accounting for The major objective of this course is to
home office branches and business examine the intersections of business
NOTE: This is the last course taken to complete the
degree program (academic advisor approval must combinations and consolidations. operations, professional responsibilities
be obtained prior to registration). Also, the course focuses on concepts and ethics. An emphasis will be placed
and techniques of accounting for on the development of practical methods
ELECTIVES: partnerships and foreign currency and models for thinking about and
transactions. The course provides resolving ethical issues and conflicts
ACC-501: PRINCIPLES OF FOREN- various techniques for solving some as they arise in the conduct of business
SIC ACCOUNTING (3 credits) of the more complex problems in the and professional life. Acquisition of
Principles of Forensic Accounting business environment. the requisite skills, knowledge and
provides a solid foundation for building independence of judgment needed
skills in forensic accounting techniques, May terms only. Working knowledge of Microsoft to respond effectively to the moral
including gathering, interpreting and Excel is required. dimensions of the working environment
documenting evidence. This course is an expected outcome.
examines the investigative techniques ACC-603: ACCOUNTING THEORY
used by accountants to conduct forensic (3 credits) Advisory: Offered during September, January and
May terms only.
examinations as well as the common This course studies the Generally Ac-
schemes and techniques used to cepted Accounting Principles (GAAP) GLM-550: GLOBAL MANAGEMENT
commit fraud. The skills acquired will as they affect todays practitioners. The (3 credits)
enable students to assist businesses in course emphasizes is on accounting Global Management examines the issues
detecting, investigating, documenting conceptual framework and philosophy and challenges facing managers in a
and preventing fraud. The course that includes income, liability and asset global business context. Specifically,
also introduces students to the many valuation based on inductive, deductive the course explores and analyzes
professional opportunities available to and capital market approaches. The international aspects of organizational
forensic accountants. course also surveys price-level chang- behavior, human resource management,
es, monetary and non-monetary factors, labor relations, corporate strategy and
May terms only. Working knowledge of Microsoft
problems of ownership equities and the political risk. In doing so, the course
Excel is required. disclosure of relevant information to in- covers both micro-level topics (for
vestors and creditors. example, cross-cultural communication)
ACC-601: INTERMEDIATE
Advisory: Offered during September, January and and macro-level considerations (for
ACCOUNTING III (3 credits)
May terms only. Working knowledge of Microsoft example, formulation of international
This course discusses accounting for Excel is required. strategy).
investments, revenue recognition,
income taxes, pensions and post CSR-610: CORPORATE SOCIAL Advisory: Offered during September, January and
retirement benefits and leases. The RESPONSIBILITY (3 credits) May terms only.
course also covers principles involved This course introduces students Note: A students computer will need to have a me-
in accounting for changes of various to the concept of corporate social dia player, such as Windows Media or RealPlayer,
types as well as for correction of errors. responsibility, which involves an in order to view the videos in this course.
This course will also summarize the examination of whether organizations
HRM-540: LIFESTYLE BENEFITS
preparation of statements of cash flows should expand their focus from serving
AND COMPENSATION IN THE NEW
as well as full disclosure in financial stockholders to also considering the
MILLENNIUM (3 credits)
reporting. Throughout, the course will impact of the firms activities on diverse
analyze the impact of international stakeholders. Practicing corporate This course is designed to provide the
accounting standards on accounting social responsibility requires that a non-accountant and financial manager
issues. The material makes references corporation meld business goals with with the knowledge necessary to
to both the U.S. Accounting Standards societal expectations. To do so means interact with professionals from those
issued by the Financial Accounting addressing complex questions such as: disciplines. The majority of the material
Standards Board (FASB) and the What obligations do businesses have to draws from the theory and practice

of financial management. Sufficient HRM-570: THE EFFECTIVENESS OF nothing more than an administrative
accounting background is provided to A MARKET CONNECTED CULTURE function. Absorbing critical information
enable the student to understand and (3 credits) from varying constituencies and the
work with information provided by How a human resource team connects integration of critical information into a
accounting and finance professionals. the external market to the internal viable organization road map is covered.
Emphasis is placed on understanding infrastructure of an organization Advisory: Offered during September, January and
terms, concepts and uses of information can ultimately mean the difference May terms only.
provided by these functions rather between overall organizational success
than on the actual performance of the and failure. This course will focus on HRM-620: THE LEGAL AND ETHI-
calculations. managing and facilitating the culture CAL ENVIRONMENT OF HUMAN
of an organization requires defining RESOURCES (3 credits)
May terms only. in terms of organizational strategy This course covers legal compliance
and the voice of the customer. Culture in corporate staffing, disparate impact
HRM-550: STRATEGIC RECRUITING, management, setting the stage for and disparate treatment claims and
RETENTION AND SUCCESSION change, formulating strategy, analyzing numerous federal statutes and guidelines
PLANNING (3 credits) the need for change, and integrating such as the Civil Rights Acts of 1964
This course will focus on how the and implementing the needed human and 1991; the Age Discrimination in
best practices of strategic manpower capital of the organization in order to Employment Act (1967); the Americans
planning, advanced compensation and sustain a competitive advantage while with Disabilities Act (1990); and Equal
reward systems, and developmental adding value is covered in this course. Employment Opportunity regulations.
interventions all make for a foundation This course will also address issues such Approximately 25 percent of the course
culminating in an organization of as knowledge management, change will be devoted to ethical challenges
choice rather than an organization management and capability building in of the human resources professional,
of last resort. Topics covered include order to create a culture connected to including conflicts between the human
the development of a qualified pool of the market the organization serves. resources function and a separate Office
candidates, labor force trends, long-term of Ethics that might exist in the corporate
strategic growth and retention. May terms only. environment. The course will stress
the need for keeping employee ethical
HRM-560: INTELLECTUAL CAPITAL HRM-600: MANAGING THE questions and concerns confidential
AND THE WORKPLACE LEARNER HUMAN RESOURCES ENTERPRISES as well as developing and putting into
(3 credits) (3 credits) practice a professional code of ethics for
The knowledge and skills of employees, Managing the human resources all employees. Additional topics covered
no matter what the organizations market enterprise operates on two levels. In in this course include affirmative action,
niche, is constantly evolving. This course this course students will learn how to seniority, sex discrimination, religious
will discuss changes that are necessary model good leadership through the discrimination, retaliatory discharges
to support strategic initiatives for the careful stewardship of human resource and right to privacy in the workplace.
organization while developing and operations. Students will extend the
nurturing of new capabilities, knowledge LCO-610: LEADING CHANGE IN
strategic view of leadership developed
and skills of employees. Interpersonal COMPLEX ORGANIZATIONS
in other courses, identifying successful
skills, team skills, consultative skills, (3 credits)
models of effective human resource
coaching, leadership and risk taking are operations and leadership. Leading Change in Complex
but a few of the topics covered as well Organizations focuses on what many
as business acumen, strategic-planning Advisory: Offered during September, January and scholars and practitioners consider the
May terms only.
skills, change management, cross- essence of leadership: organizational
functional experience, technological HRM-610: HUMAN RESOURCES AS A change. The course examines the
mastery, global understanding and STRATEGIC PARTNER (3 credits) importance of change, how change agents
additional intellectual capital demands can work with others to effect meaningful
Earning a seat where human resources
being placed upon organizations change in organizations and why change
is part of the process of setting strategy
environments. This course will help will become increasingly significant to
and not just sitting at the sidelines is the
human resource professionals with the organizations in the future. Students will
goal of human resource professionals.
understanding necessary to retool the examine and apply a change process that
In this course students will learn about
present diversified workforce. includes establishing a sense of urgency,
the many roadblocks to becoming
creating guiding coalitions, developing
an organizational partner in the
vision and a strategic plan, communicating
formulation and implementation of
that vision, empowering people for action
institutional strategy. Students will be
to realize the change, generating short-
introduced to the resulting frustration,
term wins along the way, consolidating
resentment, confusion and possibly
gains and embedding new approaches in
even a regression back to maintaining
the culture of the organization. This course

provides students with an opportunity to OML-620: ORGANIZATIONAL topics of leaders and followers (toxic
think about change, to reflect on stories MANAGEMENT AND LEADERSHIP II leadership), men and women (gender in
of individuals who have changed their (3 credits) leadership) and individuals and teams
organizations and to put learning into This course focuses on how skills and (team leadership). Students are invited
practice in current organizational settings. abilities in leadership and management to rethink their orientation to leadership
can be developed and applied by indi- and human interaction and to apply
May terms only. viduals in order to make a difference in their learning to a real-world setting.
organizations, communities or societies. Advisory: Offered during September, January and
LDR-510: LEADERSHIP The course looks first at exemplary lead- May terms only.
COMMUNICATION (3 credits) ers, both those who are well known and
national or international in their scope NOTE: This course follows naturally from the
Leadership Communication will focus foundations laid in OML-610 (Organizational
on developing and executing effective, (e.g., Robert Kennedy, John F. Kennedy, Management and Leadership I) and in OML-620
real-world communication strategies Bill Clinton, Mohandas Gandhi) and (Leadership and Management II). The three cours-
for 21st century managers. This course those who are not well known (e.g., ev- es together form a logical sequence that moves
eryday people who have exercised moral from a general exploration of theory and practice
will introduce communication tools in OML-610, to a focus on leading and managing
and tactics innovative leaders use in leadership or community leadership), all self in OML-620 and, finally, to a focus on contem-
their day-to-day work as well as their with special consideration of the moral porary leadership issues in OML-630. While these
long-range challenges. In addition, it aspects of effective leadership in several courses present a comprehensive look at manage-
different contexts. It then looks at how ment, OML-610 and OML-620 are not prerequisites
will focus on how leaders communicate for OML-630, which can be taken as an individual
balanced, informed judgment and individuals can develop leadership and course that provides exploration and focus on con-
demonstrate their ability to evaluate act with authenticity, integrity and cre- temporary leadership issues and practices.
and synthesize disparate and complex ativity, all with special consideration of
information, ideas and opinions. It will exercising leadership as a whole per- PJM-520: PROJECT LEADERSHIP
also explore strategies to communicate son who must balance responsibilities AND COMMUNICATIONS
with an array of audiences and with to home, work and community. Ulti- (3 credits)
logical structure, professional style and mately, the course is intended to help This course provides leadership and
clear, concise, compelling substance in a students become more effective leaders management guidelines for the project
variety of contexts. in contexts where they currently serve manager in a variety of situations.
or in contexts to which they aspire. The Principles of effective planning,
OML-610: ORGANIZATIONAL course is based in the belief that leader- communication and motivation
MANAGEMENT AND LEADERSHIP ship involves moral/ethical dimensions throughout the project life cycle are the
(3 credits) and that effective leadership equals focus of this course. Project Leadership
This course presents a comprehensive, good leadership; that is, that it includes and Communication presents principles
integrative and practical focus on service to others and to contexts beyond of project control from initiation through
leadership and management. It is the self as well as qualities such as au- execution to closure in a clear and
based upon a framework that analyzes thenticity and integrity. practical manner.
leadership and management at different
Advisory: Offered during September, January and NOTE: Students should have successfully
levels: individual leadership, team May terms only. completed Project Management (PJM-510) before
leadership and organizational leadership. beginning this course.
The course presents leadership and NOTE: This course builds upon ORG-502 (Lead-
ership and Management), although that course is PJM-530: PROJECT RISK
management theories/concepts that
not a prerequisite to OML-620. While there is some
have emerged during the past several overlap in content between the two, OML-620 has
decades. It provides students the a far greater emphasis on application and skill de- Project Risk Management provides
opportunity to apply these theories velopment than ORG-502 students with an organized approach for
through case analysis and to enhance managing the uncertainties that can lead
personal skill development through OML-630: CONTEMPORARY ISSUES
to undesirable project outcomes. The
self-assessment exercises. Included in IN LEADERSHIP (3 credits)
course provides a systematic method
the course are identification of current This course focuses on compelling for identifying the risks that can result
leaders and leadership as well as issues in leadership theory and practice. in cost overruns, delayed schedules or
contemporary perspectives on ethics, It is intended to present students with failure to meet performance standards.
networking, coaching, organizational some of the latest and most innovative The first half of the course covers risk
culture, diversity, learning organizations, thinking about leadership and to identification, which takes place during
strategic leadership and crisis leadership. promote practical insights for leadership project definition and planning. The last
within work and community settings. half of the course covers risk mitigation,
NOTE: This course builds upon ORG-502 (Lead- The course encourages students to look
ership and Management), although that course is which takes place during project
not a prerequisite to OML-610. While there is some
beyond embedded leadership ideas and execution and closure.
overlap in content between the two, OML-610 has practices and to consider leadership
a far greater emphasis on application and skill de- more broadly. Students cover the Advisory: Offered during September, January and
velopment than ORG-502. May terms only.

NOTE: Students should have successfully complet- SUM-501: PRINCIPLES OF
ed Project Management (PJM-510) and Project SUSTAINABLE MANAGEMENT
Leadership and Communication (PJM-520) before
beginning this course. (3 credits)
Principles of Sustainable Management
PJM-540: PROCUREMENT AND introduces students to the topic
VENDOR MANAGEMENT of sustainable management in
(3 credits) organizations. Sustainable management
This course examines the processes views the goals of an organization
and techniques through which goods (its product and/or service-providing
and services are acquired and sold in mission) through a long-term,
the project management environment. environmental and social cost/benefit
Course topics include: contract and mental model. The course provides
procurement strategies; legal issues; background on the social, economic
contract pricing alternatives; technical, and environmental sustainability
management and commercial challenges facing managers today and
requirements; RFP development; source explains the trade-offs and payoffs
selection; invitations to bid and bid involved in striving for zero waste,
evaluation; risk assessment; and contract both social and planetary. In addition,
negotiation and administration. it provides tools that will help students
guide organizations along appropriate
May terms only.
paths to become more sustainable.
Through this course students learn
PJM-640: GLOBAL PROJECT from the key leaders and the important
MANAGEMENT (3 credits) literature in the field about the global
This course examines project issues challenging todays sustainable
management in a variety of global managers. Students will also develop
business settings. Included are project their capacity to think critically about
management methodologies and the role their organizations have
processes as well as culture, team played or can play in building a more
building and behavior management in sustainable world.
a global context. Project management
is examined as a set of best practices
aimed at managing the total enterprise.
Through a project management
approach, corporate and organizational
strategies are translated into project-
level, value-adding elements of a
companys project portfolio.
May terms only.
NOTE: Students should have successfully

completed Project Management (PJM-510), Project
Leadership and Communication (PJM-520) and
Project Risk Management (PJM-640) before
beginning this course.

MASTER OF SCIENCE IN MANAGEMENT PUBLIC SERVICE CAREERS
http://www.tesu.edu/watson/Course-Descriptions.cfm
Course Descriptions MNP-510: PROJECT MANAGEMENT MNP-530: HRM FOR PUBLIC

MNP-502: LEADERSHIP AND IN PUBLIC SERVICE (3 credits) SERVICE (3 credits)
MANAGEMENT IN PUBLIC SERVICE This course develops a foundation of This course explores the complex
IN THE 21ST CENTURY concepts and solutions that supports relationship of strategic economic
(3 credits) the planning, scheduling, controlling, issues within an organization and the
This course offers students a resource allocation and performance organizations interaction with other
comprehensive, relevant perspective on measurement activities required for organizations, with a special emphasis
leadership and management. While the successful completion of a project. on nonprofit and public organizations.
course provides grounding in important The course begins with a brief overview
MNP-511: ORGANIZATIONAL RE- of the basic economics concepts and
concepts, it also stresses application to SEARCH FOR PUBLIC SERVICE
professional and community settings. uses those principles to drive an
(3 credits) analysis of an organizations activities
leading as an interactive process This course presents multiple types of and interactions with others. The
(involving the leader, the followers research and information-gathering course also examines methodologies
and the situation), managing with projects that are a significant part of the for evaluating results and explores
innovation and creativity, escaping from organizational life of most managers ways to use that analysis in making
embedded practices and embracing and leaders. The course provides future decisions.
new managerial principles. This course techniques and skills that students
can apply in researching many types MNP-540: FINANCE AND
provides students with contemporary
of questions and problems, including ACCOUNTING FOR MANAGERS IN
those encountered in other graduate- PUBLIC SERVICE (3 credits)
management as well as commentary,
case histories and multimedia level courses as well as the degree This course is designed to provide the
presentations with a special emphasis Capstone. It should be taken as early as non-accountant and financial manager
on public service organizations. possible in the degree. with the knowledge necessary to interact
with public service professionals from
MNP-505: ORGANIZATIONAL MAN- MNP-515: LEADING STRATEGIC those disciplines. The majority of the
AGEMENT AND LEADERSHIP IN CHANGE IN PUBLIC SERVICE material draws from the theory and
PUBLIC SERVICE (3 credits) (3 credits) practice of financial management.
This course, based upon a framework Managing organizational change is Sufficient accounting background
that analyzes leadership and challenging at the best of times. In is provided to enable the student to
management at different levels: todays dynamic fast-paced global understand and work with information
individual leadership, team leadership environment, change is a constant provided by accounting and finance
and organizational leadership, presents component of organizational life. professionals. Emphasis is placed on
a comprehensive, integrative and Whether the change is simple or complex, understanding terms, concepts and
practical focus on leadership and organizations must constantly change uses of information provided by these
management. Theories of leadership or die. Leaders need to act as change functions rather than on the actual
and management will be discussed and agents to envision necessary change performance of the calculations.
applied in case analysis. Personal-skill and effectively lead an organization
through a change initiative. This course MPL-510: RESEARCH METHODS IN
development through self-assessment
prepares participants to lead change PUBLIC SERVICE (3 credits)
exercises, the identification of current
leaders and contemporary perspectives within a variety of organizational Research Methods in Public Service
on ethics, networking, coaching, settings. Models for the creation and introduces students to the foundations
organizational culture, diversity, communication of change plans are of research study methods with an
learning organizations, strategic examined to develop an understanding emphasis on research in the public
leadership and crisis leadership will all of the specific challenges associated sector. Concepts presented include
be addressed. with change. The theory and methods study design and selection, data
for effective implementation of change collection guidelines and study efficacy.
Note: This course builds upon MNP-502 (Leader-
ship and Management in Public Service), although
plans are used to examine the practical A review of data analysis techniques
that course is not a prerequisite to MNP-505. While realities of change implementation in is also featured along with tips on
there is some overlap in content between the two, modern organizations. effective presentation of study findings.
MNP-505 has a far greater emphasis on applica- Ethical issues in research are reviewed
tion and skill development than MNP-502.
to provide greater understanding of
the importance of protecting research
participants as well as the crucial

oversight role of institutional review servants. This course provides students role, place-based redevelopment, and
boards. Students participate in critical with the essential framework for personal neighborhood job creation and planning.
evaluations of existing research to and professional ethical decision Continuing, the course examines recent
engage course content and demonstrate making applied in the context of diverse development strategies and trends.
proficiency in course objectives. workplaces and organizations. Ethical This course concludes by approaching
theories, case studies in applied ethics some of the challenges faced by existing
MPL-520: PROGRAM ANALYSIS AND and specific assignments looking at community economic development
EVALUATION (3 credits) legal and ethical complexities, will serve delivery systems and challenges faced
Program Evaluations are an essential students with opportunities to examine by professionals who apply them.
piece of designing and operating their personal-professional values,
nonprofit programs. Information from assess examine the array of legislation MSP-530: ENVIRONMENTAL ISSUES
evaluations help key stakeholders that governs the global hospitality AND POLICY (3 credits)
make decisions about funding, growing, industry. The course allows students This course covers major issues and
contracting and ending programs. This to integrate legal knowledge into a policies in the environmental field.
course is an introduction to evaluation practical approach to management. Students will develop an awareness
methodology and common tools used Areas covered include business of the political, social, cultural and
to assess nonprofit programs. Students structures, contracts, employment law, economic systems and processes
will plan, develop and evaluate nonprofit and safety and security. The driving related to environmental protection.
programs in public and private philosophy of this course is prevention, Environmental Issues and Policy
settings. The focus will be placed on with a focus on minimizing the risk evaluates the economic factors involved
the acquisition and demonstration of of litigation. Although the course as the business world addresses climate
applied techniques including needs emphasizes U.S. legislation, there is also change through government-regulated
assessment, formative research, process significant consideration of the global as well as voluntary programs. Current
evaluation, monitoring of outputs and nature of hospitality and the policies and major issues and policies in the
outcomes, impact assessment and cost procedures necessary for conducting environmental field will be presented,
benefit analysis. Special attention is business internationally discussed and analyzed.
given to issues of ethics, social justice as
related to the use and misuse of research, MPL-710: PUBLIC SERVICE MSP-531: ENVIRONMENTAL
the inclusion or omission of diverse CAPSTONE (3 credits) JUSTICE ISSUES AND POLICY
populations in research studies, the Candidates for completion of the (3 credits)
implications of research for addressing MPSL, MSM - Public Service Careers This course explores the foundations of
social injustices of oppressed groups and MSHS degree will complete a the environmental justice movement, cur-
and the encouragement of a critical project demonstrating their conceptual, rent and emerging issues, and the appli-
perspective when reading research analytical, research and practical cation of environmental justice analysis
on interventions as they apply to management skills achieved through the to environmental policy and planning. It
populations at risk. courses in either program. The project examines claims made by diverse groups
is a 3-credit, one-term requirement that along with the policy and civil society re-
MPL-580: PUBLIC SERVICE is completed at the end of the program. sponses that address perceived inequity
LEADERSHIP AND GOVERNANCE It is a closely supervised experience and injustice. While focused mainly on
(3 credits) resulting in a paper that demonstrates the United States, international issues
This course examines the multiple roles the students ability to synthesize and and perspectives are also considered in
a public service leader has working utilize the skills and knowledge gained relation to climate change, clean devel-
within and outside of the organization. in their graduate program. opment mechanism trading and cap.
Legal, philosophical pragmatic
leadership drivers will be scrutinized, MSP-520: COMMUNITY AND MSP-540: ADVANCED STUDIES IN
particularly in relation to the nonprofit ECONOMIC DEVELOPMENT AND HEALTHCARE (3 credits)
organizations external board of LEADERSHIP (3 credits) An overview of the healthcare services
directors. Membership, structure and This foundation course provides an system in America, this course covers
process for this body will be examined overview of the theories, models, characteristics of the U.S. health sys-
as well as the relationship of employees issues and policies for community and tem, the role of healthcare professionals,
to the individual board members and community economic development medical technology, healthcare financ-
the policies established by this group. in the United States. Beginning with ing sources, healthcare delivery struc-
an examination of the theoretical tures (including outpatient and primary
MPL-582: LAW, ETHICS AND framework for community development care), inpatient facilities, managed care
DECISION MAKING IN THE PUBLIC and community economic development, and integrated organizations, long-term
SECTOR (3 credits) the course considers the economic care, services for special populations
Ethical and socially responsible development movement, housing and and system outcomes such as healthcare
leadership are core dimensions in the redevelopment policies, the community cost, access and quality.
education of local and global public development corporation and its

MSP-542: EPIDEMIOLOGY laws in government payment programs, with sound preparation and purposeful
(3 credits) antitrust law in healthcare field, and writing. Through this course, students
Introduction to the study of the general legal and ethics issues in patient care will begin to fully understand and be
principles, methods and applications of and in health insurance. able to articulate the need for a project
epidemiology. Outbreak investigations, or organizations work. Students will be
MSP-621: NETWORKING FOR guided through preparing individual
measures of infectious and chronic
EFFECTIVE COMMUNITY components of the grant application and
disease frequency, standardization of
DEVELOPMENT (3 credits) how to translate the work into a budget
disease rates, study design, measures
of association, hypothesis testing, bias, Networking for Effective Community for the request. In addition to the basic
risk factors, effect modification, caus- Development is a comprehensive application components, understanding
al inference, disease screening and examination of community development the funders interests, packaging and
surveillance. Case studies apply these through exploring and understanding other formats will be covered.
concepts to a variety of infectious, acute the role of networks. The course provides
an overview of the types of networks MSP-664: VOLUNTEER
and chronic health conditions affecting
and how each functions to create MANAGEMENT (3 credits)
the population.
critical linkages that enable the ability This course focuses on the life cycle of
MSP-640: HEALTHCARE of the community to respond to needs, volunteers, including how to effectively
OPERATIONS AND SYSTEMS threats and challenges, and how these motivate, reward and retain volunteers
(3 credits) linkages can work to translate change at each stage of the cycle. Attention will
Operations management is the design and community effectiveness. Topics be paid to enhancing the effectiveness
and management of the processes that include improving governance; using of a volunteer workforce as well as the
transform inputs into finished goods community networks to bridge cultural delicate issues of resolving conflicts and
or services. This course presents an and economic difference; improving the termination of volunteers. Finally,
analysis of the operations within health communications and neighborhood the course compares episodic and ongo-
service organizations like hospitals relations; and using networks to work ing volunteerism and the implications
and other healthcare institutions, across agencies and facilitate planning. for volunteer-dependent organizations.
and provides management tools and The course includes exercises aimed
at promoting an understanding of MSP-674: MUNICIPAL FINANCE
principles that are used to plan, organize,
networks and simulations to apply (3 credits)
staff and control the essential processes
and systems of those healthcare theory to practice. This course draws This course examines the budget
organizations. The course also presents from several disciplines to discuss and function and process of county,
advanced techniques that can be used to apply network theory and practice to municipal and state finance systems,
manage and improve healthcare services community economic development. the methods used to determine the
to the benefit of both an organization Please note that students are required to needs of the community and individual
and its patients. The primary areas of work in groups. agency and resource allocation to meet
operations management that will be those needs, measuring the capability
MSP-661: FUNDRAISING IN and benchmarking of the agency,
discussed include operations planning,
NONPROFITS: CHALLENGES AND preparation and presentation of the
financial management, supply and
OPPORTUNITIES (3 credits) budget, and selling the budget and needs
inventory management, technology
management, and process and quality This course engages the student in the to the county or city administration.
improvement activities. This course is study of fundraising infrastructure,
methods and planning. Starting with MSP-678: FINANCE AND
focused on the technological aspects of
philanthropy and universal fundraising BUDGETING FOR NONPROFITS
operations, leaving human behavioral
concepts, the student then analyzes (3 credits)
studies to other management or
leadership courses. techniques such as direct mail, email, This course is designed to provide
social media, special events, earned finance and budgeting skills to nonprofit
MSP-642: LEGAL ISSUES IN income, corporate giving, major gifts leaders and managers, enabling them to
HEALTHCARE (3 credits) and planned giving. The course is make critical decisions related to the
Introduction to the issues of health completed with the student creating his/ financial health of their organizations.
services law and ethics, including the her own fundraising plan based on an Participants will become familiar with
role of law in the U.S. healthcare system, organization identified by the student. processes related to development
the legal system and legal research, and management of the budgeting
MSP-662: PRACTICAL GRANT process, governmental requirements
managing and regulating healthcare
WRITING (3 credits) and oversight, and ethical concerns
system including legal structure and
governance of healthcare organizations, This course aims to provide a practical facing nonprofit leaders. The course
government regulations in public health foundation to be used toward compiling also examines specific legal and policy
and health services, protecting privacy a full proposal for this course and into issues affecting nonprofits and the
of medical information, medical staff the future by learning how to craft role of competent financial oversight
credentialing and clinical privileges, the careful research questions presented in guiding organizations through
uncertain financial climates.
NPM-502: NONPROFIT this course is to provide students with
MANAGEMENT (3 credits) benchmarking theories and practical
This course provides students with an tools that will allow them to analyze
understanding of the unique qualities, contemporary management challenges
philosophies and practices of the and construct innovative solutions.
U.S. nonprofit mission-driven sector.
SOE-570: SOCIAL
The course examines the sources and
ENTREPRENEURSHIP (3 credits)
management of resources as well
as strategies for their effective use. This course focuses on the emerging
Nonprofit Management begins with field of social entrepreneurship, a
a historical overview of the nonprofit marriage between for-profit entre-
sector and demonstrates its complex preneurship skills and ventures that
structure. The primary goal of this course focus on nonprofit mission and social
is to provide a thorough knowledge value. It offers practical information for
base, both theoretical and practical, for individuals in the field as well as
effective nonprofit management. innovative methods of conceptualizing
the search for new and better ways to
NPM-610: NONPROFIT support and invest in social value.
GOVERNANCE AND BOARD This course presents a framework for
LEADERSHIP (3 credits) understanding this new sector of the
Nonprofit Governance and Board economy, proven business skill sets
Leadership explores governance within adapted for the nonprofit environ-
contemporary nonprofit organizations. ment, application tools for the field and
The course focuses on leadership advice for avoiding common pitfalls.
dynamics from theoretical and It also spotlights specific implemen-
practical perspectives. Students will tation activities designed to monitor
explore salient internal and external performance and provide various
environmental factors that influence constituencies including donor-inves-
behavior through the examination tors with measurable results, account-
and analysis of best practices. The ability indicators and overall return on
primary goal of this course is to investment.
provide a realistic understanding of the
elements that both support and impede
effective governance for nonprofits. The
within nonprofit entities.
NPM-670: CRITICAL ISSUES IN

NONPROFIT MANAGEMENT
(3 credits)
Critical Issues in Nonprofit Management
addresses current nonprofit
management issues and trends that
have both immediate and emerging
impact on the U.S. civil sector. The
course will cover issues of governance
(accountability, transparency
and responsibility), performance
management and infrastructure
development. It will also address
new approaches to marketing, public
relations and development activities.
Keeping in mind the contemporary
economic environment, the course
will examine new revenue streams for
nonprofits in terms of their utility and
long-term effects. The major goal of

MASTER OF SCIENCE IN NURSING
https://www.tesu.edu/academics/courses/Nursing-Courses.cfm
Course Descriptions NUR-531: NURSING INFORMATICS: NUR-650: ADVANCED

CONCEPTS AND ISSUES (3 credits) PHARMACOLOGY (3 credits)
NUR-516: ADVANCED HEALTH
Nursing informatics combines This course is designed to advance the
ASSESSMENT (3 credits)
knowledge and skills from nursing students knowledge of pharmacokinet-
This course focuses on the acquisition science, computer science, information ics, pharmacodynamics, pharmacog-
of advanced health assessment and science and cognitive science to design enomics and pharmacotherapeutics in
clinical-reasoning skills. Students apply and implement automated systems the management of health and disease
the diagnostic (clinical) reasoning that support the nursing process in the states. Major categories of pharmaco-
process to develop a comprehensive delivery of healthcare services. Within logical agents are examined in the con-
plan of care for patients in a variety this course, major topics related to text of the life span, culture, and health
of settings throughout the life span. nursing informatics and related fields and disease states. Emphasis is placed
Emphasis is placed on advanced health will be explored. Emphasis is placed on the use of current guidelines to select
assessment skills, health promotion, on developing an understanding of appropriate medication regiments for
disease prevention and risk assessment. how automation is used to manage patients and populations.
information in healthcare and the nurses
NUR-529: HEALTH POLICY
role in the process. This graduate-level
(3 credits)
overview course provides required
During this course, students examine a informatics knowledge and skills for all NURSE EDUCATOR
comprehensive model of policymaking. students as well as the foundation for all
Course emphasis is on healthcare additional informatics courses. NUR-630: THEORETICAL
trends, forces and issues that shape FOUNDATIONS AND
health policy. Students, focusing on the Advisory: A course equivalent to NUR-340-NU INSTRUCTIONAL STRATEGIES IN
core elements of health policy analysis, Nursing Informatics is required to be successful in NURSING EDUCATION (3 credits)
NUR-531-NG. Students are responsible for ensuring
examine how politics, ethics, economics, they have acquired the knowledge needed prior to Theoretical Foundations and
and social and cultural variables registering for NUR-531-NG. Instructional Strategies in Nursing
influence policy development and Education is designed to provide the
impact healthcare outcomes. Students NUR-600: NURSING LEADERSHIP foundation for understanding theories,
also explore the leadership role of IN A GLOBAL COMMUNITY philosophies and strategies of teaching
nursing in policymaking. (3 credits) and learning that influence nursing
Nursing Leadership in a Global education. The course also explores
NUR-530: EVIDENCE-BASED ethical and legal issues in nursing
Community explores the role of
NURSING PRACTICE (3 credits) education. Theoretical Foundations
advanced nursing leadership through
The emphasis for this course is on the the lens of global health. The course and Instructional Strategies in Nursing
elements of evidence-based practice. addresses key concepts of global health, Education should be scheduled as
Focus is placed on the cyclical process of examines selected advanced concepts the first of the five courses in the
identifying clinical questions, searching including partnership and sustainability, Nurse Educator specialty area. The
and appraising the evidence for potential and integrates ethics and social justice nursing education Practicums must
solutions/innovations, planning as core values for advanced nursing be scheduled last in the MSN degree
and implementing practice changes, leadership. nurse educator program.
evaluating the outcomes and identifying
additional gaps in nursing knowledge. NUR-640: ADVANCED NUR-700: CURRICULUM THEORY
Integration of the existing evidence with PATHOPHYSIOLOGY (3 credits) AND DEVELOPMENT IN NURSING
clinical judgment, patient preferences, This course uses a systems-based life EDUCATION (3 credits)
interprofessional perspectives and other span approach to discriminate between This course is designed to address
resources forms the basis for the clinical normal physiologic function and patho- the study of curriculum development,
decision-making process that is inherent physiologic processes. A critical analy- design, implementation and evaluation
in improving patient, population and sis of selected major health problems in nursing education. Historical and
organizational outcomes. Processes for will emphasize etiology, epidemiology, philosophical foundations of nursing
leading managing practice changes are presentation, diagnostics, clinical man- education are examined. The practical
explored. agement and complications. Health pro- application and synthesis of curriculum
Prerequisite: A course equivalent to HPS-200: motion and educational strategies for theory is emphasized. The role of the
Statistics for the Health Professions or STA- individuals, families, populations and/ educator in the dynamic relationship
201: Principles of Statistics prior to enrolling in or communities will be explored. between the practice setting, research
NUR-418: Research in Nursing is required for and curriculum is examined.
NUR-530-NG.

Advisory: A course equivalent to NUR-630- role of an advanced nurse educator, apply In this course, students explore
NG: Theoretical Foundations and Instructional complex knowledge and skill in academic communication technologies and
Strategies in Nursing Education is required
to be successful in NUR-700-NG. Students are and practice learning environments, their use in meeting consumer needs.
responsible for having acquired this knowledge evaluate strategies to advance nursing Emphasis is placed on empowering
prior to registering for NUR-700-NG. education, and explore the current and patients and consumers to safely obtain
future educational challenges for the information, services and emotional
NUR-710: TESTING, ASSESSMENT advancement of nursing education. support through effective use of these
AND EVALUATION (3 credits) Course requirements include completion technologies.
Course emphasis is on preparing of 150 Practicum hours, submission of
teachers in nursing curricula to focus the Capstone Project Phase 2 and the NUR-721: NURSING INFORMATICS:
on learning outcomes. The concepts finalized e-Portfolio. SEMINAR AND PRACTICUM I
of measurement and evaluation are (3 credits)
examined as the basis for studying Prerequisites: All other MSN degree and Nurse
Educator certificate requirements.* Submission of The Nursing Informatics Seminar and
how instruction, testing, assessment all documents and requirements outlined in the Practicums I and II are closely aligned.
and evaluation of student learning are Practicum Packet including a criminal background The two Practicums provide a Capstone
interrelated. Formative, summative, check.
experience for applying knowledge
qualitative and quantitative assessment and skills acquired during the nursing
*Due to course workload, it is recommended that
methodologies are applied to evaluate students not be enrolled in other courses at the informatics program. Practicums I and
instruction and learning in various same time. II are scheduled in the same healthcare
educational settings. setting. Students select their learning
Advisory: Students who do not have updated e-Port-
Advisory: Courses equivalent to NUR-630-NG: The- folios will not be able to register for this course. environment based on course objectives
oretical Foundations and Instructional Strategies and their professional goals, need
in Nursing Education and NUR-700-NG: Curricu- and interests. In Nursing Informatics:
lum Theory and Development in Nursing Educa-
Seminar and Practicum I, students,
tion are required to be successful in NUR-710-NG.
Students are responsible for having acquired this
NURSING INFORMATICS working with the online mentor and
knowledge prior to registering for NUR-710-NG. onground preceptor, develop a plan for
NUR-631: NURSING INFORMATICS:
Practicum activities and select, initiate
SYSTEMS LIFE CYCLE (3 credits)
NUR-740: NURSE EDUCATOR: and implement informatics related
This course provides students with projects that may continue into the
SEMINAR AND PRACTICUM I
a sequential process that supports second Practicum. Students reflectively
(3 credits)
the successful implementation of an discuss their experiences, projects
In this course, the role of the nurse information system within a variety of and related learning in the online
educator is operationalized. Students healthcare settings. Various techniques discussion seminar. This course requires
engage in reflective analyses of nursing and skills will be presented that assist completion of 150 Practicum hours.
education practices and clinical healthcare organizations in advancing
experiences. Theoretical concepts and through the stages of a systems life Prerequisites: All other MSN degree and Nursing
Informatics certificate requirements except NUR-
best available evidence are applied in cycle. Emphasis is placed on the role of
731-NG: Nursing Informatics: Seminar and Practi-
academic or practice environments. the nursing informatics specialist within cum II,* submission of all documents and require-
This course requires completion of this process. ments outlined in the Practicum Packet including a
150 Practium hours. Submission of the criminal background check.
Capstone Project Phase 1 is required *Students may register for one elective concurrent
DATABASES AND KNOWLEDGE
to demonstrate achievement of MSN with this course.
program outcomes and nurse educator
This course is designed to provide Advisory: Students who do not have updated e-Port-
competencies. folios will not be able to register for this course.
a comprehensive foundation in the
Prerequisites: All other MSN degree and Nurse Ed- relationship between data, information,
ucator certificate requirements* except NUR-750. NUR-731: NURSING INFORMATICS:
Submission of all document and requirements out-
knowledge and wisdom by examining SEMINAR AND PRACTICUM II
lined in the Practicum Packet including a criminal database design standards and issues. (3 credits)
background check. Students explore the relationship
This course builds on the students
between knowledge discovery and
*Due to course workload, it is recommended that learning and achievements from
students not be enrolled in other courses at the databases as they relate to nursing and
Nursing Informatics: Seminar and
same time. healthcare delivery. Concepts of data
Practicum I. Depending on the learning
warehousing, data mining, knowledge
Advisory: Students who do not have updated e-Port- opportunities available and the students
management and security/access will
folios will not be able to register for this course. evolving professional goals, the student,
be explored.
in consultation with the course mentor
NUR-750: NURSE EDUCATOR: and onground preceptor, may continue
SEMINAR AND PRACTICUM II and/or modify the selected Practicum
CONSUMER INFORMATICS AND
(3 credits) activities and project(s) developed in
COMMUNICATION TECHNOLOGIES
In this course, students perform in the (3 credits) the first Practicum course. Students

reflectively discuss their experiences, NUR-712: NURSING NUR-732: NURSING
projects and related learning in the ADMINISTRATION: RESOURCE ADMINISTRATION: SEMINAR AND
online discussion seminar. This course ACQUISITION AND MANAGEMENT PROCESS PRACTICUM (3 credits)
requires completion of 150 Practicum (3 credits) This Capstone course provides the
hours and the finalized e-Portfolio. In this course, students examine student with the opportunity to integrate
Prerequisites: All other MSN degree and Nursing
resources required to deliver quality management theory into the role of nurse
Informatics certificate requirements.* Submission healthcare services. The acquisition, administrator/executive. Student focus
of all documents and requirements outlined in the management and use of resources in the is on nursing management processes in
Practicum Packet including a criminal background healthcare environment are explored. healthcare systems. Students continue
check.
Fiscal, human, technological, intellectual in their selected area of clinical
*Students may register for one elective concurrent and material resources are examined practice monitored by the mentor and
with this course. and analyzed in the context of current onground preceptor. Students engage
and future healthcare environments. in a reflective discussion of nursing
folios will not be able to register for this course. administration issues and experiences
NUR-722: NURSING in the online seminar. This course
ADMINISTRATION: SEMINAR AND requires completion of 150 Practicum
ROLE PRACTICUM (3 credits) hours. Submission of an e-Portfolio will
NURSING ADMINISTRATION This course provides the student with be required to demonstrate achievement
the opportunity to experience the role of MSN program outcomes and
NUR-632: NURSING of nurse administrator/executive. An competencies.
ADMINISTRATION: STANDARDS individualized nursing administration
AND STRUCTURES (3 credits) Practicum in a specific area of clinical Prerequisites: All other MSN degree and Nursing
Administration certificate requirements,*
This course is designed to provide emphasis is chosen by the student and submission of all documents and requirements
a foundation upon which students monitored by the mentor and onground outlined in the Practicum Packet including a
understand healthcare organizations; preceptor. Competencies that govern the criminal background check.
understand what accreditation role of the nurse administrator/executive *Students may register for one elective concurrent
organizations exist; and understand how are explored in depth. Students focus on with this course.
some organizations are designated for the context for enacting the role of nurse Advisory: Students who do not have updated
quality attainment. An overview of the administrator/executive in a healthcare e-Portfolios will not be able to register for this
course.
standards and competencies forming delivery system. Students engage
the basis for managerial and executive in a reflective discussion of nursing
roles is examined. Students will have the administration issues and experiences
opportunity to examine information in in the online seminar. This course
context of their current organization and requires completion of 150 Practicum
their current competencies. This course hours.
is the foundation for all subsequent
nursing administration courses in the
Administration certificate requirements except
curriculum. NUR-732-NG: Nursing Administration: Seminar
and Process Practicum*, submission of all
NUR-702: NURSING documents and requirements outlined in the
ADMINISTRATION: EXECUTIVE Practicum Packet including a criminal background
MANAGERIAL PROCESS (3 credits) check.
This course is designed to facilitate *Students may register for one elective concurrent
with this course.
the development of nurse managers
Advisory: Students who do not have updated
and administrators/executives. Using
e-Portfolios will not be able to register for this
theoretical constructs, focus is placed course.
on selected processes that contribute
to quality nursing outcomes through
systems thinking, communication and
relationship building, professionalism
and knowledge of the healthcare
environment.

GRADUATE CERTIFICATE IN CLINICAL TRIALS MANAGEMENT
http://www.tesu.edu/ast/Clinical-Trials-Management.cfm
Course Descriptions CTM-530: INTRODUCTION TO

CLINICAL TRIALS DATA
CTM-510: INTRODUCTION TO
CLINICAL TRIALS RESEARCH AND
DRUG DEVELOPMENT (3 credits) This course provides an overview of
the clinical data management process
This course provides an introduction
in pharmaceutical research settings.
to the field of clinical research and an
Students gain an understanding of
overview of the environment, FDA
the regulations governing the data
approval processes and regulations
management process; identify the
and various elements involved in the
roles and responsibilities of personnel
development and conduct of clinical
involved in the research process; learn
trials. Students identify the history and
how and why data is collected; and
principles of the drug development
understand database structure and
process and their application to the
design. The course covers the reporting
design and implementation of clinical
of adverse drug events. Also covered
research activities. Students identify the
are parameters for data review, coding,
steps involved from drug discovery to
queries and validation. Students develop
market approval in the U.S. and abroad.
strategies to manage practical issues
In addition, students learn the role,
that may arise.
responsibilities and inter-relationships
of regulatory agencies, sponsors, study CTM-540: ETHICAL ISSUES AND
personnel and other related groups REGULATORY PRINCIPLES IN
in the clinical research process. The CLINICAL TRIALS (3 credits)
relevant ethical principles developed This course provides a step-wise
for the protection of human research approach to understanding clinical
subjects and the related elements of research and how todays regulations
informed consent are covered. impact tomorrows drugs. Early ethical
CTM-520: CLINICAL TRIALS guidelines such as the Nuremberg Code
RESEARCH: PRACTICE TO POLICY and the Declaration of Helsinki will
(3 credits) be covered. The course also explores
essential aspects of running clinical
This course provides students
trials, including regulatory documents,
with an understanding of clinical
regulatory inspections and adverse
research methods as well as current
event and safety monitoring. Regulatory
issues concerning drug and device
guidelines outside the U.S. will be
development in the United States.
covered.
Students learn how to formulate a
scientific literature search to inform
their research efforts and develop the
skills that are necessary for critical
evaluation of published studies. The
design of clinical research is discussed
in detail so that the student is prepared
to recommend what type of study is best
suited for answering particular research
questions. Students learn about the
various approaches to conducting a
survey as a part of clinical research.
Economic/cost measures, health-related
quality-of-life measures and work-
productivity measures are also covered.
Students develop an understanding
of current issues related to clinical
research.

GRADUATE CERTIFICATE IN CYBERSECURITY-CRITICAL INFRASTRUCTURE
http://www.tesu.edu/ast/Cyber-Security.cfm
Course Descriptions utility-related cybersecurity regulations, CYB-525: INTEGRATING

standards and guidelines. CYBERSECURITY INTO THE
CYB-521: FOUNDATION OF UTILITY
SYSTEM LIFE CYCLE (3 credits)
CYBERSECURITY (3 credits) CYB-523: PROTECTIVE SECURITY
This course focuses on integrating
This course introduces students CONTROLS IN UTILITY SYSTEMS
security into the entire system and
to foundational cybersecurity (3 credits)
solution life cycle. Topics include
concepts related to utilities critical In this course, students will learn the system planning, architecture,
infrastructure. The course will cover techniques used to identify, develop design, acquisition, development,
fundamental cybersecurity concepts and apply protective security controls in implementation/operation, sustainment
and nomenclature. In addition, it will utility-related information technology and disposal. Students will learn the
cover various types of utility networks (IT) and operational technology (OT) importance of ensuring that security
and systems including information environments. They will develop practices are identified and integrated
technology (IT), Industrial Control the skills and knowledge needed to into utility networks and systems
Systems (ICS), Supervisory Control implement controls used to mitigate projects. In addition, this course will
and Data Acquisition (SCADA) inherent risks and reduce the chances help students develop the knowledge
systems and distributed networks. of utility systems being compromised. and skills needed for integrating
The course also introduces students Students will develop expertise security requirements into technology
to risk management concepts, threat using controls for identity and access acquisitions and for identifying and
modeling fundamentals, utilities-related management, awareness and training, managing supply chain risks across
regulations, standards, guidelines and asset management, network architecture system life cycles. Using case studies,
system control frameworks. This course and network segmentation, secure students will apply the concepts learned
lays the foundation for subsequent coding practices, personnel security and throughout the program to solve real
course work in the program and is physical security. Students in this course world utility and network system
recommended as the first course taken will employ risk-based frameworks and security challenges.
in the sequence. control catalogs to identify and select
applicable security controls for utility
CYB-522: CYBERSECURITY RISK
environments.
MANAGEMENT IN UTILITY
ENVIRONMENTS (3 credits) CYB-524: MONITORING,
In this course, students will learn how DETECTION, RESPONSE AND
to identify applicable cybersecurity RECOVERY IN UTILITY
risk mitigation models and apply them ENVIRONMENTS (3 credits)
in an organizational context. They will The students will learn methods and
develop the knowledge and skills needed techniques for monitoring information
to make recommendations related to technology (IT) and operational
the choice of risk mitigation security technology (OT) environments. Along
controls and to provide oversight for with developing an expertise in system
the implementation of those controls monitoring techniques, students
within information technology (IT) will learn methods for detecting
and operational technology (OT) compromise and develop strategies
systems. This course will give students for effectively responding to and
the tools to develop risk models that recovering from compromise. Students
reflect the organizations unique will learn methods and techniques
governance structure and corporate such as network baselining, perimeter
culture. Using risk analyses that are and internal monitoring and defense,
predicated upon a holistic risk picture situational awareness, intrusion
(business, environment, compliance, detection, detecting exploits, kill
etc.) of the organization, students will chain management, event analysis and
learn how to articulate and defend risk correlation, incident response, evidence
allocation recommendations to accept, collection and preservation, and system
transfer, mitigate or ignore risk, and recovery and restoration.
to communicate cybersecurity risks to
peers and senior management in both
IT and OT. This course will also expose
students to relevant international

GRADUATE CERTIFICATE IN DIGITAL HUMANITIES
http://www.tesu.edu/heavin/grad-certificates/Digital-Humanities.cfm
Course Descriptions and occasion. In other words, students DHM-710: MAPPING TIME, SPACE
will explore how new and emerging AND IDENTITY (3 credits)
DHM-510: INTRODUCTION TO
technological means of communication Geographic information system
DIGITAL HUMANITIES (3 credits)
and design can be better understood and (GIS) technology offers a means for
Introduction to Digital Humanities gives deployed with the benefits of rhetorical understanding how human beings
an overview of a field of study, research, study. This course will also help build inhabit and construct identities across
teaching and invention that explores the course offerings in the Professional time and space. Mapping Time, Space
what it means to be a human being in Communication area of the Master of and Identity explores how practitioners
the networked information age. Students Arts in Liberal Studies degree program in the field of digital humanities
will engage in an interdisciplinary and provide opportunities to students deploy GIS tools to capture, analyze
investigation of transmedia tools who are interested in digital publication and present data that illuminates how
and methodologies for the creation as well as those who are interested in humans understand and create location
and presentation of information. theories of digital composition and in relation to selfhood. Students analyze
This course will be divided into two rhetoric. scholarship based on nonlinear models
sections. In the first section, students
of historical change, models that can
will examine the history and emergence
DHM-620: SOCIAL MEDIA AND be expressed in the spatial logics of
of digital humanities as a subfield
SOCIAL CHANGE (3 credits) trees, graphs and maps. Considering
co-created by librarians, computer
This course gives an investigation of the such models of analysis, students
scientists, historians, anthropologists,
role of social networking technologies will implement GIS and visualization
archaeologists, and scholars in visual art,
in creating communities in digital technologies to conduct and support
media studies, literature and rhetoric,
and physical spaces. Students will their investigations. Students will
and composition. In the second section,
examine how social networking and emerge from the course with a better
students will learn and experiment
peer collaboration technologies have understanding of how GIS mapping
with concepts and methods afforded by
engendered participation in campaigns tools can be applied to the study of
practitioners in digital humanities. In so
and movements for social change in the humanities as well as in personal
doing, students will generate a project in
the digital information age. Students narrative.
which they will interrogate what it means
to study the value of human expression will thoroughly explore the concept of
in the context of a networked society. social change itself by identifying the
values embedded in dominant cultural
narratives of progress and decline.
DHM-610: DIGITAL
Students will then turn their attention
COMMUNICATION (3 credits)
to the ways individuals and groups
This course offers a study of theories implement social media technologies to
and concepts of writing and rhetoric support or forestall social, political and
in digital media with emphasis on cultural changes. There will be particular
the uses of textual and visual media focus on the social media tools that
in digital spaces, such as web sites, communities use to disseminate and
blogs, podcasts and vlogs. Students preserve valuable cultural information
will investigate topics in the emerging and knowledge when freedoms of
field of digital rhetoric and writing. The expression are limited by external
course will facilitate students reflective controls. Students will analyze and apply
interrogation of how they can command concepts of network theory to create
resources for writing in digital spaces to a project that traces the presence and
the greatest professional and academic function of social media in relation to
effect. Students will explore how all a particular community campaign or
digital spaces have rhetorical concerns movement.
and how their effectivenessoften
understood as usabilityis dependent
on contextual factors like audience

GRADUATE CERTIFICATE IN EDUCATIONAL LEADERSHIP
http://www.tesu.edu/heavin/grad-certificates/Post-Masters-Educational-Leadership-Certificate.cfm
Course Descriptions technology, testing and assessment, EDL-660: HUMAN RESOURCES

innovative programs, and state and ADMINISTRATION (3 credits)
EDL-520: STANDARDS-BASED
federal legislation. Included are the In this course, students learn the latest
CURRICULUM DEVELOPMENT,
identification of curriculum sources, methods for attracting, inducting,
PRE-K-12 (3 credits)
how these sources influence trends, how motivating, retaining and supporting
Curriculum revision is an ongoing these trends emerge and evolve, their staff and how to monitor and supervise
process that requires professional impact on student achievement, and how certificated and noncertificated faculty
guidance and support. Potential professionals, particularly supervisors, and staff to set high standards for the
educational leaders need to understand curriculum developers, teacher-leaders professional participation of all adults in
the importance of curriculum and teachers, can use these trends and the school community. Students apply
development in the success of issues to improve student learning. systems management and collaborative
the educational experience and Students study both the positive and decision making to effect change,
recognize the organization and negative aspects of the issues and particularly with respect to meeting state
relevance of curriculum change. develop a responsible approach to and district requirements. Open only to
Through the examination of various critically assess the importance and students matriculated in the Graduate
curriculum designs, educators will significance of emergent and future Certificate in Educational Leadership or
visualize an overview of systematic issues in order to function as responsible MAEdL program (ISLLC 2, 5, 6; NJDOE
curriculum development. Standards- professionals (ISLLC 2, 4, 6; NJDOE 2, 4, 2, 5, 6). Offered every term.
Based Curriculum Development, Pre-K-12 6). Offered every term.
allows students to examine essential
components of a cohesive curriculum
EDL-540: CURRICULUM LEADER-
based on such influences as national
SHIP AND SUPERVISION (3 credits)
and state standards established to
guide local curricular planning and This course provides students
development to meet the changing needs with multiple opportunities to
of students and other stakeholders in a critically analyze and apply various
diverse community. Processes for contemporary theories of effective
development of curricula at classroom, school leadership to their professional
building and district levels, regardless practice. All theories are aligned with
of grade, academic discipline or kind of the national ISLLC standards and the
student, will be considered in preparation NJDOE state standards, research-based
for hands-on experience in creating frameworks informing the knowledge
curriculum in the students primary base, dispositions and performances
discipline. Integrating differentiated of effective school leaders. The course
instruction through various curriculum focuses on the performance aspects
designs will allow the educator to develop of effective leadership including
necessary skills, as an instructional empowering others, building
leader, to facilitate his or her facultys collaborative organizational cultures,
creation of successful curriculum making informed decisions and
documents. The entire process, communicating them skillfully, and
from initial needs assessment to resolving conflicts. Participation
implementation, will be the focus of this involves learning theoretical concepts
course (ISLLC 1, 2, 3, 4, 5; NJDOE 1, 2, 3, through reflective writing activities, self-
4). Offered every term. assessments and practice ISLLC exams
(ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5,
6). Offered every term.
EDL-530: CRITICAL ISSUES IN
CURRICULUM DESIGN AND
EVALUATION, PRE-K-12 (3 credits)
This course is designed to guide the
student in the process of identifying
and analyzing emerging and
developing issues in curriculum
design, development, implementation
and evaluation. Such issues may
include academic standards, diversity,

GRADUATE CERTIFICATE IN FUNDRAISING AND DEVELOPMENT
https://www.tesu.edu/watson/grad-certificates/Fundraising-and-Development.cfm
Course Descriptions will create a proposal that he or she

may wish to submit to grant-making
MSP-661: FUNDRAISING IN organizations, engage in the process
NONPROFITS: CHALLENGES AND of identifying funders and translating
OPPORTUNITIES (3 credits) technical program objectives to a lay
This course engages the student in audience, create meaningful evaluation
the study of fundraising infrastructure, criteria or program process, and
methods and planning. Starting with demonstrate how his or her program
philanthropy and universal fundraising matches the funders mission.
concepts, the student then analyzes
techniques such as direct mail, email, MSP-678: FINANCE AND
social media, special events, earned BUDGETING FOR NONPROFITS
income, corporate giving, major gifts (3 credits)
and planned giving. The course is
This course is designed to provide
completed with the student creating his/
finance and budgeting skills to nonprofit
her own fundraising plan based on an
leaders and managers, enabling them to
organization identified by the student.
make critical decisions related to the
financial health of their organizations.
MSP-662: PRACTICAL GRANT Participants will become familiar with
WRITING FOR NONPROFITS processes related to development
(3 credits) and management of the budgeting
In this course, students will practice process, governmental requirements
researching, writing, budgeting and oversight, and ethical concerns
and evaluating successful grant facing nonprofit leaders. The course
proposals. Grant writing ethics are also examines specific legal and policy
stressed throughout the course. issues affecting nonprofits and the
While the concepts covered can be role of competent financial oversight
applied to business, individual and in guiding organizations through
government proposals, this course uncertain financial climates.
focuses on philanthropic grants to
nonprofit organizations from charitable NPM-502: NONPROFIT
foundations. Within one week of MANAGEMENT (3 credits)
starting class, students will be required
This course provides students with an
to identify a charitable or government
understanding of the unique qualities,
entity and project to serve as a subject
philosophies and practices of the
for their own proposal. To successfully
U.S. nonprofit mission-driven sector.
complete the course, each student
The course examines the sources and
management of resources as well
as strategies for their effective use.
Nonprofit Management begins with
a historical overview of the nonprofit
sector and demonstrates its complex
structure. The primary goal of this course
is to provide a thorough knowledge
base, both theoretical and practical, for
effective nonprofit management.

GRADUATE CERTIFICATE IN GEROPSYCHOLOGY
http://www.tesu.edu/heavin/grad-certificates/Geropsychology.cfm
Course Descriptions GER-620: GEROPSYCHOLOGICAL

INTERVENTION (3 credits)
GER-510: ADULT DEVELOPMENT Geropsychological Interventions
AND AGING (3 credits) prepares students to develop
Adult Development and Aging effective psychological interventions
offers an in-depth exploration of the as well as health promotion and
developmental processes acting prevention programs for older
within individuals from adulthood adults. Discussed are a variety of
through old age. A biopsychosocial therapeutic modalities (individual,
perspective provides the framework for family and group psychotherapy) and
understanding the various influences on evidence-based theoretical models
adult development. Major developmental (cognitive, behavioral, interpersonal,
theories are examined to differentiate environmental, systemic). Course
between normative and non-normative work will emphasize the importance of
aging processes. Students evaluate both providing care in diverse settings and
contemporary research and theoretical collaborating with interdisciplinary
concepts as they study aging from teams. Students will also explore
demographic, historical, biological, program evaluation strategies used to
psychological and sociocultural assess the efficacy of interventions and
perspectives. Throughout the course, programming.
students examine and integrate the
dynamic internal and external variables GER-710: GEROPSYCHOLOGICAL
associated with successful aging to CONSULTATION (3 credits)
optimize developmental outcomes for Geropsychological Consultation pre-
the aging population. pares the student to consult with
families, professionals, service agen-
GER-610: GEROPSYCHOLOGICAL cies, communities and legal systems
ASSESSMENT (3 credits) in the area of geropsychology. The
Geropsychological Assessment student will learn how to work with-
prepares the student to engage in a in an interdisciplinary care team and
variety of data collection methods (e.g., will become conversant with relevant
interviewing, observation, self-report, ethical and legal standards and so-
psychological testing, integration of cial policies. Consideration is given to
interdisciplinary assessments) in order issues of cross-cultural understanding
to assess mood, cognition, decision and communication in consulting and
making, functional capacities and collaborating with diverse groups of pro-
level of risk, with consideration of fessionals and clients.
the interaction between these factors
and biosocial factors for older adults.
Students will gain familiarity with
screening instruments and will examine
diagnosis and referral to other agencies.

GRADUATE CERTIFICATE IN HOMELAND SECURITY
http://www.tesu.edu/watson/grad-certificates/Homeland-Security-Course-Descriptions.cfm
Course Descriptions HLS-510: PROTECTING THE HLS-630: PROTECTING THE

HOMELAND: BALANCING HOMELAND: RESPONSE AND
HLS-500: TERRORISM AND SECURITY AND LIBERTY RECOVERY (3 credits)
HOMELAND SECURITY IN THE U.S. (3 credits) This course focuses on the many
(3 credits) The course examines the USA response and recovery efforts possible for
This courses examines the phenomenon PATRIOT Act and will examine why the various actors in homeland security,
of the term terrorism as it relates to the the government and the public began both in the public and private sectors.
United States domestically as well as to question and scrutinize the countrys The concept of planning is addressed
internationally from the time of the Cold intelligence mechanisms, and national with a focus on implementation, testing
War to the present day. Emphasis is placed security structure and procedures. and evaluation. Students will discuss
upon the identification, comparison and During this course there will be an how best to lead, communicate and
understanding of the various definitions opportunity to examine the creation, coordinate in response and recovery
of terrorism and the perpetrators of development and organizational efforts across jurisdictions and agencies.
these acts, along with the various structure of the Department of Technology and information gathering,
aspects of terrorism and homeland Homeland Security (DHS). As part of as tools for planning and responding,
security that are required knowledge of the examination of DHS, there will be are explored. Both government and
those who are scholars, practitioners, opportunities to also examine entities law enforcement efforts and Business
researchers and scholar/practitioners such as the Transportation Safety Continuity Planning are studied.
in the field and discipline of terrorism Administration, which was established
and homeland security. The student after 9/11. This course will also examine
will be exposed to the nexus between other developments due to the attacks
terrorism and homeland security as it on 9/11 such as the detention and torture
relates to homeland security strategy, of enemy combatants in Iraq and
assessment, evaluation, preparation, Guantanamo Bay, Cuba, and consider
responses, and recovery actions and whether the nations security needs
mechanisms relating to terrorism and justify the consequent restrictions on
homeland security. There will be a focus our freedoms.
on the importance of coordination of
various assessments, plans, strategies HLS-620: PREPAREDNESS:
and implementation of plans of action PREVENTION AND DETERRENCE
involving local, county, state, federal (3 credits)
and international responses pertaining This course focuses on how strategic
to terrorism and homeland security. planning, incident management and
intelligence techniques combine to
provide the necessary foundation for
anti-terrorism preparedness. Topics
covered include critical infrastructure
protection, National Incident
Management System, data collection
and analysis techniques, threat and
vulnerability assessments, information
sharing, resource planning, intelligence
failures, and terrorism prevention and
deterrence.

GRADUATE CERTIFICATE IN HUMAN RESOURCES MANAGEMENT
http://www.tesu.edu/business/Human-Resources-Management-Course-Descriptions.cfm
Course Descriptions HRM-560: INTELLECTUAL CAPITAL HRM-600: MANAGING THE HUMAN

AND THE WORKPLACE LEARNER RESOURCES ENTERPRISES
HRM-530: HUMAN RESOURCES
(3 credits) (3 credits)
The knowledge and skills of employees, Managing the human resources
This course examines the role of the
no matter what the organizations market enterprise operates on two levels. In
human resource professional as a
niche, is constantly evolving. This course this course students will learn how to
strategic partner in managing todays
will discuss changes that are necessary model good leadership through the
organizations. Key functions such as
to support strategic initiatives for the careful stewardship of human resource
recruitment, selection, development,
organization while developing and operations. Students all will extend the
appraisal, retention, compensation
nurturing of new capabilities, knowledge strategic view of leadership developed
and labor relations are examined.
and skills of employees. Interpersonal in other courses, identifying successful
Implications of legal and global
skills, team skills, consultative skills, models of effective human resource
environments are appraised and current
coaching, leadership and risk taking are operations and leadership.
issues such as diversity training, sexual
but a few of the topics covered as well
harassment policies and rising benefit Advisory: Offered during September, January and
as business acumen, strategic planning
costs are analyzed. Best practices of May terms only.
skills, change management, cross
employers of choice are considered.
functional experience, technological HRM-610: HUMAN RESOURCES AS A
HRM-540: LIFESTYLE BENEFITS mastery, global understanding and STRATEGIC PARTNER (3 credits)
AND COMPENSATION IN THE NEW additional intellectual capital demands Earning a seat where human resources
MILLENNIUM (3 credits) being placed upon our organizations is part of the process of setting strategy
Lifestyle Benefits and Compensation environments. This course will help and not just sitting at the sidelines is the
in the New Millennium examines human resource professionals with the goal of human resource professionals.
both the theory and practice of Total understanding necessary to retool the In this course students will learn about
Compensation. Topics include strategic present diversified workforce. the many roadblocks to becoming
compensation, employee compensation an organizational partner in the
HRM-570: THE EFFECTIVENESS OF
and benefits, job evaluation, external formulation and implementation of
A MARKET CONNECTED CULTURE
competitiveness and market institutional strategy. Students will be
(3 credits)
analysis, incentives and variable pay, introduced to the resulting frustration,
How a human resource team connects resentment, confusion and possibly
employee motivation, compensation
the external market to the internal even a regression back to maintaining
administration and the compensation
infrastructure of an organization nothing more than an administrative
of special groups. A variety of
can ultimately mean the difference function. Absorbing critical information
approaches are employed to examine
between overall organizational success from varying constituencies and the
organizational compensation policy and
and failure. This course will focus on integration of critical information into a
design. Consideration is given to the
managing and facilitating the culture viable organization roadmap is covered.
interaction between human resource
of an organization requires defining
managers and managers throughout the
in terms of organizational strategy Advisory: Offered during September, January and
organization in order to realize effective May terms only.
and the voice of the customer. Culture
compensation programs.
management, setting the stage for
Advisory: Offered during September, January and change, formulating strategy, analyzing
May terms only. the need for change, and integrating
and implementing the needed human
HRM-550: STRATEGIC RECRUITING,
capital of the organization in order to
RETENTION AND SUCCESSION
sustain a competitive advantage while
PLANNING (3 credits)
adding value is covered in this course.
This course will focus on how the This course will also address issues such
best practices of strategic manpower as knowledge management, change
planning, advanced compensation and management and capability building in
reward systems, and developmental order to create a culture connected to
interventions all make for a foundation the market the organization serves.
culminating in an organization of
choice rather than an organization Advisory: Offered during September, January and
May terms only.
of last resort. Topics covered include
the development of a qualified pool of
candidates, labor force trends, long-term
strategic growth and retention.
HRM-620: THE LEGAL AND
ETHICAL ENVIRONMENT OF
HUMAN RESOURCES (3 credits)
This course covers legal compliance
in corporate staffing, disparate impact
and disparate treatment claims, and
numerous federal statutes and guidelines
such as the Civil Rights Acts of 1964
and 1991, the Age Discrimination in
Employment Act (1967), the Americans
with Disabilities Act (1990) and Equal
Employment Opportunity regulations.
Approximately 25 percent of the course
will be devoted to ethical challenges
of the human resources professional,
including conflicts between the human
resources function and a separate Office
of Ethics that might exist in the corporate
environment. The course will stress
the need for keeping employee ethical
questions and concerns confidential
as well as developing and putting into
practice a professional code of ethics for
all employees. Additional topics covered
in this course include affirmative action,
seniority, sex discrimination, religious
discrimination, retaliatory discharges
and right to privacy in the workplace.

GRADUATE CERTIFICATE IN INDUSTRIAL-ORGANIZATIONAL PSYCHOLOGY
http://www.tesu.edu/heavin/grad-certificates/Industrial-Organizational-Psychology.cfm
Course Descriptions IOP-620: UNEARTHING AND

ENHANCING ORGANIZATIONAL
IOP-510: INDUSTRIAL AND TALENT THROUGH PSYCHOLOGY
ORGANIZATIONAL PSYCHOLOGY (3 credits)
(3 credits) Unearthing and Enhancing Organi-
Industrial and Organizational Psychol- zational Talent Through Psychology
ogy presents an overview of psycholog- prepares the student to apply psycho-
ical theories, principles and research logical theories and research in order
surrounding the reciprocal influence of to create effective employee training
individuals on organizations and vice and development programs, such as
versa. It includes an introduction to the those that deal with issues of workplace
field of personnel psychology as well as diversity, harassment, discrimination,
topics relevant to human behavior and cross-cultural communication and un-
attitudes in organizations (e.g., work mo- derstanding, and ethics.
tivation and leadership).
IOP-710: THE PSYCHOLOGY OF
IOP-610: PSYCHOLOGICAL LEADERSHIP, MOTIVATION AND
FACTORS IN SELECTING AND TEAMWORK (3 credits)
GROWING ORGANIZATIONAL The Psychology of Leadership,
TALENT (3 credits) Motivation and Teamwork presents an
Psychological Factors in Selecting and overview of the psychological theories
Growing Organizational Talent is a and research related to the effective
graduate-level course that covers the leadership and motivation of employees
trajectory of the hiring process, from as well as those that relate to creating
writing an effective job recruitment positive teamwork and group dynamics.
advertisement to recruitment strategies,
interviewing and selection, with an
emphasis on the psychological factors
that play a role in these stages. The
course further addresses employee
management issues that arise after
hiring, such as placement, appraisal,
satisfaction and productivity, retention
and human factors considerations.

GRADUATE CERTIFICATE IN NURSING ADMINISTRATION
http://www.tesu.edu/nursing/programs/Nursing-Administration.cfm
Course Descriptions NUR-722: NURSING NUR-732: NURSING

ADMINISTRATION: SEMINAR AND ADMINISTRATION: SEMINAR AND
NUR-632: NURSING ROLE PRACTICUM (3 credits) PROCESS PRACTICUM (3 credits)
ADMINISTRATION: STANDARDS This course provides the student with This Capstone course provides the
AND STRUCTURES (3 credits) the opportunity to experience the role student with the opportunity to integrate
This course is designed to provide of nurse administrator/executive. An management theory into the role of nurse
a foundation upon which students individualized nursing administration administrator/executive. Student focus
understand healthcare organizations; Practicum in a specific area of clinical is on nursing management processes in
understand what accreditation emphasis is chosen by the student and healthcare systems. Students continue
organizations exist; and understand how monitored by the mentor and onground in their selected area of clinical
some organizations are designated for preceptor. Competencies that govern the practice monitored by the mentor and
quality attainment. An overview of the role of the nurse administrator/executive onground preceptor. Students engage
standards and competencies forming are explored in depth. Students focus on in a reflective discussion of nursing
the basis for managerial and executive the context for enacting the role of nurse administration issues and experiences
roles is examined. Students will have the administrator/executive in a healthcare in the online seminar. This course
opportunity to examine information in delivery system. Students engage requires completion of 150 Practicum
context of their current organization and in a reflective discussion of nursing hours. Submission of an e-Portfolio will
their current competencies. This course administration issues and experiences be required to demonstrate achievement
is the foundation for all subsequent in the online seminar. This course of MSN program outcomes and
nursing administration courses in the requires completion of 150 Practicum competencies.
curriculum. hours.
NUR-702: NURSING Prerequisites: All other MSN degree and Nursing Administration certificate requirements,*
Administration certificate requirements except submission of all documents and requirements
ADMINISTRATION: EXECUTIVE outlined in the Practicum Packet including a
NUR-732-NG: Nursing Administration: Seminar
MANAGERIAL PROCESS (3 credits) and Process Practicum*, submission of all criminal background check.
This course is designed to facilitate documents and requirements outlined in the *Students may register for one elective concurrent
the development of nurse managers Practicum Packet including a criminal background with this course.
check.
and administrators/executives. Using Advisory: Students who do not have updated
theoretical constructs, focus is placed *Students may register for one elective concurrent e-Portfolios will not be able to register for this
with this course. course.
on selected processes that contribute
to quality nursing outcomes through Advisory: Students who do not have updated
e-Portfolios will not be able to register for this
systems thinking, communication and course.
relationship building, professionalism
and knowledge of the healthcare
environment.
NUR-712: NURSING
ADMINISTRATION: RESOURCE
ACQUISITION AND MANAGEMENT
(3 credits)
In this course, students examine
resources required to deliver quality
healthcare services. The acquisition,
management and use of resources in the
healthcare environment are explored.
Fiscal, human, technological, intellectual
and material resources are examined
and analyzed in the context of current
and future healthcare environments.

GRADUATE CERTIFICATE IN NURSE EDUCATOR
http://www.tesu.edu/nursing/programs/Nurse-Educator.cfm
Course Descriptions NUR-710: TESTING, ASSESSMENT NUR-750: NURSE EDUCATOR:

AND EVALUATION (3 credits) SEMINAR AND PRACTICUM II
NUR-630: THEORETICAL Course emphasis is on preparing (3 credits)
FOUNDATIONS AND teachers in nursing curricula to focus In this course, students perform in the
INSTRUCTIONAL STRATEGIES IN on learning outcomes. The concepts role of an advanced nurse educator,
NURSING EDUCATION (3 credits) of measurement and evaluation are apply complex knowledge and skill
Theoretical Foundations and examined as the basis for studying in academic and practice learning
Instructional Strategies in Nursing how instruction, testing, assessment environments, evaluate strategies to
Education is designed to provide the and evaluation of student learning are advance nursing education, and explore
foundation for understanding theories, interrelated. Formative, summative, the current and future educational
philosophies and strategies of teaching qualitative and quantitative assessment challenges for the advancement of
and learning that influence nursing methodologies are applied to evaluate nursing education. Course requirements
education. The course also explores instruction and learning in various include completion of 150 Practicum
ethical and legal issues in nursing educational settings. hours, submission of the Capstone
education. Theoretical Foundations Project Phase 2 and the finalized
and Instructional Strategies in Nursing Advisory: Courses equivalent to NUR-630-NG: The-
oretical Foundations and Instructional Strategies
e-Portfolio.
Education should be scheduled as in Nursing Education and NUR-700-NG: Curricu-
the first of the five courses in the Prerequisites: All other MSN degree and Nurse
lum Theory and Development in Nursing Educa-
Educator certificate requirements.* Submission of
Nurse Educator specialty area. The tion are required to be successful in NUR-710-NG.
all documents and requirements outlined in the
nursing education Practicums must be Students are responsible for having acquired this
Practicum Packet including a criminal background
knowledge prior to registering for NUR-710-NG.
scheduled last in the MSN degree nurse check.
educator program.
NUR-740: NURSE EDUCATOR: *Due to course workload, it is recommended that
students not be enrolled in other courses at the
NUR-700: CURRICULUM THEORY SEMINAR AND PRACTICUM I
same time.
AND DEVELOPMENT IN NURSING (3 credits)
EDUCATION (3 credits) Advisory: Students who do not have updated e-Port-
In this course, the role of the nurse folios will not be able to register for this course.
This course is designed to address
educator is operationalized. Students
the study of curriculum development,
engage in reflective analyses of nursing
design, implementation and evaluation
education practices and clinical
in nursing education. Historical and
experiences. Theoretical concepts and
philosophical foundations of nursing
best available evidence are applied in
education are examined. The practical
academic or practice environments.
application and synthesis of curriculum
This course requires completion of
theory is emphasized. The role of the
150 Practium hours. Submission of the
educator in the dynamic relationship
Capstone Project Phase 1 is required
between the practice setting, research
to demonstrate achievement of MSN
and curriculum is examined.
program outcomes and nurse educator
Advisory: A course equivalent to NUR-630- competencies.
NG: Theoretical Foundations and Instructional
Strategies in Nursing Education is required Prerequisites: All other MSN degree and Nurse Ed-
to be successful in NUR-700-NG. Students are ucator certificate requirements* except NUR-750.
responsible for having acquired this knowledge Submission of all document and requirements out-
prior to registering for NUR-700-NG. lined in the Practicum Packet including a criminal
background check.
*Due to course workload, it is recommended that

students not be enrolled in other courses at the
same time.

folios will not be able to register for this course.

GRADUATE CERTIFICATE IN NURSING INFORMATICS
http://www.tesu.edu/nursing/programs/Nursing-Informatics.cfm
Course Descriptions NUR-711: NURSING INFORMATICS: NUR-731: NURSING INFORMATICS:

CONSUMER INFORMATICS AND SEMINAR AND PRACTICUM II
COMMUNICATION TECHNOLOGIES (3 credits)
CONCEPTS AND ISSUES (3 credits)
(3 credits) This course builds on the students
Nursing informatics combines
In this course, students explore learning and achievements from
knowledge and skills from nursing
communication technologies and Nursing Informatics: Seminar and
science, computer science, information
their use in meeting consumer needs. Practicum I. Depending on the learning
science and cognitive science to design
Emphasis is placed on empowering opportunities available and the students
and implement automated systems
patients and consumers to safely obtain evolving professional goals, the student,
that support the nursing process in the
information, services and emotional in consultation with the course mentor
delivery of healthcare services. Within
support through effective use of these and onground preceptor, may continue
this course, major topics related to
technologies. and/or modify the selected Practicum
nursing informatics and related fields
activities and project(s) developed in
will be explored. Emphasis is placed NUR-721: NURSING INFORMATICS: the first Practicum course. Students
on developing an understanding of SEMINAR AND PRACTICUM I reflectively discuss their experiences,
how automation is used to manage (3 credits) projects and related learning in the
information in healthcare and the nurses
The Nursing Informatics Seminar and online discussion seminar. This course
role in the process. This graduate-level
Practicums I and II are closely aligned. requires completion of 150 Practicum
overview course provides required
The two Practicums provide a Capstone hours and the finalized e-Portfolio.
informatics knowledge and skills for all
experience for applying knowledge Prerequisites: All other MSN degree and Nursing
students as well as the foundation for all
and skills acquired during the nursing Informatics certificate requirements.* Submission
additional informatics courses. of all documents and requirements outlined in the
informatics program. Practicums I and
Advisory: A course equivalent to NUR-340-NU Practicum Packet including a criminal background
II are scheduled in the same healthcare check.
Nursing Informatics is required to be successful in
NUR-531-NG. Students are responsible for ensuring setting. Students select their learning
*Students may register for one elective concurrent
they have acquired the knowledge needed prior to environment based on course objectives with this course.
registering for NUR-531-NG. and their professional goals, need
and interests. In Nursing Informatics: folios will not be able to register for this course.
Seminar and Practicum I, students,
SYSTEMS LIFE CYCLE (3 credits)
working with the online mentor and
This course provides students with onground preceptor, develop a plan for
a sequential process that supports Practicum activities and select, initiate
the successful implementation of an and implement informatics related
information system within a variety of projects that may continue into the
healthcare settings. Various techniques second Practicum. Students reflectively
and skills will be presented that assist discuss their experiences, projects
healthcare organizations in advancing and related learning in the online
through the stages of a systems life discussion seminar. This course requires
cycle. Emphasis is placed on the role of completion of 150 Practicum hours.
the nursing informatics specialist within
this process. Informatics certificate requirements except NUR-
731-NG: Nursing Informatics: Seminar and Practi-
NUR-701: NURSING INFORMATICS: cum II,* submission of all documents and require-
DATABASES AND KNOWLEDGE ments outlined in the Practicum Packet including a
MANAGEMENT (3 credits) criminal background check.
*Students may register for one elective concurrent
This course is designed to provide
with this course.
a comprehensive foundation in the
relationship between data, information,
folios will not be able to register for this course.
knowledge and wisdom by examining
database design standards and issues.
Students explore the relationship
between knowledge discovery and
databases as they relate to nursing and
healthcare delivery. Concepts of data
warehousing, data mining, knowledge
management and security/access will
be explored.
GRADUATE CERTIFICATE IN ONLINE LEARNING AND TEACHING
http://www.tesu.edu/heavin/grad-certificates/Online-Learning-and-Teaching-Course-Descriptions.cfm
Course Descriptions
OLT-510: THEORY AND CULTURE
OF ONLINE LEARNING (3 credits)
Theory and Culture of Online Learning
is designed to give adult educators a
theoretical base and practical orientation
to the culture of online learning as
well as tools and concepts to use in
creating and teaching online courses.
The course emphasizes a variety of
readings, individual student work and
a class discussion of online learning
accompanied by practical experience in
designing an online course.
OLT-520: LEARNING TECHNOLOGY

AS AN ISSUE IN ONLINE LEARNING
(3 credits)
One of the few things that almost all
agree on is that technology is changing
rapidly. How can teachers and learners
keep up? This course takes the prudent
track of discussing technology in the
broader context of how we make deci-
sions, solve problems and learn/teach
technological skills.
OLT-630: ISSUES IN INSTRUCTION-

AL DESIGN IN ONLINE LEARNING
(3 credits)
How is instructional design for online
learning different from instructional
design for other modes of delivering
instruction? This course provides
critical discussion of and practice in the
ideas and practices that enhance quality
in online learning.
OLT-640: COMMUNICATION AND

INTERACTIVITY IN ONLINE
LEARNING (3 credits)
The technology enabling online
learning allows communication and
interaction between student and texts,
student and teacher, and student and
other students. This course considers the
theoretical aspects of communication
and interactivity and also the practical
skills of facilitating online discussions
and online interactions.

GRADUATE CERTIFICATE IN ORGANIZATIONAL LEADERSHIP
http://www.tesu.edu/business/Organizational-Leadership-Course-Descriptions.cfm
Course Descriptions HRM-530: HUMAN RESOURCES OML-620: ORGANIZATIONAL

MANAGEMENT (3 credits) MANAGEMENT AND LEADERSHIP II
EIO-520: ECONOMIC ISSUES IN
This course examines the role of the (3 credits)
ORGANIZATION (3 credits)
human resource professional as a This course focuses on how skills and
This course explores the complex
strategic partner in managing todays abilities in leadership and management
relationship of strategic economic
organizations. Key functions such as can be developed and applied by
issues within an organization and
recruitment, selection, development, individuals in order to make a difference
the organizations interaction with
appraisal, retention, compensation in organizations, communities or
other firms in the industry. The course
and labor relations are examined. societies. The course looks first at
begins with a brief overview of the
Implications of legal and global exemplary leaders, both those who
basic economics of the firm and uses
environments are appraised and current are well known and national or
those principles to drive an analysis of
issues such as diversity training, sexual international in their scope (e.g., Robert
the firms activities and interactions
harassment policies and rising benefit Kennedy, John F. Kennedy, Bill Clinton,
with other firms. The course examines
costs are analyzed. Best practices of Mohandas Gandhi) and those who are
different market structures to see how
employers of choice are considered. not well known (e.g., everyday people
overall economic structure affects
who have exercised moral leadership or
decision making and interactions; this OML-610: ORGANIZATIONAL community leadership), all with special
basic structure will be used to analyze MANAGEMENT AND LEADERSHIP I consideration of the moral aspects of
competition with other firms in obtaining (3 credits) effective leadership in several different
resources, setting prices to maximize
This course presents a comprehensive, contexts. It then looks at how individuals
profits and reacting to decisions of
integrative and practical focus on lead- can develop leadership and act with
competitors. The course also examines
ership and management. It is based authenticity, integrity and creativity, all
methodologies for evaluating results
upon a framework that analyzes lead- with special consideration of exercising
and explores ways to use that analysis in
ership and management at different leadership as a whole person who must
making future decisions.
levels: individual leadership; team lead- balance responsibilities to home, work
FAM-540: FINANCE AND ership; and organizational leadership. and community. Ultimately, the course is
ACCOUNTING FOR MANAGERS The course presents leadership and intended to help students become more
(3 credits) management theories/concepts that effective leaders in contexts where they
have emerged over the past several de- currently serve or in contexts to which
This course is designed to provide the
cades. It provides students the oppor- they aspire. The course is based in the
non-accountant and financial manager
tunity to apply these theories through belief that leadership involves moral/
with the knowledge necessary to
case analysis and to enhance personal ethical dimensions and that effective
interact with professionals from those
skill development through self-assess- leadership equals good leadership; that
disciplines. The majority of the material
ment exercises. Included in the course is, that it includes service to others
draws from the theory and practice
are identification of current leaders and and to contexts beyond the self as well
of financial management. Sufficient
leadership as well as contemporary per- as qualities such as authenticity and
accounting background is provided to
spectives on ethics, networking, coach- integrity.
enable the student to understand and
ing, organizational culture, diversity,
work with information provided by NOTE: This course builds upon ORG-502 (Lead-
learning organizations, strategic leader-
accounting and finance professionals. ership and Management), although that course is
ship and crisis leadership. not a prerequisite to OML-620. While there is some
Emphasis is placed on understanding
overlap in content between the two, OML-620 has
terms, concepts and uses of information NOTE: This course builds upon ORG-502 (Lead- a far greater emphasis on application and skill de-
provided by these functions rather ership and Management), although that course is velopment than ORG-502.
than on the actual performance of the not a prerequisite to OML-610. While there is some
overlap in content between the two, OML-610 has
calculations. a far greater emphasis on application and skill de-
velopment than ORG-502.

ORG-502: LEADERSHIP AND
MANAGEMENT IN THE 21ST
CENTURY (3 credits)
This course offers students a
comprehensive, relevant perspective on
leadership and management. While the
course provides grounding in important
concepts, it also stresses application to
professional and community settings.
leading as an interactive process
(involving the leader, the followers
and the situation), managing with
innovation and creativity, escaping from
embedded practices and embracing
new managerial principles. This course
provides students with contemporary
management as well as commentary,
case histories and multimedia
presentations.
ORR-510: ORGANIZATIONAL
RESEARCH (3 credits)
This course equips students to conduct
the types of research and information-
gathering projects that are a significant
part of the organizational life of most
managers and leaders. The course
provides techniques and skills that
students can apply in researching
many types of questions and problems,
including those encountered in other
graduate-level courses as well as the
degree Capstone.

GRADUATE CERTIFICATE IN PROFESSIONAL COMMUNICATIONS
http://www.tesu.edu/heavin/grad-certificates/Professional-Communications.cfm
Course Descriptions DHM-620: SOCIAL MEDIA AND MSP-662: PRACTICAL GRANT

SOCIAL CHANGE (3 credits) WRITING FOR NONPROFITS
COM-610: PROFESSIONAL
This course gives an investigation of the (3 credits)
COMMUNICATION THEORY
(3 credits) role of social networking technologies In Practical Grant Writing for Nonprofits,
in creating communities in digital students will practice researching,
Professional Communication Theory
and physical spaces. Students will writing, budgeting and evaluating
provides an overview of major
examine how social networking and successful grant proposals. Grant
communication theories with an
peer collaboration technologies have writing ethics are stressed throughout
emphasis on communication styles
engendered participation in campaigns the course. While the concepts covered
and approaches operative in todays
and movements for social change in can be applied to business, individual
workplace environment. Strategic
the digital information age. Students and government proposals, this course
planning, analysis and critical thinking
will thoroughly explore the concept of focuses on philanthropic grants to
in light of contemporary trends and
social change itself by identifying the nonprofit organizations from charitable
issues will be studied. The focus will be
values embedded in dominant cultural foundations. Within one week of
the application and evaluation of theories
narratives of progress and decline. starting class, students will be required
through case analysis and discussion.
The course will then focus on the ways to identify a charitable or government
Students will have the opportunity
individuals and groups implement entity and project to serve as a subject
to engage in self-assessment of
social media technologies to support for their own proposal. To successfully
communication competence and learn
or forestall social, political and cultural complete the course, each student will
strategies for enhancing their abilities.
changes. There will be particular create a proposal that he or she may wish
Problems in the context of professional
focus on the social media tools that to submit to grantmaking organizations,
communication will be identified and
communities use to disseminate and engage in the process of identifying
theory-based solutions generated.
preserve valuable cultural information funders and translating technical
COM-620: ADVANCED and knowledge when freedoms of program objectives to a lay audience,
PROFESSIONAL AND BUSINESS expression are limited by external create meaningful evaluation criteria or
WRITING (3 credits) controls. Students will analyze and program process, and demonstrate how
Advanced Professional and Business apply concepts of network theory to his or her program matches the funders
Writing is a comprehensive study of create a project that traces the presence mission.
professional and business writing. and function of social media in relation
The focus is to develop documents to a particular community campaign or
appropriate to audience and purpose movement.
that are well-argued and conform to
standards of professional and business
writing. It will examine such topics
as the formation of professional
communication as a discipline,
business ethics, new media platform for
business, and intercultural business and
professional communication. The course
will also explore the context, purpose,
audience, style, organization, format,
results, and strategies for persuasion in
typical workplace messages.

GRADUATE CERTIFICATE IN PROJECT MANAGEMENT
http://www.tesu.edu/business/Project-Management-Course-Descriptions.cfm
Course Descriptions PJM-540: PROCUREMENT AND

VENDOR MANAGEMENT
PJM-510: PROJECT MANAGEMENT (3 credits)
(3 credits) This course examines the processes
This course develops a foundation of and techniques through which goods
concepts and solutions that supports and services are acquired and sold in
the planning, scheduling, controlling, the project management environment.
resource allocation and performance Course topics include: contract and
measurement activities required for suc- procurement strategies; legal issues;
cessful completion of a project. contract pricing alternatives; technical,
management and commercial
PJM-520: PROJECT LEADERSHIP
requirements; RFP development; source
AND COMMUNICATIONS
selection; invitations to bid and bid
(3 credits)
evaluation; risk assessment; and contract
This course provides leadership and negotiation and administration.
management guidelines for the project
manager in a variety of situations. Advisory: Offered during September, January and
May terms only.
Principles of effective planning,
communication and motivation NOTE: Students should have successfully complet-
throughout the project life cycle are the ed Project Management (PJM-510) and Project
focus of this course. Project Leadership Leadership and Communication (PJM-520) before
and Communication presents principles
of project control from initiation PJM-640: GLOBAL PROJECT
through execution to closure in a clear MANAGEMENT (3 credits)
and practical manner.
This course examines project
NOTE: Students should have successfully complet- management in a variety of global
ed Project Management (PJM-510) before begin- business settings. Included are project
ning this course. management methodologies and
processes as well as culture, team
PJM-530: PROJECT RISK
building and behavior management in
a global context. Project management
Project Risk Management provides is examined as a set of best practices
students with an organized approach for aimed at managing the total enterprise.
managing the uncertainties that can lead Through a project management
to undesirable project outcomes. The approach, corporate and organizational
course provides a systematic method strategies are translated into project-
for identifying the risks that can result level, value-adding elements of a
in cost overruns, delayed schedules or companys project portfolio.
failure to meet performance standards.
The first half of the course covers risk Advisory: Offered during September, January and
identification, which takes place during May terms only.
project definition and planning. The last NOTE: Students should have successfully
half of the course covers risk mitigation, completed Project Management (PJM-510), Project
which takes place during project Leadership and Communication (PJM-520) and
execution and closure. Project Risk Management (PJM-530) before
May terms only.
NOTE: Students should have successfully complet-

ed Project Management (PJM-510) and Project
Leadership and Communication (PJM-520) before

GRADUATE CERTIFICATE IN STRATEGIC PLANNING AND
BOARD LEADERSHIP FOR NONPROFITS
http://www.tesu.edu/watson/grad-certificates/Strategic-Planning-and-Board-Leadership-for-Nonprofits.cfm
Course Descriptions MNP-550: STRATEGIC RECRUITING, NPM-670: CRITICAL ISSUES IN

RETENTION AND SUCCESSION NONPROFIT MANAGEMENT
NPM-610: NONPROFIT
PLANNING (3 credits) (3 credits)
GOVERNANCE AND BOARD
LEADERSHIP (3 credits) Regardless of industry, business unit or This course addresses current non-
department, people are every organiza- profit management issues and trends
Nonprofit Governance and Board
tions key source of competitive advan- that have both immediate and emerg-
Leadership explores governance within
tage. In the war for talent, organizations ing impact on the U.S. civil sector. The
contemporary nonprofit organizations.
have two choices: develop HR systems course will cover issues of governance
The course focuses on leadership
that work together to recruit, retain (accountability, transparency and
dynamics from theoretical and
and motivate staff; or lose their most responsibility), performance manage-
practical perspectives. Students will
valuable workers to organizations who ment and infrastructure development.
explore salient internal and external
do value and develop their employees. It will also address new approaches to
environmental factors that influence
Not only is finding the right people a marketing, public relations and devel-
behavior through the examination
difficult and daunting task, but keeping opment activities. Keeping in mind the
and analysis of best practices. The
those people is a significant challenge. contemporary economic environment,
primary goal of this course is to
An organization that not only finds but the course will examine new revenue
provide a realistic understanding of the
also keeps valued employees and pro- streams for nonprofits in terms of their
elements that both support and impede
vides an environment that develops utility and long-term effects. The major
effective governance for nonprofits. The
and rewards employees can be termed goal of this course is to provide students
an Employer of Choice. An Employer of with benchmarking theories and practi-
Choice responds to market conditions cal tools that will allow them to analyze
and continually adapts to meet the needs contemporary management challenges
within nonprofit entities.
of the workforce. Becoming an Employ- and construct innovative solutions.
MPL-520: PROGRAM ANALYSIS AND er of Choice begins with a well-designed
EVALUATION (3 credits) recruitment and retention strategy. This
Evaluations are an essential piece of course will focus on the best practices
designing and operating nonprofit proof strategic planning, recruitment, eval-
grams. Information from evaluations uation and measurement, selection, re-
help key stakeholders make decisions tention and development. Throughout
about funding, growing, contracting and the course students will be introduced
ending programs. This course is an in- to successful recruitment and retention
troduction to evaluation methodology programs that can be adapted to any or-
and common evaluation tools used to ganization.
assess nonprofit programs. Students
will plan, develop and evaluate nonprofit
programs in public and private settings.
The focus will be placed on the acqui-
sition and demonstration of applied
techniques including needs assessment,
formative research, process evaluation,
monitoring of outputs and outcomes,
impact assessment and cost benefit
analysis. Special attention is given to
issues of ethics, social justice as related
to the use and misuse of research, the
inclusion or omission of diverse popu-
lations in research studies, the implica-
tions of research for addressing social
injustices of oppressed groups and the
encouragement of a critical perspective
when reading research on interventions
as they apply to populations at risk.

section 2
Degree Programs and Certificates
www.tesu.edu/academics/catalog/Degree-Programs-and-Certificates.cfm
The Degree Programs and Certificates section of the GRADUATE CERTIFICATE PROGRAMS
Catalog contains information on all degree programs and certif-
icates offered by Thomas Edison State University. The section is http://www.tesu.edu/academics/Grad-Certificates.cfm
organized into the following main categories: Thomas Edison State Universitys graduate certificates are
MASTERS DEGREES available completely online and offer students an excellent
Most masters degree programs are 36 credits; all masters opportunity to gain expertise in specific areas to advance
degree programs are offered completely online. their careers. Students may apply the credits earned through
these programs toward a graduate degree at Thomas Edison
GRADUATE CERTIFICATES State University.
Graduate certificates are 12 - 18 credits and offered completely
online. > Graduate Certificate in Clinical Trials Management
> Graduate Certificate in Cybersecurity - Critical Infrastructure
GRADUATE DEGREE PROGRAMS > Graduate Certificate in Data Analytics
www.tesu.edu/academics/Grad-Programs.cfm > Graduate Certificate in Digital Humanities
Leadership. This is the cornerstone of a graduate degree from > Graduate Certificate in Educational Leadership
Thomas Edison State University. > Graduate Certificate in Fundraising and Development
Whether the student is an RN going back for a masters degree > Graduate Certificate in Geropsychology
in nursing, an executive who wants to gain management > Graduate Certificate in Homeland Security
fundamentals or a law enforcement officer seeking graduate
certification in homeland security, Thomas Edison State University > Graduate Certificate in Human Resources Management
enables the student to choose a path to leadership. Our programs > Graduate Certificate in Industrial-Organizational
are high-quality, accredited and delivered online. And best of all, Psychology
our state-of-the-art courses allow students to achieve their goals > Graduate Certificate in Nursing Administration
with the timing thats right for them.
> Graduate Certificate in Nurse Educator
Learn more about: > Graduate Certificate in Nursing Informatics
> Doctor of Nursing Practice
> Graduate Certificate in Online Learning and Teaching
> Master of Arts in Educational Leadership*
> Graduate Certificate in Organizational Leadership
> Master of Arts in Educational Technology
and Online Learning > Graduate Certificate in Professional Communications
> Master of Arts in Liberal Studies > Graduate Certificate in Project Management
> Master of Business Administration > Graduate Certificate in Strategic Planning and Board
> Master of Public Service Leadership Leadership for Nonprofits
> Master of Science
> Master of Science in Healthcare Management
> Master of Science in Homeland Security
> Master of Science in Hospitality Management
> Master of Science in Human Resources Management
> Master of Science in Information Technology
> Master of Science in International Business Finance
> Master of Science in Management
> Master of Science in Management - Public
Service Careers
> Master of Science in Nursing*
*these programs require valid professional certifications and/or licenses.

DOCTOR OF NURSING PRACTICE DEGREE IN SYSTEMS-LEVEL LEADERSHIP
http://www.tesu.edu/nursing/programs/dnp.cfm
The Doctor of Nursing Practice (DNP), a post-masters degree Credits

in Systems-Level Leadership, focuses on the improvement of Term I
evidenced based outcomes using theoretical knowledge and NUR-800 DNP Role Development 3
systems-level initiatives to advance nurse leaders to the highest level NUR-805 Scholarly Inquiry: A Basis for
of nursing practice. Based on the American Association of Colleges Evidence-Based Practice 3
of Nursing (AACN) Essentials of Doctoral Education for Advanced Term II
Nursing Practice and the American Organization of Nurse Executives NUR-902 Scholarly Immersion I: Project
(AONE) competencies, students expand and apply their knowledge Identification and Mentored Practicum 3
of theory, advanced nursing practice, organizational leadership, NUR-832 Organizational and Systems Leadership I 3
economics, healthcare policy and technology in a mentored practice
environment. Term III
NUR-810 Health, Healthcare Policy and Politics 3
NUR-842 Organizational and Systems Leadership II 3
Term IV
NUR-815 Information Systems and Technology
Impacting Healthcare Delivery 3
NUR-820 Integrating and Evaluating Population
Health in Advanced Nursing Practice 3
Term V
NUR-912 Scholarly Immersion II: Project
Management and Mentored Practicum 3
NUR-825 Health Economics and Finance 3
Term VI
NUR-922 Scholarly Immersion III: Project
Completion and Mentored Practicum 3
Elective 3
Total 36 credits

MASTER OF ARTS IN EDUCATIONAL LEADERSHIP
www.tesu.edu/heavin/maedl
The Master of Arts in Educational Leadership (MAEdL) degree program Credits

prepares teachers and administrators to become educational leaders MAEdL Building Leadership 36
serving in the complex environment of elementary and secondary EDL-500 Effective Leadership: From Theory to Practice 3
education. The program is offered completely online and is built EDL-510 The Inquiry Process: A Framework 3
around the unique needs of working adults. EDL-520 Standards-Based Curriculum Development,
Pre-K-12 3
The curriculum presents a coherent set of learning experiences that EDL-530 Critical Issues and Theories in Curriculum
build and deepen students understanding of educational leadership Design and Evaluation, Pre-K-12 3
and administration. The program enables students to build a EDL-540 Curriculum Leadership and Supervision 3
substantive knowledge and research base that provides dynamic EDL-550 School Law 3
opportunities to master the core competencies of educational EDL-660 Human Resources Administration 3
leadership and contributes to the development of a portfolio, which EDL-670 Technology for Instruction and Administration 3
demonstrates the breadth and depth of their learning. EDL-680 Budget Forecasting and Fiscal Planning 3
EDL-690 Developing School and Community
An integral part of the curriculum is the use of technology that Partnerships 3
enables students to collaborate on projects and discuss and examine EDL-700 Field-Based Practicum 3
theories, ideas, research, applications and practices. EDL-710 Professional Portfolio Development 3
Total 36 credits
Three areas of study are available within the MAEdL program: Building
Leadership, District Leadership and School Business Administrator. MAEdL District Leadership 42
EDL-500 Effective Leadership: From Theory to Practice 3
In addition, the program is consistent with the professional standards EDL-510 The Inquiry Process: A Framework 3
required by the New Jersey Department of Education (NJDOE) EDL-520 Standards-Based Curriculum Development,
and recommended by the New Jersey Principals and Supervisors Pre-K-12 3
Association. EDL-530 Critical Issues and Theories in Curriculum
Design and Evaluation, Pre-K-12 3
The Master of Arts in Educational Leadership degree program is EDL-540 Curriculum Leadership and Supervision 3
approved by the New Jersey Department of Education as having EDL-550 School Law 3
met the academic requirements for the principal, supervisor EDL-660 Human Resources Administration 3
and school administrator endorsements. EDL-670 Technology for Instruction and Administration 3
EDL-680 Budget Forecasting and Fiscal Planning 3
TEAC accreditation (CAEPs official statement for publication): The EDL-690 Developing School and Community
Educational Leadership Program at Thomas Edison State University Partnerships 3
is awarded TEAC accreditation by the Inquiry Brief Commission of EDL-700 Field-Based Practicum 3
the Council for the Accreditation of Educator Preparation (CAEP) EDL-800 The Superintendency 3
for a period of seven years, from April, 2015 and April, 2022. The EDL-810 Professional Portfolio Development:
accreditation does not include individual education courses that School Administrators 3
the EPP offers to P-12 educators for professional development, EDL-820 Field-Based Practicum for Superintendents 3
relicensure or other purposes. Total 42 credits
CAEP
1140 19th Street, NW Suite 400
Washington, DC 20036
Tel: (202) 223-0077
Fax: (202) 296-6620
www.caepnet.org

Credits
MAEdL School Business Administrator 36
EDL-500* Effective Leadership: From Theory to Practice 3
MNP-502 Leadership Management in Public Service
in the 21st Century 3
MNP-540 Finance and Accounting for Managers
in Public Service 3
MNP-520 Economic Issues for Managers
in Public Service 3
EDL-540 Curriculum Leadership and Supervision 3
EDL-550 School Law 3
EDL-660 Human Resources Administration 3
EDL-510 The Inquiry Process - A Framework 3
EDL-680* Budget Forecasting and Fiscal Planning 3
EDL-700 Field-Based Clinical Practicum (Capstone) 3
EDL-690 Developing School and Community
Partnerships 3
EDL-710 Portfolio Development 3
Total 36 credits
*Meets state requirement for School of Business Administrator certification

Optional courses offered with SBA Program for School Administrator
endorsement:
EDL-800 The Superintendency 3
EDL-810 Professional Portfolio Development
for School Administrators 3
EDL-820 Field-Based Practicum for Superintendents 3
An annual subscription to an electronic portfolio service, as

designated by the program, must be maintained to complete the
required personal electronic portfolio.
According to NJAC 6A:9-12.5, students who are enrolled after Sept. 1,

2008, are required to Complete a 300-hour internship in educational
leadership independent of other course requirements in order to
qualify for the principal (CE) certificate of eligibility. Those seeking the
school administrator endorsement need to complete an additional
150-hour internship. Specific instructions for this requirement will be
provided after acceptance into the program.

MASTER OF ARTS IN EDUCATIONAL TECHNOLOGY AND ONLINE LEARNING
http://www.tesu.edu/heavin/maetol
The Master of Arts in Educational Technology and Online Learning Credits

(MAETOL) degree prepares graduates to become leaders and Course
practitioners in educational technology and to develop and EDT-500 Foundations of Educational Technology,
administer online programs for all learners, from preschool to higher Theories and Practices 3
education, including adult learners. EDT-510 Educational Technology in Curriculum
Development 3
The program infuses a well-grounded series of applied professional EDT-520 Leadership and Supervision in Educational
studies in educational technology, online learning, educational Technology 3
leadership and curriculum development. The curriculum provides OLT-510 Theory and Culture of Online Learning 3
a solid grounding in both relevant academic theory and applied OLT-520 Learning Technology as an Issue in Online
practice. As part of their course work, students complete a research- Learning 3
based Capstone project and applied Practicum experience in OLT-630 Issues in Instructional Design in Online
the field. The program also provides ample opportunities for the Learning 3
personalization of curriculum sequence to meet individual needs OLT-640 Communication and Interactivity in Online
with regard to career goals. Learning 3
THC-625 Technology and the Human Community 3
Graduates will be prepared as educational technology leaders who EDL-670 Technology for Instruction and Administration 3
are able to articulate and apply best practices in the creation and EDL-520 Standards-Based Curriculum
delivery of online courses for a variety of students, from pre-K and Development, K-12 3
college through corporate training and continuing education. OR
EDL-540 Curriculum Leadership 3
Admission and completion of the Master of Arts in Educational EDT-700 Capstone in Educational Technology and
Technology and Online Learning (MAETOL) program does not require Online Learning 3
a teaching certificate or having been an undergraduate education EDT-710 Practicum in Educational Technology and
major, and is open to anyone with an undergraduate degree from Online Learning 3
a regionally accredited institution. The MAETOL program does not Total 36 credits
lead to certification.
Students may transfer up to 12 credits into the program as long as
they are equivalent to the degree requirements.

www.tesu.edu/heavin/mals
The Master of Arts in Liberal Studies (MALS) is a degree program Digital Humanities Area of Study
for adults eager to deepen their appreciation of human history and Thomas Edison State University recognizes the need for professionals
ideals as well as broaden their own perspectives through an intensive to have a complex understanding of how human beings use digital
study of the great ideas in literature, history, philosophy and the means to interact and participate in an increasingly networked
other liberal arts. The program is ideal for those wanting both to seek society. Digital Humanities as an area of study for the Master of Arts
out more meaningful career paths and find inspiration for moving in Liberal Studies program will provide students with an opportunity
beyond existing paradigms for understanding and contributing to to creatively apply knowledge gained from exploring the question of
local and global issues. It is designed to stimulate imagination and what it means to be a human being in a networked society. Students
critical-thinking skills in service to family, career or community, both who complete this area of study will be prepared to confidently
local and global. The program develops the focused, critical thought engage in the vast range of digital contexts for synthesizing and
processes necessary to succeed in any endeavor and encourages generating content for new media, from social media technologies
creative problem solving, and the development of analytical, to data visualization tools.
academic and leadership skills appropriate in all walks of life. Students
who complete this rigorous program are well prepared to excel and The area of study in Digital Humanities requires:
lead in professional, community, religious and family environments. > Digital Communication (3 credits)
> Introduction to Digital Humanities (3 credits)
Students may tailor their programs to their professional or personal > Social Media and Social Change (3 credits)
interests by selecting an existing area of study such as Digital > Mapping Time, Space and Identity (3 credits)
Humanities or Industrial-Organization Psychology, or creating a
learner-designed area of study (LDAS) that complements their Digital Humanities Area of Study Learning Outcomes
personal or career goals. MALS requires the completion of a Upon completion of the area of study, students will be able to:
distribution of 36 graduate credits in the liberal arts field and includes > analyze human expression in the context of a networked society;
a 6-credit Capstone project. > examine the role of social networking and peer collaboration
technologies in the production of human knowledge;
Courses must be taken in order: > integrate resources for reading and writing in digital spaces to the
Credits greatest professional and academic effect; and
I. Core Courses 18 > apply digital tools for the visual presentation of content and
LAP-500 Liberal Arts and Professional Life 3 analysis of data.
SAM-501 Sense of Community I: Art and Morality 3
SAM-502 Sense of Community II: Faith and Reason 3
CCR-610 Change, Conflict and Resolution 3
SIC-520 The Species, The Individual and Community 3
THC-625 Technology and the Human Community 3
II. Electives 12
Select from one of the following:
Digital Humanities
Geropsychology
Industrial-Organizational Psychology
Professional Communications
Online Learning and Teaching
Learner-Designed Area of Study
III. MALS Capstone 6

MLS-700 and MLS-710
Total 36 credits


Geropsychology Area of Study Industrial-Organizational Psychology Learning Outcomes
Thomas Edison State University recognizes the need for skilled Upon completion of the area of study, students will be able to:
individuals who can provide services to the rapidly growing > apply psychological theories and research to solve organizational
population of older adults. Geropsychology is a subfield within problems;
the discipline of psychology that applies psychological theory and > design job-specific recruitment, selection, placement and
research to understanding the aging process and helping older appraisal processes;
persons maintain a high quality of life as they age. Students who > design training and development programs to increase
complete this area of study within the Master of Arts in Liberal Studies globalization in the workplace; and
degree program will possess the skills and knowledge needed to > incorporate psychological theories of leadership, teamwork
work with older adults and their families in a wide variety of care and motivation to evaluate plans to increase satisfaction and
settings and interdisciplinary contexts. productivity in the workplace.
The area of study in Geropsychology requires: Professional Communications Area of Study

Adult Development and Aging (3 credits) Professional Communications provides students with a way to
Geropsychological Assessment (3 credits) showcase their skills in the new marketplace of ideas, especially in
Geropsychological Interventions (3 credits) the new media shift that encompasses all fields of communication
Geropsychological Consultation (3 credits) from education to healthcare to public policy to business. Those
completing this area of study will be prepared for roles in a variety
Geropsychology Area of Study Learning Outcomes of professional settings, enabling them to serve as voices for their
Upon completion of the area of study, students will be able to: organizations in this new media environment.
> apply psychological theories of aging to the understanding of
biopsychosocial changes involved in normal adult development The area of study in Digital Humanities requires:
and the sociocultural factors that impact the aging process; Professional Communications Theory (3 credits)
> assess cognition, behavior, mood, functional capacities, Advanced Professional and Business Writing (3 credits)
decision-making, and level of risk in older adults and analyze the Social Media and Social Change (3 credits)
relationship between these factors and biosocial factors; Practical Grant Writing (3 credits)
> apply psychological theory and research in order to design
effective psychological interventions and health promotion and Professional Communications Area of Study Outcomes
prevention programs across a variety of settings for older adults; Upon completion of the area of study, students will be able to:
and > analyze the implications of various forms of media in specific
> apply psychological theory and ethical and legal standards in communications context;
consultation with diverse health professionals. > develop various professional communications consistent with
best practices;
Industrial-Organizational Psychology > integrate technology into the development of a professional
communications plan; and
Area of Study > apply ethical and legal standards to address communications
Industrial-Organizational Psychology is the study of human
practice.
behavior in the workplace. This field emphasizes the application of
psychological theories, principles and research to situations that are
encountered within organizations. Online Learning and Teaching Area of Study
The online Master of Arts in Liberal Studies (MALS) degree program
Students who complete an area of study Industrial-Organizational in Online Learning and Teaching focuses on developing online
Psychology will possess the skills and knowledge needed to navigate pedagogy for those who want to be well prepared to teach
complex situations that arise in the workplace, resolve workplace online. Since Thomas Edison State University pioneered the use
conflicts and facilitate organizational change in order to create more of technology to deliver quality higher education, this program
productive and satisfying working conditions. leverages the institutions deep expertise.
The area of study in Industrial-Organizational Psychology requires: The area of study in Online Learning and Teaching requires:
Industrial and Organizational Psychology (3 credits) Theory and Culture of Online Learning (3 credits)
Psychological Factors in Selecting and Growing Organizational Learning Technology as an Issue in Online Learning (3 credits)
Talent (3 credits) Issues in Instructional Design in Online Learning (3 credits)
Unearthing and Enhancing Organizational Talent Through Communication and Interactivity in Online Learning (3 credits)
Psychology (3 credits)
The Psychology of Leadership, Motivation and Teamwork
(3 credits)

Learner-Designed Area of Study
The learner-designed area of study (LDAS) gives students the
opportunity to choose areas in the liberal arts and to plan and
implement their own academically robust learning activities.
Students develop a coherent plan of study that can link directly to
their final Capstone project.
Students may propose to complete their learner-designed area of

study in several ways:
> take additional online graduate courses from Thomas Edison
State University;
> apply up to 12 credits of American Council on Education courses
that have been evaluated at the graduate level;
> develop a graduate-level prior learning assessment (PLA)
portfolio; and/or
> transfer up to 12 credits of graduate-level credit earned at other
regionally accredited institutions.

MASTER OF BUSINESS ADMINISTRATION
www.tesu.edu/business/mba/index.cfm
The Master of Business Administration (MBA) degree is a relevant Credits

and rigorous graduate degree program that prepares individuals for Elective Courses
leadership roles in firms and organizations where they are expected A. Entrepreneurship 3
to add value to those enterprises. The courses are offered entirely B. Human Resource Management 3
online in eight-week formats, with some courses requiring periodic C. Project Management 3
(maximum of two times per term) live participation, which can be D. Market Research 3
conducted from a distance. The MBA degree is a globally recognized E. Social Media 3
credential in the business community and students will take courses F. Investments 3
that prepare them for high demand professions. Once they complete G. Financial Statement Analysis 3
the 21 credits of core material, students may choose to take a variety H. Negotiations 3
of electives in topics that interest them or they may choose one of I. Designing a Business Case for Sustainability 3
six areas of study: Accounting, Data Analytics, Finance, Healthcare Total 39 credits
Management, Human Resource Management or Marketing. It is
not necessary to select an area of study prior to admission or even Areas of Study Credits
prior to completing the core. The curriculum of an MBA program Accounting 12
is typically more quantitative in orientation than a management or Managerial Accounting for Decision Making 3
leadership curriculum. In order to prepare students for the more Auditing and Accounting Information Systems 3
analytically demanding degree program, students are required to Financial Essentials for Accountants 3
satisfy prerequisite course work prior to enrolling, but not prior to Emerging Issues in Accounting 3
applying for admission. Students may enroll in The Business Degree
Data Analytics 12
Preparatory Program. The program covers the prerequisite three
Business Forecasting 3
courses, which are noncredit. Students admitted to the program are
Predictive Analytics for Business Intelligence 3
required to complete three undergraduate courses, or receive a score
Data Analytics and Visualization with Capstone 3
of 80 percent or better on approved qualifying exams (TECEP or
Managerial Statistics 3
CLEP) in the following subject areas: financial accounting, statistics
and microeconomics. Courses in these areas taken at Thomas Edison Finance 12
State University or elsewhere are approved as long as they were Entrepreneurship 3
taken at a regionally accredited institution, were completed within Financial Statement Analysis 3
the last seven years and in which the student received a grade of B or Investments 3
better. Students who have a CPA license or have passed levels I and II Topics in Global Finance 3
of the CFA examination will be exempt from the financial accounting
Healthcare Management 12
requirement.
Healthcare Delivery 3
Credits Healthcare Finance 3
I. Core Courses 21 Healthcare Law 3
A. Ethics for Managers 3 Strategic Management within a Healthcare Organization 3
B. Marketing Management 3
C. Financial Management 3 Human Resource Management 12
D. Strategic Operations Management 3 Human Resource Management in the
E. Global Strategic Management 3 21st Century Global Workplace 3
F. Organizational Research 3 Human Capital Management in Multicultural Organizations 3
G. Management Capstone 3 The HRM Professional and Attorney Relationship 3
Technology, Data and Analytics as Change Agents 3
II. Electives and Areas of Study 18 Marketing 12
Students must take a total of 18 credits in one or more of these Digital Marketing Analytics 3
areas to satisfy the degree requirement. Students may select any Global Marketing 3
combination of electives or select one of the following areas of study: Market Research 3
Data Analytics, Finance, Healthcare Management, Human Resource Social Media 3
Management or Marketing. Students selecting an area of study must
complete all course work listed under the area of study designation
and have the option of satisfying a portion of the course work in the
area of study with prior learning assessment (PLA).

GRADUATE BUSINESS DEGREE
PREPARATORY PROGRAM OVERVIEW
The Graduate Program Who Should Apply?
The Graduate Business Degree Preparatory Program is a series Professionals who have earned a non-business undergraduate
of online, noncredit courses that prepare professionals to enroll degree in areas such as education, medicine, law, healthcare,
n the Master of Business Administration (MBA) and Master of Science humanities or the arts as well as those wanting refresher courses
in International Business Finance (MSIBF) degree programs at Thomas in business fundamentals are ideal candidates. For professionals who
Edison State University and satisfies the prerequisites of the MBA have earned discipline-specific certifications or acquired experience
and MSIBF. and expertise deemed equivalent to prerequisite courses, the courses
The program presents foundational principles in the areas of financial may be waived. Applicants who satisfy program prerequisites can be
accounting, finance, microeconomics and statistics. The programs accepted directly into the MBA and MSIBF.
adult-centered course design, peer-encouraged instructional
strategies and live, facilitator-led topic review sessions provide a
powerful learning platform. It is designed for professionals who have
earned a non-business undergraduate degree or those who want a
refresher course in business fundamentals.
MBA Prep: Program Schedule

First 4 weeks
(both courses taken simultaneously)
prepares First MBA Courses
> MBP-006 Principles of Microeconomics (4 weeks) students
> MBP-007 Principles of Financial Accounting (4 weeks) > ETM-750 Ethics for Managers
for... > MBA Elective/Area of Study
Next 8 weeks
> MBP-008 Principles of Statistics (8 weeks)
MSIBF Prep: Program Schedule

First 4 weeks
(both courses taken simultaneously)
prepares
First MSIBF Courses
> MBP-006 Principles of Microeconomics (4 weeks) students > IBF-500 International Business Policy
> MBP-007 Principles of Financial Accounting (4 weeks) and Operations
for...
> IBF-501 Comparitive Economic and
Next 8 weeks Political Analysis
> MBP-008 Principles of Statistics (8 weeks)
> MBP-009 Principles of Finance (4 weeks)

MASTER OF PUBLIC SERVICE LEADERSHIP
www.tesu.edu/watson/mpsl.cfm
The Master of Public Service Leadership (MPSL) degree further III. Public Service Electives 3
develops leaders who function in the nonprofit and public service IV. Capstone 3
sectors. This degree frames an education program that can be MPL-710 Public Service 3
expected to serve its participants and society well by developing Total 36 credits
public servants with a solid grounding in principles and practices of
their professions, including the abilities and values that are typically
seen as important for public servants. Students engage in rigorous Areas of Study
and relevant experiences that integrate policy theory and practice
across disciplines. The various areas of study are designed to develop Community and Economic Development
and hone the skills necessary to transform students personal Community and Economic Development (CED) explores how
commitment into public leadership, enabling them to acquire a deep community and government leaders work together to build critical
understanding of todays public service environment and develop organizations and partnerships such as community-based services,
the skills necessary to work as leaders in public service professions. arts centers, downtown businesses and a variety of urban renewal
and redevelopment projects.
Additionally, there is a learner-designed area of study (LDAS) in
which students with specialized backgrounds and/or interests Area of Study Requirements
are encouraged to develop their own course of study with proper MSP-520 Community and Economic Development
approval. and Leadership (required) 3
These areas of study position the University to enable students to Students select three of the following:
prepare for several rapidly evolving fields or for students in these fields MNP-515 Leading Strategic Change
to advance professionally and strengthen the capacity of those who in Public Service 3
provide services in the public interest. Curricula focus on evidence- MSP-621 Networking for Effective Community
based, inquiry-based approaches to problem solving that enable Development 3
students to address and identify solutions to real-world challenges MSP-520 Program Analysis and Evaluation
and work with leaders in their respective fields. (if not used in core requirements) 3
SOE-570 Social Entrepreneurship 3
Credits MSP-662 Practical Grant Writing 3
I. Core Requirements 18 Total 12 credits
MPL-582 Law, Ethics and Decision Making
in the Public Sector 3 Environmental Policy and Environmental Justice
MPL-510 Research Methods in Public Service 3 Environmental Policy/Environmental Justice prepares graduates
for positions in both the private and public sectors, particularly
Students select one of the following:
as the governments regulatory functions that deal with current
MNP-525 (formerly PJM-520) Project Leadership
environmental crises evolve.
and Communications in Public Service 3
MPL-520 Program Analysis & Evaluation 3
Area of Study Requirements
Students select one of the following: MSP-530 Environmental Issues
MNP-505 (formerly OML-610) Organizational and Policy (required) 3
Management and Leadership in Public Service 3 MSP-531 Environmental Justice Issues
MNP-530 (formerly HRM-530) Human Resource and Policy (required) 3
Management for Public Service 3
Students select two of the following:
MPL-580 Public Service Leadership & Governance 3 MSP-542 Epidemiology 3
Students select one of the following: HLS-645 Pandemics, Bioterrorism and
MSP-570 Public Finance 3 Biosecurity 3
MSP-684 Municipal Finance 3 MPL-520 Program Analysis and Evaluation
(if not used in core requirements)
II. Area of Study Requirements 12
MSP-662 Practical Grant Writing 3
> Community and Economic Development
> Environmental Policy / Environmental Justice
Total 12 credits
> Information Technology Management for Public Service
>Learner-Designed Area of Study
> Nonprofit Management
> Public and Municipal Finance
> Public Health / Public Policy

Information Technology Management Public and Municipal Finance
for Public Service Tailored for employees of government and quasi-governmental
Information Technology Management for Public Service focuses agencies as well as local members of nonprofits and community
on how information technology (IT) simultaneously impedes and groups, labor and employment organizations, community boards
enables connectivity between private citizens, the business sector, and hospitals, etc., who want to know how to face the strategic
nonprofit organizations and government, highlighting specific challenges such as municipal aid reduction to public sector, how to
technologies and their applications in the public sector, identifying cut costs and manage public resources more efficiently.
the core principles relevant to both managing IT and inducing lasting Area of Study Requirements
organizational change. Students must select at least one course from both areas.
Area of Study Requirements MANAGEMENT
MSP-550 Managing Information and Technology MNP-515 Leading Strategic Change 3
in the Public Sector (required) 3 MNP-510 Project Management in
MSP-552 E-Government in Urban and Public Service 3
Public Service (required) 3 MPL-520 Program Analysis and Evaluation 3
Students select two of the following: ACCOUNTING/FINANCE
HLS-625 Technology and Information Security 3 MSP-678 Finance and Budgeting for Nonprofits 3
MSP-662 Practical Grant Writing 3 MNP-540 Finance and Accounting for Managers
MSI-502 Telecommunications and Networking 3 in Public Service 3
APS-602 Managing People in MNP-520 Economic Issues for
Technology-based Organizations 3 Public Service Managers 3
Total 12 credits Total 12 credits
Nonprofit Management
Nonprofit Management is designed to support both current and Public Health/Public Policy
emerging leadership, ultimately leading to an increase in capacity, Designed to help students analyze public health issues, evaluate
for those interested in working for organizations that provide a vital methods of intervention and recommend new approaches to
link in addressing the economic and social gaps in society that are implementation. Examples of health issues include the prevention
not effectively addressed by either government or private industry. and treatment of chronic diseases, racial and ethnic health disparities,
the relationship between health and the built environment, improving
Area of Study Requirements health outcomes through poverty and violence prevention, links
NPM-502 Nonprofit Management (required) 3 between management and management of health systems and
NPM-610 Nonprofit Governance (required) 3 the links between health and marketing, communication and
Students select two of the following: technology
MSP-664 Volunteer Management 3
MSP-662 Practical Grant Writing 3 Area of Study Requirements
SOE-570 Social Entrepreneurship 3 MSP-540 Advanced Studies in Healthcare (required) 3
NPM-670 Critical Issues in Nonprofit Management 3 MSP-542 Epidemiology (required) 3
MNP-575 Leading Strategic Change in Public Service 3 Students select two of the following:
Total 12 credits MSP-642 Legal Issues in Healthcare 3
MSP-640 Healthcare Operations and Systems 3
Total 12 credits

MASTER OF SCIENCE
http://www.tesu.edu/ast/msast
The Master of Science (MS) degree is a 36-credit online program Technical Studies
designed to meet the advanced, multidisciplinary educational Area of Study Requirements
requirements of students interested in obtaining leadership EUT-500 Renewable and Alternative Energy 3
positions in their chosen professions. The core curriculum provides APS-501 Human Performance Improvement 3
advanced learning in the modern tools of business management, APS-502 Advanced Quality Analysis 3
leadership, applied science and technology. The program focuses CMP-500 Network Security 3
on developing the research, analysis and critical-evaluation skills
Note: Courses from any Applied Science and Technology area of study
necessary to support the decision making and problem solving
can apply to the Technical Studies area.
required to lead todays technical enterprises. The program, except
Total 12 credits
for the MSAST degree in Information Technology, includes 18 credits
of core courses and 12 credits of track-specific courses based on
the area of concentration a student selects and a 6-credit Masters Nuclear Energy Technology Management
Project. Area of Study Requirements
Credits APS-501 Human Performance Improvement 3
I. Core Courses 15-18* NUC-501 Atmospheric Dispersion of Radioisotopes 3
THC-625 Technology and the Human Community: NUC-502 Criticality Safety 3
Challenges and Responses** 3 NUC-503 Current Issues Case Studies 3
APS-602 Managing People in Technology Total 12 credits
Based Organizations 3
APS-600 Productivity Measurement and III. Masters Project 6
Continuous Improvement for Technology 3 APS-700 Masters Project in Applied Science
APS-510 Project Management 3 and Technology 6
APS-601 Technology Innovation and Commercialization 3 Total 36-39 credits
APS-610 Cost Estimation and Financial Management for
Engineers and Technologists 3 *The Information Technology area of study requires students who are
MSI-501 Foundation of Information Technology* 3 not working information technology (IT) professionals to take MSI-501
Foundation of Information Technology as part of the core requirements,
II. Areas of Study 12-15*
bringing the total credits needed to earn the degree to 39 credits. Students
who are IT professionals at the time they are admitted into the program
Clinical Trials Management will not be required to take MSI-501, pending a review by the dean.
CTM-510 Introduction to Clinical Trials Research **Students who select the Information Technology area of study are
and Drug Development 3 not required to take THC-625: Technology and the Human Community:
CTM-520 Clinical Trials Research: Practice to Policy 3 Challenges and Responses
CTM-530 Introduction to Clinical Trials Data
Management 3 Nuclear Energy Technology Management
CTM-540 Ethical Issues and Regulatory Principles Learning Outcomes
in Clinical Trials 3
Total 12 credits Upon completion of the area of study, students will be able to:
> solve human performance challenges in nuclear energy
management;
Information Technology > solve technological challenges in nuclear energy management;
Area of Study Requirements > solve safety challenges in nuclear energy field; and
MSI-501 Foundations of Information Technology* 3 > conduct research in nuclear technology management.
MSI-502 Telecommunications and Networking 3
MSI-503 Object-Oriented Application Development 3
MSI-504 Information Systems Analysis, Modeling
and Design 3
MSI-505 Principles of Database Design 3
MSI-506 Operating Systems 3
Total 18 credits

MASTER OF SCIENCE IN HEALTHCARE MANAGEMENT
www.tesu.edu/business/mshcm/index.cfm
The Master of Science in Healthcare Management degree program relationships in healthcare organizations.
is a 36-credit graduate program offering both required courses and
elective courses as needed to satisfy the individual learning interests Master Degree in Healthcare Management
of students. The coursework provides a solid grounding in relevant Course Descriptions
academic theory, applied practice, and policy-making. Students
will complete coursework in a prescribed order and will complete a
Capstone project in Healthcare Management. 21st Century Healthcare Systems: (HCM-500)
Credits This course presents the foundation principles and dynamics of
Core courses healthcare management, the healthcare system, and basic concepts
HCM-500 21st Century Healthcare Systems: and skills in administration. The institutional, social and political
A Continuum of Care 3 forces in the field of healthcare are analyzed and topics include
HCM 501 Organization of the Healthcare Value Chain 3 fundamentals of management in modern healthcare. This course is
HCL-704 Legal Issues in Healthcare 3 an overview of the healthcare stakeholders in a variety of settings
HCM-502 Healthcare Administrator Leadership 3 as well as key health and medical terms. Students will examine the
HCM-503 Quality Management and Performance: historical development of the U.S. healthcare system and current
Improvement in Evidence-Based Healthcare 3 trends in modern healthcare delivery.
HRM-530 Human Resources Management 3 Organization of the Healthcare Value Chain (HCM-501)
HCO-702 Healthcare Management within a Students identify and describe components of the system, including
Healthcare Organization 3 patients, healthcare professionals, public and private third-party
HCF-701 Healthcare Finance 3 payers, regulators, reimbursement methods and information
PJM 510 Project Management 3 technology. The roles of patients, physicians, hospitals, insurers
MSM-620 Leading Strategic Change 3 and pharmaceutical companies will be established. The interaction
ORR-510 Organizational Research 3 between the government and these different groups are covered
MAN-630 Management Capstone Project 3 using the most contemporary healthcare legislation as the backdrop.
Total 36 credits
Legal Issues in Healthcare (HCL- 704)
This course examines the various legal, regulatory and ethical
Master of Science in Healthcare Management issues that most frequently arise in health care and that affect both
Learning Outcomes healthcare organizations and healthcare providers. This course
> analyze the competitive environment to develop and execute will address what role the law plays in: promoting the quality of
healthcare strategy; healthcare; organizing the delivery of health care; assuring adequate
> employ statistical, qualitative, and quantitative data to support control of the cost of healthcare; promoting access to necessary
informed decision making to healthcare strategy, policy, and healthcare; and protecting the human rights of those who are
delivery; provided care within the health care system
> manage the changing needs in a complex healthcare
Healthcare Administrator Leadership (HCM-502)
environment;
This course explores how healthcare organizations can create
> use management practices to advance a healthcare
sustainable competitive advantage in a volatile, reimbursement
organizations strategic goals;
driven industry. Topics include external and internal environmental
> apply business principles and quality management to improve
analysis, strategy formulation, organizational design and control,
healthcare delivery; and
and the impact of mergers and alliances on industry performance.
> apply ethical, legal, and professional standards affecting
Healthcare Administrator Leadership explores the theories,
processes, and practical techniques of negotiation so that students
can successfully negotiate and resolve disputes in a variety of
situations including interpersonal and group settings. Emphasis
is placed on understanding influence and conflict resolution
strategies; identifying interests, issues, and positions of the parties
involved; analyzing co-negotiators, their negotiation styles, and the
negotiation situations; and managing the dynamics associated with
most negotiations.

Quality Management and Performance (HCM-503) and effectively lead an organization through a change initiative.
This course will focus on the methods used by managers to assess This course prepares participants to lead change within a variety of
the quality of hospital or provider healthcare and evaluate the tying organizational settings. Models for the creation and communication
of payment to healthcare outcomes. Topics will include the history of change plans are examined to develop an understanding of
of healthcare outcomes analysis; the framework for outcome studies; the specific challenges associated with change. The theory and
and how the consumer and the payers define and demand quality. methods for effective implementation of change plans are used to
By the end of the course, students will have developed a thorough examine the practical realities of change implementation in modern
appreciation of the current methods used by policymakers, organizations.
researchers, payers and healthcare providers to evaluate outcomes
as well as those used by consumers to choose who and where they Organizational Research (ORR-510)
get medical care. Specific issues facing the healthcare manger and This course equips students to conduct the types of research and
the need to synthesize complex and often disparate outcomes will information-gathering projects that are a significant part of the
be addressed as well. organizational life of most managers and leaders. The course provides
techniques and skills that students can apply in researching many
Human Resource Management (HRM-530) types of questions and problems, including those encountered in
Human Resource Management examines the role of the human other graduate-level courses as well as the degree Capstone.
resource professional as a strategic partner in managing todays
organizations. Key functions such as recruitment, selection, Management Capstone Project (MAN-630)
development, appraisal, retention, compensation and labor relations Candidates for completion of the MSHCM degree will complete an
are examined. Implications of legal and global environments are independent project demonstrating their conceptual, analytical,
appraised and current issues such as diversity training, sexual research and practical management skills achieved through the
harassment policies and rising benefit costs are analyzed. Best courses in either program. The project, called a capstone because
practices of employers of choice are considered. it represents a crowning achievement much as a capstone does in
architecture, is a 3-credit, one-term requirement that is completed at
Strategic Management within a Healthcare Organization the end of the program. It is a closely supervised experience resulting
(HCO-702) in a paper that demonstrates the students ability to synthesize and
Strategic Management within a Healthcare Organization introduces utilize the skills and knowledge you have gained in previous courses
students to the importance of strategic thinking and planning, and in the MSHCM program.
the management of strategic momentum and the impact this has
on the healthcare industry. Students will understand the role of
the leader in managing healthcare organizations. The course will
discuss various ways that strategic leaders need to think in order to
change the environment by carrying out the strategic plan. Students
will also develop a thorough understanding of the analytic strategic
management process.
Healthcare Finance (HCF-701)

This course focuses on some of the unique components of finance as
they relate to a healthcare facility and some of the major issues they
are faced with. Topics include reimbursement systems, managed
care, insurance, Medicare and Medicaid, DRG Prospective Payment,
accessibility, eligibility, budgeting and planning. Emphasis will be
placed on the application of these topics to aid in making managerial
decisions.
Project Management (PJM-510)

This course introduces project management from the standpoint of
a manager who must organize, plan, implement, and control tasks
to achieve an organizations schedule, budget and performance
objectives. Tools and concepts such as project charter, scope
statement, work breakdown structure, project estimating and
scheduling methodologies are studied.
Leading Strategic Change (MSM-620)

Managing organizational change is challenging at the best of times.
In todays dynamic fast-paced global environment, change is a
constant component of organizational life. Whether the change is
simple or complex, organizations must constantly change or die.
Leaders need to act as change agents to envision necessary change

http://www.tesu.edu/watson/mshs
The Master of Science in Homeland Security (MSHS) degree presents Credits

a unique curriculum covering domestic and global issues in security I. Core Courses 24
and develops competencies in theory, analysis, practice and HLS-500 Terrorism and Homeland Security in the U.S. 3
policymaking. Students will become conversant with the roles of HLS-501 Natural Disasters and Search Planning 3
technology, intelligence and law in establishing protection policies HLS-510 Protecting the Homeland: Balancing
and procedures and in responding to and mitigating threats and Security and Liberty 3
disasters, whether natural or anthropogenic. The students will learn HLS-615 Domestic and Global Intelligence for
to develop policy, establish objectives and understand the impact of Security Management 3
operational decisions in both the domestic and international arenas. HLS-620 Protecting the Homeland: Planning,
Courses cover law enforcement, terrorism, intelligence, legal issues, Prevention and Deterrence 3
emergency management, cybersecurity, biosecurity and public HLS-625 Technology and Information Security 3
administration issues. HLS-630 Protecting the Homeland: Response
and Recovery 3
The program is intended for adults who want to learn advanced HLS-640 Administration and Finance for
aspects of homeland security and emergency preparedness Security Professionals 3
and prepares students to guide and supervise both day-to-day
operational and strategic planning and decision making, which is II. Electives in Homeland Security 6
mandated in the post-9/11 era. Students who complete the Master (Students select two of the following courses:)
of Science in Homeland Security will encounter a wide variety of HLS-610 The Psychology and Sociology of Disaster 3
career options. Many will utilize this degree with prior experience in HLS-611 International, Legal and Ethical Issues 3
security, police or military service to advance in those fields. Those HLS-645 Pandemics, Bioterrorism and Biosecurity 3
who are already experienced in those fields will utilize this degree to
enter policy and leadership positions. Those without formal security III. Capstone in Public Service 6
training, but with expertise in the health professions, engineering, MPL-510 Research Methods in Public Service 3
business or law, will find that this degree prepares them to utilize MPL-710 Public Service Capstone 3
their disciplinary knowledge in security situations. Total 36 credits
The Master of Science in Homeland Security degree program is a
36-credit graduate program offering both required courses and
elective courses as needed to satisfy the individual learning interests
of students. The course work provides a solid grounding in relevant
academic theory, applied practice and policymaking. Students will
complete course work in a prescribed order and will complete a
Capstone project in security policy.

MASTER OF SCIENCE IN HOSPITALITY MANAGEMENT
www.tesu.edu/business/mshm
The Master of Science in Hospitality Management (MSHM) degree

at Thomas Edison State University builds upon the Universitys
existing Bachelor of Science in Business Administration degree
program in Hospitality Management designed to develop an
informed, competent and innovative leaders in the international
hospitality industry. The program presents a practitioner-focused
curriculum that includes guiding knowledge, competencies and
skills necessary lead and work effectively in the core business
sectors within of the hospitality industry. Students will acquire
knowledge, critical awareness and experience in key hospitality-
centric domains, including human capital management,
technology, finance and entrepreneurship, which are all critical
variables in establishing, managing and leading in successful
hospitality enterprises.
The Master of Science in Hospitality Management degree program

is a 36-credit graduate program offering both required courses
and elective courses as needed to satisfy the individual learning
interests of students. The course work provides a solid grounding
in relevant academic theory, applied practice and policymaking.
Students will complete course work in a prescribed order, and will
complete a Capstone project in Hospitality Management.
Credits
I. Core course 27
MSH-501 Hospitality Management in the
21st Century Global Workplace 3
FAM-540 Finance and Accounting for Managers 3
MSH-502 Hospitality Industry Law and
Labor Relationships 3
HRM-530 Human Resource Management 3
MKM-560 Marketing Management 3
ETH-590 Ethics for Managers 3
MSH-503 Strategic Planning and Operations
in the Hospitality Industry 3
MSH-504 Technology Systems and Applications
in the Hospitality Industry 3
MSH-505 Hospitality Management Seminar 3
II. Graduate Electives 6
Students can select any School of Business and Management
graduate course.
III. Capstone 3
MSH-506 Capstone in Hospitality Management 3
Total 36 credits

MASTER OF SCIENCE IN HUMAN RESOURCES MANAGEMENT
www.tesu.edu/business/mshrm
The Master of Science in Human Resources Management (MSHRM)

degree was developed with the guidance of human resources
professionals and is aligned with the Society for Human Resource
Management (SHRM) HR Curriculum Guidebook and Templates.
Members from New Jersey and across the nation identified the
characteristics that would make a graduate degree valuable: a broad-
based knowledge of the business they serve; skills in managing a
human resources enterprise; and the vision and ability to become
strategic business partners. With the increasing demand for academic
credentials in the human resources field, working professionals need
high-quality, accessible degree options that they can complete while
they continue to work.
The MSHRM, a practitioner focused degree, develops the human

resources management competencies identified through extended
research about what makes effective human resources practitioners.
The programs content and design are grounded in current

best practices and directed toward preparing human resources
professionals to become strategic partners within their organizations.
Courses must be taken in order:

Credits
I. Core Courses 24
HRM-530 Human Resources Management 3
HRM-540 Lifestyle Benefits and Compensation
in the New Millennium 3
HRM-550 Strategic Recruiting, Retention and
Succession Planning 3
HRM-560 Intellectual Capital and the Workplace Learner 3
HRM-570 The Effectiveness of a Market
Connected Culture 3
HRM-600 Managing the Human Resources Enterprise 3
HRM-610 Human Resources as a Strategic Partner 3
HRM-620 The Legal and Ethical Environment
of Human Resources 3
II. Electives 6
Electives not offered by the School of Business and Management must
be approved by the dean prior to enrolling in the course. Students
have the option to develop graduate prior learning assessment (PLA)
portfolios and/or transfer graduate credits from other regionally
accredited institutions and/or apply credits recommended by the
American Council on Education (ACE). All PLA portfolio request and
transfer credit must be approved by the dean.
Advisory: The maximum core course and elective course credit a student may
transfer in to the Master of Science in Human Resources Management degree
program is 12 credits.
III. Core Advanced-Level Courses 6
ORR-510 Organizational Research 3
MAN-630 Management Capstone 3
Total 36 credits

MASTER OF SCIENCE IN INFORMATION TECHNOLOGY
www.tesu.edu/ast/msit
The Master of Science in Information Technology degree is an Cybersecurity

online graduate program that prepares students with the expertise Area of Study Requirements
and knowledge required for leadership roles in information The Cybersecurity area of study blends both information technology
technology (IT). (IT) and operational technology (OT) and focuses specifically on
securing critical infrastructures in sectors such as energy, water,
The 36-39-credit program can be completed in less than two years gas and transportation. The program prepares students, especially
on a part-time basis and without the need for students to sacrifice those currently in the utility industry, to advance professionally in the
their professional and personal responsibilities. All courses are cybersecurity field and prepares IT professionals to transition into the
offered completely online and delivered asynchronously, so students utility industry.
can access and complete their assignments on their own schedule
CYB-521 Foundation of Utility Cybersecurity 3
and set their own pace. The program provides a solid foundation in
CYB-522 Cybersecurity Risk Management in
IT and six areas of study that enable students to develop specialized,
Utility Environments 3
marketable skills in the area of IT that are most relevant to their careers
CYB-523 Protective Security Controls in
and professional interests. Areas of study offered in the program
Utility Systems and Networks
include Cybersecurity - Critical Infrastructure; Data Management and
CYB-524 Monitoring, Detection, Response and
Analytics; Health Information Technology; Information Assurance;
Recovery in Utility Environments 3
Network Management; and Software Engineering.
CYB-525 Integrating Cybersecurity into the
System Lifecycle 3
Credits
I. Core Courses 15-18
MSI-501 Foundations of Information Technology* 3 Data Management and Analytics
MSI-502 Telecommunications and Networking 3 Area of Study Requirements
MIS-503 Object-Oriented Application Development 3 The Data Management and Analytics area of study provides students
MSI-504 Information Systems Analysis, Modeling and Design 3 with the knowledge needed to develop, deploy, manage and
MSI-505 Principles of Database Design 3 integrate enterprise-wide data and information systems to support
APS-510 Project Management for Technology 3 the goals of the organization.
DTM-531 Advanced Database Systems 3
II. Areas of Study 15 DTM-532 Data Warehouse Design 3
> Cybersecurity -- Critical Infrastructure DTM-533 Data Analytics 3
> Data Management and Analytics DTM-534 Information Retrieval 3
> Health Information Technology DTM-535 Data Mining and Knowledge Management 3
> Information Assurance
> Network Management
> Software Engineering Health Information Technology
III. Masters Project 6 The Health Information Technology area of study prepares students
ORR-510 Organizational Research 3 with the knowledge and skills to manage computerized information
MAN-630 Management Capstone 3 systems that support the storage, retrieval, sharing and use of health
related data for communication and decision making.
Total 36-39 credits
*This course is required for learners who need a refresher or who lack the HIT-541 Foundations in Health Informatics 3
prerequisite knowledge in IT as determined during the application HIT-542 Clinical Informatics 3
evaluation period. HIT-543 Electronic Health Records Management 3
HIT-544 Telehealth Systems 3
HIT-545 Legal, Ethical and Social Issues in Health Informatics 3

Information Assurance
The Information Assurance and Security area of study is designed to
prepare students with the knowledge and skills needed to address
the operational issues, policies and procedures, threat and response
mechanisms, risk analysis, system recovery and information security
frameworks that can be deployed to secure corporate assets. The
program focuses on preparing students to be able to protect an
organizations data assets and manage all aspects of information
assurance and security across an organizations systems
IAS-551 Foundations of Information Assurance 3
IAS-552 Vulnerabilities, Threats and Attacks 3
IAS-553 Countermeasures Design and Implementation 3
IAS-554 Policies and Procedures Development and
Implementation 3
IAS-555 Computer Forensics and Information Systems
Auditing 3
Network Management
The Network Management area of study provides students with
the skills and knowledge needed to manage large-scale computer
networks. Graduates will be prepared to coordinate the vast array
of software applications, hardware components and personnel that
make up large scale networks.
NET-561 Designing Large-Scale Routing, Switching and

Broadband Systems 3
NET-562 Wireless and Mobile Networks 3
NET-563 Pervasive and Cloud Computing 3
NET-564 Large-Scale Network Operations, Administration
and Maintenance 3
NET-565 Network Security 3
Software Engineering
The Software Engineering area of study enables students to gain
the skills and knowledge needed to develop and manage robust
and dependable large-scale software systems. Graduates will be
prepared to create, manage and evaluate software systems using a
systematic, controlled and efficient approach.
SWT-571 Software Design and Architecture 3

SWT-572 Software Modeling, Validation and Analysis 3
SWT-573 Design and Development of Large Software Systems 3
SWT-574 Software Testing and Quality Management 3
SWT-575 Software Systems Integration 3

MASTER OF SCIENCE IN INTERNATIONAL BUSINESS FINANCE
http://www.tesu.edu/business/msibf
The Master of Science in International Business Finance (MSIBF) Credits

degree is designed to develop essential skills in business finance Course Requirements
with particular emphasis on the management of organizations IBF-500 International Business Policy and Operations 3
in a global context. The program has a practitioner focus and is IBF-501 Comparative Economic and Political Analysis 3
structured to facilitate assimilation of skill sets and knowledge by IBF-503 U.S. and International Accounting 3
lane changers as well as experienced executives and those who hold IBF-504 Corporate and Managerial Finance 3
bachelor degrees in business, accounting or finance. The program IBF-505 Statistics in Managerial Decision Making 3
will interest those aspiring to leadership positions in organizations IBF-506 Instruments, Options and Derivatives 3
that require managerial expertise in financial and\or international IBF-507 Financial Modeling 3
business management. The curriculum provides a solid foundation IBF-508 Applied Corporate Research 3
in international business management with particular emphasis IBF-509 International Finance 3
on the skill sets needed for financial management in diverse IBF-510 International Marketing 3
cultural, economic, legal and financial environments. Graduates of IBF-511 International Human Resources 3
this program will be well equipped to assume responsibilities for IBF-512 Capstone in International Business Finance 3
management in modem organizations in an increasingly global Total 36 credits
environment.
Prerequisites
All candidates for the MSIBF are required to complete undergraduate
courses in the following topics: financial accounting, microeconomics,
finance and statistics.
Candidates who have a CPA license will be exempt from the financial
accounting requirement. Candidates who have passed levels I and II
of the CFA examination will be exempt from the financial accounting
and the finance requirement.
The prerequisites can be completed via the Universitys Graduate

Business Preparatory Program. The prerequisites can also be
completed at regionally accredited institutions, including Thomas
Edison State University, as long as they were completed within the
last seven years and the candidate earned a grade of B or better. The
prerequisites can also be completed via credit-by-exam programs,
such as a College-Level Exam Program (CLEP) or Thomas Edison
Credit Examination Program (TECEP). Students satisfying the
microeconomics requirement via CLEP must earn a score of at least
64. Students satisfying the financial accounting via CLEP must earn
a score of 50. TECEP exams are pass/fail.
Candidates may apply to the program prior to completing these

courses and receive conditional acceptance to the program, but
will not be able to enroll in MSIBF courses until the prerequisite
requirements are satisfied.

MASTER OF SCIENCE IN MANAGEMENT
www.tesu.edu/business/msm
The Master of Science in Management (MSM) degree focuses on the MSM Areas of Study
development of leadership and management skills. At the request
of major New Jersey employers, Thomas Edison State University
Accounting
designed the MSM degree program as an academically rigorous
The Accounting area of study builds knowledge in the principles
and practical educational experience for seasoned managers who
of financial accounting, theoretical structures of accounting, stock
demonstrate a promise for growth and advancement.
market transactions, and auditing and investigative fraud techniques.
The program is structured for professionals with responsibilities in The program is aimed at individuals who have already completed an
management, technical and administrative positions in profit and undergraduate degree at a regionally accredited institution of higher
not-for-profit settings. It is an ideal program for those whose career education with a minimum of 24 credits in accounting.
paths include the management of people in complex, dynamic
organizations that function in a global marketplace. Required Course:
The MSM program has a strong focus on organizational leadership Accounting (12 credits)
and provides the flexibility working adults need to control their own ACC-501 Principles of Forensic Accounting 3
study schedules. ACC-601 Intermediate Accounting III 3
ACC-602 Advanced Accounting 3
Students may tailor their degree program to provide additional depth ACC-603 Accounting Theory 3
in one of the following areas of study: Organizational Leadership,
Accounting or Project Management.
Organizational Leadership
These areas are described in greater detail below. Organizational Leadership area focuses on developing management
Credits and leadership skills and transforming students into strategic leaders.
I. MSM Core Courses 18
ORG-502 Leadership and Management in the Required and Suggested Course:
21st Century 3 Organizational Leadership (12 credits)
HRM-530 Human Resources Management 3 Students select four of the following courses
EIO-520 Economic Issues in Organizations 3 GLM-550 Global Management 3
FAM-540 Finance and Accounting for Managers 3 LCO-610 Leading Change in Complex Organizations 3
ORR-510 Organizational Research 3 OML-610 Organizational Management and Leadership I 3
(Select one of the following courses:) OML-620 Organizational Management and Leadership II 3
MKM-560 Marketing Management 3 OML-630 Contemporary Issues in Leadership 3
OR
PJM-510 Project Management 3 Project Management
II. Electives/Areas of Study 12 The area of study in Project Management prepares students for
Students have the option of taking Thomas Edison State University Project Management Institute (PMI) and other types of certification
graduate business or business-related online courses to fulfill the as project management professionals. The specialization provides a
elective requirement. Electives not offered by the School of Business comprehensive overview of the field according to the Project Life
and Management must be approved by the dean prior to enrollment Cycle model and nine areas of competency outlined by the PMI, the
in the course. Students may also decide to specialize in one of the thought leader of contemporary project management practice and
following areas of study to develop depth in one particular area: scholarship.
Accounting
Organizational Leadership Required and Suggested Course:
Project Management Project Management (12 credits)
Students may transfer graduate credits from other regionally PJM-510 Project Management (required) 3
accredited institutions and/or apply credits recommended by the Students select three of the following courses
American Council on Education (ACE). PJM-520 Project Leadership and Communications 3
PJM-530 Project Risk Management 3
Advisory: The maximum core course and elective course credit a student may PJM-540 Procurement and Vendor Management 3
transfer into the Master of Science in Management degree program is 12 credits. PJM-640 Global Project Management 3
III. Core Advanced-Level Courses 6

MSM-620 Leading Strategic Change 3
MAN-630 Management Capstone 3
Total 36 credits

MASTER OF SCIENCE IN MANAGEMENT - PUBLIC SERVICE CAREERS
www.tesu.edu/watson/msm.cfm
The John S. Watson School of Public Service and Continuing Studies Areas of Study
offers areas of study under the Master of Science in Management
(MSM) focusing on issues of management and public service. Each Community and Economic Development
area of study features an applied orientation toward building capacity This area of study explores how community and government leaders
and leadership within the public service professions. work together to build critical organizations and partnerships such as
community-based services, arts centers, downtown businesses, and
Additionally, there is a learner-designed area of study (LDAS), a variety of urban renewal and redevelopment projects.
which students with specialized backgrounds and/or interests
are encouraged to develop their own course of study with Required and Suggested Courses:
proper approval. Community and Economic Development (CED) (12 credits)
MSP-520 Community and Economic Development
These areas of study position the University to enable students to and Leadership (required) 3
prepare for several rapidly evolving fields or for students in these fields Students select three of the following:
to advance professionally and strengthen the capacity of those who MSP-661 Fundraising in Nonprofits Challenges 3
provide services in the public interest. Curricula focus on an evidence- MSP-621 Networking for Effective Community
based, inquiry-based approach to problem solving that enable Development 3
students to address and identify solutions to real-world challenges and MSP-662 Practical Grant Writing 3
work with leaders in their respective fields.
Environmental Policy and Environmental Justice
Credits The Environmental Policy and Environmental Justice area of study
Core Courses 18 prepares graduates for positions in both the private and public
MNP-502 Leadership Management in Public Service sectors, particularly regarding governments regulatory functions
in the 21st Century 3 that deal with current environmental crises.
MNP-530 Human Resources Management for
Public Service 3 Required and Suggested Courses:
MNP-511 Organizational Research for Public Service 3 Environmental Policy and Environmental Justice (12 credits)
MNP-520 Economic Issues for Public Service Managers 3 MSP-530 Environmental Issues and Policy (required) 3
MNP-540 Finance and Accounting for Managers MSP-531 Environmental Justice Issues and Policy (required) 3
in Public Service 3
Select one of the following: MSP-542 Epidemiology 3
MNP-560 Marketing Management in Public Service 3 HLS-645 Pandemics, Bioterrorism and Biosecurity 3
MNP-510 Project Management in Public Service 3 MPL-520 Program Analysis and Evaluation 3
A. Areas of Study 12
> Community and Economic Development Information Technology Management
> Environmental Policy/Environmental Justice
for Public Service
> Homeland Security
This area of study focuses on how IT simultaneously impedes and
> Information Technology Management for Public Service
enables connectivity between private citizens, the business sector,
> Learner-Designed Area of Study
nonprofit organizations and government, highlighting specific
> Nonprofit Management
technologies and their applications in the public sector, identifying
> Public and Municipal Finance
the core principles relevant to both managing IT and inducing lasting
> Public Health/Public Policy
organizational change.
> Public Service Administration and Leadership
Required and Suggested Courses:
B. Core Advanced-Level Courses 6 Information Technology for Public Service (12 credits)
MNP-515 Leading Strategic Change in Public Service 3 MSP-550 Managing Information and Technology in
MPL-710 Public Service Capstone 3 the Public Sector 3
Total 36 credits MSP-552 E-Government in Urban and Public Service 3
MSP-650 Science, Technology and Public Policy 3
MSP-652 Ethical Implications for IT Professionals in
Public Service 3

Nonprofit Management Public Service Administration and Leadership
Nonprofits provide a vital link in addressing the economic and Municipal, county and state leaders working and advocating in
social gaps in society that are not effectively addressed by either public service arenas are continually under pressure to do more with
government or private industry. This area of study is designed to less. The Public Service Administration and Leadership area of study
support both current and emerging leadership, ultimately leading to develops leaders who are skilled at providing effective and thoughtful
an increase in capacity. direction and strategy. This area of study has a strong emphasis on
management, ethics, budget and finance, decision making and
Required and Suggested Courses: methods to identify innovative solutions to organizational issues.
Nonprofit Management (12 credits)
NPM-502 Nonprofit Management (required) 3 Required and Suggested Courses:
NPM-610 Nonprofit Governance (required) 3 Public Service Administration and Leadership (12 credits)
Students select two of the following: MPL-580 Public Service Leadership and Governance (required) 3
MSP-664 Volunteer Management 3 MPL-582 Law, Ethics and Decision Making in the
MSP-662 Practical Grant Writing 3 Public Sector (required) 3
SOE-570 Social Entrepreneurship 3 Students select two of the following courses:
NPM-670 Critical Issues in Nonprofit Management 3 MSP-678 Finance and Budgeting for Nonprofits 3
Public and Municipal Finance MSP-664 Volunteer Management 3
This area of study is tailored for employees of government and
quasi-governmental agencies as well as local members of nonprofits Homeland Security
and community groups, labor and employment organizations, The Homeland Security area of study was developed by a team
community boards and hospitals, etc., who want to know how to of law enforcement and emergency management practitioners
face the strategic challenges such as municipal aid reduction to and professors. The program provides students with a broad view
public sector, how to cut costs and manage public resources more of homeland security issues by going beyond a single discipline
efficiently. to consider policy, preparation, management and continuity
throughout a crisis. Courses cover law enforcement, terrorism,
Required and Suggested Courses: emergency management and business continuity issues.
Student must select at least one course for each area:
Management Homeland Security (12 credits)
MNP-515 Leading Strategic Change in Public Service 3 HLS-500 Terrorism and Homeland Security
PJM-530 Project Risk Management 3 in the United States 3
HLS-510 Protecting the Homeland: Balancing
Accounting/Finance Security and Liberty 3
MSP-674 Public Finance 3 HLS-620 Preparedness: Prevention and Deterrence 3
MSP-676 Urban Economics 3 HLS-630 Protecting the Homeland: Response and Recovery 3
MSP-678 Finance and Budgeting for Nonprofits 3
MSP-677 Municipal Bonds and Public Policy 3
Public Health
This program is designed to help students analyze public health
issues, evaluate methods of intervention and recommend new
approaches to implementation. Examples of health issues include
the prevention and treatment of chronic diseases, racial and ethnic
health disparities, the relationship between health and the built
environment, improving health outcomes through poverty and
violence prevention, links between management and management
of health systems and the links between health and marketing,
communication and technology.

Public Health/Public Policy (12 credits)
MSP-540 Advanced Studies in Healthcare (required) 3
MSP-542 Epidemiology (required) 3
Students select two of the following courses:
MSP-550 Legal Issues in Healthcare 3
MSP-640 Healthcare Operations and Systems 3

MASTER OF SCIENCE IN NURSING
www.tesu.edu/nursing/programs/msn.cfm
The Master of Science in Nursing (MSN) degree program is designed III. Specialty Courses 9
for experienced nurses with a BSN degree who are independent NUR-631 Nursing Informatics: Systems Life Cycle 3
learners and who want the convenience and flexibility an online NUR-701 Nursing Informatics: Databases and Knowledge
program can offer. The MSN degree requires a minimum of 36 credits Management 3
consisting of different combinations of courses: core, direct care core, NUR-711 Nursing Informatics: Consumer Informatics
electives, specialty and Practicum. Two years experience in nursing and Communication Technologies 3
is recommended and a BSN degree from an accredited program is
IV. Practicum Courses 6
required.
NUR-721 Nursing Informatics: Seminar and Practicum I 3
NUR-731 Nursing Informatics: Seminar and Practicum II 3
Three areas of nursing specialty are offered: Nurse Educator, Nursing
Total 36 credits
Informatics and Nursing Administration. The Nurse Educator
program prepares graduates for teaching roles in healthcare and
Credits
academic settings. The Nursing Informatics program prepares
MSN Nursing Administration
graduates to function as a nursing informatics specialist. The Nursing
I. Core Courses 12
Administration program prepares graduates for the role of nurse
NUR-529 Health Policy 3
administrator in healthcare settings. A certificate in the selected area
of specialty is awarded along with the MSN degree. NUR-530 Evidence-Based Nursing Practice 3
NUR-531 Nursing Informatics: Concepts and Issues 3
Credits NUR-600 Nursing Leadership in a Global Community 3
MSN Nurse Educator II. Electives 9
I. Core Courses 12 Electives may be selected from the nursing elective course
NUR-529 Health Policy 3 offerings, direct care core courses and /or alternate specialty area
NUR-530 Evidence-Based Nursing Practice 3 courses. For example, students may take three courses in nursing
NUR-531 Nursing Informatics: Concepts and Issues 3 to enhance their skill base and work toward a future certificate in
NUR-600 Nursing Leadership in a Global Community 3 another nursing specialty.
II. Direct-Care Core Courses 9 III. Specialty Courses 9
NUR-516 Advanced Health Assessment 3 NUR-632 Nursing Administration:
NUR-640 Advanced Pathophysiology 3 Standards and Structures 3
NUR-650 Advanced Pharmacology 3 NUR-702 Nursing Administration:
Executive Managerial Process 3
III. Specialty Courses 9
NUR-712 Nursing Administration:
NUR-630 Theoretical Foundations and Instructional
Resources Acquisition and Management 3
Strategies 3
NUR-700 Curriculum Theory and Development in IV. Practicum Courses 6
Nursing Education 3 NUR-722 Nursing Administration:
NUR-710 Testing, Assessment and Evaluation 3 Seminar and Practicum I 3
IV. Practicum Courses 6
Seminar and Practicum II 3
NUR-740 Nurse Educator: Seminar and Practicum I 3
Total 36 credits
NUR-750 Nurse Educator: Seminar and Practicum II 3
Total 36 credits Note: Completion of 150 onground, supervised hours is required in each Practicum
course. Application for Practicum placement is submitted six months in advance.
The Practicums must be taken consecutively at the same facility.
Credits
MSN Nursing Informatics Note: Course descriptions, advisories and prerequisites can be found in this
I. Core Courses 12 publication and on the University website at www.tesu.edu. It is the students
NUR-529 Health Policy 3 responsibility to know and to satisfy advisories and prerequisites prior to course
registration. In the MSN degree program, the core courses are to be taken first
NUR-530 Evidence-Based Nursing Practice 3 and the Practicums are to be taken last, and may not be taken concurrently
NUR-531 Nursing Informatics: Concepts and Issues 3 with core courses.
NUR-600 Nursing Leadership in a Global Community 3
II. Electives 9
Electives may be selected from the nursing elective course
offerings, direct care core courses and /or alternate specialty area
courses. For example, students may take three courses in nursing
to enhance their skill base and work toward a future certificate in
another nursing specialty.

GRADUATE CERTIFICATES
www.tesu.edu/nursing/programs/msn.cfm
Graduate certificates are available completely online and offer students an excellent opportunity to gain expertise in specific areas to advance
their careers. Students may apply the credits earned through these programs toward a graduate degree at Thomas Edison State University.
Graduate Certificate in The Graduate Certificate in Cybersecurity Critical Infrastructure

requires:
Clinical Trials Management CYB-521 Foundation of Utility Cybersecurity 3
The Clinical Trials Management certificate program was conceived CYB-522 Cybersecurity Risk Management in
and designed by pharmaceutical, biotechnology and contract Utility Environments 3
research organization experts who work in the clinical research CYB-523 Protective Security Controls in Utility Systems
field. It is intended for those who seek entrance to or advancement and Networks 3
in the clinical research industry. Students learn the fundamentals of CYB-524 Monitoring, Detection, Response and Recovery
the clinical trials environment, study design and management. The in Utility Environments 3
program prepares students for the day-to-day decision making in CYB-525 Integrating Cybersecurity into the System Life Cycle 3
their work environment. Each course has exercises designed to further
enhance drug development knowledge through reading, interactive Total 15 credits
discussions between students and mentor, and assignments that
mirror workplace requirements. This 12-credit program transfers
easily into a MSAST degree in Clinical Trials Management program at Graduate Certificate in Data Analytics
Thomas Edison State University. Thomas Edison State University partnered with The Institute of
Statistics Education at Statistics.com to offer an online Graduate
The Graduate Certificate in Clinical Trials Management requires: Certificate in Data Analytics that works around the unique needs of
CTM-510 Introduction to Clinical Trials Research working adults.
and Drug Development 3
CTM-520 Clinical Trials Research: Practice to Policy 3 The curriculum offered by the Institute for statistics Education at
Statistics.com and the online courses have been evaluated and
CTM-530 Introduction to Clinical Trials Data
recommended for graduate credit by the American Council for
Management 3
Education. Students are responsible for separate Statistics.com
CTM-540 Ethical Issues and Regulatory Principles
tuition for online courses provided by Statistics.com that are part of
in Clinical Trials 3
this program.
Total 12 credits
Data analytics is a subset field of study within the interdisciplinary
field of data science that incorporates computer science, statistics and
mathematical modeling, with applications in business, government,
Graduate Certificate in the life sciences, social sciences and many other areas. It capitalizes
Cybersecurity Critical Infrastructure on the enormous explosion in available data that the world has seen
over the last decades and that will continue. Students who have
The Cybersecurity Critical Infrastructure certificate addresses the
previously earned a bachelors degree may take individual courses at
need for skilled personnel capable of securing critical infrastructure
the Institute as outlined in this program in order to earn the Graduate
such as power grids and water purification systems. Cybersecurity
Certificate in Data Analytics.
is concerned with the protection of an organizations computing
assets. While there are numerous generic security standards and
The Graduate Certificate in Data Analytics requires:
best practices related to information technology systems, the nature
DSI-602 Risk Simulation and Queuing* 3
of the assets within certain sectors of the economy requires that
security practitioners within that particular domain have a deep DSI-502 Financial Risk Modeling* 3
understanding of the unique challenges associated with securing DSI-601 Integer and Nonlinear Programming
those assets. Utilities are a prime example of a sector with unique and Network Flow* 3
security requirements given their use of geographically distributed DSI-501 Regression Analysis* 3
high-performance networks, requirements for both safety and Total 12 credits
reliability, and constraints imposed by compliance standards. Building
and maintaining secure utilities networks requires specialized
knowledge and skills that include a comprehensive understanding
of cybersecurity frameworks, a firm awareness of utility business
practices and a thorough understanding of operational technologies.
In this program, students will develop the knowledge and skills
needed to secure critical infrastructure systems.

Graduate Certificate in Graduate Certificate in Fundraising
Digital Humanities and Development
Thomas Edison State University recognizes the need for professionals The goal of this certificate will be to provide organizations with a
to have a complex understanding of how human beings use digital practical understanding of fundraising and the skills to implement
means to interact and participate in an increasingly networked best practices for fundraising in nonprofits. By the end of this
society. Digital Humanities as an area of study for the Master of Arts program students will be familiar with efficient development models,
in Liberal Studies degree program will provide students with an be able to identify the financial needs of their organization and craft
opportunity to creatively apply knowledge gained from exploring an effective development plan that can insulate their organization
the question of what it means to be a human being in a networked from volatile economic trends.
society. Students who complete a Graduate Certificate in Digital The Graduate Certificate in Fundraising and Development requires:
Humanities will be prepared to confidently engage in the vast range
MSP-661 Fundraising in Nonprofits 3
of digital contexts for synthesizing and generating content for new
MPS-662 Practical Grant Writing 3
media, from social media technologies to data visualization tools.
MSP-678 Finance and Budgeting in Nonprofits 3
The Graduate Certificate in Digital Humanities requires: NPM-502 Nonprofit Management 3
DHM-510 Digital Communication 3 Total 12 credits
DHM-610 Introduction Digital Humanities 3
DHM-620 Social Media and Social Change 3
DHM-710 Mapping Time, Space and Identity 3 Graduate Certificate in Geropsychology
Total 12 credits Thomas Edison State University recognizes the need for skilled
individuals who can provide services to the rapidly growing
population of older adults. Geropsychology is a subfield within
the discipline of psychology that applies psychological theory and
Graduate Certificate in research to understanding the aging process and helping individuals
Educational Leadership maintain a high quality of life as they age. Students who complete
The Graduate Certificate in Educational Leadership program is a Graduate Certificate in Geropsychology will possess the skills and
designed for the classroom teacher or other education professional knowledge needed to work with older adults and their families in a
who holds a graduate degree in education and is seeking only the wide variety of care settings and interdisciplinary contexts.
supervisor endorsement. The program is approved by the New Jersey
Department of Education as having met the academic requirements The Graduate Certificate in Geropsychology requires:
for the supervisor endorsement. GER-510 Adult Development and Aging 3
GER-610 Geropsychological Assessment 3
To be eligible for the standard administrative certificate with a
GER-620 Geropsychological Interventions 3
supervisor endorsement, a candidate must hold a masters degree
GER-710 Geropsychological Consultation 3
from a regionally accredited college or university; hold a standard New
Jersey instructional or educational services certificate or its out-of-state Total 12 credits
equivalent; and complete three years of successful teaching and/or *graduate-level courses as designated by ACE
educational services experience. Teaching and/or educational services
experience completed in a New Jersey public school must have been
under an appropriate New Jersey certificate (N.J.A.C. 6A:9-12.6). Graduate Certificate
The Graduate Certificate in Educational Leadership requires: in Homeland Security
EDL-520 Standards-Based Curriculum The Graduate Certificate in Homeland Security provides students with
Development, Pre-K-12 3 a broad view of homeland security issues by going beyond a single
EDL-530 Critical Issues and Theories in Curriculum discipline to consider policy, preparation, management and continuity
Design and Evaluation, Pre-K-12 3 throughout a crisis. Course work covers law enforcement, emergency
EDL-540 Curriculum Leadership and Supervision 3 management and business continuity issues. The 12-credit graduate
EDL-660 Human Resources Administration 3 program is offered completely online and may be transferred into the
Master of Arts in Liberal Studies or Master of Science in Management
Total 12 credits
programs at Thomas Edison State University.
The Graduate Certificate in Homeland Security requires:
HLS-500 Terrorism and Homeland Security in the U.S. 3
HLS-510 Protecting the Homeland:
Balancing Security and Liberty 3
HLS-620 Preparedness: Prevention and Deterrence 3
HLS-630 Protecting the Homeland:
Response and Recovery 3
Total 12 credits
Graduate Certificate in Human Graduate Nursing Certificate Programs
Resources Management
The W. Cary Edwards School of Nursing graduate nursing certificate
The Graduate Certificate in Human Resources Management is an programs are designed for experienced RNs with a masters in nursing
online, 12-credit program that focuses on the most important who want to develop the knowledge and skills needed to practice
strategic initiatives that human resources professionals face as they in another area of nursing specialty. The certificate programs consist
lead their organizations through the uncharted waters of constant of theory courses and up to two Practicums, a maximum of 15-18
change. The program transitions easily to the Master of Science in credits each, and are available in each area of specialty offered in the
Human Resources Management or Master of Science in Management MSN degree program. The competencies identified, and the theory
degree programs. and Practicum courses, are the same for the certificate programs
The Graduate Certificate in Human Resources Management as for students completing the same area of specialty in the MSN
requires students select four of the following courses: degree program. A certificate in the selected area of specialty is
HRM-530 Human Resources Management 3 awarded on certificate program completion and submission of the
HRM-540 Lifestyle Benefits and Compensation Request for Graduate Nursing Certificate form, pending clearance by
in the New Millennium 3 the University.
HRM-550 Strategic Recruitment and Selection 3
HRM-560 Intellectual Capital and the Workplace Learner 3 Nurse Educator
HRM-570 The Effectiveness of a Market- The Nurse Educator certificate program is designed for experienced
Connected Culture 3 RNs with a masters in another area of nursing specialty who want to
HRM-600 Managing the Human Resources Enterprise 3 develop the knowledge and skills needed to teach in school of nursing
and healthcare settings. The program includes three theory courses
HRM-610 Human Resources as a Strategic Partner 3
and an onground education Practicum for a total of 15 credits. The
HRM-620 The Legal and Ethical Environment
student will select a healthcare or educational setting and preceptor
of Human Resources 3
for the Practicums. The same facility will be used as the setting for
Total 12 credits both Practicums, which are 150 hours each. Prior to admission to the
Please note that certain courses may only be available during the September, January
Nurse Educator certificate program, students must have completed
and May terms. Please refer to the course descriptions page for details. graduate-level courses in Advanced Health Assessment; Advanced
Pharmacology; and Advanced Pathophysiology.
The Graduate Certificate in Nurse Educator requires:

Graduate Certificate in NUR-630 Theoretical Foundations and
Industrial-Organizational Psychology Instructional Strategies 3
NUR-700 Curriculum Theory and
Industrial-Organizational Psychology is the study of human Development in Nursing Education 3
behavior in the workplace. This field emphasizes the application of NUR-710 Testing, Assessment and Evaluation 3
psychological theories, principles and research to situations that are NUR-740 Nurse Educator: Seminar and Practicum I 3
encountered within organizations. NUR-750 Nursing Educator: Seminar and Practicum II 3
Students who complete a Graduate Certificate in Industrial- Total 15 credits
Organizational Psychology will possess the skills and knowledge
*Completion of 150 onground, supervised hours is required in each Practicum course.
needed to navigate complex situations that arise in the workplace,
Application for Practicum placement is submitted six months in advance. The Practicums
resolve workplace conflicts and facilitate organizational change in must be taken consecutively at the same facility.
order to create more productive and satisfying working conditions.
The Graduate Certificate in Industrial-Organizational Psychology

requires:
IOP-510 Industrial and Organizational Psychology 3
IOP-610 Psychological Factors in Selecting and
Growing Organizational Talent 3
IOP-620 Using Psychology to Create Effective Training
and Development Programs 3
IOP-710 The Psychology of Leadership, Motivation,
and Teamwork 3
Total 12 credits

Nursing Informatics Graduate Certificate in
The Nursing Informatics certificate program is designed for
experienced RNs with a masters in nursing in another area of nursing
Online Learning and Teaching
specialty who want to develop the knowledge and skills needed to
The Graduate Certificate in Online Learning and Teaching focuses on
practice as a nursing informatics specialist in healthcare settings.
developing online pedagogy for those who want to be well-prepared
The program includes four theory courses and two Practicums for
to teach online. Since Thomas Edison State University pioneered the
a total of 18 credits. The student will select a healthcare setting and
use of technology to deliver quality higher education, this program
preceptor for the Practicums. The same facility will be used as the
leverages the institutions deep expertise. The 12-credit program is
setting for both Practicums, which are 150 hours each.
offered completely online and transfers easily into the Master of Arts
in Liberal Studies or Master of Science in Management programs at
The Graduate Certificate in Nursing Informatics requires:
Thomas Edison State University.
NUR-531 Nursing Informatics: Concepts and Issues* 3
NUR-631 Nursing Informatics: Systems Life Cycle 3
The Graduate Certificate in Online Learning and Teaching requires:
NUR-701 Nursing Informatics: Databases OLT-510 Theory and Culture of Online Learning 3
and Knowledge Management 3 OLT-520 Learning Technology as an Issue in
NUR-711 Nursing Informatics: Consumer Informatics Online Learning 3
and Communications Technology 3 OLT-630 Issues in Instructional Design in
NUR-721 Nursing Informatics: Seminar and Practicum I** 3 Online Learning 3
NUR-731 Nursing Informatics: Seminar and Practicum II** 3 OLT-640 Communication and Interactivity
Total 18 credits in Online Learning 3
Total 12 credits
*If completed as part of the degree requirements for the BSN or MSN at Thomas Edison
State University, this course will not be required for certificate completion.
**Completion of 150 onground, supervised hours is required in each Practicum course.
Application for Practicum placement is submitted six months in advance. The Practicums
must be taken consecutively at the same facility. Graduate Certificate in
Organizational Leadership
Nursing Administration
The Nursing Administration certificate program is designed for The Graduate Certificate in Organizational Leadership is an online,
experienced RNs with a masters in nursing in another area of nursing 12-credit program that focuses on developing management and
specialty who want to develop the knowledge and skills needed to leadership skills and transforming students into strategic leaders.
practice as a nurse administrator in healthcare settings. The program Students who have earned a bachelors degree from a regionally
includes three theory courses and two Practicums for a total of 15 accredited college or university may earn a graduate-level certificate
credits. The student will select a healthcare setting and preceptor in Organizational Leadership. Credits earned for the Graduate
for the Practicums. The same facility will be used as the site for both Certificate in Organizational Leadership may be applied to the Master
Practicums, which are 150 hours each. of Arts in Liberal Studies, Master of Science in Human Resources
Management or Master of Science in Management degree programs
The Graduate Certificate in Nursing Administration requires: at Thomas Edison State University. Students may select four courses
NUR-632 Nursing Administration: from the core requirements of the Master of Science in Management
Standards and Structures 3 degree program.
Executive Managerial Process 3 The Graduate Certificate in Organizational Leadership requires students
NUR-712 Nursing Administration: select four of the following courses:
Resource Acquisition and Management 3 ORG-502 Leadership and Management in
NUR-722 Nursing Administration: the 21st Century 3
Seminar and Role Practicum* 3 ORR-510 Organizational Research 3
NUR-732 Nursing Administration: EIO-520 Economic Issues in Organizations 3
Seminar and Process Practicum* 3 HRM-530 Human Resources Management 3
Total 15 credits FAM-540 Finance and Accounting for Managers 3
OML-610 Organizational Management and Leadership I 3
*Completion of 150 onground, supervised hours is required in each Practicum course. OML-620 Organizational Management and Leadership II 3
Application for Practicum placement is submitted six months in advance. The Practicums Total 12 credits
must be taken consecutively at the same facility.
and May terms. Please refer to the course descriptions page for details.

Graduate Certificate in Graduate Certificate in
Professional Communications Strategic Planning and Board
The rise of social media and mobile and commerce-based
applications has increased the need for organizations to understand Strategic planning is the process by which nonprofit organizations
how people use technology to communicate that encompasses examine their mission, programs, capabilities and desired outcomes
all fields of communication from education to healthcare to public with the intent to improve organizational efficiency and impact.
policy to business. This graduate certificate links the study of When successfully completed, strategic planning reaffirms the
technology and how it is used to communicate in todays market organizations mission, presents a clear picture of the organizations
and prepares students to serve as voices for their organizations in strengths and weaknesses, and empowers the organization and
todays new media environment. its stakeholders by outlining the steps necessary to attain long-
and short-term goals and maximizing organizational efficiency.
The Graduate Certificate in Professional Communications requires: Organizations that fail to perform regular self-assessments greatly
COM-610 Professional Communications Theory 3 diminish their chances at successfully completing their mission
COM-620 Advanced Professional Business Writing 3 and overlook missed opportunities to fine-tune an organizations
DHM-620 Social Media and Social Change 3 managers and executives. The purpose of this certificate is to highlight
MSP-662 Practical Grant Writing 3 the opportunities that strategic planning affords organizations and
Total 12 credits present an opportunity for executive leadership training.
The Graduate Certificate in Strategic Planning and Board Leadership

for Nonprofits requires:
NPM-610 Nonprofit Governance and Board Leadership 3
Graduate Certificate in MNP-550 Strategic Recruiting, Retention and
Succession Planning 3
Project Management MPL-520 Program Analysis and Evaluation 3
NPM-670 Critical Issues in Nonprofit Management 3
The Graduate Certificate in Project Management provides a
comprehensive overview of the field according to the Project Life Total 12 credits
Cycle model and nine areas of competency outlined by the Project
Management Institute (PMI), the thought leader of contemporary
project management practice and scholarship. These areas of
competency are the management of project integration throughout
all phases of the life cycle, project scope and planning, deliverables
definition and activity scheduling, cost and budget, quality principles,
human resources and team leadership, formal and informal
communications and documentation, risk planning and monitoring,
and contracts and procurement.
The 12 graduate credits earned for the certificate may be applied

to the Master of Arts in Liberal Studies or Master of Science in
Management degree programs at Thomas Edison State University.
The Graduate Certificate in Project Management requires:

PJM-510 Project Management 3
Student may select three courses:
PJM-520 Project Leadership and Communication 3
PJM-530 Project Risk Management 3
PJM-540 Procurement and Vendor Management 3
PJM-640 Global Project Management 3
Total 12 credits
and May terms. Please refer to the course descriptions page for details.

TEXTBOOKS AND COURSE MATERIALS COURSE MANUALS
The syllabus, handbook and specific course information are avail-
www.tesu.edu/academics/catalog/Course-Materials.cfm able when students logon to the course for which they are regis-
Students are responsible for acquiring all the textbooks and ma- tered. Students will receive a password and username for courses
terials required for the courses they choose. The cost for course with their registration confirmation.
materials is not included in tuition and fees. Students will arrange TEXTBOOKS
payment directly with the textbook provider and may select any Most courses, except prior learning assessment (PLA),
textbook provider that offers the books and materials they need require textbooks.
for a particular course.
STUDY GUIDES
Many students choose to use MBS Direct for their course materi- Some courses may require a study guide.
als. Students who choose to use MBS Direct may order textbooks
(new and used) and materials by telephone, or online by mailing MEDIA COMPONENTS
the order form, which is accessible via the Students Forms page Some of the Universitys courses require the use of media in ad-
on the University website. dition to other materials. Please contact MBS Direct to see which
media components are necessary.
Students may also find used textbooks through the Textbook
Swap located in myEdison, which is a forum designed to COMPUTER SOFTWARE
help students swap or sell textbooks for Thomas Edison State A few of the Universitys courses require the use of computer
University courses and exams. software.
Whatever method students choose, they will need to supply the Contact Information for MBS Direct
course codes of the Thomas Edison State University courses for
which they have registered. > MBS Direct telephone orders are taken through its call
center at: (800) 325-3252.
For a preview of what is required in a course, students may go
to Course Offerings at www.tesu.edu/courses, select the course in > MBS Direct web orders are taken at: www.mbsdirect.net
which they are interested and choose Preview the Online Sylla- or by visiting http://bookstore.mbsdirect.net/vbn/tesu.htm .
bus option.
Prior learning assessment (PLA) students do not need to purchase
Another way to learn what materials are required before course materials or textbooks from MBS Direct. However, the
students order is by going to the MBS Direct website. MBS Direct course mentor may suggest readings and additional materials to
maintains a section on its website devoted to Thomas Edison support a students electronic portfolio.
State University. Students can see at a glance what materials are
required for the courses they are taking, and they can calculate
the cost. This information is also available through the MBS Direct
call center at (800) 325-3252.

section 3
Course Registration and Student Services
www.tesu.edu/academics/catalog/Course-Registration-and-Student-Services.cfm
The Courses Registration and Student Services section of REGISTERING FOR GRADUATE COURSES
the Catalog focuses on the procedures for registering for
http://www.tesu.edu/academics/catalog/Registering-for-
courses, examinations and prior learning assessment (PLA)
Graduate-Courses.cfm
and contains information on student services. The section is
organized into the following main categories: Students are eligible to take graduate-level courses if:
> They have been accepted into a graduate degree or

PRIOR LEARNING ASSESSMENT REGISTRATION certificate program
Reviews the procedures for registering for prior learning > They have applied to be a nonmatriculated graduate
assessment at the University. student
REGISTERING FOR GRADUATE COURSES > They have been accepted for the Bachelors to Masters
Reviews the procedures for registering for graduate courses Program
offered by the University.
STUDENT SERVICES Most graduate courses are offered four times a year in
Reviews all student services available to enrolled students. January, April, July and October and the School of Business
and Management graduate courses are offered six times a
year in January, March, May, July, September and November.
A typical course load is 6 credits per term, and degrees may
PRIOR LEARNING ASSESSMENT REGISTRATION be earned in 18 months or less. Online courses are guided by
http://www.tesu.edu/academics/catalog/Prior-Learning- mentors, most of whom have practical experience and earned
Assessment-Registration.cfm doctoral degrees. All online courses are delivered through
myEdison, - the Universitys online course management
GRADUATE PLA system. Students are expected to have experience and
Students enrolled in a Thomas Edison State University proficiency using a computer, browsing the web and sending
graduate degree may apply to earn PLA portfolio credit for and receiving email. Upon acceptance, students will be sent
any course required by the degree. Portfolio assessment a seven digit University ID number and password. Graduate
opportunities for Thomas Edison State University courses students in the W. Cary Edwards School of Nursing should
will be based on students demonstration of mastery of the refer to the information on online nursing courses in previous
stated learning outcomes. For certain electives, matriculated sections of this publication.
students may present course descriptions from graduate
courses offered at other regionally accredited colleges or REGISTRATION METHODS: AN OVERVIEW
universities as a basis for earning credit through prior learning Online registration (via Online Student Services) is available
assessment subject to the deans approval. This policy may for Thomas Edison State University graduate students who
be limited by external accrediting bodies or by the nature of have approved Thomas Edison State University financial aid
the course. Not all graduate degree programs will accept PLA or students who are paying the graduate tuition by credit
credit. Please check with the individual schools academic card. Students should select the graduate academic level at
dean regarding whether that degree program accepts PLA the top of the screen to see the graduate course offerings. On-
credit. line registration is not available for the graduate PLA port-
folio option, which is designed to help students earn credit
for knowledge they already have as a result of training, work,
professional research or other learning experiences. Students
interested in using the graduate PLA portfolio option to earn
credit must submit a graduate PLA proposal form. The form
is reviewed by the dean of the School offering that program
or course credit. Once the dean approves the proposal, the
Office of Portfolio Assessment will create the course section
and will instruct the student to register. Payment in full is
required at the time of registration. For additional information
on the graduate PLA portfolio process, please visit www.tesu.
edu/degree-completion/Graduate-PLA.cfm.

YOUR METHOD OF PAYMENT DETERMINES YOUR 5. Students start your course work on the term start date as
REGISTRATION METHOD outlined in the academic calendar. Students can contact
Students may use the registration form to pay by paper check mentors the first week.
or a money order via the U.S. mail. Students may also use
this form to pay in-person with cash, a paper check or money The University will be closed on the following dates during
order made payable to Thomas Edison State University. The the 2017-2018 academic year:
University cannot accept credit card information by mail,
> Independence Day: Tuesday, July 4, 2017
in person or by phone or fax. Students are requested to use
Online Student Services (OSS) when paying by credit card, > Labor Day: Monday, Sept. 4, 2017
debit card, electronic checking or have been approved by > Columbus Day: Monday, Oct. 9, 2017
Thomas Edison State University for financial aid.
> Thanksgiving Day: Thursday, Nov. 23, 2017
Late Registration for all courses will take place following > Winter Holiday: Monday, Dec. 26 - Monday, Jan. 1, 2018
the close of regular registration. Only online, fax, telephone
and walk-in registrations will be accepted during this period. > Martin Luther King Jr. Birthday: Monday, Jan. 15, 2018
All late registrations must include the late registration fee. > Presidents Day: Monday, Feb. 19, 2018
Students who mail in registrations postmarked after the close > Good Friday: Friday, March 30, 2018
of the regular registration period will not be processed and
will be contacted. > Memorial Day: Monday, May 28, 2018
FINANCIAL AID FOR GRADUATE STUDENTS

Graduate students are eligible for Federal Direct Student
Loans. Detailed information may be found in the Financial
Aid Packet, which may be accessed through the Thomas Ed-
ison State University website or by contacting the Office of
Financial Aid at (888) 442-8372 or finaid@tesu.edu.
HOW TO REGISTER FOR GRADUATE COURSES:

STEP-BY-STEP INSTRUCTIONS
http://www.tesu.edu/academics/catalog/How-to-Register-for-Graduate-
Courses-Step-By-Step-Instructions.cfm
1. Select a course. Enrolled Thomas Edison State University

students who need help determining whether a particular
course fits his/her degree requirements, should contact an
academic advisor. Students enrolled in another institution,
should check with that institution to make sure the course
fits his/her degree requirements.
2. Register for the courses during scheduled registration ses-

sions. The payment method determines how students may
register. Students can check the current course schedule
on Online Student Service, under view current schedule.
Please note that once registration for a term ends, students
will no longer see courses listed. Online Student
Service only shows the current registration term.
3. Receive a course registration confirmation from Thomas

Edison State University by email.
4. After receiving confirmation of course registration,

students order Course Materials Package, which includes
all course materials and textbooks, from MBS Direct.
Contact MBS Direct at (800) 325-3252. Course materials
and textbook costs are separate and must be paid directly
to MBS Direct. Students will find the syllabus and Course
Calendar online once the semester begins. Access
information to courses will be emailed to students with
their registration confirmation.

STUDENT SERVICES ACADEMIC ADVISING
http://www.tesu.edu/academics/catalog/Student-Services.cfm http://www.tesu.edu/academics/catalog/Academic-Advising.cfm
The Student Services section of the Catalog focuses on APPLICANTS

services for students, including students with disabilities, Applicants to the University who have questions regarding
academic advising, financial aid and scholarships, veterans their academic evaluations are encouraged to contact the
benefits and library resources. The section is organized into Office of Academic Advising at (609) 777-5680 for assistance.
the following categories: Applicants can also schedule an appointment online with an
advisor to review their evaluation.
STUDENTS WITH DISABILITIES
ENROLLED STUDENTS
ACADEMIC ADVISING Enrolled students have full access to the Universitys
academic advisement, evaluation and program planning
FINANCIAL AID
services. Students may call the Advising Expressline at
SCHOLARSHIPS (609) 777-5680 to address brief questions. Appointments
for both undergraduate and graduate advising can be made
VETERAN BENEFITS online or through myEdison.
LIBRARY RESOURCES ADVISING EXPRESSLINE

Students who have already received their official program
evaluation and have brief questions or need clarification of
STUDENTS WITH DISABILITIES general degree issues should utilize the Advising Expressline.
A student advising appointment (discussed below) should
http://www.tesu.edu/academics/catalog/Students-with-Disabilities.cfm
be made for more in-depth discussion regarding degree
Thomas Edison State University complies with the Americans requirements. The Advising Expressline is open Monday
with Disabilities Act (ADA) and Section 504 of the Rehabili- through Friday, from 8:30 a.m. to 4:30 p.m., Eastern Time,
tation Act. excluding holidays. The phone number for the Advising
Expressline is (609) 777-5680. It is highly recommended that
It is the students responsibility to disclose and verify students call at least two weeks prior to the date of registration
their disability to the ADA coordinator if requesting to determine if a course(s) is appropriate for their degree
accommodations; all such disclosures will be kept confidential. program.
Accommodations under the ADA for a given term must
be approved prior to the start date of the respective term. STUDENT APPOINTMENTS
Information can be found at www.tesu.edu/about/ada. Enrolled students are encouraged to make an appointment
with an advisor for program planning, extensive questions
If you would like to discuss reasonable disability regarding degree programs and methods of earning credits
accommodations for course work and/or examinations, please during the first six months of their enrollment period.
contact the ADA coordinator in the Center for Disability Appointments with an advisor may be conducted in-person
Services prior to registering for a course or examination. or by telephone. Appointments for both undergraduate
and graduate advising can be made online at http://tesu.
(609) 984-1141, ext. 3415, or ada@tesu.edu phonescheduler.com/ or through myEdison.
Hearing impaired individuals may call the TTY phone at PROGRAM PLANNING
(609) 341-3109. Students enrolled with Thomas Edison State University are
strongly encouraged to work with an advisor and submit a
You may also access information on the Universitys approval
degree program plan that outlines how they will complete all
process via www.tesu.edu/about/ada.
or part of the remaining requirements for degree completion.
Students may view the online Advisement Program Planning
PREGNANT STUDENTS AND PARENTS OF NEWBORNS Handbook at https://www.tesu.edu/current-students/handbook. This
handbook provides them with the steps required in developing
In acordance with New Jersey law, reasonable accommoda- a program plan and includes detailed information on methods
tions shall be provided to students who are pregnant and of earning credit, academic policies and the structure and
post-partum, as well as to parents of newborns. credit requirements of degree programs.
Students requesting accommodations should contact the Cen-

ter for Disability Services as soon as possible:(609) 984-1141,
ext. 3415, or ada@tesu.edu.

WRITTEN CORRESPONDENCE WITH THE OFFICE OF a student falls below the required standards, he or she may
ACADEMIC ADVISING appeal by explaining the circumstances to the Financial Aid
Students may write to the Office of Academic Advising Appeals Committee within 30 days of notification concerning
(via letter, fax, HelpDesk or email). Correspondence will be his or her academic performance. All appeals should be in
answered by an advisor. Correspondence and program plans writing and forwarded to:
should be sent to:
Thomas Edison State University
Office of Academic Advising Financial Aid Appeals Committee
Thomas Edison State University Office of Financial Aid
111 W. State St. 111 W. State St.
Trenton, NJ 08608 Trenton, NJ 08608
HelpDesk (Preferred): https://www2.tesu.edu/myedison/ If an appeal is granted, the student must regain satisfactory
academic progress after the end of the appealed semester to
Fax: (609) 777-2956 be considered for further aid. If progress is not made at the
end of the appealed semester, but the student completes all
Email: enrolled@tesu.edu; academicadvising@tesu.edu
courses attempted with grades of C or better in that semester,
NOTE: Students must include their University ID Number and their degree an additional semester may be awarded. Students should
program in the subject line of the email (AS, BS, BSC, BSHIM, BSND, BSN, contact the Office of Financial Aid after the results of the
BSHeS, BSOL, BSPS, BSMIS, MBA, MSHS, MSHM, MSIT, MSIBF, MAETOL,
appealed semester are posted.
MPSL, DNP, etc.) to ensure they receive a prompt response to their email.
ACADEMIC PROGRESS FOR CONTINUING
FINANCIAL AID FINANCIAL AID
http://www.tesu.edu/academics/catalog/Financial-Aid.cfm Thomas Edison State University state and federal financial aid
recipients must maintain a cumulative grade point average
Applications, forms and information concerning financial aid (GPA) of at least 2.0 (C) to meet the minimum standards for
are available from: satisfactory academic performance. In addition, the student
must complete 67 percent of all courses attempted, which
Thomas Edison State University includes transfer credits that count toward the students
Office of Financial Aid current program. Satisfactory academic progress will be
111 W. State St. monitored at the end of each academic year. If a students
Trenton, NJ 08608 cumulative average falls below 2.0 (C) or does not meet the 67
(609) 777-5680 percent criterion, the student is not maintaining satisfactory
finaid@tesu.edu. academic performance. (Grades of W are not considered
Additional information is also available on the University complete.) Students will be notified in writing if they fail to
website at www.tesu.edu. comply with this policy. Students will not be reviewed for
academic progress until they have attempted two semesters
Eligible Thomas Edison State University students who of course work. Please note, courses on extensions are not
are taking the required number of Thomas Edison State considered completed until grades are posted. Grades of NC
University courses per semester may be considered for Pell will be considered an F for GPA calculations.
Grants and federal loans. New Jersey residents who qualify
and take at least 12 credits per semester may also be eligible There is also a maximum time frame during which the
for New Jersey Tuition Aid Grants. University may award federal aid. Sixty credits are required
to earn an associate degree. The maximum attempted credit
Please note only Guided Study and online courses are eligible hours that may be attained in this degree program are 90 credit
for federal aid. hours. For the bachelors degree (120 credits), the maximum
attempted credit hours that may be accumulated in this
FINANCIAL AID FOR GRADUATE STUDENTS degree program is 180. All credit hours attempted, whether
Graduate students are eligible for Federal Direct Student or not they are completed or passed, are counted toward the
Loans. Detailed information may be found in the Financial maximum time frame in the aforementioned program. If a
Aid Packet, which may be accessed through the Thomas student exceeds the maximum number of credits in a degree
Edison State University website or by calling the Office of program, he or she will not be eligible for state or federal
Financial Aid at (609) 633-9658. student financial aid. This limit includes credits that have
been transferred toward a degree. Financial aid will pay for a
FINANCIAL AID APPEALS repeated course only once. Students not making satisfactory
Students who do not meet the satisfactory academic academic progress will be placed on Financial Aid Probation
progress requirements after the probation period will be for the next semester.
denied additional financial aid. If, because of a mitigating
circumstance (such as loss of income, death in the family, etc.) Financial aid will be processed for that semester to give the
student an opportunity to regain satisfactory progress as

determined by University policy. Students may either regain VETERAN BENEFITS
satisfactory academic progress after their probationary
http://www.tesu.edu/academics/catalog/Veteran-Benefits.cfm
grades are in, or at least complete all the probationary terms
courses with grades of C or better. Thomas Edison State University is approved under the
provisions of Title 10 and Title 38, United States Code for
OTHER FINANCIAL AID SOURCES
enrollment of veterans, military and other eligible persons
One of the most overlooked sources of financial assistance
for programs approved by the New Jersey State Approving
is the educational benefits that companies offer to their
Agency. Students who have served in the U.S. armed forces
employees. Information about a companys educational
may be eligible to receive veteran educational benefits to
benefits is usually available through the human resources
assist with educational expenses. These benefits also may
office. Additional aid might be available through the state
extend to the spouse and child dependents of deceased or
education agency in your area.
disabled veterans.
To be approved for certification for veterans benefits at

SCHOLARSHIPS Thomas Edison State University, a course must be designated
http://www.tesu.edu/academics/catalog/Scholarships.cfm as either an online, Guided Study or TECEP. PLA and
e-Pack credit options are not approved for veterans benefits.
The Thomas Edison State University Scholarship Program For information about applying for or using your veterans
is designed to assist students in meeting their financial educational benefits at Thomas Edison State University,
commitments to the University while they take advantage contact the Office of Military and Veteran Education by
of the many credit earning options available to them. The telephone, email or mail. You may also review the information
University Scholarship Committee, in conjunction with the on the University websites Operation Vet Success section.
Office of Development, conducts the annual award period.
The list of current scholarships and the associated award Thomas Edison State University
period dates are available on the University website at Office of Military and Veteran Education
www.tesu.edu under Tuition and Financial Aid. Recipients 111 W. State St.
for each scholarship are selected based on a competitive Trenton, NJ 08608
application process. Scholarship awards are disbursed after
the notification to and acceptance by recipients is completed. Phone: (609) 777-5696
Applicants must meet the following eligibility criteria. Fax: (609) 984-7143
Email: militaryeducation@tesu.edu
Scholarship applicants must:
> Be enrolled at Thomas Edison State University at the
time of application NEW JERSEY NATIONAL GUARD TUITION
PROGRAM (NJNGTP)
> Have applied for financial aid (federal, state [N.J.
residents only] and Thomas Edison State University) www.tesu.edu/need link
> Have a 3.0 Thomas Edison State University GPA at the REGISTRATION
time of application An New Jersey National Guard Tuition Program (NJNGTP)
registration package must be reviewed and approved for each
> Have completed a minimum of 12 Thomas Edison State new semester. This enables Thomas Edison State University
University credits each academic year since enrollment to audit each registration for compliance under New Jersey
with at least six hours each year from online or Guided legislation.
Study courses
Likewise, since the Commanders Certificate of Eligibility
> Incompletes, withdrawals and failed classes do not count (commanders cert) is only valid for a maximum of 60 days
as completed credits and students must successfully from the command signature, a new commanders cert must
complete 66 percent of courses attempted be submitted with every NJNGTP registration package, un-
less that registration is submitted within fewer than 60 days
> Applicants must meet all eligibility criteria for the of the command signature date.
scholarship(s) for which they applied
Any registrations submitted outside of the NJNGTP regis-
> Required documentation, if any, must be provided before tration process, as outlined on our website and within the
the end of the application period. NJNGTP registration package, will be ineligible for a tuition
waiver.
Questions about the University Scholarship Program should
FIRST-TIME REGISTRATION LIMIT
be directed to Scholarship@tesu.edu
NJNGTP students who have not previously taken courses at
Thomas Edison State University are limited to a maximum
of 6 credits for their first registration, unless cleared under

exception for additional courses. This enables students to Because of this, it is highly recommend that students who feel
acclimate to our online course structure, while also ensuring they are going to fail or do poorly within a course, instead
a successful outcome. This limit will be lifted once the courses submit a withdrawal request before the course ends, as this
have been successfully completed. will ensure that GPA and use of the waiver are not adversely
affected.
Upon successful completion, students utilizing NJNGTP ben-
efits may register for or be active within a maximum of 16 cred- MULTIPLE DEGREES AND NONMATRICULATION
its at any one time. Students wishing to register for more than Students enrolled in waiver programs can only utilize a tuition
15 credits must also seek approval from an academic program waiver for one degree per academic level.
advisor before the registration can be cleared for processing.
The University will not apply a tuition waiver toward a second
Any courses that are currently active, for which the tuition was degree of the same academic level, degree of lesser academic
waived using the Commanders Certificate of Eligibility count level or additional courses of the same academic level. This
toward the 16 credit tuition waiver cap. An active course is one includes coverage for specialized programs, such as the ac-
that is defined as open with an outstanding grade. celerated nursing degree or any undergraduate prerequisite
courses.
SATISFACTORY ACADEMIC PROGRESS
Continued use of the tuition waiver requires that students Nonmatriculated students are ineligible to use the tuition
maintain a minimum GPA of 2.0 at the undergraduate level, waiver, as New Jersey legislation requires that a student be
and a minimum GPA of 3.0 at the graduate level. A minimum accepted into an undergraduate or graduate program of study.
completion-rate of 66 percent of the courses attempted is also Furthermore, courses must apply toward a degree at Thomas
required, in order to meet Satisfactory Academic Progress Edison State University in order to qualify for a tuition waiver
(SAP) under the NJNGTP. under the NJNGTP.
The University performs an audit for every new registration, Exceptions will only apply if a student enrolled in a program
to ensure SAP compliance. Use of the waiver will no longer be in which Thomas Edison State University is expressly in a
available if it is determined that the SAP has fallen below the partnership, which excludes a student from such restrictions.
minimum threshold.
For this reason, it is highly recommended that students plan
Any registrations submitted while not meeting SAP cannot their degree path, and related courses, with an advisor prior
be retroactively waived, as the minimum satisfactory require- to beginning their studies at Thomas Edison State University.
ments under the NJNGTP can only be applied while the stu-
dent is in good standing. NJNGTP AND MBA PREPARATORY PROGRAM
Prospective students may qualify to pursue an MBA on
A student meeting the minimum GPA but not meeting the a conditional basis, given they meet certain prerequisite
minimum completion-rate of 66 percent will be presented with requirements in order to complete the enrollment.
our Standards for Satisfactory Academic Progress form. This
form will explain the SAP process and provide a limited reg- While Thomas Edison State University offers an accelerated
istration using the tuition waiver. In order to process a limited preparatory program specifically tailored to meet these
registration under these conditions, the student must sign and requirements, the preparatory program does not qualify under
return the form, and also meet all other requirements under the the NJNGTP, as the classes offered within this program are
NJNGTP. not credit bearing and are, therefore, ineligible for a tuition
waiver.
REPAYMENT OF TUITION
Students who fail a course under the NJNGTP are responsi- NON-POST-9/11 GI BILL CERTIFICATIONS
ble for repayment of tuition. Once tuition is paid, students may NJNGTP students who qualify for VA-related benefits other
then submit a new waiver request. It is important to note that than the Post-9/11 GI Bill must indicate their wish to use VA
any subsequent registrations are subject to satisfactory aca- benefits with every registration submitted. Students are also
demic progress, and the University will be unable to apply the responsible for submitting the appropriate forms to both the
waiver if students do not meet SAP. University and the VA, in order to activate and establish their
benefits.
Students wishing to withdrawal from a course under the
NJNGTP are subject to the standard refund schedule, as a with- The VA determines benefit payout for a rate-of-pursuit under
drawal from a course is also a withdrawal from the tuition waiv- half time (3 credits or less) by assessing the tuition. As a result,
er, for that course. Students must first clear balances resulting students who register for 3 credits or less for a given term,
from a withdrawal prior to using the tuition waiver once more. under the NJNGTP, are not eligible to receive entitlements
under VA policy, given there is no tuition to report.
REPEATING COURSES UNDER THE NJNGTP
The NJNGTP waiver cannot be applied more than one time to Thomas Edison State University will submit a certification
a course if the student has received a passing grade. A passing greater than 3 credits, upon request, as the VA does not use
grade is defined as D or greater. If a student fails the course, the tuition-rate to calculate benefits for a rate-of-pursuit at or
they will be responsible for repayment. above the half-time rate.

WITHDRAWALS AND VA BENEFITS - VA COURSE LIBRARY RESOURCES
WITHDRAWAL POLICY http://www.tesu.edu/academics/catalog/Library-Resources.cfm
THE NEW JERSEY STATE LIBRARY

MILITARY-RELATED WITHDRAWAL REQUESTS The New Jersey State Library is an affiliate of Thomas Edison
A military withdrawal exception will be considered if sup- State University and students have special access to its
porting documentation, detailing a qualifying deployment or resources and services. All Thomas Edison State University
emergency activation is submitted along with the request, as students are given an ID card that enables them to contact
the University understand that such situations are often ac- library personnel for special assistance and access to
companied with limited access to online resources. Thomas resources not available to the general public.
Edison State University will be unable to consider any with-
drawal requests submitted after the course has closed that are Please visit the Librarys homepage at www.njstatelib.org or the
not submitted for reasons of qualifying deployment or emer- Librarys student page to apply for a card.
gency activation.
The New Jersey State Library provides free online resources
Standard or scheduled military training exercises do not qual- to students pursuing their education. JerseyClicks.org offers
ify for military waiver exceptions. While there are circum- pertinent full-text articles from current newspapers,
stances that may qualify for an exception-to-policy waiver; magazines and journals that can be downloaded and printed.
standard orders, especially those that are considered routine JerseyClicks allows students to search up to 30 databases at
or voluntary, are scheduled on a regular basis and general- once on topics such as business, education, science, history,
ly provide military members with ample time to plan their health and literature. JerseyClicks.org is supported in whole or
course schedule around military duty. As an alternative to a part by The Institute of Museum and Library Services through
withdrawal, students may submit a course extension request; the Library Services and Technology Act. All Thomas Edison
however, if the extension is awarded, the option for withdraw- State University students have electronic access to the New
al will no longer be available, as only one exception can be Jersey State Library card catalog and to more than 3,000
awarded per course. For this reason, military students should journals, a third of which are directly available as full-text.
carefully weigh their options based on the circumstances be- Other materials may be ordered. Within the guidelines of the
fore submitting their request. New Jersey State Librarys interlibrary loan service, students
also have access to the research holdings of most academic
Non-GoArmyEd circumstantial withdrawal requests must be libraries in New Jersey.
submitted to the Office of Military and Veteran Education,
along with supporting documentation. Once the request and VALE (VIRTUAL ACADEMIC LIBRARY ENVIRONMENT)
supporting documentation have been received, the Office of Thomas Edison State University is a member of the Virtual
Military and Veteran Education will then make a recommen- Academic Library Environment, VALE, a consortium of New
dation on the students behalf for an exception. GoArmyEd Jersey college and university libraries and the New Jersey
students should submit Withdrawal for Military Reasons State Library. The consortium is dedicated to furthering
(WM) through the GoArmyEd portal. If the course has already excellence in learning and research through innovative
closed and a WM cannot be submitted through the GoArmy- and collaborative approaches to information resources and
Ed portal, then the student should submit a circumstantial services.
withdrawal request as previously outlined. If the petition is
approved, it is important to note that Thomas Edison State
University can only report a withdrawal to GoArmyEd, as re-
coupment is a policy governed by the Army.

section 4
University Policies and Procedures
www.tesu.edu/academics/catalog/College-Policies-and-Procedures.cfm
The University Policies and Procedures section of this ACADEMIC CODE OF CONDUCT
Catalog focuses on all academic and nonacademic policies
http://www.tesu.edu/academics/catalog/Academic-Code-of-Conduct.cfm
that govern the student experience at the University as well
as the key procedures related to those policies. The section is ACADEMIC INTEGRITY
organized into the following main categories: A detailed statement of what constitutes academic dishones-
ty and plagiarism is included in every course. Students agree
UNIVERSITY - WIDE POLICIES
to abide by this statement. Academic dishonesty will result in
Institutional policies pertaining to all enrolled
disciplinary action and possible dismissal from the University.
undergraduate and graduate students.
The University is committed to helping students understand
NURSING STUDENT POLICIES
the seriousness of plagiarism, which is defined as the use of
Policies pertaining to all enrolled nursing students.
the work and ideas of others without proper citation. Students
INTERNATIONAL STUDENT POLICIES who submit course materials or examination responses that
Policies pertaining to all enrolled international students are found to be plagiarized are subject to discipline under the
attending the University from outside the U.S. academic code of conduct policy.
GRADUATE ACADEMIC POLICIES ACADEMIC CODE OF CONDUCT POLICY

Policies pertaining to all enrolled graduate students. Thomas Edison State University is committed to maintaining
academic quality, excellence and honesty. The University
LEARNING OUTCOMES ASSESSMENT expects all members of its community to share the
Information on learning outcomes assessment at the commitment to academic integrity, an essential component
institutional, school and program levels. of a quality academic experience.
ABOUT THOMAS EDISON STATE UNIVERSITY Thomas Edison State University students are expected to
Summary information about the University. exhibit the highest level of academic citizenship. In particular,
students are expected to read and follow all policies,
GOVERNANCE procedures and program information guidelines contained
Summary information about governance of the University. in publications; pursue their learning goals with honesty and
integrity; demonstrate that they are progressing satisfactorily
MENTORS AT THOMAS EDISON STATE UNIVERSITY
and in a timely fashion by meeting course deadlines and
List of mentors at the University organized by school.
following outlined procedures; observe a code of mutual
respect in dealing with mentors, staff and other students;
behave in a manner consistent with the standards and codes
of their professions; keep official records updated regarding
changes in name, address, telephone number or email
address; and meet financial obligations in a timely manner.
Students not practicing good academic citizenship may be
subject to disciplinary action including suspension, dismissal
or financial holds on records. All members of the community
are responsible for reviewing the academic code of conduct
policy and behaving in keeping with the stated principles.
PURPOSE
The purpose of this policy is to define and advise students
of the academic code of conduct, and to identify violations
and their consequences. It also provides a hearing and appeal
process for students who believe they have been incorrectly
accused of violating the standards of academic integrity.

VIOLATIONS will be notified in writing of the specifics of the charge and the
The University considers any violation of this Academic Code sanction to be imposed. If the student disputes the charge or
of Conduct to be a serious breach of trust that threatens the disagrees with the sanction, the student must submit a written
academic environment of the entire community. Community request to the dean for a hearing within 10 days of receipt of
members are in violation of the Academic Code of Conduct the notice or be deemed to have accepted the sanction.
when acts of academic dishonesty occur.
POSSIBLE SANCTIONS INCLUDE:
These include, but are not limited to: > Lower or failing grade for an assignment
> cheating; > Lower or failing grade for the course
> fabricating information or citations; > Rescinding credits
> falsifying documents; > Rescinding certificates or degrees
> falsifying information about test proctors; > Recording academic sanctions on the transcript
> forgery; > Suspension from the University
> gaining unauthorized access to examinations; > Dismissal from the University
> making up or changing data for a research project;
The University reserves the right to review all credits, degrees
> plagiarizing; and certificates. If any academic misconduct is revealed,
> submitting credentials that are false or altered in any those credits, degrees and certificates also may be rescinded.
way; Records of all Academic Code of Conduct violations will be
> tampering with the academic work of other students; maintained in the students file.
> using words or ideas from others without appropriate In extreme or emergency circumstances, any officer of
attribution; the University at the vice president or higher level may
> facilitating another students academic misconduct; immediately suspend a student from access to University
and/or submitting course work or taking an exam for premises, activities or electronic sites pending disciplinary
another student; and action. Such action will be reported to the provost and vice
president.
> buying or selling of course materials, including exams,
test answers and course papers. STUDENT RIGHTS AND RESPONSIBILITIES
The student:
DISCIPLINARY PROCESS
Allegations of violations of the Academic Code of Conduct may > Will be notified of the charges against him/her, in writing,
be initiated by mentors, staff or students enrolled at Thomas prior to the hearing.
Edison State University. Specific allegations of a violation of > Will be informed of the evidence upon which a charge is
the Academic Code of Conduct must be submitted in writing based.
to the appropriate deans office. In cases of violations that
result from inappropriate behavior in courses, the appropriate > Will be given the opportunity to present his/her defense
dean is the dean of the School that offers the course. In all and offer evidence at the hearing.
other cases, the appropriate dean is the dean of the School in > Will receive a written determination of the charges and
which the student is enrolled. notifications of any sanctions imposed, in a timely manner.
PLAGIARISM > Will be afforded confidentiality throughout the process.
Acts of both intentional and unintentional plagiarism violate > Will have the right to waive any of these rights.
the Academic Code of Conduct. If an incident of plagiarism
was an isolated minor oversight or an obvious result of HEARING
ignorance of proper citation requirements, the mentor If a hearing is requested, such hearing will be convened at
may handle the matter as a learning exercise. Appropriate Thomas Edison State University, Trenton, N.J., within twenty-
consequences may include the completion of tutorials, one (21) business days after the request is received by the
assignment rewrites or any other reasonable learning tool, in University. Students unable to travel to Trenton may attend
addition to a lower grade for the assignment or course. The the hearing telephonically via conference call. In these
mentor will notify the student and appropriate dean of the circumstances, every effort will be made to adhere as closely
consequence by email. as possible to the procedures further outlined in this section.
If the plagiarism appears intentional and/or there is more than > The student shall have the opportunity to testify and
an isolated incident, the mentor will refer the matter to the present evidence and witnesses. A list of witnesses and a
appropriate dean. The deans office will gather information copy of documents to be presented at the hearing must
about the violation(s) from the mentor and student, as be submitted to the University at least seven days prior
necessary. The dean will review the matter and the student to the hearing.

> The student may have a nonparticipating advisor NONACADEMIC CODE OF CONDUCT POLICY
present for the proceedings.
www.tesu.edu/academics/catalog/Nonacademic-Code-of-Conduct.cfm
> The committee shall hear and question witnesses.
PREAMBLE
> The student may suggest questions for witnesses to the
Thomas Edison State University provides flexible, high qual-
committee.
ity, collegiate learning opportunities for self-directed adults.
> The hearing will be audio recorded. All records and/ The University is dedicated to maintaining a scholarly com-
or audio recordings of the hearing will be kept munity in which the freedom of expression both written and
in the custody of the University. Records or recordings oral is greatly valued. Members of the University community
may not be reproduced without the specific are expected to interact with each other with respect, consid-
authorization of the president of Thomas Edison State eration and in a civil manner. Civility requires cooperation,
University. tolerance, acceptance, inclusiveness, courtesy and patience. It
> All expenses incurred by the student and any witness is expressed not only in the words that are chosen, but in tone,
will be borne by the student. demeanor and actions.
> If a student (with notice) does not appear at the PURPOSE
hearing, the committee shall decide whether to proceed The purpose of this policy is to advise the students of Thomas
in the students absence. Edison State University of their responsibilities and expect-
> An audio recording of the hearing (not deliberations) ed conduct when interacting with other students, mentors or
shall be made and maintained by the University. staff of the University in nonacademic situations or activities.
Furthermore, it provides procedures for filing complaints, in-
The Academic Integrity Committee will review all reports vestigations, hearings, the range of possible sanctions and
and evidence regarding the misconduct charge. A written appeals under this policy.
decision will be issued by the chairperson, Academic Integrity
Committee, within ten (10) business days of the hearing and STATEMENT OF RESPONSIBILITIES AND CONDUCT
will be sent to the student concerned via certified and regular Students at Thomas Edison State University are expected to
mail. In its decision, the Academic Integrity Committee will be mature, self-directed and responsible for their progress
determine the appropriate sanction. and the achievement of their personal academic goals. They
are expected to know and comply with the policies, rules and
APPEAL PROCESS procedures of the University; satisfy their financial obliga-
The student shall have the opportunity to appeal any decision tions; respect University resources; and comply with requests
involving disciplinary action. An appeal must be submitted of academic and administrative personnel in the conduct of
in writing to the provost and vice president within ten (10) their professional duties.
business days after receipt of the hearing decision of the
Academic Integrity Committee. The appeal must specify the Interaction between students and the University is expected
grounds on which it is made. Allowable grounds for appeals to be thoughtful, professional, respectful and civil. Accord-
are limited to the following: ingly, any behavior that threatens or endangers the safety or
welfare of members of the University community, or substan-
> Evidence of procedural irregularity tially disrupts or threatens to substantially disrupt the opera-
> Evidence of mitigating circumstances or facts that could tion of the University, is prohibited and shall be grounds for
not have been presented at the hearing disciplinary action, including dismissal from the University.
Such prohibited behaviors include, but are not limited to,
> Evidence of undue severity of sanction harassment, abusive actions, physical threats and disruptive
> Evidence of bias on the part of the members of the conduct.
Academic Integrity Committee
VIOLATIONS
> Evidence that the decision of the Academic Integrity Behavior by students that violates the Nonacademic Code of
Committee is arbitrary, capricious or unreasonable and Conduct and that takes place on Thomas Edison State Uni-
that the evidence does not support the charges versity premises, during University-related activities or which
> The provost and vice president will issue a decision adversely affects the University community, shall be grounds
within ten (10) business days and may require that the for disciplinary action by the University. The University re-
previously imposed sanction be: serves the right, notwithstanding anything contained herein,
to refer any nonacademic offense to the appropriate civil or
1) Affirmed and executed
criminal authority, as it may deem appropriate. Violations of
2) Suspended, set aside or rejected the Nonacademic Code of Conduct may include, but are not
3) Modified or adjusted as warranted by circumstance limited to, the following:
The decision of the provost and vice president is final.

> Disruption of University activities - exam > Submission of Fraudulent Documents - such as
administration, online courses, assessment activities, transcripts, diplomas, test scores, references or
studying, research, administration and meetings. These applications that are forged, fraudulent, altered from
activities may also be considered a violation of the the original, materially incomplete, obtained under false
Academic Code of Conduct. When there are academic pretenses or otherwise deceptive (collectively referred to
elements involved the case will also be referred to the as fraudulent documents).
appropriate dean for review. > Refusal to Provide Identification - refusal to provide
> Unauthorized Entry and Use - unauthorized entry and/ identification upon request by an officer, employee
or use of any University network, building, facility, or agent of the University acting on behalf of the
room or office. Facilities include, but are not limited to, University in the course of his/her duties.
the Trenton offices, off-site centers and special event > Disorderly, lewd or obscene conduct on University
venues. property or at a University activity.
> Misappropriation/Misuse of or Damage to University > Disorderly, lewd or obscene conduct in the use of an
property - including misappropriation of or possession avatar, or in the use of digital media (audio, video
of misappropriated University property; intentional or uploads, streaming video, or photo content) in the
negligent damage of University property; intentionally online classroom.
misplacing resources or in any way intentionally
depriving other members of the University of the > Deception of or attempt to deceive mentors, staff, or
property or having access to the resources; infecting other students regarding ones personal identity within
networks, programs or other electronic media or the online classroom, in testing, or in relation to any
systems with viruses or otherwise causing systems to University activity or function.
malfunction or disruptions to University technology. > Cyberbullying, or any electronic communication that
> Physical Abuse and Dangerous Activity - including contains threatening or abusive language, to another
actual physical abuse or threat of physical abuse to student, mentor or staff member.
another person; damage to another persons property; > Invading another persons privacy by intruding upon
causes another person to fear physical abuse or fear private communications or property.
damage to his/her property; creating a condition which
> Unauthorized appropriation and/or use of another
endangers or threatens the health, safety or well-being
persons personal data or identity.
of other persons, or which could cause damage to
property; possession, use or distribution of firearms, > Misrepresentation materially misrepresenting
ammunition, explosives or other weapons on University information to an official University body or officer.
property. > Provide false or misleading information in the course of
> Written or Oral Harassment - written or oral harassment a nonacademic disciplinary investigation or hearing.
includes the use of threatening or obscene language, > Failing to appear as a witness during a nonacademic
or language that is otherwise abusive or discriminatory disciplinary hearing, when directed to appear by the
in the circumstances, by a student, directed to another University.
student, a mentor, trustee or employee of the University.
> Other acts or activities that violate nonacademic
> Sexual Harassment sexual harassment represents a University policies.
form of abuse and/or intimidation and involves actions
such as unwelcome sexual conduct; requests for sexual DISCIPLINARY PROCESS
favors and other physical and expressive behavior of The Office of the Vice President for Enrollment Management
a sexual nature; written or oral abuse or threats of a and Learner Services (EMLS) is responsible for:
sexual nature; displaying or distributing pornographic
or derogatory pictures or materials; unwelcome > Investigating allegations of misconduct.
physical contact such as touching, patting, pinching or > Administering the disciplinary process.
punching; continuing to engage in certain behaviors of
> Maintaining a written record of all actions regarding
a sexual nature after an objection has been raised by
student conduct violations.
the target of such inappropriate behavior; conduct that
has the purpose or effect of unreasonably interfering A complaint involving a violation of the Nonacademic Code
with an individuals education or work performance or of Conduct must be submitted in writing to the associate vice
creating an intimidating or hostile environment. [Sexual president and University registrar, acting on behalf of the vice
harassment is a violation of Title IX of the Education president who will review the matter to determine whether the
Amendments of 1972 and other laws. See Policy allegations merit proceeding with formal charges, or should
Against Discrimination and Harassment for additional be addressed informally.
information.]

If, in the opinion of the University registrar and associate vice > All records of the hearing will be kept in the custody of
president, the complaint should be pursued formally, the stu- the University. Records or recordings are the property
dent will receive written notice of the charges and specifica- of the University and may not be reproduced without
tions, as well as information about a scheduled hearing. The the specific authorization of the president of Thomas
vice president for Enrollment Management and Learner Ser- Edison State University.
vices may withdraw the charges any time prior to the hearing, > Hearings are closed to the public and limited to the
if good cause exists to do so. complainant, accused and advisor. Presentation of
STUDENT RIGHTS AND RESPONSIBILITIES witnesses shall be subject to the Committees approval.
The student: > The Committees determination shall be made on the
preponderance of evidence standard, i.e., whether it is
> Must notify the University Registrar and Associate Vice more likely than not that the accused student violated
President of the names of the students advisor and any the code of conduct.
witnesses who will attend the hearing, at least three days
before the hearing. > All expenses incurred by the student will be borne by
the student.
> Must submit a copy of any document that the student
wishes to present into evidence to the University The Student Conduct Committee will review the report, lis-
Registrar and Associate Vice President at least three ten to evidence and decide if a violation did or did not occur.
days before the hearing. If a violation is determined to have taken place, the commit-
tee will determine what disciplinary action, if any, to impose
> Will be notified of the charges against him/her, in on the student. A written decision will be issued by the chair
writing, prior to the hearing. of the Student Conduct Committee to the vice president of
> Will be informed of the evidence upon which a charge is Enrollment Management and Learner Services. A copy of the
based. decision will be sent to the student by certified and regular
mail and serves as notice of the Committees decision and any
> Will have a reasonable length of time to prepare a
sanctions to be imposed. With the exception of dismissal, the
response to any charges.
Student Conduct Committee may impose, on its own authori-
> Will receive a copy of an investigation report prior to ty, all sanctions listed in this policy.
any hearing.
One or more of the following sanctions may be imposed:
> Will be given the opportunity to present his/her defense
> Written Warning A written reprimand for violation of
and offer evidence at the hearing.
a specific nature, including a warning that continuation
> Will receive a written determination of the charges or repetition of prohibited conduct may be cause for
and notifications of any sanctions imposed, in a timely additional disciplinary action.
manner.
> Exclusion/Removal from University Activity/Event
> Will be afforded confidentiality throughout the process. A student given this sanction may be barred from
> Will have the right to waive any of these rights. attending University sponsored activity and events for
a specified period of time, not to exceed 180 days. These
STUDENT CONDUCT COMMITTEE HEARING restrictions may be extended to participation in online
All committee hearings will convene in Trenton, NJ. Students events sponsored by the University.
unable to travel to Trenton may attend the hearing telephon- > Suspension A student may be suspended from the
ically, via conference call or video interface. A single audio University for a specified period of time, not to exceed
recording of the hearing will be made by the University. De- one year. The student while suspended shall not
liberations will not be recorded. participate in any University sponsored activity and will
> The student may have an advisor present at the hearing, be barred from University premises. At the discretion
however, the student is responsible for presenting of the Provost, a permanent transcript notation of the
his/her information and, therefore, the advisor is not suspension may be made. Students suspended from the
permitted to speak or participate directly in the hearing. University are not entitled to refunds for tuition or fees
associated with their interrupted enrollment.
> The student will be allowed to review the investigation
report (a copy to be provided prior to the hearing), > Dismissal from the University Permanent separation
listen to the investigating staff deliver the report and of the student from the University. A permanent
suggest questions for the Student Conduct Committee transcript notation is mandatory. Students dismissed
chair to ask. from the University are not entitled to refunds for
tuition or fees associated with their interrupted
> The student shall have the opportunity to present his/ enrollment. As the most severe action of the institution,
her version of what happened, submit supporting the Committee may recommend dismissal to the vice
documentation and present witnesses. president/provost. Dismissal may only be imposed
by the vice president/provost either pursuant to the
Committees recommendation or upon the authority of

the vice president/provost. The vice president/provost APPEALS AND WAIVERS
will notify the student by certified and regular mail, if
www.tesu.edu/academics/catalog/Academic-Appeals-and-Waivers.cfm
dismissal is imposed.
> Postponing or Withholding of a Degree The ACADEMIC APPEALS
University may withhold the award of a degree, Students may appeal an academic decision. Such appeals
otherwise earned, until completion of a disciplinary must be filed within 30 days of the date of the notification
process set forth in any of its Codes of Conduct. of that decision. All appeals must be submitted in writing to
the dean of the School in which the student is enrolled. Note
> Revocation of a Degree - An awarded degree may be
that many academic decisions do not require a formal appeal.
revoked for fraud, misrepresentation or other violation
Students may begin by submitting a statement of why they
of University standards.
believe the decision to be in error, including such supporting
> Interim Suspension - In extreme or emergency materials as course descriptions or syllabi, to the to the
circumstances, any vice president of the University Advisement Center.
may immediately suspend a student from access to
University premises, activities or electronic sites, ACADEMIC WAIVERS
pending a conduct hearing or disciplinary action. Such Request for a waiver of a specific requirement and/or
interim suspensions will be reported as soon as possible University policy must be submitted in writing to the dean of
to all the members of the Presidents Council. the School in which the student is enrolled.
APPEAL PROCESS ADMINISTRATIVE (NONACADEMIC)

The student shall have the opportunity to appeal any decision APPEALS AND WAIVERS
involving disciplinary action. Appeals of dismissals must be Students may appeal a decision from any office in the
submitted directly to the Office of the President. All other ap- University regarding an administrative action, policy or
peals must be submitted in writing to the vice president for procedure. Such an appeal must be submitted in writing to
Enrollment Management and Learner Services. All appeals the Administrative Appeals Committee via mail (Thomas
must be filed within 15 business days after receipt of the disci- Edison State University - Administrative Appeals Committee,
plinary action. The appeal must specify the grounds on which 111 W. State St., Trenton, NJ 08608), email at AdminAppeals@
it is being made. Allowable grounds for appeals are limited to tesu.edu or fax at (609) 777-2957.
the following:
Supporting documentation not submitted with the appeal may
> Evidence of procedural irregularity that affected the otherwise be required by the Committee. The Administrative
fairness of the hearing Appeals Committee considers administrative matters
involving financial relief, waivers, exceptions to policies and
> Evidence of significant mitigating circumstances
other special considerations of departmental decisions across
or facts that could not have been presented to the
all divisions of the University.
investigating staff member or at the hearing
> Evidence of undue severity of sanction APPEALS RELATED TO DISABILITY ACCOMMODATIONS
A student must first make a written request to the ADA
> Evidence of bias on the part of the investigating staff
coordinator. If the request is denied, the student may then
member
send a written appeal to the associate vice president and dean
> Evidence that the decision of the Student Conduct of Learner Services. The appeal must contain the students
Committee is arbitrary, capricious or unreasonable, and full name, student ID number, address, daytime telephone
that the charges are not supported by the evidence number and email address (if applicable). The appeal must
A written decision will be issued and the student will receive also include the circumstances surrounding the concern such
a copy of the appeal decision by certified and regular mail. as specific issue(s) and person(s) involved, specific date(s) of
The appeal decision may require that the previously imposed the concern and the proposed remedy a student is seeking.
sanctions be: The appeal must be submitted within 14 days of receipt of the
original denial.
> Affirmed
> Suspended, set-aside or rejected
> Modified or adjusted as warranted by circumstance
> Remand for a new hearing.
Upon notification, administrative offices throughout the Uni-
versity will take all requisite actions to record and implement
the final decision of the University.

STUDENT COMPLAINT POLICIES AND PROCEDURES be notified of the Universitys response within 20 days of
the informal complaint. If the student is not satisfied with
www.tesu.edu/academics/catalog/Student-Complaint-
the decision and/or attempts at resolution, he/she may go
Policies-and-Procedures.cfm
on to make a formal complaint.
1. Thomas Edison State Universitys mission
C. Formal Complaint - A formal complaint must be
The University mission is to provide the highest level of
submitted in writing to the dean of the relevant School or
service to its students, in an environment conducive to
the head of the appropriate office from which the complaint
learning and academic excellence. The University also
arises. Formal complaints must be filed within 60 days of the
acknowledges the maturity, autonomy and dignity of
event that triggered the complaint, and state the nature of
its students. Consistent with its mission, the University
the grievance and the remedy being sought. Any previous
has instituted various mechanisms to address student
attempts to resolve the issue should also be described.
complaints. When registering concerns or complaints,
University students must follow the appropriate Receipt of the complaint will be acknowledged within 15
procedures. If a student has any question about the days. The appropriate University administrator will then
applicable procedure to follow for a particular complaint, review the matter. A final written determination, including
the student should contact the Office of the Associate Vice any proposed resolution, will be sent to the student
President and Dean of Learner Services at (609) 984-1141, within 30 days of the receipt of the complaint. A complete
ext. 3090, or escheff@tesu.edu. record of formal complaints will be kept by the relevant
University office. Records of the final outcome of all formal
2. Complaint Policies and Procedures
complaints will also be stored in a centralized database
If a student has a complaint concerning any of the
and the students electronic file.
following matters, the student should refer to the proper
resource:
A. Grade or Academic Credit Appeal. See Student

EQUAL OPPORTUNITY AND DIVERSITY
Forms area of myEdison or visit www.tesu.edu/academics/catalog/Equal-Opportunity-and-Diversity.cfm
www.tesu.edu/studentforms.
Thomas Edison State University is an Equal Opportunity
B. Academic Code of Conduct Policy. institution. In the operation of its programs and activities
C. Nonacademic Code of Conduct Policy. (including admissions counseling and advisement), the Uni-
versity affords equal opportunity to qualified individuals re-
D. Policy Against Discrimination and Harassment.
gardless of race, color, religion, sex, gender, national origin,
E. Disability Accommodations. ethnic group, affectional or sexual orientation, atypical he-
reditary or cellular blood trait, age, disability, marital/famil-
3. Other Student-Related Complaints ial status, domestic partnership status or liability for military
A student who has a complaint that a policy or procedure service. This is in accord with Title VI of the Civil Rights
has been incorrectly or unfairly applied in his/her Act of 1964 (which prohibits discrimination on the basis of
particular case, or a complaint about the behavior of a race, color and/or national origin), Title IX of the Education
mentor or a University staff member that does not fall Amendments of 1972 (which prohibits sex discrimination),
within any of the categories listed here, the complaint will Section 504 of the Rehabilitation Act of 1973, the Americans
be handled as follows: with Disabilities Act of 1990 (which prohibits discrimination
A. Informal Resolution - Students are encouraged to speak against otherwise qualified people with disabilities) and other
directly with the mentor or staff member most concerned applicable laws and regulations.
with or responsible for the situation that is the cause of Inquiries concerning disability accommodations may be
the complaint. If this communication does not lead to a directed to Thomas Edison State University, Office of Student
resolution, or such a discussion is not deemed appropriate, Special Services, Attn: ADA coordinator or by calling (609)
the student may register an informal complaint or file a 984-1141, ext. 3415, or by emailing ada@tesu.edu. Hearing-
formal written complaint. impaired individuals may call the TTY line at (609) 341-3109.
B. Informal Complaint - A student may register an
informal complaint within 30 days of the event that
triggered the complaint. The earlier the communication is
made, however, the more likely it is to resolve the matter
satisfactorily. Complaints involving academic matters
should be made to the dean of the relevant School. Other
types of complaints should be made to the head of the
appropriate University office. Informal complaints may
be made by telephone or email. Appropriate University
staff will review the matter presented by the student and
determine whether any action is required. The student will

POLICY AGAINST DISCRIMINATION > Engaging in any other course of alarming conduct or
of repeatedly committed acts with purpose to alarm or
AND HARASSMENT seriously annoy such other person, such that the behavior
www.tesu.edu/academics/catalog/Policy-Against- substantially disrupts or interferes with the orderly
Discrimination-and-Harassment.cfm operation of the institution or the rights of other students
to participate in or benefit from the education program.
Thomas Edison State University is committed to maintaining
an academic environment free from discrimination and This policy is in addition to the Universitys Policy Against
harassment. The University prohibits sexual harassment Discrimination and Harassment. Issues arising from this
and discrimination based on race, creed, color, national policy will be investigated and adjudicated in accordance
origin, ancestry, marital status, civil union status, domestic with the Universitys Nonacademic Code of Conduct.
partnership status, sex, gender identity or expression, or
affectional or sexual orientation, disability or nationality.
DRUG ABUSE PREVENTION
Hostile environment harassment based on any of these www.tesu.edu/academics/catalog/Drug-Abuse-Prevention.cfm
protected categories is also prohibited. Sexual harassment
refers to unwelcome conduct based on a persons sex, POLICY ON THE UNLAWFUL POSSESSION, USE OR
including sexual advances, requests for sexual favors and DISTRIBUTION OF ILLICIT DRUGS AND ALCOHOL
other verbal or physical conduct of a sexual nature when: BY STUDENTS.
1. Submission to such conduct is made either explicitly or I. Thomas Edison State University students are prohibited
implicitly a condition of an individuals academic success. from engaging in the unlawful manufacture, distribution,
dispensing, possession or use of a drug in the University.
2. Submission to or rejection of such conduct is used as the
A. A drug means a controlled dangerous substance,
basis for academic decisions affecting an individual.
analog or immediate precursor as listed in Schedules
3. Such conduct interferes with an individuals academic I through V in the New Jersey Controlled Dangerous
performance or creates a hostile academic environment. Substances Act, N.J.S.A. 24:21 1, et seq., and as modified
in any regulation issued by the Commissioner of the
Any student who believes that he or she has been sexually Department of Health. It also includes controlled
harassed or discriminated against by a mentor or Universi- substances in schedules I through V of Section 202 of
ty staff member should file a complaint with the Universitys the Federal Controlled Substance Act (21 U.S.C. 812).
Title IX Coordinator and Equity/Diversity Office Heather The term shall not include tobacco or tobacco products
Brooks, hbrooks@tesu.edu. If a student believes that another or distilled spirits, wine or malt beverages as they are
student has harassed or discriminated against him or her, the defined or used in N.J.S.A. 33:1 et seq.
student should file a complaint with the Office of the Univer-
B. Student means all Thomas Edison State University
sity Registrar at (609) 984-1180, ext. 3090, or escheff@tesu.edu.
students who are enrolled in degree programs or
Students are encouraged to make timely reports so that a sat-
certificate programs.
isfactory resolution is more likely.
C. University means the physical area of operation of
If a student believes that the University is violating federal Thomas Edison State University, including buildings,
discrimination law or wishes to learn more about civil rights, grounds and parking facilities controlled by the
a student may contact the U.S. Department of Education for University. It includes any field location or site at
Civil Rights, at (800) 421-3481 or ocr@ed.gov which a student is engaged, or authorized to engage,
in academic work activity and includes any travel
POLICY AGAINST HARASSMENT, INTIMIDATION between such sites.
AND BULLYING
Any of the following acts are prohibited and could lead to II. Sanctions
suspension or dismissal from the University:
A. Any student who is found to be involved in the un-
If a student acts with the purpose to bully, intimidate and lawful manufacture, distribution or dispensation of a
harass another person by: drug in the University may face disciplinary sanctions
(consistent with local, state and federal law) up to and
> Making, or causing to be made, a communication or including termination of the status and referral to the
communications (including the use of electronic and/or appropriate legal authorities for prosecution.
social media) anonymously or at extremely inconvenient B. Conviction (see definition option D) of any student for
hours, or in offensively coarse language, or any other the unlawful manufacture, distribution or dispensation
manner likely to cause annoyance or alarm; or of drugs in the University will result in the immediate
> Subjecting another to striking, kicking, shoving, or other implementation of dismissal or expulsion proceedings.
offensive touching, or threatening to do so; or

C. Any student who is convicted of a federal or state provide information concerning drug abuse to any student,
offense consisting of the unlawful possession or officer or employee of the University.
use of a drug in the University will be referred to an
authorized agency for counseling, and shall be required Information and referrals to agencies offering drug abuse
to satisfactorily participate in a drug abuse assistance counseling can be obtained from the Office of Student Special
or rehabilitation program. Failure to participate as Services at (609) 984-1141, ext. 3445.
outlined above may result in dismissal.
D. Conviction means a finding of guilt, or a plea of guilty, FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
before a court of competent jurisdiction, and, where
applicable, a plea of nolo contendere. A conviction
OF 1974 (FERPA)
is deemed to occur at the time the plea is accepted www.tesu.edu/academics/catalog/Family-Educational-Rights-and-
or verdict returned. It does not include entry into Privacy-Act-of-1974-FERPA.cfm
and successful completion of a pretrial intervention
program, pursuant to N.J.S.A. 2C:43-12 et seq., or a Thomas Edison State University adheres to the Family Edu-
conditional discharge, pursuant to N.J.S.A. 2C:36A-1. cational Rights and Privacy Act (FERPA) of 1974, as amended,
known as the Buckley Amendment. FERPA affords eligible
III. Examples of New Jersey Drug Law Penalties students certain rights with respect to their education records.
Thomas Edison State University makes public announcement
> Six-month loss or delay of a drivers license for convic-
of FERPA in its University catalogs.
tion of any drug offense
> $500 to $300,000 fine for conviction of various drug These rights include:
offenses 1. The right to inspect and review the students education
> Forfeiture of property including automobiles or houses records within 45 days after the day Thomas Edison State
if used in a drug offense University receives a request for access. A student should
submit to the registrar a written request that identifies the
> Doubled penalties for any adult convicted of giving or
record(s) the student wishes to inspect. The registrar will
dealing drugs to someone under 18 years of age
make arrangements for access and notify the student of
> 25 years in prison without parole for any adult convict- the time and place where the records may be inspected. If
ed of being in charge of a drug-dealing ring. the records are not maintained by the registrar, the regis-
trar will advise the student of the correct official to whom
II. Drug and Alcohol Counseling the request should be addressed.
Referrals may be made to agencies listed in the New Jersey
Division of Alcoholism and Drug Abuse, Directory of Drug 2. The right to request the amendment of the students
Abuse Treatment and Rehabilitation Facilities, and the New education records that the student believes is inaccurate,
Jersey Division of Alcoholism, Treatment Directory. misleading, or otherwise in violation of the students
privacy rights under FERPA. A student who wishes to ask
Students who reside in New Jersey may be referred to treat- the school to amend a record should write to the registrar,
ment centers listed in the above directories. Out-of-state stu- clearly identify the part of the record the student wants
dents may be referred to agencies in their respective states changed, and specify why it should be changed. If the
that are listed in the U.S. Department of Health and Human school decides not to amend the record as requested, the
Services directory, Citizens Alcohol and Other Drugs Pre- school will notify the student in writing of the decision and
vention Directory. the students right to a hearing regarding the request for
amendment. Additional information regarding the hearing
III. Appeals procedures will be provided to the student when notified of
Any student accused of unlawful possession, use or distribu- the right to a hearing.
tion of illicit drugs and/or alcohol may request an internal
hearing before the University hearing officer prior to disci- 3. The right to provide written consent before the University
plinary action or dismissal. discloses personally identifiable information (PII) from
the students education records, except to the extent that
IV. Health Risks Associated With Alcohol and Drug Abuse FERPA authorizes disclosure without consent.
Taken in large quantities over long periods of time, alcohol 4. The right to file a complaint with the U.S. Department of
can damage the liver, brain and heart. Repeated use of alco- Education concerning alleged failures by Thomas Edison
hol can cause damage to the lungs, brain, liver and kidneys. State University to comply with the requirements of FER-
Death due to a drug overdose is always a possibility for the PA. The name and address of the office that administers
drug user. FERPA is:
In addition to physical damage caused by alcohol and drug
abuse, there are mental effects such as changes in mood and
behavior and lack of interest and drive. The University will

Family Policy Compliance Office > To organizations conducting studies for, or on behalf of,
U.S. Department of Education the school, in order to: (a) develop, validate or administer
400 Maryland Avenue SW predictive tests; (b) administer student aid programs; or (c)
Washington, DC 20202 improve instruction.
Thomas Edison State University has designated the following > To accrediting organizations to carry out their accrediting
categories of student information as directory information: functions.
student name, email address, enrollment status, area of study, > To comply with a judicial order or lawfully issued subpoena.
degree/honors conferred and dates of conferral. This informa- > To appropriate officials in connection with a health or
tion may be released for any purpose at the discretion of the safety emergency.
University. Students have the right to withhold the disclosure
of directory information by written notification to the Office > Information the school has designated as directory infor-
of the Registrar. mation.
> To a victim of an alleged perpetrator of a crime of violence
Thomas Edison State University discloses education records or a non-forcible sex offense. The disclosure may only
without a students prior written consent under the FERPA include the final results of the disciplinary proceeding with
exception for disclosure to school officials with legitimate respect to that alleged crime or offense, regardless of the
educational interests. A school official is a person employed finding.
by Thomas Edison State University; serving on the board of
trustees or serving on an official committee. A school official > To the general public, the final results of a disciplinary
also may include a volunteer or contractor outside of Thomas proceeding if the school determines the student is an
Edison State University who performs an institutional service alleged perpetrator of a crime of violence or non-forcible
or function for which the school would otherwise use its own sex offense and the student has committed a violation of
employees and who is under the direct control of the school the schools rules or policies with respect to the allegation
with respect to the use and maintenance of personally identi- made against him or her.
fiable information (PII) from education records.
FERPA permits the disclosure of PII from students educa- POLICY ON STUDENT IDENTITY VERIFICATION
tion records, without consent of the student, if the disclosure In compliance with the provisions of the United States Feder-
meets certain conditions found in the FERPA regulations. Ex- al Higher Education Opportunity Act (HEOA) of 2008, Public
cept for disclosures to school officials, disclosures related to Law 110-315, concerning the verification of student identity in
some judicial orders or lawfully issued subpoenas, disclosures distance learning, Thomas Edison State University policy re-
of directory information, and disclosures to the student, FER- quires all students engaging in courses to verify their identity
PA regulations requires the institution to record the disclo- no later than 30 days after their first course registration with
sure. A postsecondary institution may disclose PII from the the University. For the purposes of this policy, student is de-
education records without obtaining prior written consent of fined as a person enrolling in a course with the University.
the student
Thomas Edison State University will use one or more of the
> To authorized representatives of the U. S. Comptroller following methods for verification:
General, the U. S. Attorney General, the U.S. Secretary of
Education, or state and local educational authorities, such 1. A secure login with user name and password
as a state postsecondary authority that is responsible for 2. Proctored examinations
supervising the Universitys state-supported education
programs. Disclosures under this provision may be made 3. New or emerging technologies and practices that are
in connection with an audit or evaluation of federal- or effective in verifying student identification
state-supported education programs, or for the enforce- Students must verify their identity to be permitted to prog-
ment of or compliance with federal legal requirements that ress in their course enrollment. In addition to the initial iden-
relate to those programs. These entities may make further tity verification, students are required to comply with each
disclosures of PII to outside entities that are designated identity verification prompt within a course in which they are
by them as their authorized representatives to conduct any enrolled. Refusal to do so may result in the student being re-
audit, evaluation, or enforcement or compliance activity on moved from enrollment with the University and/or courses.
their behalf.
Procedure for Identity Verification in Academic Activity
> In connection with financial aid for which the student has
The requirement to verify identity will be included in each
applied or which the student has received, if the infor-
Moodle course space. Identity verification in academic activi-
mation is necessary to determine eligibility for the aid,
ty occurs in one or more of the following ways:
determine the amount of the aid, determine the conditions
of the aid, or enforce the terms and conditions of the aid. 1. A secure login with user name and password
2. Proctored examinations
3. Biometric data match

Each academic activity will have a minimum of three verifica- POLICY ON GRADE POINT AVERAGE
tion instances. Term and cumulative Grade Point Averages (GPA) are includ-
ed on Thomas Edison State University transcripts, which are
Procedure for Identity Authentication Upon Request of based on graded credits attempted through Thomas Edison
University Staff or Outside of Academic Activity State University coursework and grades earned for credits
Upon notification of the requirement or staff request, students awarded by Maalot Educational Network. Only grades that
are required to verify their identity within 14 business days. reflect attempted graded credits (A, A-, B+, B, B- , C+, C, C-, D, F
The University may withhold services or documents until and IF) are used to calculate the official Thomas Edison State
verification is completed in accordance with the policy and University GPA and are recorded on the transcript. The only F
procedures. and IF grades that are printed on the transcript and included
in the GPA calculation are those awarded for TESU courses
that started on or after the July 2011 term. TESU courses with
POLICY ON GRADING grades of W are recorded on the transcript, but will not be
www.tesu.edu/academics/catalog/Policy-on-Grading.cfm calculated into the GPA.
COURSES TESU courses with a grade of NC are not recorded on the

The outcome of active, current learning experiences assessed transcript and are not calculated into the GPA. Thomas Edi-
by the University will be graded based upon the scale below. son State University credit earning options in which students
This policy applies to graded course credits earned through receive grades of CR, such as TECEP, prior learning assess-
the University. ment, Practicum courses and e-Packs, will not be calculated
into the GPA, but will appear on the transcript
ACADEMIC STANDING: GRADUATE GRADING SYSTEM
Thomas Edison State University restarts the GPA calcula-
Letter Quality Numerical tion based on academic level only and does not restart the
Grade Points Equivalents
calculation at graduation. As such, there is no direct correla-
A 4.0 93-100 tion between the GPA and graduation, except that in order to
graduate, all students must meet the GPA standards set by
A- 3.7 90-92 the University as well as any individual standards set by the
B+ 3.3 88-89 academic school that offers the degree the graduate earns.
B 3.0 83-87 POLICY ON C GRADES
C 2.0 73-82 A grade of B is considered the minimal appropraite grade for
F 0 Below 73 graduate course work. However, a maximum of two courses
with a grade of C may be applied toward a masters degree
I Incomplete (temporary grade) as long as the students grade point average is 3.0 or greater.
IF 0 Below 73 Only one course with a grade of C may be applied toward a
doctoral degree as long as the students grade point average
CR* N/A None
is 3.0 or better.
Exception: No C grades will be applied toward any graduate

*Nongraded credit assessed at the B level and above will be
degree in the W. cary Edwards School of Nursing.
counted toward graduate degree requirements in acordance
with University and appropriate School policies. Graduate students are required to maintain an overall min-
imum average of B in their Thomas Edison State University
CREDIT WITHOUT A LETTER GRADE courses in order to graduate.
Thomas Edison State University will transcript credit (CR)
without a letter grade for the following: prior learning assess- Students must also meet any minimum required GPA stan-
ment (PLA); e-Pack; self directed (SD); all testing programs dards established by their School to graduate from Thomas
(including TECEP); business, industry and corporate train- Edison State University.
ing programs evaluated and recommended for credit by the
American Council on Education (ACE) or National CCRS; GRADUATE PROBATION
military training programs evaluated and recommended for Students whose cumulative graduate grade point average
credit by the American Council on Education (ACE); licenses, (GPA) fall below a 3.0 will be placed on academic probation.
special programs and registries evaluated and recommend-
Students on probation may not be registered for more than 6
ed for credit by Thomas Edison State University; and credits
credits in any one semester (including extensions).
from foreign universities.
Students whose GPA fall below a 3.0 in the semester prior to
Credits earned are automatically applied to Thomas Edison
the completion of their program will be required to take addi-
State University degree programs for enrolled students, but
tional courses to raise their GPA to 3.0 or above to meet the
are not calculated into the GPA.
minimum graduation requirements.

The GPA must be restored to a 3.0 or above during the next 9 GRADUATION
credits or be dismissed from the graduate program. Students
www.tesu.edu/academics/catalog/Graduation.cfm
have a maximum of one year to raise their GPA to 3.0 or greater.
In order to apply for graduation, students must be within
their enrollment year. When all degree requirements have
RESIDENCY REQUIREMENTS been satisfied, students are required to apply for graduation
www.tesu.edu/academics/catalog/Residency-Requirements.cfm by submitting the Request for Graduation in Online Student
Services. A student does not automatically become a
RESIDENCY FOR TUITION AND ENROLLMENT candidate for a degree.
PURPOSES
Thomas Edison State University will determine residency To be considered for graduation, all academic requirements
pursuant to New Jersey Administrative Code 9A:5-1.1-1.2. and financial obligations must have been met by the first
The Code requires that students be domiciled in the state of day of the month two months prior to the graduation date.
New Jersey for a period of 12 months prior to enrollment in a The official graduation months are March, June, September
public institution of higher education in order to be eligible and December. Once the application and fee have been
for in-state tuition. United States military personnel and their received and the Office of the Registrar has certified that
dependents, who are attending public institutions of higher all degree requirements and financial obligations have
education in New Jersey, shall be regarded as residents of the been met, the Office of the Registrar notifies the graduate
state of New Jersey for the purpose of determining tuition and degree-seeking candidates names are presented to
(N.J.S.A. 18A:62-4.1). the Thomas Edison State University Board of Trustees for
formal approval. Upon approval by the Board of Trustees,
The Office of the Registrar is the Universitys principal graduates receive written confirmation from the Office
authority on residency determination for tuition purposes. of the Registrar that the degree was conferred. Diplomas
Following the registrars guidance, initial residency are ordered for each individual graduate and are mailed
assessment will be determined by the Office of Admissions to graduates within two weeks of the graduation date.
and Enrollment Services. The permanent address of the The degree awards will not appear on the transcript until after
student in effect at the time the student applies for admission the official date of graduation. Any transcript released by the
will be used to determine residency for tuition purposes. The University before the date of graduation cannot be used as
initial determination will be communicated to the student and proof of degree conferral.
used for all tuition and fee assessments until a subsequent
change of residency has been approved in accordance with
prescribed procedures. PROCEDURES AND APPEAL GUIDELINES
All requests for a change in residency status will be forwarded REVIEW PROCEDURES
to the Office of the Registrar. Students who are classified www.tesu.edu/academics/catalog/Procedures-and-Appeal-Guidelines.cfm
as nonresidents may petition for in-state residency to the
Office of the Registrar. The application for state residency Graduate students who disagree with any portion of their
status for tuition purposes determination may be obtained transfer credit evaluation should submit a written request
on the University website under student forms at www.tesu. for review to the registrar by mail to Office of the Registrar,
edu/studentforms. Please return completed application and Thomas Edison State University, 111 W. State St. Trenton, NJ
documentation to the Office of the Registrar, 111 W. State St., 08608 or by email to registrar@tesu.edu.
Trenton, NJ 08608.
Students have 30 calendar days from receipt of the academic
Students submitting change of address forms (or taking other evaluation to file an appeal. The request for review should
administrative actions) that indicates their state of residency include the following information:
has changed will be contacted by the University and asked
to verify their continued eligibility for in-state tuition. > Your full name
Such verification may require them submit a completed > Thomas Edison State University ID number
petition/questionnaire and the submission of supporting > Mailing address and phone number
documentation.
> Email address
To determine whether a person is a New Jersey domiciliary, > Detailed narrative to include supporting rationale and
the primary evidence is a New Jersey Resident Income Tax reason for appeal
Return or in the case of a dependent student, a copy of his/
her parent(s), legal guardians/spouses New Jersey Resident > Documentation that supports the request. This could
Income Tax Return. Supplementary evidence may include include course descriptions, course syllabus, course
current voter registration card, New Jersey drivers license objectives, learning outcomes, transcripts or other
and New Jersey motor vehicle registration. relevant information

Thomas Edison State Universitys Office of the Registrar will PROCEDURE FOR HAVING OFFICIAL
conduct a review of the credit evaluation and respond to the
student in writing with a decision.
DOCUMENTATION SUBMITTED
www.tesu.edu/academics/catalog/Procedure-for-Having-Official-
FORMAL APPEALS Documentation-Submitted.cfm
Graduate students not satisfied with the Office of the
Registrars determination or who believe that the decision is Official documents include transcripts from regionally
not consistent with the Statewide Transfer and Articulation accredited or candidate for accreditation institutions, military
Agreement may appeal in writing to the associate provost or corporate training reviewed for college credit by the
within 30 calendar days of receipt of the decision of the American Council on Education (ACE) or National College
Office of the Registrar. The appeal should contain the same Credit Recommendation Service (CCRS), licenses/certificates
information required for the registrars review (see above) or courses reviewed by Thomas Edison State University
along with any additional explanations or arguments the and listed in the Thomas Edison State University catalogs,
student wishes to have considered. The associate provost standardized tests and examinations.
will consider the appeal within 30 calendar days of receipt.
In the deliberations, the associate provost may consult with Documents not included above should be retained by a student
subject matter experts or other members of the provosts staff. until after enrollment for possible submission if prior learning
She or he may affirm, reject, modify or adjust the transfer assessment (PLA) is attempted.
credit evaluation as deemed appropriate and will inform the 1. Transcripts from all regionally accredited colleges that
student, in writing, of the Universitys decision. The decision were attended must be sent by the college attended directly
of the provosts office is final and may not be appealed within to the Office of the Registrar at Thomas Edison State
the institution. University. When requesting a transcript, students should
provide their former college with: maiden name or former
name, college ID number at that institution, Social Security
EVALUATION OF TRANSCRIPTS AND CREDENTIALS number, date of birth, years in attendance and address of
http://www.tesu.edu/academics/catalog/Evaluation-of-Tran- Thomas Edison State University. An official transcript from
scripts-and-Credentials.cfm their diploma program in nursing must be submitted by
RNs if applying to the BSN degree program.
After students apply, the University will evaluate all official
documents and notify applicants of the credits accepted by 2. With the exception of official transcripts, all other military
the University. All grades transferred will remain in the record documents (i.e, licenses and/or certificates) should be pho-
and will appear once a Thomas Edison State University tocopied, certified by a notary public to be a true copy and
transcript is created upon enrollment. No courses/grades can mailed by the student to:
be removed from the record once sent to TESU for evaluation.
Applicants will receive an Academic Evaluation showing
Attn: Office of the Registrar
how accepted credits will apply toward their degree and what
111 W. State St.
credits are needed to complete the degree program. If there is
Trenton, NJ 08608
any doubt as to the content of a particular course, applicants
will be asked to submit additional information such as a Military personnel in the Army, Army National Guard,
course syllabus or outline. Army Reserves, Navy, Coast Guard and Marines should
submit a Joint Service Transcript
(https://jst.doded.mil/official.html).
THOMAS EDISON STATE UNIVERSITY TRANSCRIPTS
www.tesu.edu/academics/catalog/Thomas-Edison-State-College- 3. Training programs reviewed and recommended for cred-
Transcripts.cfm it by the American Council on Educations (ACE) College
Credit Recommendation Service must be submitted on
All credits evaluated by the University will appear on the an ACE Registry transcript. To have an ACE transcript
transcript. No courses/grades can be removed from the record sent to the University, call (866) 205-6267 or email
once sent to TESU for evaluation. credit@ace.nche.edu.
Transcripts are provided to students who are enrolled 4. Official transcripts for any completed college-level exam-
students, graduates or were a previously enrolled student. inations must be mailed to the Office of the Registrar by
Applicants are not entitled to a Thomas Edison State the organization responsible for the tests.
University transcript, except for courses they have taken with
the University as a nonmatriculated student. Transfer credits 5. An enrolled student may transfer a maximum of 90 credits
will be identified by department code, course number, course from international institutions. Thomas Edison State Uni-
title and credits. versity does not participate in the Student and Exchange
Visitor Information System (SEVIS). Therefore the Univer-
sity does not sponsor foreign national students for F-1 or
J-1 visa status.

TESU will not evaluate transcripts from other countries tive to financial aid/loans, written requests should be made to
and there is no need to send them to us. The Universi- the director of the Office of Financial Aid.
ty will accept credit recommendations from a required
course-by-course evaluation completed by any of the CATALOG CURRENCY
following agencies: Students must use the Thomas Edison State University
Graduate Catalog that is in effect on the date of
Academic Credentials Evaluation Institute, Inc. enrollment to determine graduation requirements.
www.acei1.com However, if students change their degree program or
Center for Applied Research, Evaluations allow their enrollment to lapse for more than 3 years;
& Education, Inc. necessary graduation requirements will be required as
www.iescaree.com listed in the Graduate Catalog in effect at the time
the official change or re-enrollment is recorded in the Office
Educational Credential Evaluators, Inc. (ECE) of the Registrar.
www.ece.org
World Educational Services, Inc. (WES) INDIVIDUAL LEARNING ACCOUNT
www.wes.org Individual Learning Account is available to individuals who
wish to document college-level military experience, licenses,
SDR Educational Consultants college proficiency examinations and college-level corporate
www.sdreducational.org training programs. To apply for an Individual Learning Ac-
SpanTran Evaluation Services count, complete a Nondegree Services Application, which
www.spantran.com may be accessed at www.tesu.edu/studentforms.
Transcript Research The Individual Learning Account application fee entitles
www.transcriptresearch.com students to transcription services for one year. Students
All costs associated with the international credit evalua- are advised that credits transcripted under the Individual
tion are the responsibility of the student. The University Learning Account program may or may not apply to a degree
reserves the right to make its own determination on the program at Thomas Edison State University or another college.
amount and type of credit to be awarded based on the It is the students responsibility to ensure that a receiving
evaluations provide by these agencies. Students may select institutions academic policy will allow transfer of each credit.
one of the evaluations prepared on their behalf by one of Credit will not be transcripted in cases of obvious or apparent
the agencies identified above. There will be no mixing and duplication or for courses deemed to be developmental.
matching of evaluations. Only courses with a grade of B Individual Learning Account students who later decide
or better, or Pass for pass/fail courses will be accepted in to enroll at Thomas Edison State University should file an
transfer. application for admission and submit the appropriate fees.
At that time all credits will be reviewed for acceptance in the
6. Students who have other licenses/certificates should degree and the student will be informed as to which credits
submit photocopies, certified by a notary public to be true are appropriate for the specific degree. Individual Learning
copies, to the Office of the Registrar. In certain circum- Account is not available for foreign credentials nor is credit
stances Thomas Edison State University will accept the given for courses taught.
certification of a commissioned officer in the United States
armed forces in lieu of a notary publics signature. See
www.tesu.edu for specific instructions if you wish to submit STUDENT RECORDS
documents certified by a commissioned officer. www.tesu.edu/academics/catalog/Student-Records,-Changing-
Degree-Status-Change of Records
ACADEMIC AND FINANCIAL STANDING, CATALOG Students can only make changes to their permanent records
CURRENCY AND INDIVIDUAL LEARNING ACCOUNT during the period of active enrollment.
www.tesu.edu/academics/catalog/Academic-and-Financial- KEEPING RECORDS CURRENT
Standing,-Catalog-Currency-and-Credit-Banking.cfm A students demographic information should be kept current
at all times. Such information can only be changed on the
CERTIFICATION OF GOOD ACADEMIC AND
written request of the student or by the student themselves..
FINANCIAL STANDING
Students are responsible for updating their information
For letters of good standing, a student must be in good
on Online Student Services or by notifying the Office of
academic and financial standing. Students must be actively
the Registrar of changes in the following: name, address
enrolled to receive a letter of good standing. Written requests
(including county), employment, email address, telephone
should be addressed to the Office of the Registrar.
and/or degree.
Written requests for letters of recommendation for admission
to graduate schools should be addressed to the dean of the
School in which the student is enrolled. For certifications rela-

GRADUATE TUITION AND FEE DESCRIPTIONS DEGREE REQUIREMENTS FOR RETURNING STUDENTS
Enrolled students who officially request a Catalog Year
www.tesu.edu/need link
Extension from the University and re-enroll within the
There is no annual fee required. Students register and pay approved period may complete the degree requirements
for course tuition on a per-credit basis and are enrolled in the that were in effect at the time of their initial enrollment
University based on the course registration activity. if they continue in the same degree. If they re-enroll in
a different degree, they will be required to complete the
degree requirements in effect at the time of re-enrollment.
CATALOG YEAR EXTENSION AND READMISSION Enrolled students who do not officially request a Catalog
Year Extension from the University and are inactive for three
www.tesu.edu/academics/catalog/Leave-of-Absence-and-Readmission.cfm
years, and re-apply, will be required to complete the degree
CATALOG YEAR EXTENSION requirements in accordance with academic policies in effect
If it is necessary for an enrolled student to stop out at at the time of re-enrollment.
the end of his/her enrollment year, it is to the students
advantage to request an official Catalog Year Extension
from the University. A student may request a Catalog
AWARD OF DEGREES
Year Extension from the University for a one-year period www.tesu.edu/academics/catalog/Award-of-Degrees.cfm
by filling out the Catalog Year Extension Form and
returning it to the Office of Student Financial Accounts ENROLLMENT IN A FIRST BACCALAUREATE DEGREE
with the processing fee. The request may also be made in AFTER EARNING A GRADUATE DEGREE
writing if the student does not have the form. It is to a students If a student has earned a graduate or a professional degree
advantage to wait until the enrollment fee is ready to expire from a regionally accredited institution, but has not earned a
before requesting a Catalog Year Extension. baccalaureate degree from a regionally accredited institution,
the student must:
Requesting a Catalog Year Extension does not entitle a student
to a refund, nor does it freeze a students year of service. The > Complete a minimum of 24 credits in the area of study
Catalog Year Extension should be requested if the student does and/or core of the baccalaureate degree. These credits
not plan, for any reason, to continue their enrollment. Taking must be earned after the date the most recent degree,
time off from a degree program does NOT automatically regardless of academic level, was conferred.
withdraw the student from his/her course enrollments. Students
> Complete all the general education requirements re-
who are currently enrolled in Thomas Edison State University
quired for the baccalaureate degree.
courses, TECEP examinations or portfolios, must continue to
work on them and adhere to all deadlines. Students who are > Complete all other baccalaureate degree requirements
unable to continue with their courses, TECEP examinations as listed in the current Thomas Edison State University
or portfolios, must withdraw from them in accordance with the Undergraduate Catalog.
instructions given in course materials in addition to filing for a
Catalog Year Extension. A student who requests a Catalog Year SECOND AND SUBSEQUENT MASTERS DEGREE
Extension may, within one year, become active by notifying the Students who have been awarded a masters degree from a re-
Office of Student Financial Accounts, registering for a course gionally accredited institution and wish to earn an additional
and completing the degree requirements for the year of his/ masters degree must:
her enrollment. Students may request up to three Catalog Year
Extensions in a row. > Complete an additional number of credits equivalent to
two-thirds of the total number of credits required for the
RETURNING FROM TAKING TIME OFF additional masterss degree (24 credits in a 36 credit degree,
A student who requests a Catalog Year Extension may, within 28 credits in a 42 credit program, etc.) These credits must
one year, return to enrolled student status by submitting the be earned after the date the most recent degree, regardless
Return from Time Off Form. of academic level. was conferred.
READMISSION > Adhere to any additional degree and transfer credit

Applicants who do not enroll by paying tuition during the policies required by the School in which their degree is to
12-month period from the date of application must reapply be earned.
by paying the Application Fee again and resubmitting all
documents. > Graduate credits earned previously are transferable and
applicable to a TESU graduate degree at the discretion of
READMISSION OF THOMAS EDISON STATE the dean of the School in which the student is enrolled.
UNIVERSITY GRADUATES
Graduates of the University who return for a second degree TUITION WAIVER
must fill out an application for admission and receive a waiver Only one degree at each level (associate, baccalaureate,
of the Application Fee. masters) is eligible for tuition waiver.

CREDIT HOUR POLICY COURSE EXTENSIONS
At Thomas Edison State University, a semester hour cred- www.tesu.edu/academics/catalog/Course-Extensions.cfm
it represents the amount of work typically needed for a stu-
dent to achieve mastery of intended learning outcomes that Students are governed by the policies and procedures in ef-
have been established at the appropriate level and rigor for fect on their course start date.
college-level work. Evidence of this mastery corresponds to
Students making satisfactory progress may apply for one
minimum standards for the grade received.
eight-week extension per course. Mentors must certify that
Courses offered by TESU are designed with the expectation 50 percent of the course work has been completed, and the
that students will need to spend approximately four hours student must pay the extension fee. Other than the mentors
on course-related work per credit per week. As such, for a certification, no other documentation is required. The Office
3-credit, 12-week course, students should expect to spend up of the Registrar will process the request and notify the
to 144 hours (12 weeks x 4 hours x 3 credits or 8 weeks x 6 student of their new course ending date. With the exception
hours x 3 credits) on course-related work. Credit awarded for of extensions related to military deployments, all students
prior learning or other nontraditional methods is based on must pay for the extension. This requirement applies even
mastery of the same learning outcomes as are found in TESU in cases of medical illness or financial hardship. In cases
courses. This meets or exceeds the applicable federal, state involving military deployments, documentation presented
and regional standards. must show deployment dates relevant to the specific course.
In limited circumstances, such as severe illness or medical
treatment, students may apply for a second extension of
SUBMISSION OF FRAUDULENT DOCUMENTS POLICY eight weeks. In these cases students must submit appropriate
www.tesu.edu/academics/catalog/Submission-of-Fraudulent- supporting documentation relevant to the issue preventing
Documents-Policy.cfm course completion during the first extension and pay another
extension fee. The Office of the Registrar will determine if the
The submission of documents such as transcripts, diplomas, second extension is warranted and notify the student of their
test scores, references or applications, that are forged, decision. If approved, the registrar will notify the student of
fraudulent, altered from the original, materially incomplete, their new course ending date.
obtained under false pretenses or otherwise deceptive
(collectively referred to as fraudulent documents) is prohibited For both first and second extensions, the eight weeks will be
by Thomas Edison State University. added to the current end date of the course in question.
All documents submitted to the University, in support of Students cannot have more than 16 additional weeks added to
applications for admission, academic evaluations or required the original start date of the course term. Students may not re-
administrative processing must be true, accurate and complete. quest more than two extensions for a single course. Students
Supporting documents must not make misrepresentations, may not apply for (or be granted) an extension after the last
omit relevant information or be altered from the original. day of the course. Students will be permitted to withdraw after
an official course extension has been processed as long as the
Any documents submitted under false pretenses, forged or extension hasnt ended.
misrepresented (in whole or part) shall subject the individuals
involved to sanctions by the University. Specifically, Thomas A percentage of the students final grade in an online course
Edison State University reserves the right to withdraw is based on his/her participation in online discussions and,
offers of admission, place a temporary or permanent ban perhaps, in group activities involving other members of the
on applying for future admission, prohibit registration, class. These asynchronous conversations and collaborative
rescind degrees, and suspend or expel students who present assignments will not continue after the scheduled end of the
fraudulent documents. Such actions may also result in a original term.
forfeiture of academic credit earned while enrolled under
false pretenses. Dismissal for misconduct does not abrogate a If a student is on extension, he/she must call the Office of
students financial responsibility to the University, the federal Test Administration at (609) 984-1181 two weeks prior to the
government or private loan providers. Students remain liable desired test date or at least two weeks prior to the extension
for all relevant tuition and fees and the payment of their debts. end date to ensure that examinations are sent to the proctor
when the student is ready to take them.
It is illegal for any person to falsely represent themselves
as having received a degree. N.J.S.A. 18A:3-15.2. Such a
violation is punishable by a monetary penalty per offense.
Moreover, forgery of a document is a criminal offense that
can be prosecuted under criminal law. N.J.S.A. 2C:21-1.
The University reserves the right to file criminal charges
against any individual who submits fraudulent documents in
accordance with the laws of the state of New Jersey and/or
appropriate U. S. federal statute.

NURSING STUDENT POLICIES > Have official transcripts for all college-level credit and
examination score reports sent to the Universitys Office of
www.tesu.edu/academics/catalog/Nursing-Student-Policies.cfm
the Registrar (undergraduate students).
The policies stated here apply to students enrolling in the > Submit official transcripts from the school of nursing
RN-BSN/MSN degree program with degree requirements ef- awarding the diploma (if a graduate of an RN diploma
fective July 1, 2017. school of nursing, including foreign diploma schools of
nursing).
RN-BSN/MSN applicants to the W. Cary Edwards School of
Nursing may pursue the BSN degree only, or both the BSN de- > Follow University procedure for evaluation of credit if a
gree and the MSN degree by selecting the BSN/MSN option graduate of a foreign collegiate program of nursing.
on the online application. For students enrolled in the BSN/ > Have the ability to send and receive email, including
MSN, the 9 graduate nursing credits included in BSN degree attachments.
requirements may be applied to MSN degree requirements.
> Have computer capability compatible with the technol-
A grade of B or higher must be earned in graduate nursing
ogy specified for the Thomas Edison State Universitys
courses completed during the BSN program to be applied to
online courses, access to PowerPoint software and, for
the MSN degree requirements. The student will continue on
selected MSN courses, access to Excel software, a micro-
to complete remaining MSN degree requirements upon BSN
phone and a webcam.
degree completion without additional admission require-
ments. The undergraduate nursing per credit tuition charge All nursing students are advised to upgrade to:
will pertain to the required graduate nursing courses while
the student is enrolled in the BSN degree. RNs with a BSN Minimum System Requirements for Windows and Mac:
degree may apply for the MSN degree. > Screen resolution of at least 800 x 600 pixels
> Speakers or headphones for audio playback
ADMISSIONS
> Admission to all RN-BSN/MSN programs offered by the > Optical Drive1
W. Cary Edwards School of Nursing is rolling. > Stable internet connection2
> All RN-BSN/MSN applicants to the W. Cary Edwards > A current and up-to-date browser, such as Microsoft
School of Nursing must possess a current and valid RN Internet Explorer, Safari, Google Chrome or Mozilla Fire-
license - without restrictions, recognized in the United fox
States. > PDF Viewing Software (Adobe Acrobat, Foxit Reader,
SumatraPDF, Cute PDF, etc.)
> Provisional admission to the RN-BSN and RN-BSN/
MSN programs is open to senior nursing students or grad- > Windows XP or above; Mac Leopard 10.5 or above3
uates of an RN diploma program of nursing, or a region-
ally accredited college or university in the United States Preferred System Requirements for Windows and Mac:
with an associate degree in nursing awaiting RN licensure. > Screen resolution of 1024 x 768 pixels or greater
Students provisionally admitted to the program may enroll > Speakers or headphones for audio playback
in NUR-340 and NUR-342. Provisionally admitted students
> Webcam
will have one year from the date of provisional admission
to obtain RN licensure. Failure to do so within that time, > Optical Drive4
will result in removal from the program. > Broadband internet connection of 1 mbs or greater
> Full admission to the RN-BSN and RN-BSN/MSN pro- > A current and up-to-date browser, such as Microsoft In-
grams requires that the applicant must be a graduate of an ternet Explorer, Safari, Google Chrome or Mozilla Firefox
RN diploma program of nursing, or a regionally accredited > PDF Viewing Software (Adobe Acrobat, Foxit Reader,
college or university in the United States or recognized for- SumatraPDF, Cute PDF, etc.)
eign institution with an associate degree in nursing. A cur-
> Windows 7 or above; Mac Snow Leopard 10.6 or above5
rent and valid RN license, recognized in the United States,
must be submitted for full admission to the program. 1 For certain third-party supplemental course resources
2 Broadband preferable; dial-up connections may not be optimal for certain
ADMISSIONS PROCESS course features
All RN-BSN/MSN applicants to the W. Cary Edwards School
3 A few courses utilize Windows-only software; if using a Mac, you will need
of Nursing must: to have access to a Windows PC or have the ability to run a Windows virtual
machine on your Mac
> Submit the completed online application with fee, which
4 For certain third-party supplemental course resources
is nonrefundable, including documentation of current RN
licensure. Applicants licensed in a state that does not have 5 A few courses utilize Windows-only software; if using a Mac, you will need
to have access to a Windows PC or have the ability to run a Windows virtual
online verification must submit a notarized copy of their machine on your Mac
current license - without restrictions, valid in the United
States, to the Office of Admissions.

ENROLLMENT DEGREE/CERTIFICATE PROGRAM REQUIREMENTS
> Nursing students are considered enrolled when they > Students may complete selected degree requirements by
have been accepted into the nursing program and have course, exam or prior learning assessment (PLA).
registered for and begun their first course. The date of en- > Rewriting or resubmission of assignments is not
rollment is defined as the 10th day of class for the first se- permitted.
mester they start taking courses as a matriculated student.
This status may change if the student becomes inactive or > No assignments may be submitted after the last day of
takes a leave of absence. the course without an approved extension.
> Acceptance in the MSN degree program for students > Extensions must be approved by the mentor and sub-
selecting the BSNM option on application will be in effect mitted by the student to the Office of the Registrar prior to
following certification for graduation from the BSN degree. the last day of the course. Extension requires 50 percent of
course work to be completed.
> Program materials will be provided and all students will
be given access to advisement services on acceptance. > Three discussion posts on three different days is the
minimum required for participation in each discussion
> An Academic Evaluation will be provided online for forum.
students accepted into the nursing program.
> Credits taken elsewhere or by any method other than
> Enrollment will remain in effect as long as students earn by Thomas Edison State University online nursing course
a minimum of 3 credits at the University that apply to their must be approved by the academic advisor for nursing
degree or certificate program in each 12-month period. prior to earning the credit to determine that the credit will
> Nonmatriculated students must obtain permission from meet program requirements.
the School prior to enrolling in MSN nursing courses.
> Students enrolled in the BSN degree program will be
RE-ENROLLMENT governed by academic policies for graduate nursing cours-
> Students returning to the BSN or MSN degree programs or es while enrolled in the graduate nursing courses required
the graduate nursing certificate programs from Catalog Year for the BSN degree.
Extension status must submit a completed Re-Enrollment
from Leave of Absence Form with fee. Inactive students will GRADUATION
need to complete and submit the online application found at > All students in the W. Cary Edwards School of Nursing
www.tesu.edu/apply. If a students state does not have an online degree programs will submit the Request for Graduation
license verification process, the student must resubmit a nota- Form with fee according to University guidelines.
rized copy of his/her license to Thomas Edison State Univer- > All students in the W. Cary Edwards School of Nursing
sity, Office of Admissions, 111 W. State St., Trenton, NJ 08608. degree programs must have completed all degree require-
In order for the re-enrollment to be processed, the University ments, have achieved the established GPA and have satis-
must validate the students license. fied all financial obligations to be eligible for graduation.
NOTE: Re-enrollment may place student into the newest curriculum, which APPEALS
may affect course requirements. Please contact a nursing advisor to re-enroll.
All students in the W. Cary Edwards School of Nursing will
GRADING SCALE follow University policies on academic appeals as outlined in
Letter grades are assigned to online nursing courses accord- the online University Catalog. Appeals are to be submitted
ing to the following scale: only after a course ends.
A 93-100 UPDATED CREDENTIALS FOR SELECTED COURSES

> Evidence of current malpractice insurance and a current
A- 90-92 and valid RN license, without restrictions, is required at the
B+ 88-89 time the student registers for the Practicum courses in the
B 83-87 MSN degree and graduate nursing certificate programs.
C 73-82 > Students must be in compliance with state and insti-

tutional requirements for health, criminal background
F BELOW 73 checks and/or child abuse background check prior to
I INCOMPLETE registering for the Practicums in the MSN degree and the
graduate nursing certificate programs. Students will be re-
(TEMPORARY GRADE)
quired to provide health information to a vendor selected
IF BELOW 73 by the W. Cary Edwards School of Nursing. Students will
be required to have a criminal background check and child
abuse clearance through a vendor selected by the W. Cary
Edwards School of Nursing.

> The W. Cary Edwards School of Nursing expects Other Student-Related Complaints
all students to adhere to the policies on background A student who has a complaint that a policy or procedure
checks of any healthcare facility used by students for the has been incorrectly or unfairly applied in his/her particular
independent Practicums required as part of their program case, or a complaint about the behavior of a mentor or a Uni-
requirements. versity staff member that does not fall within any of the cate-
gories listed here, the complaint will be handled as follows:
FORMAL COMPLAINTS
A formal complaint is an expression of dissatisfaction about > Informal Resolution
the W. Cary Edwards School of Nursing, its programs or its Students are encouraged to speak directly with the mentor
processes, by a student enrolled in the W. Cary Edwards or staff member most concerned with or responsible for
School of Nursing, or by parties interested in the W. Cary the situation that is the cause of the complaint.
Edwards School of Nursing. The W. Cary Edwards School of
Nursing follows the Thomas Edison State University student If this communication does not lead to a resolution, or
complaint policies and procedures. such a discussion is not deemed appropriate, the student
may register an informal complaint or file a formal written
THOMAS EDISON STATE UNIVERSITY STUDENT complaint.
COMPLAINT POLICIES AND PROCEDURES
Thomas Edison State Universitys mission is to provide the > Informal Complaint
highest level of service to its students, in an environment A student may register an informal complaint within 30
conducive to learning and academic excellence. The Univer- days of the event that triggered the complaint. The earlier
sity also acknowledges the maturity, autonomy and dignity the communication is made, however, the more likely it is
of its students. Consistent with its mission, the University to resolve the matter satisfactorily.
has instituted various mechanisms to address student com-
Complaints involving academic matters should be made to
plaints. When registering concerns or complaints, University
the dean of the relevant School. Other types of complaints
students must follow the appropriate procedures. If a student
should be made to the head of the appropriate University
has any question about the applicable procedure to follow for
office.
a particular complaint, the student should contact the Office
of the University Registrar and Associate Vice President at Informal complaints may be made by telephone or email.
(609) 984-1141, ext. 1180, or escheff@tesu.edu. Appropriate University staff will review the matter pre-
sented by the student and determine whether any action
COMPLAINT POLICIES AND PROCEDURES
is required. The student will be notified of the Universitys
If a student has a complaint concerning any of the following
response within 20 days of the informal complaint.
matters, the student should refer to the proper resource:
If the student is not satisfied with the decision and/or
Grade or Academic Credit Appeal
attempts at resolution, he/she may go on to make a formal
See Student Forms area of myEdison or visit
complaint.
www.tesu.edu/studentforms
> Formal Complaint
Academic Code of Conduct Policy
A formal complaint must be submitted in writing to the
See this Catalog Page 106.
dean of the relevant School or the head of the appropriate
Nonacademic Code of Conduct Policy office from which the complaint arises. Formal complaints
See this Catalog Page 108. must be filed within 60 days of the event that triggered the
complaint, and state the nature of the grievance and the
Policy Against Discrimination and Harassment remedy being sought. Any previous attempts to resolve
See this Catalog Page 113. the issue should also be described.
Disability Accommodations Receipt of the complaint will be acknowledged within 15

See this Catalog Page 101. days. The appropriate University administrator will then
review the matter. A final written determination, including
The University Catalogs can be found online at any proposed resolution, will be sent to the student within
www.tesu.edu/academics/catalog 30 days of the receipt of the complaint.
A complete record of formal complaints will be kept by the

relevant University office. Records of the final outcome of all
formal complaints will also be stored in a centralized data-
base and the students electronic file.

DOCTOR OF NURSING PRACTICE (DNP) CRITERIA PROGRESSION CRITERIA
> Students admitted to the DNP program progress through the
FOR ADMISSION, TRANSFER AND GRADUATION DNP curriculum with the cohort to which they were admitted.
ADMISSION CRITERIA
> DNP students who earn a grade lower than B in a DNP
> MSN degree from a regionally accredited higher education
course, who withdraw from a DNP course or who fail to enroll
institution and a nationally accredited school of nursing.
for a semester, will be assessed on an individual basis for their
(CCNE, CNEA, or ACEN) OR BSN degree from a nationally
ability to remain in the DNP program.
accredited school of nursing and masters degree in a related
discipline from a regionally accredited higher education GRADUATION CRITERIA
institution. > DNP students must earn a cumulative GPA of 3.0 or higher
and be in good standing at TESU to be certified for graduation.
> Cumulative GPA of 3.0 or higher in the masters program
> Two 2 current professional letters of recommendation from a * A minimum of 1,000 post-baccalaureate supervised clinical
healthcare supervisor or colleague, or from a faculty member hours must be completed for the DNP degree; a minimum of
who has taught the applicant (dated and on organizational 500 supervised clinical hours must be completed during the
letterhead) DNP program at TESU.
> Well-written statement of background and goals
> Well-written essay INTERNATIONAL STUDENT POLICIES
> Current rsum www.tesu.edu/academics/catalog/International-Student-Policies.cfm
> Relevant professional work experience AMERICAN-EARNED CREDITS
(two years recommended) International students with college-level learning assessed
> Current valid unrestricted registered nurse license in the from another country must comply with all conditions that
United States in the state where the DNP project will be apply to local students.
completed.
ELIGIBILITY
> An active unencumbered RN license in the state in which Foreign citizens interested in becoming students will be eli-
the Practicum will be completed is required. gible for enrollment if they have, at a minimum, scored 500
> Documented verification of post-baccalaureate supervised on the paper examination, 213 on the computer-based or 79
clinical hours completed * on the internet-based Test of English as a Foreign Language
(TOEFL) for students living in countries where English is not
CRITERIA FOR ACCEPTANCE OF TRANSFER COURSES the native language.
> A maximum of 9 doctoral-level credit hours (from another
doctoral program outside TESU) may be transferred into the Students are responsible for taking the TOEFL and having
DNP program. Courses must be equivalent in content and the official scores sent to the Office of Admissions at Thomas
credits to courses in the DNP program at TESU. Edison State University by the Educational Testing Service
(ETS). For information on TOEFL, visit www.ets.org/toefl or
> A minimum of 27 DNP-level credit hours must be completed
write to:
at TESU in the DNP program to earn the DNP degree from
TESU. TOEFL
> Courses transferred into the DNP program must have Box 2877
been completed at a regionally accredited higher education Princeton, NJ 08541-2877, USA
institution and a nationally accredited school of nursing
(CCNE, CNEA, or ACEN). Thomas Edison State University recognizes the discipline
necessary to complete a self-directed program of study. An
> Courses transferred into the DNP program must have external degree institution for adults, the University issues
been completed at an equivalent accredited international no visas and has no residential campus facilities. Therefore,
institution of higher education and an equivalent accredited it is suggested that international students without a strong
international school of nursing, if credits were earned outside command of the English language consider their higher edu-
the United States. cation options before enrolling with the University.
> The student must have earned a grade of B or higher for
a course to be accepted as a transfer course into the DNP Non-United States citizens who are residing outside the Unit-
program. ed States should be aware of the limitations and restrictions
on services available to students.
> Courses transferred into the DNP program must have
been completed within five years of enrollment in the DNP APOSTILLE CERTIFICATIONS
program at TESU. An Apostille is a form of authentication appropriate to coun-
tries that have signed the 1961 Hague Convention Abolishing
the Requirement of Legalization for Foreign Public Docu-
ments.

Thomas Edison State University will honor requests for INTERNATIONAL CREDIT POLICY FOR TESTING
Apostille certifications. The process requires the University International students residing outside the United States
to prepare the transcript, diploma or letter certifying grad- will be permitted to attempt to earn credit through testing.
uation, and submit the notarized documents to the state of United States and international citizens living abroad (both
New Jersey for authentication. When the Apostille is received enrolled and nonenrolled) may request approval to register
back from the state of New Jersey, the University forwards the for TECEP examinations. Such approval will ordinarily be
package on to the student. based on the students ability to arrange an administration
that makes use of examination sites approved by Thomas
The state of New Jersey charges $25 to authenticate the Edison State University. All tests must be proctored by a full-
Apostille. (Additional charges will also be assessed by the time faculty member or an academic dean at an approved
University for specifically requested documents.) Payment of American university abroad, or with an approved DSST/
all fees, to the state and to the University, associated with the DANTES, CLEP or TOEFL test administrator at an official
Apostille must be made in U.S. dollars by international money DSST/DANTES, CLEP or TOEFL test site. Students
order or personal check drawn from a U.S. bank. Please send requesting approval must also submit a minimum score of 500
signed written requests for an Apostille to: on the paper examination, 173 on the computer-based or 79
on the internet-based Test of English as a Foreign Language
Attn: Apostille Request
(TOEFL) prior to registering for the examination if English
Office of the Registrar
is not the official language of their country of citizenship.
Examinations are mailed via overnight express service, and
111 W. State St.
students are responsible for all mailing costs and proctoring
Trenton, NJ 08608
fees. Thomas Edison State University reserves the right to
Requests must include the following: approve the proctoring arrangement.
> The students contact information. INTERNATIONAL CREDIT POLICY FOR PRIOR
> A clear statement of the document for which the LEARNING ASSESSMENT (PLA)
Apostille authentication is required, the country to which United States and international citizens living abroad (both
it will be sent and the purpose of the Apostille. enrolled and non-enrolled) will be given consideration for
PLA. If English is not the official language of their country
> If the University is providing documents for of citizenship, these students must submit a minimum score
authentication (official transcripts, diploma copies or of 500 on the paper examination, 173 on the computer-based
letters certifying graduation) clearly state the information or 79 on the internet-based Test of English as a Foreign Lan-
to be included in the document. guage (TOEFL) prior to registering for PLA; have completed
> An international money order or personal check (drawn 24 college-level credits prior to the time of application, at least
from a United States bank) payable to The State of New 6 credits of which are in English composition; and have a thor-
Jersey in the amount of $25. ough understanding of the additional time and costs that may
be associated with this process (postage, phone calls, etc.).
> A separate international money order or personal check
(drawn from a United States bank) payable to Thomas INTERNATIONAL CREDIT POLICY FOR GUIDED STUDY,
Edison State University for the required amount in ONLINE COURSES AND e-PACK COURSES
accordance with its current fee schedule. (Currently the American citizens and international students residing outside
University charges $15 for each official transcript and $35 of the continental United States are restricted to enrolling in
for each duplicate diploma requested.) Guided Study, online or e-Pack courses. Prior to registering,
students must first secure special approval.
> A self-addressed return envelope so that these docu-
ments may be returned directly to the student once they Such approval is usually based on the students ability to ar-
have been processed. range for proctored test administration approved by Thomas
Edison State University and the willingness to absorb addi-
Preparing an Apostille requires coordination with other state tional costs for sending course and examination materials.
agencies and multiple mailings. The entire process can take
up to seven to eight weeks from the date the student mails all All tests must be proctored by a full-time faculty member or
information and required documentation to Thomas Edison an academic dean at an approved American university abroad,
State University to the date the documents are received at or with an approved DSST/DANTES, CLEP or TOEFL test
their final destination. Students should be aware that the administrator at an official DSST/DANTES, CLEP or TOEFL
absence of any of the requested information will delay the test site. Prior to registering for a Guided Study course, online
Apostille process. course or e-Pack course, students living outside the United
States must contact the Office of Test Administration to have
a test proctor approved.

Students are responsible for all mailing or other transport APPLICATION AND ENROLLMENT FOR
costs and proctoring fees. United States military personnel INTERNATIONAL STUDENTS
are expected to take examinations through the education offi- To apply to Thomas Edison State University, submit the
cer at a military base. following documents:
NOTE: Does not apply to military and diplomatic personnel and their families 1. a completed Thomas Edison State University
who have APO/FPO addresses. Application Form;
An enrolled student may transfer a maximum of 90 credits 2. application fee (payment must be in U.S. dollars); and
from international institutions.
3. a TOEFL score report sent directly to Thomas Edison
INTERNATIONAL CREDIT EVALUATIONS State University from the Educational Testing Service.
TESU will not evaluate transcripts from other countries. The
University will accept the credit recommendations from one To enroll in Thomas Edison State University, international
of the following agencies when the recommendations are students select a course or courses and pay the per credit
based on a course-by-course evaluation and sent on an offi- tuition. After enrollment, any credentials or documents
cial transcript to TESU. submitted will be evaluated. When the evaluation has been
completed, the student will be advised of any remaining
Academic Credentials Evaluation Institute, Inc. (ACEI) degree requirements. It is the responsibility of the student to
www.acei-global.org arrange for the completion of remaining degree requirements
Center for Applied Research, Evaluations & Education, Inc. VISAS
www.iescaree.com Thomas Edison State University does not participate in the
Educational Credential Evaluators, Inc. (ECE) Student and Exchange Visitor Information System (SEVIS).
www.ece.org Therefore the University does not sponsor foreign national
students for F-1 or J-1 visa status.
World Educational Services, Inc. (WES)
www.wes.org Thomas Edison State University does not issue Certificates
of Acceptance (Form I-20) to international students. Students
SDR Educational Consultants
who enter the United States on a student visa (F-1) through
www.sdreducational.org
another college may enroll in Thomas Edison State Universi-
SpanTran Evaluation Services ty. However, it will be the students responsibility to keep his/
www.spantran.com her visa status current to be eligible for continued pursuit of a
Thomas Edison State University degree.
Transcript Research
www.transcriptresearch.com FEES AND REQUESTS FOR ADDITIONAL INFORMATION
Fees for international students residing in foreign countries
All costs associated with the international credit evaluation
cover extensive administrative costs. Details on fees are avail-
are the responsibility of the student. The University reserves
able upon request.
the right to make its own determination on the amount and
type of credit to be awarded based on the evaluations pro- ENROLLMENT
vide by these agencies. There will be no mixing or matching Inactive students (those who were previously enrolled in the
of evaluations. Thomas Edison State University does not is- University, but who have not demonstrated academic prog-
sue Certificates of Acceptance (Form I-20) to international ress as described above) can reactivate their enrollment in the
students. Students who enter the United States on a student following ways:
visa (F-1) through another college or university may enroll in
Thomas Edison State University. However, it will be the stu- MILITARY STUDENTS
dents responsibility to keep his/her visa status current to be Enroll for a minimum of 3 semester hours in a course or
eligible for the continued pursuit of a Thomas Edison State other credit-earning option. Students will be governed by
University degree. the academic policies in place at the time they began their
program.
OTHER CONTRACTUAL STUDENTS

> Pay a $75 reactivation fee and enroll in a course or other
credit-earning option. Students who choose this route will
be governed by the academic policies in place at the time of
their reactivated enrollment.
> Pay the $75 reactivation fee and provide transcripts

demonstrating academic progress (i.e., that they have
attempted at least 3 credits) for each 12-month period
whose anniversary is the date on which their most recently

attempted Thomas Edison State University course or other WITHDRAWAL TUITION REFUND SCHEDULE
credit-earning option began. Students who choose this Tuition refunds for course withdrawals will be processed
route will be governed by the academic policies in place at within two weeks after the withdrawal request is received in the
the time of their original enrollment with the University. Office of the Registrar. The late fee is nonrefundable. Return
any textbooks to the textbook supplier, not to the University.
Military students with a valid Servicemembers Opportunity Please refer to the policies and procedures issued by the
Colleges (SOC) agreement with Thomas Edison State textbook supplier regarding materials returns. Withdrawal
University, and who remain in Inactive status for five requests must be postmarked, emailed or fax dated according
consecutive years, must reapply for admission to return to the following schedule for the corresponding tuition refund.
to the University and will be governed by the academic
policies and degree programs in place at the time of their Students will not be charged an administrative withdrawal fee
readmission. if they withdraw before the first day of the term.
When students have received the Academic Evaluation REFUND AND TRANSFER POLICY
showing how credits will apply to their degree program, > Withdrawals before the first day of the term = 100 per-
they are urged to proceed with program planning and cent tuition refund minus the $10 administrative withdraw-
contact the Office of Academic Advising at (609) 777-5680. al fee
Should it become necessary to temporarily stop-out, > Withdrawals between the first and the seventh day of the
students are urged to officially request a Leave of Absence term = 75 percent tuition refund
from the University at the end of their enrollment year.
> Withdrawals between the eighth and 14th day of the
NOTE: Students are considered enrolled in the W. Cary Edwards School of term = 50 percent tuition refund
Nursing when they pay the appropriate fees and submit the documents re-
quired for admission. Enrollment continues as long as at least 3 credits are > Withdrawals between the 15th and 21st day of the term =
earned in each 12-month period. 25 percent tuition refund
WITHDRAWALS/REFUNDS > Withdrawals after the 21st day of the term = No refund
A written withdrawal request must be made on the Request
Transfers from one course to another within the same term
for Course Withdrawal Form found in the course section, on-
are permitted before the start date of the term. Transfers from
line at www.tesu.edu/studentforms or in a letter sent before the
one term to another are not permitted.
end of the term to:
EXTENSIONS
Students are governed by the policies and procedures in ef-
Office of the Registrar
fect on their course start date.
111 W. State St.
Trenton, NJ 08608 Students making satisfactory progress may apply for one
Fax: (609) 292-1657 eight-week extension per course. Mentors must certify that
50 percent of the course work has been completed, and the
Stopping payment on credit cards or checks does not consti-
student must pay the extension fee. Other than the mentors
tute an official withdrawal, nor does it relieve the student from
certification, no other documentation is required. The Office
his/her financial obligation to the University. Failure to sub-
of the Registrar will process the request and notify the stu-
mit assignments or take examinations does not constitute an
dent of their new course ending date. With the exception of
official withdrawal, nor does verbal notification to the mentor
extensions related to military deployments, all students must
or to any member of the University staff.
pay for the extension. This requirement applies even in cas-
A request for course withdrawal will only be accepted in writ- es of medical illness or financial hardship. In cases involving
ing and must be submitted before the end of the term. A with- military deployments, documentation presented must show
drawal request will not be processed if it is submitted after the deployment dates relevant to the specific course.
course has officially ended.
In limited circumstances, such as severe illness or medi-
If a student sends a letter, it must cite the course code, course cal treatment, students may apply for a second extension of
name and the mentors name as well as the students name eight weeks. In these cases students must submit appropriate
and University ID number. The postmark, email or fax date supporting documentation relevant to the issue preventing
will constitute the official withdrawal date. course completion during the first extension and pay another
extension fee. The Office of the Registrar will determine if the
Failure to withdraw as stated above will result in the forfeiture second extension is warranted and notify the student of its
of any refund and may result in a failing grade. These policies decision and if approved of the new course ending date.
refer to course withdrawals only. If a student wishes to with-
draw from a degree program at the University, the student For both first and second extension, the eight weeks will be
must do so in writing to the Office of the Registrar. added to the current end date of the course in question. Stu-
dents cannot have more than 16 additional weeks added to
the original start date of their term. Students may not request

more than two extensions for a single course. Students may > Foreign students must submit course-by-course
not apply for (or be granted) an extension after the last day evaluations from an agency approved by Thomas Edison
of the course. Students will be permitted to withdraw after an State University. The evaluation must state they have
official course extension has been processed as long as the the equivalent for a United States regionally accredited
extension has not ended. A percentage of the students final degree.
grade in an online course is based on his/her participation in > Candidates must submit all official transcripts and
online discussions and, perhaps, in group activities involving documentation of past college credits, professional and/or
other members of the class. These asynchronous conversa- military training and other experiences.
tions and collaborative assignments will not continue after
the scheduled end of the original term. > For most schools, candidates must complete the essay
portion of the application.
ACADEMIC INTEGRITY > For most schools, candidates must submit at least two
A detailed statement of what constitutes academic honesty Letters of Recommendation from individuals able to attest
and plagiarism is included in every course. By registering for to their ability to complete a graduate degree. At least one
a course, students agree to abide by this statement. Academic should be from a person who has supervised the applicant.
dishonesty will result in disciplinary action and possible dis-
missal from the University. > For most schools, candidates must submit a current resume.
> Candidates are required to have the following basic
The University is committed to helping students understand computer skills: ability to access the internet and
the seriousness of plagiarism, which is defined as the use of experience with/knowledge about sending email.
the work and ideas of others without proper documentation.
Students who submit course materials or examination re- > Recommended undergraduate GPA is 2.75 for most
sponses that are found to be plagiarized will receive an F on graduate programs; some, such as the School of Business
the plagiarized assignment, may receive a grade of F for the and Management programs, recommend or require a
course and may face dismissal from the University. higher GPA of 3.0.
> Relevance of work experience and career objectives to the
program objectives.
GRADUATE ACADEMIC POLICIES
> GMAT or GRE scores are NOT required for admission;
http://www.tesu.edu/academics/catalog/Graduate-Academic-Policies.cfm students may submit test scores if they have taken the
examinations.
ADMISSIONS
Admission to online graduate degree programs at Thomas *Please see specific School pages as they may have additional
Edison State University is competitive and based on a requirements, or visit the University website at www.tesu.edu
quantitative and qualitative assessment.* Applicants must for more information.
have earned a baccalaureate degree from a regionally
accredited college or university and must be ready to RESIDENCY REQUIREMENTS
participate in an online environment. Admission is based on: Students are not required to live in New Jersey to enroll in
graduate programs at Thomas Edison State University.
> Two-to-five years professional, managerial or related
experience is required for most graduate degree programs. For nondegree enrolled students, at least 50 percent of the
credits required for a graduate certificate must be earned at
> MPSL applicants should have three years of professional Thomas Edison State University. Application of any trans-
experience or significant volunteer experience. ferred credits is at the discretion of the dean.
> MALS candidates should have professional, managerial or
significant volunteer experience. ENROLLMENT
Graduate students are considered enrolled when they have
> MAEdL and Graduate Certificate in Educational been accepted into the graduate program and have registered
Leadership candidates must have three years of teaching for their first course.
experience and appropriate educational/instructional
certification. > Date of Enrollment. The date of enrollment is defined
> MSN and DNP candidates are processed on an open and as the first day of class for the first semester the student
rolling basis. Two years of experience is recommended starts taking courses as a matriculated student. As long as
(not required) for the graduate nursing degree and students continue to take courses, the student is enrolled.
graduate nursing certificates. This status may change if the student becomes inactive or
take a leave of absence.
> Candidates must have earned an undergraduate degree
from a regionally accredited college or university in the > Catalog in Effect. Graduate students must use the Catalog
United States or from a recognized foreign institution. that was in effect on the date of enrollment to determine
> Foreign students must submit TOEFL scores of at least graduation requirements. If students become inactive and
550 for the written exam, 213 for the computer exam or 79 re-enrolls, graduation requirements will be those listed in
on the internet-based exam. the Catalog in effect at the time of re-enrollment.

> Time Frame for Completion. Students in graduate pro- the recommended graduate courses aligned with the program.
grams have up to seven years to complete their degree.
Students wishing to request a waiver of this timeframe Students approved for the Bachelors to Masters Program
should make their request to the dean of the School in who do not have room within their undergraduate program to
which they are enrolled. take graduate courses have the benefit of being conditionally
admitted to a graduate program. This allows students who
> Deferred Enrollment. A graduate student who has been maintain a GPA of 3.0 or higher to seamlessly transition into
accepted may defer enrollment. This request for deferment the graduate program upon certification of their baccalaureate
must be done in writing. degree.
GRADUATE TRANSFER POLICY GRADUATE NONMATRICULATED STUDENT STATUS

In addition to graduate credit earned through Thomas Edison A student may take no more than 9 semester hours of graduate-
State University methods, students in a graduate program level courses on a nonmatriculated basis. The specific number
at the University may transfer graduate-level credit in the of courses is detailed by each graduate program. Students
following ways: who wish to continue taking graduate-level courses beyond
9 credits, must apply for graduate admission and meet all
> Graduate credits previously earned at other regionally graduate admission requirements.
accredited colleges or universities;
> Courses that have been evaluated by American Council on GRADUATE COURSE POLICIES AND REGULATIONS
Education (ACE) and recommended for graduate credit; Students must maintain a B average to remain in good
and academic standing.
> Military service schools that have been evaluated by the GRADUATE COURSE REPEAT POLICY
ACE Office of Educational Credit and Credentials and Students may repeat a maximum of two graduate courses one
recommended for graduate credit. time. Only the highest grade will be calculated in the GPA.
All grades will appear on the official transcript.
Transfer credit meeting the criteria may be used to meet
core and elective graduate program requirements. The grade Graduate repeated courses(s) shall not increase the total
received for a transfer course must be a B or better. When credits earned toward a degree.
the grade received is P for Pass or CR for Credit, the sending
institution must equate it to a B or better. Students may Courses in which a student receives the grade of W will apply
transfer up to 12 credits. Courses taken for transfer credit after to this policy and be considered a course attempt.
admittance to the program require prior approval of the dean
of the School in which the student is enrolled. Transferred
graduate credits that were earned seven or more years prior
LEARNING OUTCOMES ASSESSMENT
to the students enrollment date may not be applied to the www.tesu.edu/academics/catalog/Learning-Outcomes-Assessment.cfm
degree without permission of the appropriate School dean.
In keeping with its mission, Thomas Edison State University
AUDITING GRADUATE COURSES is committed to maintaining high standards of academic
Students who wish to audit a graduate course must contact, integrity and of quality service to its students. To achieve
for permission, the dean of the School in which the course is this goal, the University engages in outcomes assessment, a
offered. Students are charged full tuition to audit a course. A process through which the effectiveness of the University and
grade of AU will be awarded. its programs is evaluated against institutionally determined
standards. Thomas Edison State Universitys institutional
BACHELORS TO MASTERS PROGRAM outcomes are closely mapped to the Essential Learning
The Bachelors to Masters Program enables undergraduate Outcomes of the Liberal Education and Americas Promise
students to earn up to 12 graduate credits that will apply to both (LEAP) initiative as documented by the Association of
their bachelors degree and a masters degree at the University. American Colleges and Universities. The Academic Council
The program gives undergraduate students who are serious has approved specific institutional learning outcomes for all
about earning a masters degree the opportunity to earn up to undergraduate students and graduate students.
12 graduate credits at the undergraduate tuition rate.
INSTITUTIONAL GRADUATE LEARNING OUTCOMES
A students ability to take advantage of the Bachelors to All Thomas Edison State University students who graduate
Masters Program depends on the courses they have already from advanced-level degree programs will be able to:
completed and those that can still be applied to their degree.
A student must have room in their undergraduate degree for > apply in-depth knowledge of the current major
questions, theories, debates and methodologies in their
field or profession;
> use critical analysis and research to make informed
decisions and improve practice in an organization, field or
profession;

> communicate effectively to positively impact an MASTER OF ARTS IN EDUCATIONAL LEADERSHIP
organization, field or profession;
OUTCOMES AND COMPETENCIES
> apply ethical principles and theories in research,
evaluation, organizational culture and communities; MAEDL - BUILDING LEADERSHIP:
> interpret cultural influences in organizations and Graduates of the Master of Arts in Educational Leadership
community; and degree program will be able to promote the success of all
students by articulating a vision of school and student
> create sophisticated arguments supported by
success; identifying themselves as instructional leaders able
quantitative evidence.
to collaborate in developing strategies aimed at improving
STUDENTS ROLE IN OUTCOMES ASSESSMENT student learning and school performance; and demonstrating
Students are an important and necessary source of information performance standards that improve teacher effectiveness
about Thomas Edison State Universitys effectiveness. By and enhance student learning.
surveying students and graduates, and administering certain
Standard 1: An education leader promotes the success of
kinds of assessments that gauge the level of students skills
every student by facilitating the development, articulation,
and learning, the University gains valuable information,
implementation, and stewardship of a vision of learning that
which is used to assess its effectiveness and to guide the
is shared and supported by all stakeholders.
development of curriculum.
> collaboratively develop and implement a shared vision
Although these surveys and assessments, as well as other
and mission
information-gathering instruments, are not typically part of
a students degree program, Thomas Edison State University > collect and use data to identify goals, assess
students are required to participate in such activities when organizational effectiveness and promote organizational
selected. All students who take part in outcomes assessment learning
activities contribute to the continued excellence of Thomas > create and implement plans to achieve goals
Edison State University and to the reputation of the degrees
> promote continuous and sustainable improvement
awarded by the institution.
> monitor and evaluate progress and revise plans
ADDITIONAL LEARNING OUTCOMES Standard 2: An education leader promotes the success of

every student by advocating, nurturing, and sustaining
FOR GRADUATE PROGRAMS a school culture and instructional program conducive to
www.tesu.edu/academics/catalog/Learning-Outcomes-Assessment.cfm student learning and staff professional growth.
> nurture and sustain a culture of collaboration, trust,

learning and high expectations
PROGRAM OUTCOMES
> create a comprehensive, rigorous, and coherent
Graduates of Master of Arts in Liberal Studies program, curricular program
students will be able to: > create a personalized and motivating learning
environment for students
> articulate and evaluate a system of values, its historical
context and its effect on personal well-being and > supervise instruction
workplace and community cohesion; > develop assessment and accountability systems to
> apply the imaginative and analytical skills developed monitor student progress
through immersion in the liberal arts to decision making > develop the instructional and leadership capacity of staff
in the family, at the workplace, and/or in the local and
global community; > maximize time spent on quality instruction
> incorporate new knowledge to transform awareness of > promote the use of the most effective and appropriate
self and the local and global community; technologies to support teaching and learning
> emphasize the values of compassion, justice and respect > monitor and evaluate the impact of the instructional
for the rights of others inherent in metaphysical and program
spiritual traditions;
> demonstrate the ability to sustain a cogent, cohesive and
articulate argument informed by the liberal arts and the
learner designed area of study; and
> assess the environmental impact of our viewpoints and
projects on the natural world.

Standard 3: An education leader promotes the success of Graduates holding a current New Jersey teachers license will
every student by ensuring management of the organization, be eligible to earn the Supervisor and Principal endorsements
operation, and resources for a safe, efficient, and effective in New Jersey.
learning environment.
> monitor and evaluate the management and operational MAEDL - DISTRICT LEADERSHIP:
systems Graduates of the Master of Arts in Educational Leadership
> obtain, allocate, align, and efficiently utilize human, District Leadership area of study will be able to promote the
fiscal, and technological resources success of every student by:
> promote and protect the welfare and safety of students > facilitating the development, articulation,
and staff implementation and stewardship of a vision of learning
that is shared and supported by all stakeholders;
> develop the capacity for distributed leadership
> advocating, nurturing and sustaining a school and
> ensure teacher and organizational time is focused to district culture and instructional program conducive to
support quality instruction and student learning student learning and staff professional growth;
Standard 4: An education leader promotes the success of > ensuring management of the organization, operations
every student by collaborating with faculty and community and resources for a safe, efficient and effective learning
members, responding to diverse community interests and environment;
needs, and mobilizing community resources. > collaborating with faculty and community members,
> collect and analyze data and information pertinent to the responding to diverse community interests and needs,
educational environment and mobilizing community resources;
> promote understanding, appreciation, and use of the > acting with integrity, fairness and in an ethical manner;
communitys diverse cultural, social, and intellectual > understanding, responding to and influencing the
resources political, social, economic, legal and cultural context
> build and sustain positive relationships with families of the school system; and
and caregivers > acting in a leadership role cognizant of and consistent
> build and sustain productive relationships with with the multiple influences of stakeholder interests at
community partners the school district level.
Standard 5: An education leader promotes the success of MAEDL - SCHOOL BUSINESS ADMINISTRATION:
every student by acting with integrity, fairness, and in an
ethical manner. Graduates of the Master of Arts in Educational Leadership
School Business Administration area of study will be able to
> ensure a system of accountability for every students promote the success of every student by:
academic and social success > analyze and apply into practice the roles and
> model principles of self-awareness, reflective practice, responsibilities of the School Business Administrator
transparency, and ethical behavior position;
> safeguard the values of democracy, equity, and diversity > describe and analyze, through an appraisal of proper
> consider and evaluate the potential moral and legal fiscal management, how school organizations utilize
consequences of decision-making available resources to operate a safe and efficient
learning environment;
> promote social justice and ensure that individual student
needs inform all aspects of schooling > collaborate and articulate with the school organizations
administrative team and other stakeholders during the
Standard 6: An education leader promotes the success of budget development process;
every student by understanding, responding to, and > analyze and compare the school organizations budget
influencing the political, social, economic, legal, and cultural and expenditures with benchmarks to ensure efficiency
context. through comprehensive evaluation processes; and
> advocate for children, families, and caregivers > analyze and critique implications of both state and
federal education policy on local school districts.
> act to influence local, district, state, and national
decisions affecting student learning Graduates holding a current New Jersey teachers license
will be eligible to earn the Supervisor, Principal and School
> assess, analyze, and anticipate emerging trends and
Administrator endorsements in New Jersey.
initiatives in order to adapt leadership strategies

MASTER OF ARTS IN EDUCATIONAL TECHNOLOGY AND > evaluate and integrate ethical considerations when
making business decisions; and
ONLINE LEARNING LEARNING OUTCOMES
> incorporate diversity and multicultural perspectives
Graduates of the Master of Arts in Educational Technology when making business decisions.
and Online Learning degree program will be able to:
> Articulate and apply best practices in the creation and MASTER OF SCIENCE IN HEALTHCARE MANAGEMENT
delivery of online courses for the target learning group
(P-12, adult education, higher education); PROGRAM OUTCOMES
> evaluate online material for integration into online Graduates of the Master of Science in Healthcare
teaching and school management; Management degree program will be able to:
> evaluate online curriculum to assess alignment with > Analyze the competitive environment to develop and
national content standards (P-12) or programmatic execute healthcare strategy
outcomes (higher education); > Employ statistical, qualitative and quantitative data to
support informed decision making to healthcare strate-
> develop a research-based technology plan designed to gy, policy and delivery
enhance student learning; and
> Manage the changing needs in a complex healthcare
> develop a research-based technology plan to increase environment
overall organization and efficiency of a P-12 school/ > Use management practices to advance a healthcare orga-
district and/or higher education institution. nizations strategic goals
> Apply business principles and quality management to
MASTER OF SCIENCE OUTCOMES improve healthcare delivery
> Apply ethical, legal and professional standards affecting
Graduates of the Master of Science degree program will be relationships in healthcare organizations
able to:
> demonstrate mastery, orally and in writing, of the

knowledge, techniques, skills, modern tools and
advanced technologies of the appropriate discipline; LEARNING OUTCOMES
> initiate, design and conduct research; Graduates of the Master of Science in Homeland Security
> integrate theoretical concepts and research findings into degree program will be able to:
product and/or process innovation;
> analyze terrorism as it relates to the United States and
> incorporate productivity measurement and project internationally;
planning tools to plan, manage and evaluate constant
> strategize plans to address disasters and threats to security;
improvement projects that support organizational goals;
> apply statutory and constitutional legal principles to
> demonstrate leadership in the workplace through the
implementation of national and global security strategies;
use of advanced technological and management tools
and techniques; and > debate the relationship between security versus personal
and societal freedom;
> evaluate the impact of ethical and cultural influences on
organizational interactions and/or decisions. > analyze response and recovery efforts in homeland security
at the local, state, federal and tribal levels;
> analyze national and global intelligence mechanisms,
MBA PROGRAM OUTCOMES security procedures and organizations, and the interplay
Graduates of the Master of Business Administration degree among them and between them and public institutions; and
program will be able to: > evaluate critical resources and key infrastructures that are
> communicate effectively in a variety of formats; potential targets of security risk.
> identify the key issues facing a business or business
subdivision;
> utilize qualitative and quantitative methods to
investigate and solve critical business problems;
> integrate tools and concepts from multiple functional
areas (i.e., finance, marketing, operations) to solve
business problems;

MASTER OF SCIENCE IN HOSPITALITY MANAGEMENT MASTER OF SCIENCE IN INFORMATION TECHNOLOGY
PROGRAM OUTCOMES PROGRAM OUTCOMES
Graduates of the Master of Hospitality Management degree Graduates of the Master of Science in Information
program will be able to: Technology (MSIT) degree program will be able to:
> analyze hospitality management within a global context; > demonstrate a comprehensive understanding of the
> evaluate operational requirements associated with broad themes in information technology (IT);
managing multisize hospitality enterprises; > use and apply current technical concepts and practices
> synthesize culturally-aligned communication skills to in the core information technologies of networking,
deliver client services in multicultural contexts; data management, software engineering and computer
security;
> apply ethical, legal and data-informed decision making
in managing across countries and cultures; and > demonstrate a deep understanding of the IT
methodologies and frameworks used to solve complex
> use information and web-based technologies to enable computing problems related to at least one IT Body-of-
business development, growth and sustainability. Knowledge;
> identify and analyze user needs and take them into
MASTER OF SCIENCE IN MANAGEMENT account in the selection, creation, evaluation and
administration of computer-based systems;
PROGRAM OUTCOMES
> effectively integrate IT-based solutions into the user
Graduates of the Master of Science in Management degree environment;
program will be able to:
> developed and implement optimal solutions to complex
> evaluate management practices within a global context; computing problems using industry-recognized best
practices and standards; and
> evaluate financial and economic strategic planning
models within organizations; > apply ethical decision making in the development,
implementation and management of IT systems.
> analyze human capital productivity data associated with
business development, growth and sustainability;
MSIT - CYBERSECURITY LEARNING OUTCOMES
> apply ethical, legal and data-informed decision
making in management policies, procedures and Upon successful completion of the area of study in
business recommendations; Cybersecurity, graduates will be able to:
> analyze leadership strategies within a variety of > investigate cybersecurity risks based on ranking criteria;
business models; and > apply appropriate models for security risk mitigation;
> demonstrate written and oral communication skills > analyze new technology and identify/develop solution
targeting business related purposes and audiences. sets for cybersecurity vulnerability concerns;
> construct research-based recommendations to resolve
MASTER OF SCIENCE IN HUMAN RESOURCES security incidents and to mitigate vulnerabilities and
threats;
MANAGEMENT PROGRAM OUTCOMES
> develop cybersecurity solution requirements for IT/OT
Graduates of the Master of Science in Human Resources vendors and suppliers;
Management degree program will be able to: > implement industry best practices for existing and
> evaluate human capital management practices within a future systems;
global context; > implement security controls as defined by industry
> analyze strategic, financial and operational plans; standards and cybersecurity frameworks; and
> evaluate human capital data management, analytics and > integrate security into the entire system lifecycle
reporting technologies; (planning, architecture, design, development,
implementation/operation, maintenance and disposal).
> apply ethical, legal and data-informed decision making
to human resource management policies;
> assess human capital needs in the context of
organizational change; and
> evaluate compensation methods and benefits planning
models.

MSIT - DATA MANAGEMENT AND ANALYTICS MSIT - NETWORK MANAGEMENT LEARNING
LEARNING OUTCOMES OUTCOMES
Upon completion of the area of study in Data Management Upon completion of the area of study in Network
and Analytics, graduates will be able to: Management, graduates will be able to:
> use data modeling frameworks to create databases > use network design techniques to develop large-
that operationalize business intelligence and meet the scale enterprise network architectures that integrate
information needs of an organization; an organizations business processes with its IT
> design and develop information management systems infrastructure;
that serve to identify, capture, evaluate, retrieve, visualize > analyze network performance using standard
and share all of an organizations information assets; performance metrics, develop system benchmarks
> design, develop, implement, utilize and manage secure and make recommendations for improving system
integrated multidimensional information systems; and efficiencies;
> utilize qualitative and quantitative techniques to identify > evaluate and develop network contingency and disaster
and analyze data patterns and make these patterns recovery plans to ensure business continuity; and
available for use by the organization. > evaluate existing and new technology and make
recommendations that support the organizations
strategic plan.
MSIT - HEALTH INFORMATION SYSTEMS LEARNING
OUTCOMES MSIT - SOFTWARE ENGINEERING LEARNING
OUTCOMES:
Upon completion of the area of study in Health Information
Systems, graduates will be able to: Upon completion of the area of study in Software
Engineering, graduates will be able to:
> evaluate new and existing digital technology and health
information management systems; > design, develop, and implement complex, quality
software artifacts working individually and as part of a
> spearhead the development, implementation, evaluation
team;
and management of information technology solutions;
> design appropriate solutions using software engineering
> utilize health information technology for decision-
approaches that integrate ethical, social, legal, and
making support, knowledge management and strategic
economic concerns; and
planning;
> evaluate current theories, models and techniques
> serve as an interface between information systems
that provide a basis for problem identification and
developers and end users;
apply these to software analysis, design, development,
> support the development of electronic health initiatives implementation, verification and documentation.
and other emerging information technologies; and
> analyze medical data to identify patterns of diseases, MASTER OF SCIENCE IN INTERNATIONAL BUSINESS
illness and injury. FINANCE PROGRAM OUTCOMES
Graduates of the Master of Science in International Business
MSIT - INFORMATION ASSURANCE LEARNING Finance will be able to:
OUTCOMES:
> evaluate corporate practices required for effective
Upon completion of the area of study in Information
financial management of international businesses;
Assurance, graduates will be able to:
> apply financial modeling and forecasting for
> evaluate new and existing security systems;
international financial management;
> lead the development, implementation, evaluation and
> evaluate multinational management of risk and return;
management of information security solutions;
> evaluate marketing research methods and practices in
> utilize qualitative and quantitative methodologies
global markets;
to develop comprehensive risk assessments of an
organizations information assets; > analyze the global human resource management
processes and theoretical frameworks; and
> develop comprehensive risk mitigation and system
recovery plans; and > evaluate ethical challenges in the global financial
marketplace.
> collaborate with organizational stakeholders to develop
and implement enterprise-level information assurance
policies and procedures.

DOCTOR OF NURSING PRACTICE (DNP) MASTER OF SCIENCE IN NURSING (MSN) DEGREE
PROGRAM OUTCOMES PROGRAM OUTCOMES
Graduates of the Doctor of Nursing Practice degree program On completion of the MSN degree program, the graduate
will be able to: will be able to:
> synthesize scholarly and evidence-based findings to > demonstrate the use of scholarly inquiry to evaluate
transform nursing practice and organizational decision current knowledge from nursing theory, nursing science
making; and related disciplines to inform and/or initiate change
in nursing practice;
> integrate ethical decision making in research,
systems evaluation, advanced clinical practice, and > apply ethical decision making to nursing practice;
organizational decision making; > analyze the effect of health policy, finance, technology
and the organizational context on the development and
> analyze, design, and integrate healthcare policies that implementation of quality nursing practice;
influence organizational systems to meet the needs of
diverse populations; > demonstrate the use of leadership strategies that
advance the design, implementation and evaluation of
> apply organizational and systems thinking that nursing practice;
advance the design, implementation, and evaluation > analyze the effect of sociopolitical, cultural and global
of healthcare initiatives to promote safe and quality influences on nursing practice;
outcomes;
> utilize interprofessional communication to improve
> communicate/collaborate with members of the healthcare outcomes; and
interprofessional community to promote achievement > integrate advances in technology into healthcare.
of healthcare standards, advanced clinical practices, and
quality healthcare for diverse populations; and NURSE EDUCATOR COMPETENCIES
> apply information systems/technology to improve In addition to the MSN degree outcomes, the graduate of the
health and systems-level outcomes. Nurse Educator program will be able to:
> apply theories of education and related sciences to the

MASTER OF SCIENCE IN NURSING development and evaluation of nursing and healthcare
curricula;
MSN DEGREE PROGRAM > facilitate learning of individuals and groups using
The Master of Science in Nursing (MSN) degree program theories of education, nursing, testing and evaluation,
is designed for experienced nurses with a BSN degree who and technological innovation;
are independent learners and who want the convenience > apply leadership strategies to contribute to the ongoing
and flexibility an online program can offer. The MSN degree
development of the profession of nursing and nursing
requires a minimum of 36 credits consisting of different
education;
combinations of courses: core, direct-care core, electives,
specialty and Practicum. Two years of experience in nursing is > utilize research to analyze the outcomes of nursing
recommended and a BSN degree from an accredited program interventions and improve nursing practice and nursing
is required. pedagogy;
> apply strategies that recognize multicultural factors in
Three areas of nursing specialty are offered: Nurse Educator,
teaching and learning;
Nursing Informatics and Nursing Administration.
> utilize theories of change to advance the profession of
The Nurse Educator program prepares graduates for teaching nursing;
roles in healthcare and academic settings. The Nursing
> analyze ethical theories and ethical decision making in
Informatics program prepares graduates to function as a
the educational setting;
nursing informatics specialist. The Nursing Administration
program prepares graduates for the role of nurse administrator > analyze trends in healthcare and nursing education
in healthcare settings. A certificate in the selected area of and their impact on the profession of nursing, nursing
specialty is awarded along with the MSN degree. education and the delivery of patient care; and
> design curriculum, implement and evaluate curriculum
based on sound educational principles, theory and
research.

NURSING INFORMATICS COMPETENCIES MASTER OF PUBLIC SERVICE LEADERSHIP
In addition to the MSN degree outcomes, the graduate of the PROGRAM OUTCOMES
Nursing Informatics program will be able to:
The Master of Public Service Leadership (MPSL) degree
> integrate knowledge, skills and scientific findings from program outcomes follow the National Association of
nursing science, computer science, information science Schools of Public Affairs and Administration (NASPAA)
and cognitive science in the professional practice of standards for accreditation, which encompass a competency-
nursing informatics; based approach that covers five domains:
> analyze the concepts of, and relationships between data,
> to lead and manage in public governance;
information, knowledge and wisdom for implications to
nursing practice; > to participate in and contribute to the policy process;
> demonstrate leadership in the professional practice > to analyze, synthesize, think critically, solve problems
of nursing informatics through the use of effective and make decisions;
communication, interdisciplinary collaboration and > to articulate and apply a public service leadership
administrative skills; perspective; and
> participate at each stage within the health information > to communicate and interact productively with a
systems life cycle as a leader and team member; diverse and changing workforce and citizenry.
> promote the use of healthcare informatics-related
The five domains are embedded within the following MPSL
education for consumers and healthcare providers;
programmatic outcomes. Students who earn the Master of
> integrate legal, ethical, regulatory, technical and Public Service Leadership degree will develop the following
professional standards into the development and competencies:
implementation of healthcare related information
systems; Strategic Leadership
Evaluate effective strategic leadership for public service
> use research, evidence based practice, quality
administrators.
improvement and safety methodologies in the
evaluation and improvement of healthcare information Ethical Leadership
systems; and Synthesize what constitutes ethical and legal constructs in
> advance nursing informatics professional practice the effective leadership.
and values.
Policy
NURSING ADMINISTRATION COMPETENCIES Analyze the policy development for application in areas of
public service.
In addition to the MSN degree outcomes, the graduate of the
Nursing Administration program will be able to: Issues of Field
Analyze significant issues pertaining to specific fields of
> utilize systems thinking to lead and manage complex
study.
healthcare organizations;
> provide leadership in the professional design of nursing Analyze and Interpret
care grounded in ethical, multicultural and professional Use reflective and research skills to evaluate theory to make
standards and healthcare policy; informed decisions and improve practice in their field.
> utilize financial, material, human and environmental Critical Reasoning
resources to benefit nursing divisions in complex Use critical thinking to evaluate, make informed decisions
healthcare organizations; and improve practice in their field.
> use information management systems to facilitate
organizational decision making; Diversity
Evaluate the impact of diversity on policy in areas of public
> demonstrate communication skills and relationship service.
building competencies to support organizational goals;
> demonstrate leadership in the professional community; The Master of Public Service Leadership degree program
is also aligned with the Universitys institutional graduate
> integrate best evidence to provide quality nursing care program learning outcomes.
and promote improvement in healthcare outcomes; and
> use an interdisciplinary approach to execute nursing
administration practice.

LEARNING OUTCOMES FOR THE COMMUNITY AND > assess emerging organizational and governance trends
ECONOMIC DEVELOPMENT AREA OF STUDY in the nonprofit environment;
(offered under MPSL and MSM programs) > examine human resource, marketing and
Upon the completion of the area of study in Community and communications issues for nonprofits;
Economic development, graduates will be able to: > analyze fundraising and financial management topics in
> demonstrate a working knowledge of the issues in nonprofit management, including regulatory issues; and
community development; > assess emerging trends in nonprofit arenas such
> summarize the policies that influence community as collaborations/mergers, shared services models,
development decisions approaches and analyze how advocacy and international concerns (e.g., NGOs).
they are applied; and
> compare and contrast how different tools are applied to LEARNING OUTCOMES FOR THE PUBLIC AND
solve community economic development problems. MUNICIPAL FINANCE AREA OF STUDY
(offered under MPSL and MSM programs)
LEARNING OUTCOMES FOR THE ENVIRONMENTAL Upon the completion of the area of study in Public and
POLICY/ENVIRONMENTAL JUSTICE AREA OF STUDY Municipal Finance, graduates will be able to:
(offered under MPSL and MSM programs) > discuss the role of government in providing goods
Upon the completion of the area of study in Environmental and services to citizens and be able to participate in
Policy/Environmental Justice, graduates will be able to: programs aimed at designing, planning, executing and
> demonstrate knowledge of the primary issues in the delivering such goods and services;
environmental policy field; > evaluate the results of such programs and modify future
> demonstrate knowledge of the primary issues in the programs and plans accordingly; and
environmental justice field; > evaluate the needs of government financing activities
> compare and contrast the views of environmental and be able to locate the sources of needed information
advocates and environmental justice advocates on the and incorporate that information into the process.
same issue, understand and evaluate how they might
have differing views on the same issue that could lead to LEARNING OUTCOMES FOR THE PUBLIC HEALTH
different policy solutions; and AREA OF STUDY
> compare and contrast the views of environmental (offered under MPSL and MSM programs)
justice advocates on the same issue and understand and Upon the completion of the area of study in Public Health,
evaluate how they might have differing views on the graduates will be able to:
same issue that could lead to different policy solutions.
> effectively analyze what social, political, environmental
and economic forces influence the health of populations;
LEARNING OUTCOMES FOR THE INFORMATION AND > classify causes of disease and the impact they have on
TECHNOLOGY FOR PUBLIC SERVICE AREA OF STUDY public health;
> evaluate interventions to combat public health issues;
Upon the completion of the area of study in Information and and
Technology for Public Service, graduates will be able to:
> make suggestions to improve policy and public health
> identify and contrast the uses of specific information practice.
technology (IT) systems in the public sector;
> identify and evaluate the IT induced organizational
LEARNING OUTCOMES FOR THE PUBLIC SERVICE
changes in the public sector; and
ADMINISTRATION AND LEADERSHIP AREA OF STUDY
> identify and categorize the principles of managing IT in (offered under MSM programs)
the public sector
Upon the completion of the area of study in Public Service
Administration and Leadership, graduates will be able to:
LEARNING OUTCOMES FOR THE NONPROFIT > evaluate and propose effective strategic leadership
MANAGEMENT AREA OF STUDY strategies for public service administrators; and
> interpret, debate and propose what constitutes ethical
Upon the completion of the area of study in Nonprofit and legal approaches in effective leadership.
Management, graduates will be able to:
> analyze the theories, roles, responsibilities and legal
duties of nonprofit boards and executive staff;

ABOUT THOMAS EDISON STATE UNIVERSITY The W. Cary Edwards School of Nursing baccalaureate and
masters degree nursing programs at Thomas Edison State
University are accredited by the Commission on Collegiate
OUR HISTORY
Nursing Education (CCNE), www.ccneaccreditation.org
Thomas Edison State University was founded in 1972 by the
New Jersey State Board of Higher Education for the purpose
The W. Cary Edwards School of Nursing programs at
of providing diverse and alternative methods of achieving a
Thomas Edison State University are accredited by the New
collegiate education of the highest quality for adult learners.
Jersey Board of Nursing, PO Box 45010, Newark, NJ 07101,
Identified by Forbes magazine as one of the top 20 colleges
(973) 504-6430.
and universities in the nation in the use of technology to cre-
ate learning opportunities for adults, Thomas Edison State
University is a national leader in the assessment of adult Thomas Edison State Universitys Master of Arts in Educational
learning and a pioneer in the use of educational technologies. Leadership Program, which is designed to prepare educators
The New York Times has stated that Thomas Edison State Uni- for roles in school leadership, is awarded Teacher Education
versity is the college that paved the way for flexibility. Accreditation Council (TEAC) accreditation by the Inquiry
Brief Commission of the Council for the Accreditation of
Educator Preparation (CAEP) for a period of seven years, from
OUR STUDENTS
April 2015 and April 2022. The accreditation does not include
Thomas Edison State University is composed of a worldwide
individual education courses that the EPP offers to P-12
community of learners. Our student body represents every
educators for professional development, relicensure or other
state in the U.S. and approximately 60 countries through-
purposes. This accreditation certifies that the forenamed
out the world. Unlike traditional colleges and universities,
professional education program has provided evidence
which are designed to meet the needs of college students who
that the program adheres to TEACs quality principles. The
are between 18 and 21 years old, Thomas Edison State Univer-
TEAC Public Performance Disclosure as applicable to the
sity is designed exclusively to serve the needs of adults. The
Educational Leadership program is available on the University
Universitys academic programs enable students to plan de-
website at www.tesu.edu.
gree paths and to select learning options that best meet their
needs. Course scheduling at Thomas Edison State University
enables students to take courses at times convenient to them. Thomas Edison State Universitys bachelors degrees in
Nuclear Energy Engineering Technology and Electronics
System Engineering Technology are accredited by the
CURRENT STUDENTS
Engineering Technology Accreditation Commission of
> Current Total Enrollment: approximately 17,511
ABET. ABET is a specialized accrediting agency recognized
> Average student age: 35 by the Council for Higher Education Accreditation (CHEA).
> 42 percent of students are New Jersey residents
Thomas Edison State Universitys associate degree program
> 58 percent of students are out-of-state residents
and undergraduate certificate in Polysomnography is accred-
(including all 50 states and students from or studying
ited by the Commission on Accreditation of Allied Health Ed-
in approximately 60 countries)
ucation Programs (CAAHEP).
> 55 percent of students are male
> 45 percent of students are female Accreditation documentation can be obtained by contacting
the accrediting agency directly.
ACCREDITATION
Thomas Edison State University is regionally accredited by CONTACT INFORMATION:
the Middle States Commission on Higher Education, 3624
Market Street, Philadelphia, PA 19104, (267-284-5000). This Accreditation Council for Business Schools
prestigious accreditation is part of a national system of quali- and Programs (ACBSP)
ty assurance that requires colleges and universities to reach a 11520 W 119th St.
common understanding and agreement as to the standards of Overland Park, KS 66213
quality for American higher education. (913) 339-9356
www.acbsp.org/
The School of Business and Managements Bachelor of Sci-
ence in Business Administration, Master of Science in Man- Commission on Accreditation of Allied Health
agement, Master of Science in Human Resources Manage- Education Programs (CAAHEP)
ment and Master of Business Administration are accredited 25400 US Highway 19 N, Suite 158
by the Accreditation Council for Business Schools and Pro- Clearwater, FL 33763
grams (ACBSP). ACBSP is a specialized accreditation body (727) 210-2350
for business education and is recognized by the Council for
Higher Education Accreditation (CHEA).

Commission on Collegiate Nursing Education (CCNE) Graduate Certificate in Cybersecurity -
www.ccneaccreditation.org Critical Infrastructure
Engineering Technology Accreditation *joint program offered with the Rutgers School of Health Professions
Commission of ABET
111 Market Pl., Suite 1050 MISSION AND PURPOSE
Baltimore, MD 21202 The School of Applied Science and Technology provide learn-
(410) 347-7700 ers with innovative degree programs that facilitate learning,
engagement and discovery in the applied sciences and tech-
Middle States Commission on Higher Education nology fields. The Schools curriculum meets the educational
3264 Market St. and career needs of learners in work environments where op-
Philadelphia, PA 19104 portunity is facilitated by technical currency, practical knowl-
(267) 284-5000 edge and applied skills.
The Schools curriculum provides opportunities to achieve
New Jersey Board of Nursing personal and career goals through programs in associate,
P.O. Box 45010 bachelors and masters degree programs in 75 areas of study,
Newark, NJ 07101 allowing the flexibility to integrate skills and knowledge ac-
(973) 504-6430 quired outside academia by granting academic credit for pro-
fessional licenses/certifications, apprenticeships, profession-
Teacher Education Accreditation Council (TEAC) al training and military training.
One Dupont Circle NW, Suite 320 Students may advance toward their academic goal by trans-
Washington, DC 20036 ferring credit from other regionally accredited institutions
(202) 466-7236 or by earning credit through alternative methods including
examination programs, such as TECEP, CLEP and DSST,
portfolio assessment and academic program reviews.
SCHOOL OF APPLIED SCIENCE AND TECHNOLOGY
The School of Applied Science and Technologys vision is to
The School of Applied Science and Technology provide stu- continually enhance our position as a leader in engineering
dents with innovative degree programs to gain expertise in technology and applied science education through exempla-
the fields of the applied sciences and technology. The curricu- ry quality of graduates of our degree and certificate programs,
lum meets the educational and career needs of adult learners in all aspects of their academic and professional endeavors,
who work in environments that benefit from technical curren- and in their civic and social responsibilities.
cy, practical knowledge and applied skills. Explore our ap-
plied science programs below.
HEAVIN SCHOOL OF ARTS AND SCIENCES
ACADEMIC PROGRAMS The Heavin School of Arts and Sciences provides an inter-
Associate in Applied Science disciplinary approach to lifelong learning for adult learners
Associate in Science interested in exploring values inherent in the liberal arts, hu-
Associate of Science degree: Occupational manities, natural sciences and social sciences. The curricu-
Therapy Assistant* lum for liberal arts programs delve into a specialized depth of
knowledge through areas of study, combined with the breadth
Bachelor of Science of general education.
Bachelor of Science in Cybersecurity The School is named in honor of Gary Heavin 02, and his
Bachelors of Science in Health Information Management* wife, Diane, whose generous support of the University has
played a key role in the creation of new academic programs
Bachelor of Science in Health Sciences*
and provided the Thomas Edison State University Foundation
Bachelor of Science in Medical Imaging Sciences* with a significant addition to its endowment.
Bachelor of Science in Nutrition and Dietetics*
Master of Science ACADEMIC PROGRAMS
Master of Science in Information Technology Associate in Applied Science degree: Criminal Justice
Undergraduate Certificate in Dental Assistant* Associate in Arts
Undergraduate Certificate in Electronics Associate in Natural Science and Mathematics
Undergraduate Certificate in Gas Distribution Bachelor of Arts
Undergraduate Certificate in Polysomnography Bachelor of Science
Graduate Certificate in Clinical Trials Management Master of Arts in Educational Leadership

Master of Arts in Educational Technology and THE SCHOOL OF BUSINESS AND MANAGEMENT
Online Learning
The School of Business and Management provides relevant,
Master of Arts in Liberal Studies rigorous and career-focused degree programs that prepare
Undergraduate Certificate in Computer Science leaders to add value to their firms and organizations in the
dynamic global marketplace. Like all of Thomas Edison State
Undergraduate Certificate in Health and Wellness
University schools, the Schools pedagogy, credit-earning op-
Undergraduate Certificate in Labor Studies portunities and formats meet the needs of self-directed adults
Undergraduate Certificate in Criminal Justice who seek to achieve educational and professional goals.
Undergraduate Certificate in Psychology

ACADEMIC PROGRAMS
Undergraduate Certificate in Communications
Associate in Science in Business Administration
Graduate Certificate in Online Learning and Teaching
Bachelor of Science in Business Administration
Graduate Certificate in Professional Communications
Bachelor of Science in Organizational Leadership
Graduate Certificate in Educational Leadership
Bachelor of Science in Professional Studies
Graduate Certificate in Digital Humanities
Master of Business Administration
Graduate Certificate in Geropsychology
Graduate Business Prep Program
Graduate Certificate in Industrial-Organizational
Master of Science in Healthcare Management
Psychology
Graduate Certificate in Data Analytics Master of Science in Hospitality Management
Master of Science in Human Resources Management
MISSION AND PURPOSE Master of Science in International Business Finance
The Heavin School of Arts and Sciences is dedicated to the
Master of Science in Management
intellectual and professional development of our students.
The School offers rigorous degree programs that provide Undergraduate Certificate in Accounting
students with significant depth and breadth of knowledge. Arts Undergraduate Certificate in Computer Information
and Sciences degree programs feature an interdisciplinary Systems
approach to lifelong learning that is particularly important to
Undergraduate Certificate in Finance
those seeking management career paths in both government
and private sector organizations. The liberal studies Undergraduate Certificate in General Management
curriculum is designed to support management skills such Undergraduate Certificate in Human Resources
as communications, writing, critical thinking and decision Management
making.
Undergraduate Certificate in Marketing
The Bachelor of Arts and Master of Arts in Liberal Studies Undergraduate Certificate in Operations Management
programs can be individually designed for learners who have Undergraduate Certificate in Organizational Leadership
interests in multiple areas of study. The Master of Arts in
Educational Leadership prepares students to become effective Graduate Certificate in Human Resources Management
school leaders in addition to preparing students interested in Graduate Certificate in Organizational Leadership
NJ Supervisor, Principal and School Administrator certification.
Graduate Certificate in Project Management
All of the Heavin Schools degree programs provide students
with flexible, high-quality learning experiences.
MISSION AND PURPOSE
The Heavin School also offers a unique opportunity for The School of Business and Management delivers a practi-
those who wish to pursue a masters degree at Thomas tioner-oriented, competency-based business education with-
Edison State University. Students who have earned at least in a learner-centered environment that prepares ethically
99 credits toward their baccalaureate degree may apply for responsible, value creating and globally engaged business
provisional admission to a Thomas Edison State University professionals, entrepreneurs and leaders.
graduate degree. Students can earn up to 12 credits that will
The School of Business and Management aspires to be the
concurrently satisfy both the undergraduate and graduate
leader in the development and delivery of flexible, innovative
degree requirements.
and relevant collegiate business, management and leadership
programs for adults. The dean, mentors and staff take pride
in offering flexible learning options to diverse populations of
self-directed adults who want to complement and integrate
their previous educational and professional experiences with
the Schools business and management programs.

The School curriculum offers students a wide range of busi- healthcare environment, and for advanced study and lifelong
ness and management courses to complete their degrees. The learning. The graduate nursing certificate programs offer
Schools commitment to continuous quality improvement opportunities for advanced specialized study to masters-
and degree offerings that are responsive to market needs, pro- prepared nurses seeking additional opportunities in nursing.
vides students with a unique advantage to compete in todays The Doctor of Nursing Practice (DNP) degree prepares nurse
rapidly changing and complex global business environment. leaders to function at the highest level in healthcare organiza-
tions. Competencies in organizational leadership, economics
and finance, healthcare policy, population-focused care and
W. CARY EDWARDS SCHOOL OF NURSING technology are emphasized.
The W. Cary Edwards School of Nursing provides students
Nursing is a dynamic profession that provides an essential
with innovative degree programs that meet the educational
service to society. As such, nursing is engaged in multilevel
and career needs of students who want an alternative to tradi-
roles and relationships and is accountable to society for its
tional campus-based instruction.
role in improving the health status of the community. Nurs-
The flexible, self-paced programs serve the educational needs ing is practiced with respect for human dignity and individual
of RNs, societys healthcare needs and the nursing professions differences. The art and science of nursing requires the on-
need for a clinically competent and technologically adept going application of specialized knowledge, principles, skills
workforce prepared to assume leadership positions in nursing. and values. As a distinct body of knowledge, nursing builds
upon theories from various disciplines and works collabora-
ACADEMIC PROGRAMS tively with other professions to enhance the health status of
Accelerated 2nd Degree BSN (Bachelor of Science in individuals, families, groups and communities.
Nursing) Program
The client is viewed as an open and dynamic system with
Bachelor of Science in Nursing (RN-BN/MSN) unique psychophysiological, spiritual and sociocultural char-
Master of Science in Nursing (MSN) acteristics. Within this system, the client interacts with the
environment and experiences varying states of health. Health
Doctor of Nursing Practice (DNP) is described as a dynamic process fluctuating along a well-
Graduate Certificate in Nursing Administration ness-illness continuum. Nurses assist clients to function and
effectively adapt to the environment along that continuum.
Graduate Certificate in Nurse Educator
The environment encompasses numerous factors that affect
Graduate Certificate in Nursing Informatics the development and behavior of clients. These factors have
an impact on the clients ability to function and maintain op-
MISSION, PHILOSOPHY AND PURPOSE timal health status. Nurses are responsible for the promotion,
The W. Cary Edwards School of Nursing accepts and upholds maintenance and restoration of health.
the mission of the University in providing flexible, high-
The W. Cary Edwards School of Nursing is committed to the
quality, collegiate learning opportunities for self-directed
belief that the School uses a teaching-learning process based
adult learners. As such, the W. Cary Edwards School of
on the principles of adult learning; demonstrates effective de-
Nursing believes that independent and self-directed study in a
sign and delivery of educational experiences in varied learn-
mentored, online environment is the hallmark of the academic
ing environments; provides educators for collaboration and
programs offered to students by the W. Cary Edwards School
collegial interaction among mentors and peers; effectively
of Nursing. In this learning environment, the student, as an
links theory, practice, research and technology; and extends
adult learner, interacts and collaborates with mentors and
its reach to people of diverse ethnic, racial, economic and gen-
peers to create and enhance a dialogue within a community of
der groups.
learners. Through this innovative approach to programming,
the W. Cary Edwards School of Nursing is actively shaping the Through these beliefs and contributions to the ongoing devel-
nursing profession by preparing nurses who are intellectually opment of caring, competent, informed, ethical and account-
curious, clinically competent and technologically prepared able nurses, the W. Cary Edwards School of Nursing strives to
to assume leadership positions at the forefront of healthcare play an influential and positive role in helping to shape the
transformation. future and the practice of professional nursing.
The W. Cary Edwards School of Nursing supports the belief PURPOSE AND GOALS
that attainment of the bachelors degree is essential to the In keeping with the mission of the University and the com-
ongoing process of professional nursing education and mitment to providing high-quality education to address the
development. The Bachelor of Science in Nursing (BSN) needs of the greater community, the purpose of the W. Cary
degree, building on the prior education and experience of the Edwards School of Nursing is to provide high-quality nurs-
student, prepares graduates to practice nursing in a variety ing education programs that meet the needs of RNs and the
of settings and roles and provides a foundation for graduate healthcare community, and the standards of the nursing pro-
study and lifelong learning. The Master of Science in Nursing fession.
(MSN) degree prepares graduates to assume leadership
roles in a diverse, technologically challenging and global

The goals of the W. Cary Edwards School of Nursing are to: GOALS AND OBJECTIVES
Prepare graduates to assume leadership roles in a diverse The John S. Watson School for Public Service and Continu-
society and changing healthcare environment ing Studies will prepare professionals for leadership roles in a
wide variety of public service-related settings including gov-
Provide nontraditional nursing education programs that ernment agencies at the local, regional and state levels; edu-
meet the needs of adult learners cational institutions providing services to youth, families and
Provide a foundation for advanced study and lifelong communities; health, human and social service agencies; and
learning nonprofit, community and faith-based organizations.
The Watson School shall affect its mission by:

JOHN S. WATSON SCHOOL OF PUBLIC SERVICE Reframing public service education and preparation
AND CONTINUING STUDIES Transforming theory and practice related to quality
provision of services to the public
The John S. Watson School of Public Service and Continuing
Studies offers undergraduate and graduate programs Preparing skilled professionals in the public service
focusing on public service that are designed for working professions and related fields to contribute effectively to
adults interested in professional and personal growth. the delivery of public services
Developing model programs, through The John S. Watson
ACADEMIC PROGRAMS Institute for Public Policy, for direct delivery to the public
Associate in Arts in Human Services service sector
Bachelor of Science degree: Homeland Security and Providing state-of-the-art blended learning opportunities
Emergency Management and programs for adult learners in public service related
professions
Bachelor of Science in Human Services
Collaborating with the other schools within Thomas
Master of Public Service Leadership Edison State University to provide a rigorous and
Master of Science in Homeland Security interdisciplinary course of study
Master of Science in Management - Public Service Careers Identifying and developing leaders within the public
Graduate Certificate in Homeland Security service professions
Graduate Certificate in Fundraising and Development

Graduate Certificate in Strategic Planning and Board
Noncredit Programs
MISSION AND PURPOSE

The mission of the John S. Watson School of Public Service
and Continuing Studies is to serve higher education and the
public interest as a school of innovation, information and
policy formulation; to support informed public policy and to
strengthen leadership in local, county/regional and state gov-
ernment, the nonprofit and private sectors; to provide applied
research, technical assistance, program development and pol-
icy analysis; and to strengthen the capacity of people and or-
ganizations providing services in the public interest.
This mission is inspired by Thomas Edison State Universitys

mission of providing flexible, high-quality, collegiate learning
opportunities for self-directed adults, and grounded in the
Universitys mission to fulfill the public service obligation in-
herent to American institutions of higher education.

GOVERNANCE standards, guidelines for areas of study,
concentrations and specializations, dis-
Marilyn Puchalski, MS
Heavin School of Arts and Sciences
www.tesu.edu/academics/catalog/Governance.cfm tance learning, academic integrity, the
evaluation of courses, student learning, Robert Saldarini, MA/MBA
BOARD OF TRUSTEES methods of earning credit and issues re- School of Business and Management
The Board of Trustees is the Universitys lated to academic standing.
governing body. The Board oversees all Deborah Sanders, PhD
policy matters of the University, includ- The Undergraduate Council consists of Heavin School of Arts and Sciences
ing the approval of degree programs members representing two- and four-
and standards, and budget recommen- Marc Singer, MPhil
year public and private higher educa-
dations to the state treasurer. Vice Provost, Center for the Assess-
tion institutions in New Jersey and its
ment of Learning
surrounding region, educational orga-
Members are appointed by the gover- nizations from the noncollegiate sec-
nor, with the advice and consent of the Brad Sodowick, MD/MBA
tor, Thomas Edison State University School of Business and Management
Senate, to six-year terms. In addition, students and members of the academic
two student representatives, a voting leadership. Henry van Zyl, Vice Provost for
member and an alternate, are elected by Academic Administration and Dean
the Board of Trustees. John Mellon, EdD of Graduate Programs
School of Business and Management
THOMAS EDISON STATE Council President Michael Williams, PhD
UNIVERSITY Dean, School of Business and
William J. Seaton, MA Management
BOARD OF TRUSTEES Provost and Vice President
Brian T. Maloney, Chair Ex Officio John Woznicki, PhD
Frank Clyburn, Vice Chair Dean, Heavin School of Arts and
Kathleen A. Melilli, MBA Sciences
Fred J. Abbate Associate Vice President
Kemi Alli, MD Council Secretary Joseph Youngblood II, JD, PhD
Dean, John S. Watson School of Public
Richard W. Arndt John O. Aje, DSc Service and Continuing Studies
Rev. J. Stanley Justice Dean, School of Applied Science
and Technology Rochelle Zozula, PhD
Eric Robert Lear School of Applied Science and
Gualberto (Gil) Medina Sohail Anwar, PhD Technology
School of Applied Science and
Marilyn R. Pearson Technology
Gregory Gazurian, Student Trustee GRADUATE COUNCIL
Nicholas DiCicco, EdD The Graduate Council is designed to
Christopher Hanf, Student Trustee Heavin School of Arts and Sciences promote and maintain the quality of
Dr. George A. Pruitt, ex-officio the Universitys graduate offerings and
President, Thomas Edison State Elizabeth Elkind, PhD to facilitate the work of the University
University W. Cary Edwards School of Nursing in achieving its mission and goals. The
Graduate Council has been delegated
Gloria B. Frederick, PhD
authority to review and make recom-
UNDERGRADUATE COUNCIL John S. Watson School of Public
mendations to the Board of Trustees on
The Undergraduate Council is designed Service and Continuing Studies
matters concerning the graduate poli-
to promote and maintain the quality of cies and programs of the University. In
the Universitys academic offerings and Nina Haydel, EdD
Heavin School of Arts and Sciences meeting this obligation, the Graduate
to facilitate the work of the University Council is responsible for making rec-
in achieving its mission and goals. The Ting Ho, PhD ommendations concerning the nature
Undergraduate Council has been dele- Heavin School of Arts and Sciences of graduate degrees and certificates,
gated authority to review and make rec- graduate program structure, guidelines
ommendations to the Board of Trustees Mark S. Kassop, PhD for concentrations and specializations,
on matters concerning the academic Heavin School of Arts and Sciences distance learning, academic integrity,
policies and programs of the University. the evaluation of graduate courses, stu-
Kenneth Levitt, PhD
In meeting this obligation, the Under- dent learning, methods of earning credit
School of Business and Management
graduate Council is responsible for mak- and issues related to academic standing.
ing recommendations concerning the Filomela A. Marshall, EdD, RN, CNE The Graduate Council consists of mem-
nature of degrees, academic program Dean, W. Cary Edwards School of bers representing four-year public and
structure, content for general education Nursing private higher education institutions in
New Jersey and its surrounding region,

educational organizations from the non- SCHOOL CURRICULUM Pawel Roszko, MBA
collegiate sector, a Thomas Edison State COMMITTEES
University student and members of the Tanis Stewart, PhD
The School Curriculum Committees are
academic leadership. designed to provide curricular direction Terri Tallon
Amanda S. McClain, PhD to the University in their relevant Director of Military Student Services
Heavin School of Arts and Sciences academic areas (Applied Science
and Technology, Arts and Sciences, Rochelle Zozula, PhD
Council Co-Chair
Business and Management, Nursing
P. Henry van Zyl, DEd and Public Service) and oversee both
Vice Provost for Academic undergraduate and graduate curriculum HEAVIN SCHOOL OF ARTS
Administration and Dean of for currency, quality and relevance AND SCIENCES
Graduate Programs to the adult learner. The Curriculum CURRICULUM COMMITTEE
Council Co-Chair Committees make recommendations
Amy Hannon, PhD
to the Undergraduate Council and
Steven R. Weinblatt, MSEd Chair
Graduate Council.
Assistant Director, Academic Arika Easley-Houser, PhD
Administration and Graduate Programs SCHOOL OF APPLIED SCIENCE
Council Secretary AND TECHNOLOGY CURRICULUM Douglas Hoehn, PhD
COMMITTEE
John O. Aje, DSc Elizabeth Joyce
Dean, School of Applied Science Sohail Anwar, PhD Associate Dean
and Technology Chair
Mark Kassop, PhD
Harry E. Fetterman, PhD John O. Aje, DSc
School of Applied Science Dean, ex-officio Albert Lozano-Nieto, PhD
and Technology
Amsad Ali, DSc Andrea Mirsky
Filomela A. Marshall, EdD Associate Dean Program Advisor
Dean, W. Cary Edwards School
of Nursing Arben Asllani, PhD Brenda Moore, PhD
Tami Moser, PhD DeWayne Brown, PhD Randall Otto, PhD

School of Business and Management Rory Butler John Pescatore, MS
Gregory Seaton, PhD Assistant Dean
Donna Smith, PhD
John S. Watson School of Public Richard Coe, PhD
Service and Continuing Studies Assistant Dean Cynthia Strain
Assistant Dean
William J. Seaton, MA Carla Colburn
Provost and Vice President Program Advisor Cleophas Tsokodayi, PhD
Ex Officio
Donald Cucuzzella David Weischadle, EdD
Karen Stefaniak, PhD Assistant Director
W. Cary Edwards School of Nursing John Woznicki
Dominick Defino, MS Dean, ex officio
Michael Williams, PhD
Dean, School of Business and Derrek Dunn, PhD Anthony Yankowski, PsyD
Management
Jordan Goldberg, MS Aline Yurik, PhD
John Woznicki, PhD
Dean, Heavin School of Arts and Donna Keehbler
Sciences Program Advisor SCHOOL OF BUSINESS AND
MANAGEMENT CURRICULUM
Joseph Youngblood II, PhD Kenneth Lewis, PhD COMMITTEE
Dean, John S. Watson School of Public
Service and Continuing Studies Albert Lozano-Nieto, PhD Kenneth Levitt, PhD
Chair
Winston Maddox, PhD
Khaled Abdel Ghany, PhD
Charles Munzenmaier, BE
Margaret Elgin, PhD
Michael Patrick
Program Advisor

Susan Fischer Theresa A. Wurmser, PhD CENTER FOR ASSESSMENT OF
Secretary to Committee LEARNING EXTRACOLLEGIATE
John Visokay, MSN, CCRN, CFRN LEARNING COMMITTEE
Camilla King-Lewis Student Representative
Assistant Dean Elizabeth Brown, MSW
Alicia Malone JOHN S. WATSON SCHOOL OF Christine Buel, EdD

Assistant Dean PUBLIC SERVICE AND
CONTINUING STUDIES Harry Fetterman, PhD
Garry McDaniel, EdD CURRICULUM COMMITTEE
Michael Goldberg, MBA
Tami Moser, PhD Gloria Frederick, PhD
Chair Jeanine Nagrod
Robert Saldarini, MA, MBA Director
Jonathan Allen, MPA
Michael Williams Marc Singer
Dean, ex-officio Rhonda Beckett, MAS Vice Provost
Charles Campbell, PhD John Woznicki

W. CARY EDWARDS SCHOOL OF Instructional Designer Dean
NURSING CURRICULUM
COMMITTEE Holly Cucuzzella, PhD
Elizabeth C. Elkind, PhD Roert Drennen, MS, MEd

Chair Jerome C. Harris, MS
Ana Maria Catanzaro, PhD Jason Holt, JD
Associate Dean
Matthew Hugg, MA
Maggie Ciocco, MSN
Program Advisor William Jenaway, PhD
Gary Fassler, MSN Stephen Jones, MS, CBO, NJ CEM
Alumni Representative
James McCarty, MS
Ritamarie T. Giosa, MSN
Nursing Program Advisor Michele Morrison, MSM
Brandi Megan Granett, PhD Ann Prime-Monaghan

Associate Dean
Sudesh Joshi-Chibbar, DNP
Christopher Schultz
Leo-Felix M. Jurado, PhD Assistant Dean
Julie Kulak, MSN Gregory Seaton, PhD
Assistant Dean, Undergraduate
Nursing Programs Don Stoltz, MAT
Holly Leahan, MSN Joseph Youngblood II

Program Advisor Dean, ex-officio
Martin S. Manno, PhD
Filomela A. Marshall, EdD

Dean, ex-officio
Gwen Morse, PhD
Susan J. Quinn, EdD
Lia van Rijswijk, DNP
Denise M. Tate, PhD

Associate Dean

MENTORS AT THOMAS EDISON STATE UNIVERSITY
www.tesu.edu/academics/catalog/mentors.cfm
The University has approximately 687 mentors who facilitate learners academic progress. Thomas Edison State University mentors
are selected because of their academic and experiential preparation as well as their commitment to serving adult students. Like our
students, mentors come from many places. They may also work at other colleges and universities or hold positions in the nonprofit
or corporate world. We require that all graduate mentors hold a terminal degree. Many also have extensive professional experience.
HEAVIN SCHOOL OF ARTS Mustafa Bostanci Jim Cody

AND SCIENCES PhD, Clarkson University DLitt, Drew University
Thomas A. Adamo E. Thomas Boulette Stuart Cohen

MA, Monmouth University PhD, Iowa State University PhD, Queen Mary College, University
of London
Rajendra Adhikari Corey Boyer
PhD, University of Arkansas MS, Florida Institute of Technology Debora Colbert
PhD, Colorado State University
Mohammad Ahrar Stephen Paul Boyer
PhD, South Dakota State University PhD, The Pennsylvania State Cynthia T. Cook
University PhD, Texas Womans University
Pamela Allen
DM, University of Phoenix John Bradley Steven Cooke
MSLS, Drexel University MChE, Illinois Institute of
Marcos Arandia Technology
PhD, University of Dallas Elizabeth Brown
MSW, Temple University Nathan Robert Cox
Bruce Makoto Arnold PhD, University of Kansas
PhD, Louisiana State University and Christine Buel
Agricultural Mechanical College EdD. North Central University Dale Coye
PhD, Princeton University
Nicholas Barbella Raushan Buzyakova
MS, Fairleigh Dickinson University PhD, Moscow State University Stephen Crescenzi
MSM, The College of New Jersey
Robert Bass Roberta Campbell
PhD, Bowling Green State PhD, University of Kentucky Vistasp P. Dalal
University MS, Wichita State University
Philip Cantor
Sanjiv Behl MBA, Rutgers, The State University of Frank Demos
PhD, University of Houston New Jersey MA, Florida State University
Janice Bella Lisa M. Carlucci Robert L. Dew

PhD, Northcentral University MS, Thomas Edison State MA, New York Institute of
University Technology
Rekah Bhowmik
PhD, India Institute of Technology Lynn Cates Alok Dhital
PhD, The University of Texas, Austin MA, The University of Georgia
Sara Bielek
PsyD, The Chicago School of Nishi Chawla Lisa DiDonato
Professional Psychology PhD, The George Washington PhD, West Virginia University
University
Augustus Black Margaret Dillon
PhD, Walden University Efthimia N. Christie DC, Pennsylvania College of
EdD, Seton Hall University Chiropractic
Miles Blanton
PhD, University of North Carolina at Derek W. Clem Gregory Dlabach
Chapel Hill MFA, Illinois State University EdD, University of Arkansas
Csaba Boer James Cliber Nickolas H. Dominello

MS, New York University MA, University of Nebraska-Lincoln PhD, Capella University
Ildiko Boer Langdon D. Clough Jackie Dees Domingue

MS, Montclair State University MEd, Northeastern University PhD, Texas A&M University

Richard Dool Jill Goldfine Kimberlee A. Hoftiezer
DMgt, University of Maryland MS Biology, Drexel University MEd, Springfield College
Michael E. Downey Dennis L. Goyette Sr. Jerry Holt

PhD, Georgetown University MS, University of Lowell EdS, Indiana University
Christopher Drew Sara Grant Linda Holt

MEd, Seton Hall University PhD, New York University DLitt, Drew University
Donna J. Duellberg Michael Loyd Gray Alexander Hogan

EdD, Boston University MFA, Western Michigan University PhD, University of Missouri, Kansas
City
Keith Earnshaw Richard Grego
PhD, Rennselaer Polytechnic DA, State University of New York Arika Easley-Houser
Institute PhD, Rutgers, The State University
Gale Guerra of New Jersey
Michael Edmondson MBA, Centenary University
PhD, Temple University Christine Holzer-Hunt
George Haber PhD, Union Institute & University
Aric Eidadu MSJ, Northwestern University
PhD, Howard Payne University Edward F. Izbicki Sr.
Victoria Hallberg EdD, Seton Hall University
Christopher L. Elg MS, Mississippi State University
MA, Fairleigh Dickinson University Ryan Jack
Sheldon Halpern PhD, Northcentral University
Mohamed Elseifi PhD, Columbia University
PhD, Virginia Polytechnic Institute Zeke Jarvis
and State University Amy Hannon PhD, University of Wisconsin
PhD, Boston College
Gary Falcone Juan Jimenez
EdD, Rutgers, The State University of Christine Hansen MA, Seton Hall University
New Jersey PhD, University of Hawaii
Janet Johannessen
Gary Faraci Linda S. Hanson MS, Fairleigh Dickinson University
MS, Mississippi State University MA, Central Michigan University
Joseph M. Jones Sr.
Penni SB Farrell Tim Hayburn EdD, University of Delaware
Med, Eastern University PhD, Lehigh University
Lauren Jordan
Christine Ferri Carlton Haycock PhD, East Carolina University
PhD, Duke University MS, Columbia State University
Mark Kassop
Bruce Franklin Nina J. Haydel PhD, New York University
MA, Southeastern Oklahoma State EdD, Temple University
University Lawrence Katz
Ellen Henderson PhD, Loyola University
Douglas Frost EdD, Temple University
MS, College of Staten Island Charles Kenny
Matthew Hill MPA, University of Oklahoma
Gina Gagen PhD, Georgia State University
EdD, Argosy University Pam Khurana
Ting Ho PhD, Indian Institute of Technology
Lorraine Gass PhD, Eastman School of Music,
MA, New York Institute of Technology University of Rochester Saheba Khurana
PhD, University of British
Christina Giacona Dwayne Hodges Columbia
DMA, University of Oklahoma EdD, Wilmington University
Allene Kieff
Stephen Glass Douglas Hoehn MS, Houston State University
PhD, Southern Illinois University PhD, New York University
Paul L. Kiesow
Warren Gramm Louis F. Hoelzle MA, California State University,
MA, Johns Hopkins University MS, Drexel University Sacramento

Amanda Jones-Kik Thomas MacCarty James Newell
MFA, California Institute of the Arts PhD, Northcentral University PhD, Vanderbilt University
Lawrence J. Knapp Douglas Mace Jan Newton

EdD, Seton Hall University MA, University of Vermont MA, The Ohio State University
Onesphor Kyara Don Kirk Macon Sidney Nevels

PhD, Rutgers, The State University of EdD, Northcentral University MS, Drexel University
New Jersey
William MacPherson Marsha Nodeen
Kelly Lake MA, Montclair State University MME, Murray State University
MFA, New School University
David Makhanlall Peters Nwafor
Dana J. LaMantia PhD, Virginia Commonwealth PhD, Morgan State University
PhD, Capella University University
Rosemary L. ODea
Kathy J. Langston Suzanne Manning MA, Seton Hall University
PhD, University of Rhode Island PhD, University of North Texas
Patricia ONeill
Michael Langston Jamie Marchant PhD, University of Washington
DM, Bethel Theological Seminary PhD, Claremont Graduate University
Evaristus Obinyan
Tom Lansford Amanda S. McClain PhD, University of South Florida
PhD, Old dominion University PhD, Temple University
PattiAnn Orazio
Elizabeth Lavertu Janis McFaul EdD, St. Johns University
MA, Arcadia University PhD, Union Institute & University
Randall E. Otto
Jill Legare Patrick McKiernan PhD, Westminster Theological
EdD, Argosy University PhD, Northcentral University Seminary
James Leiman Chloe Yelena Miller Suzanne Page

MPA, Evergreen State College MFA, Sarah Lawrence College PhD, University of Illinois
Denyse Lemaire Terrance Monroe Franco Paoletti

PhD, Free University of Brussels MA, University of Hawaii PhD, University of Rome
Edward Leo Brenda Y. Moore David Parker

JD, Concord Law School PhD, Capella University MS, Texas A&M University
William J. Lipkin Jimmy Mopecha Nilanjan Paul

MA, Rutgers, The State University of PhD, Arizona State University MSEE, University of Michigan
New Jersey
Edward Mosley Neil Allen Pearce
Jacqueline Lipper MS, Fordham University MS, Columbus State University
MS, New Jersey Institute of
Technology Douglas Mpondi John Pescatore
PhD, Ohio University MS, Fairleigh Dickinson
Geraldine Litz University
EdS, Georgia State University Lawrence Murphy
PhD, Rutgers, The State University of Mark Pesnell
Jason Litz New Jersey MHA, Baylor University
MS, Columbus State University
Robert Nalbandov Albert E. Powell Jr.
Stephanie D. Litz PhD, Central European University PhD, Texas A&M University
MLS, Fort Hays State University
Susan G. Naples Carrie A. Prettiman
Ronald A. Long PhD, Capella University PhD, Princeton University
JD, Widener University, School of Law
Hemalatha K. Navaratne Robert H. Price
Barbara Luby PhD, Kent State University PhD, Union Institute & University
MA, Kean University
Eugene Neglia Marilyn J. Puchalski
EdD, Rowan University MS, Drexel University

Adam Rafalovich Dori Seider Suzanne Cloud Tapper
PhD, University of British Columbia PhD, University of Vermont PhD, University of Pennsylvania
Jeyakumaran Ratnaswamy Arlene Sinding Angie Temple

PhD, Brunel University, London. MLS, Rutgers, The State University MA, St. Ambrose University
of New Jersey
Miriam Redcay John H. TenBrook
MBA, Johns Hopkins University Jason M. Siniscalchi EdD, University of Delaware
PhD, West Virginia University
Don Redden Andrew S. Tomko
PhD, Capella University Brian Siress PhD, City University of New York
MA, New York University
Laura Redic Bryon Torsiello
PhD, Touro University International Donna Smith MS, Fairleigh Dickinson University
PhD, Nova Southeastern University
Regina Riccioni Katherine Tracy
EdD, Rutgers, The State University of Theodore C Smith MA, Baylor University
New Jersey PhD, Capella University
Cleophas Tsokodayi
Kristin Robinson Bo Sosnicki PhD, Russian Academy of Sciences
DVM, University of Georgia MS, Delaware State University
Deborah A. Tremblay
Joyce Roberson-Steele Charles F. Speierl MS, Nova Southeastern University
LMSW, Yeshiva University EdD, Fairleigh Dickinson
University Thomas C. Vail
Kimberly Roff PhD, Saybrook University
PhD, Walden University Jon Sperling
MS, University of Central Florida Deborah VanOurkerk
Manisha Rohatgi EdD, Fielding Graduate University
PhD, Northwestern University Kristin Spizzirri
MS, Texas A&M University Thomas Vari
David Ross EdD, Wilmington University
PhD, Walden University Lee StJohn
PhD, Fielding Graduate University Thomas Vaughn
Michael C. Rotundo CAGS, Lesley University
MA, SUNY College at Brockport Zug G. Standing Bear
PhD, Florida State University Nicholas Villanueva Jr.
Rosemarie Russo PhD, Vanderbilt University
EdD, Argosy University Joseph R. Stencel
PhD, Princeton University Lisa Voorhees
Steve Ryan MS, University of Phoenix
MA, City College of New York Joyce Roberson-Steele
LMSW, Yeshiva University Charles Wang
Marga Ryersbach MEd, University of Delaware
EdD, University of West Florida Roberts G. Stevenson
PhD, University of Missouri (Columbia) Kayla Ward
Katherine Sainz EdD, Nova Southeastern University
MS, Walden University Nell C. Stone
MA, University of South Carolina Beau B. Webber
Jared Saltzman PhD, University of Idaho
MA, New York University David Stout
PhD, Northcentral University David E. Weischadle
Deborah A. Sanders EdD, Rutgers, The State University of
PhD, Howard University Carla F. Stutz New Jersey
MEd, Brigham Young University
Crystal Sands Walter R. Whalen
PhD, Texas Womans University Lori Swick MBA, Seton Hall University
PhD, California Institute of Integral
Viji Sargis Studies Dan M. Wiley
PhD, Andrhra University PhD, Harvard University
Kenneth Tangen
Willy Schild PhD, University of Washington Annette Williams
PhD, New York University PhD, Capella University

Anthony Yankowski Vladimir I. Gavrilenko Maureen Wallace
PsyD, Yeshiva University DSc, Academy of Science, Kiev, PhD, The Graduate Center, City
Ukraine University of New York
Bohdan Yaworsky
PhD, Rutgers, The State University of Adam Geesey Joyce A. Walsleben
New Jersey MS in Nuclear Engineering, The PhD, State University of New York
Pennsylvania State University
Nathan Yungher
PhD, The University of Pennsylvania Jordan E. Goldberg SCHOOL OF BUSINESS
MS, Drexel University AND MANAGEMENT
Susan Zappia
MA, California State University Reg Hackshaw Matthew Ademola
EdD, Columbia University DBA, Argosy University
Paul J. Zbiek
PhD, Kent State University Abul Faiz M. Ishaq Mark A. Aglio Sr.
PhD, McMaster University, MBA, American University
Dorothy Zjawin Canada
EdD, Rutgers, The State University of Nauri D. Ahmed
New Jersey Edward Kulik MS, Liberty University
MS, University of Phoenix
Robert Allen
SCHOOL OF APPLIED SCIENCE Jamieson Brett Lewis JD, University of Alabama
AND TECHNOLOGY MS, SUNY Institute of
Joaquin M. Angles
Technology
Mahmoud Al-Kofahi DM, University of Phoenix
PhD, Massachusetts Institute of Kenneth D. Lewis
Technology Christine Anglim
PhD, University of Illinois at
MBA, Troy University
Urbana-Champaign
Sohail Anwar
PhD, The Pennsylvania State Jack Aschkenazi
John Martin
University PhD, Capella University
EdD, West Virginia University
Robert J. Bjerke William Baker
Robert OBrien
MBA, Bryant University MBA, Drexel University
MBA, University of Rhode Island
DeWayne Randolph Brown Billy Bataille
Gbekeloluwa B. Oguntimein
PhD, Virginia Polytechnic Institute and MA, University of Miami
PhD, Iowa State University
State University
Linda K. Begley
Debra Poelhuis
Ron Bruno PhD, Barry University
MS, Indiana State University
PhD, University of Nebraska
Cyril Benichou
Lincoln Pawel Roszko
JD, Sorbonne University Law School
MBA, Embry-Riddle Aeronautical
James Cline University David Bilker
EdD, New York University
MBA, Drexel University
Yvette Schlussel
Russell B. DeVore PhD, Columbia University Robert Boggs
PhD, West Virginia University
PhD, Union Institute & University
Vincent L. Schuman
Derrek Dunn MBA, Lemoyne College David Bouvin
PhD, Virginia Polytechnic Institute and
DBA, Argosy University
State University Robert Steele
MS, Idaho State University Kurt Brandquist
Taan S. ElAli
MS, University of Maryland
PhD, University of Dayton Brian Usilaner
DSc, George Washington University Richard T. Brown
Larry Feldman
PhD, Southern Illinois
PhD, Electric Power Research Institute, Steven P. Visniski
University-Carbondale
Moscow, Russia DBA, University of Phoenix
Donald L. Buresh
Harry E. Fetterman David Waite
PhD, Northcentral University
PhD, The Pennsylvania State PhD, Oklahoma State University
University

John J. Byrne Mukaria J. Itangata Zara Roach
DM, University of Sarasota PhD, Western Michigan University JD, Quinnipiac University
School of Law
Hugh Cameron Jane Ives
MBA, Indiana Wesleyan University PhD, University of London Gary Robinson
PhD, Case Western Reserve
Robert N. Chase Janice Karlen University
MBA, Southern New Hampshire EdD, Seton Hall University
University Robert Saldarini
Michael C. King MBA, Fairleigh Dickinson University
Christie Cruse JD, George Mason University
EdD, Nova Southeastern University Paul E. Sam
James Krolik PhD, Capella University
William Czander PhD, University of Michigan
PhD, New York University Derrick Samuels
Diana Kyser PhD, Walden University
Frank P. DeCaro MBA, New York University
PhD, New York University Helen Schleckser
Jack Lampman MBA, University of Phoenix
Patrick Demerath MS, Thomas Edison State University
PhD, University of Alabama Thomas Seiler
Marina Layvand DBA, Nova Southeastern University
Samantha T. Duhn MBA, Pace University
PhD, Northcentral University Kelvin Smith
Carmel Louis-Jacques MBA, Eastern University
Mahmoud El Hamamsy PhD, Walden University
PhD, City University of New York Gary Stroud
George Maddaloni PhD, Capella University
Janice Flegle MBA, Hofstra University
MBA, Kaplan University Cheryl Toops
Josephine M. Mathias MA, University of Texas
Laurie Klosk-Gazzale MBA, Rider University
DBA, University of Phoenix Charlie Williams
David J. Medved PhD, Capella University
Jane Whitney Gibson MS, Walsh College
DBA, Nova Southeastern University Lester A. Wills
John Mellon PhD, Macquarie University
Thomas F. Gilbertson EdD, The George Washington
PhD, Walden University University Jim Young
EdD, Auburn University
Elaine Gregory Mitchell Miller
MBA, North Central University DBA, Nova Southeastern University
W. CARY EDWARDS
Leon M. Guendoo Geoffrey K. Mugalu SCHOOL OF NURSING
PhD, Capella University PhD, Capella University
Lydia H. Albuquerque
Perry Haan Lawrence Ness RN, MSN, SNDT Womens University
DBA, University of Sarasota PhD, Northcentral University
Kaylen Anthony
Diane Hamilton Patsy Parker RN, MS, University of South Alabama
PhD, Northcentral University PhD, University of Oklahoma
Donna Bailey
Marilyn A. Hatcher Thomas M. Patrick RN, PhD, University of North Carolina
MBA, Fairleigh Dickinson University PhD, University of Kentucky Chapel Hill
Nathan Himelstein Rhonda Polak William P. Baker
EdD, Temple University DBA, Nova Southeastern University MBA, Drexel University
Monica Hubler Michael Powers Rocel Besa
DBA, University of Phoenix DM, University of Phoenix RN, PhD, Angeles University
Foundation
Alan Hunt William A. Reed
PhD, Union Institute & University PhD, Union Institute & University Jane Bliss-Holtz
RN, DNSc, University of Pennsylvania

Robert. J. Bjerke Toni Eason DeMonica L. Junious
MBA, Bryant University RN, DNP, Rush University RN, PhD, Texas Womans University
Victoria Brahe Karen Egenes Leo-Felix M. Jurado

RN, PhD, Capella University RN, MSN Norwich University APN, PhD, Rutgers, The State
University of New Jersey
Keshea Britton Leah Susan Evans
RN, PhD, Capella University RN, MSN, Waynesburg University Cherry Karl
RN, PhD, University of Maryland
Henny Breen Diane M. Fesler-Birch
RN, PhD, University of Hawaii RN, PhD, Loyola University Patricia Kelly
RN, MSN, University of Phoenix
Mirella Vasquez Brooks Susan Fowler
APRN, PhD, University of Hawaii RN, PhD, Rutgers, The State University Marianne Kerr
of New Jersey RN, PhD, Nova Southeastern
Chesanny Butler University
RN, PhD, Oakland University Sarah E. Gabua
RN, DNP, Walden University Christine Kessel
Rita R. Callahan RN, PhD, Capella University
RN, PhD, University of San Diego Margaret M. Governo
APRN, EdD, Columbia University Susan Kirwan
Patricia Camillo Teachers College RN, MSN, Yale University
APN, PhD, University of Wisconsin
Brandi Megan Granett Kathleen Krov
Lynn Campbell PhD, Aberystwyth University RN, PhD, Walden University
RN, DNP, University of Kentucky
Mary Beth Haas Vera Kunte
Pamela Card CRNP, MSN, University of RN, DNP, Rutgers, The State University
ARNP/RN, ND/CTN, MS, University of Pennsylvania of New Jersey
Illinois Medical Center
Cynthia W. Haughey Wanda Lawrence
Margie Charasika RN, MSN, University of Pennsylvania RN, PhD, Capella University
RN, EdD, Spalding University
Barbara J. Headley Denise Long
Donna Cole RN, MSN, St. Josephs College of RN, DNP, Wilkes University
RN, PhD, Argosy University of Sarasota Maine
Dawn MacGibeny
Margaret Conrad Teresa Heithaus RN, EdD, Walden University
RN, DNP, University of Medicine and RN, MSN, University of Phoenix
Dentistry of New Jersey Maria Dolores Mangubat
Kimberly D. Helms RN, EdD, Teachers College, Columbia
Frances Cherkis RN, DHEd, A.T. Still University University
RN, DHSc, A.T. Still University
Ingrid Herrmann Rosemarie Marmion
Jocelyn Corrao MD, Universidad Autonoma de RN, MSN, Widener University
RN, EdD, Nova Southeastern Univer- Guadalajara International Program
sity School of Medicine Lisa McConlogue
RN, PhD, University of Nevada,
Jo Ann F. Cummings Louise Houston Las Vegas
APN, PhD, Rutgers, The State Universi- RN, MEd, Pennsylvania State
ty of New Jersey University Nancy Hanford Meyer
RN, MS, University of Colorado
Elizabeth (Betty) Daniels Kelly Hudock
RN, PhD, Capella University RN, DNP, Rush University Aleesa Mobley
PhD, APN, CPHQ, Rutgers
Debra Devoe Gail L. Jones University
RN, EdD, Rowan University RN, DNP, University of South Alabama
Lavonne Moore
Tish Dorman Deovina Jordan RN, DNP, St. Catherine University
RN, MSN, MEd, Lynchburg College, RN, PhD, UCLA School of Nursing
Walden University Constance Morrison
Sudesh Joshi-Chhibar APRN, DNP, Rocky Mountain School of
Marilyn Drucker RN, DNP, Quinnipiac University Health Professionals, JD, New England
RN, MSN, Boston University
School of Law

Pinky Noble-Britton Marcy Tanner-Garrett
RN, PhD, Capella University RN, EdD, Walden University
Judith Offner Trudy Thompson

RN, PhD, Widener University RN, MSN, Regis College
Gaynel Olsen Lia van Rijswijk

RRT, PhD, Virginia Commonwealth RN, MSN, La Salle University
University
Debra Bohlender Walker
Elvira G. Phelps RN, PhD, Capella University
APRN, EdD, Enverga University Foun-
dation Paulette Williams
RN, DrPH, University of Hawaii
Susan J. Quinn
RN, EdD, Teachers College, Columbia Debra Wolf
University RN, PhD University of Pittsburgh
Kathryn Ralph Angela Wright

RN, MPH, Columbia University RN, PhD, Texas Womans University
Arlowen Jordan Raygor Pauline R. Wright

RN, MN, University of Washington RN, PhD, Lesley University
Nicole Robert Theresa Wurmser

RN, MSN, Southern University RN, PhD, Adelphi University
Maria Elsa Rodriguez

APRN, DNP, University of San Diego
JOHN S. WATSON SCHOOL
Cheryl Rowder OF PUBLIC POLICY AND
RN, PhD, Texas Womans University CONTINUING STUDIES
Anna Salle Peter A. Barone

RN, PhD ,Texas Tech University PhD, Webber International University
Randolph Schild James Chebra

RN/APN, PhD, Capella University MS, University of Maryland, Baltimore
Sophia Mikos-Schild Holly Funkhouser Cucuzzella

RN, EdD, Pepperdine University PrPH, Drexel University
Eileen Skalski Thomas Finnegan

RN, DNP, Waynesburg University MS, Jersey City State College
Paul S. Smith Matthew A. Hugg

RN, PhD, University of Nevada, Las MA, St. Marys University of Minnesota
Vegas
Marian Leerburger
Lorraine Steefel PhD, University of Maryland
RN, DNP, University of Dentistry and
Medicine of New Jersey Ryan McNeal
MPA, Georgia Southeastern University
Karen Stefaniak
RN, PhD, University of Kentucky Minzi Su
PhD, Portland State University
Caroline Steward
APRN, MSN, The College of New Lloyd C. Williams
Jersey PhD, Pacifica Graduate Institute
California
Charlotte Stoudmire
RN, PhD, University of San Diego

THOMAS EDISON STATE UNIVERSITY STAFF
http://www.tesu.edu/academics/catalog/Thomas-Edison-State-College-Staff.cfm
OFFICE OF THE PRESIDENT Aaron Appelstein, Assistant Director of Rachael Cooper, Assistant Director,
George A. Pruitt, President Course Design and Academic Quality Office for Assessment of Professional
BS, MS (Illinois State University) BA (University of Rochester) and Workplace Learning
PhD (The Union Institute) MA (University of Wisconsin-Madison) BA (Taylor University)
MBA (Grantham University)
Linda Meehan, Chief of Staff Richard M. Barry, Director of Course
BA, MSM (Thomas Edison State Design and Technology Projects Donald S. Cucuzzella, Assistant
University) BS (Quinnipiac University) Director, School of Applied
MS (Richard Stockton College Science and Technology
Barbara M. Kleva, General Counsel of New Jersey) BA (The College of New Jersey)
BA (Boston University) MA (Rutgers, The State University of
JD (Seton Hall University Law School) Ana Berdecia, Center Director, New Jersey)
The Center for Positive Development of
Sarah Kerney Lane, Director of Urban Children, The Abbott Preschool Andrew Davenport, Assessment
Special Projects Initiatives at The John S. Watson Development Support Specialist
BA (Columbia University) Institute for Public Policy BA (York College)
BA, MEd (The College of New Jersey)
Judy Lucas, Assistant to the Lauren Durkin, Assessment Specialist
Chief of Staff Karen Bitner, Administrative Specialist BA (Westminster Choir College)
MA (Rider University)
Melissa Maszczak Rory Butler, Assistant Dean, School of
Assistant to the President Applied Science and Technology Michael Fagioli, Instructional
BA (Monmouth University) AAS (Monroe Community College) Technologist
MALS (Thomas Edison State BS (SUNY-Empire State College) BA (Stony Brook University)
University) MA (SUNY-Brockport College) BA (Quinnipiac University)
MS (Binghamton University) MA (University of Missouri)
Thomas Mullusky, Archivist PhD (Capella University)
BA (Richard Stockton College Susan Fischer, Administrative
of New Jersey) Charles Campbell, Director of Assistant, School of Business and
MLIS (Rutgers, The State University Interactive Media and Academic Management
of New Jersey) Technology Solutions AA (Thomas Edison State University)
BA (Eastern Nazarine College)
MBA, PhD (Eastern University) M. Scheryl Gant, Associate Fellow/
DIVISION OF ACADEMIC AFFAIRS Manager, The John S. Watson Institute
William J. Seaton, Provost and Ana Maria Catanzaro, Associate Dean for Public Policy
Vice President of Graduate Nursing Programs, W. Cary
Edwards School of Nursing Elizabeth Gehrig, Senior Assessment
BA, MA (Bowling Green University)
BSN, MSN (La Salle University) Development Specialist
Caren Abschutz, Instructional Designer PhD (The Catholic University of BA (The College of New Jersey)
BA, MEd (Rutgers, The State University America) MA, PhD (Temple University)
of New Jersey)
Margaret Ciocco, Nursing Program Ritamarie Giosa, Undergraduate
John O. Aje, Dean, School of Applied Advisor, W. Cary Edwards School Nursing Program Advisor, W. Cary
Science and Technology of Nursing Edwards School of Nursing
BS (Clemson University) BSN (Seton Hall University) AS (Gloucester County College)
MS (North Carolina State University) MSN (Syracuse University) BSN (University of Pennsylvania)
MS, DSc (The George Washington MSN (Thomas Edison State University)
University) Richard Coe, Assistant Dean, School of
Applied Science and Technology Ishiya Hayes, Associate Fellow,
Amjad Ali, Associate Dean, School of BA, MA (The College of New Jersey) The John S. Watson Institute for
Applied Science and Technology PhD (University of Pittsburgh) Public Policy
MS, DSc (The George Washington AA (Mercer County Community
University) Matthew Cooper, Associate Provost, College)
Learning and Technology BA (Rutgers, The State University of
BA (Mount Vernon Nazarene New Jersey)
University)
MA (Nazarene Theological Seminary)

Robert Herbst, Executive Director of Kenneth W. B. Lightfoot, Assistant Constance Oswald, Associate Fellow,
Continuing and Professional Studies Director of Course Improvement and The John S. Watson Institute for Public
BS (Defiance College) Special Projects Policy
MA (Bowling Green State University) BA (Lycoming College)
MA (University of Connecticut) Shoshanna Page, Fellow, The John S.
Emily Hopkins, Assistant Instructional PhD (University of Wales Swansea) Watson Institute for Public Policy
Designer Post Graduate Certificate in Education BA (Delaware State University)
BA (University of Massachusets (University of Wales Swansea)
Amherst) Steve Phillips, Assistant Director,
John Lissasris, Senior Assessment Center for the Assessment of Learning
James Jesson, Program Assistant Development Specialist, Center for BA (Pennsylvania State University)
AA (Mercer County Community Learning and Technology MA (George Washington University)
College) BA, MEd (Rutgers, The State University
BA (Thomas Edison State University) Valerie Preston, Administrative
of New Jersey)
Assistant, W. Cary Edwards School
Barbara George Johnson, Executive Alicia D. Malone, Assistant Dean, of Nursing
Director, The John S. Watson Institute School of Business and Management AAS (Mercer County Community
for Public Policy BS (Rowan University of New Jersey) College)
BA (Cornell University) MALS (Thomas Edison State
MPH (Columbia University) Jamie Priester, Assistant Dean,
University)
JD (Rutgers Newark Law School) Mentor Administration
Filomela A. Marshall, Dean, W. Cary BA, MSM (Thomas Edison State
Elizabeth Joyce, Associate Dean, Edwards School of Nursing University)
Heavin School of Arts and Sciences BSN (Lehman College)
BA (Georgetown University) Ann Prime-Monaghan, Associate Dean,
MSN (University of Pennsylvania)
JD (New York University School of Law) John S. Watson School of Public Service
EdD (Temple University)
and Continuing Studies
Tara Kennette, Program Assistant - Janet McGuire, Assistant to the Dean, BS (The Pennsylvania State University)
Nursing Undergraduate Programs W. Cary Edwards School of Nursing MA (Temple University)
BA (Ramapo University) BA (University of Massachusetts - MS (Johns Hopkins University)
Amherst)
Camilla King Lewis, Assistant Dean, Estelle Reeves, CAP-OM, Assistant
School of Business and Management Kathleen A. Melilli, Associate Provost Director, Professional and Continuous
BA (Queens College) BS (Rutgers, The State University of Studies, AAS, BA, MSM (Thomas
MSHRM (Thomas Edison State New Jersey) Edison State University)
University) MBA (Fairleigh Dickinson University)
Samantha Rhein, Program Assistant
Lauren Kirk, Program Assistant, Center Cynthia Mooney BA (Neumann University)
for Learning and Technology Instructional Designer
BA (The Pennsylvania State University) Michelle W. Robinson, CAL Project
BA (Ursinus College)
MEd (Arcadia University) Coordinator
Jaclyn Morlock-Miller, Instructional
Julie Kulak, Assistant Dean, Heather Russino, Instructional
Technologist
Undergraduate Programs, W. Cary Designer, Center for Learning and
BA (Rowan University)
Edwards School of Nursing Technology
BSN (Holy Family University) Jeanine Nagrod, Director, Office for BA (Hofstra University)
MSN (Villanova University) Assessment of Professional and Work- MA (Columbia University)
place Learning
Holly Leahan, Graduate Student and Christopher Schultz, Assistant Dean,
BA (Tufts University)
Practicum Advisor, W. Cary Edwards Director of Continuing Studies
MLIR (Rutgers, The State University of
School of Nursing BA (Richard Stockton College)
New Jersey)
BS (Northeastern University) MPA (Rutgers, The State University
BSN, MSN (Drexel University) Greta OKeefe, Publications and of New Jersey)
Recruitment Specialist, W. Cary MS (St. Josephs University)
Antoinette L. Lewis, Prior Learning Edwards School of Nursing
Assessment Specialist David Schwager, Director of
BA (Rutgers, The State University
AA (Mercer County Community Assessment Development
of New Jersey)
College) BA (The College of New Jersey)
MBA (Thomas Edison State University)
BA (Thomas Edison State University)
MA (University of Phoenix)

Ryanne Seldon, Coordinator of William Watson, Senior Fellow Heather Brooks, Associate Vice
Mentor Services President and Director,
BA (William Paterson University) Steven Weinblatt, Assistant Director, Human Resources
MS (University of Phoenix) Graduate Programs BA (Rutgers, The State University
BA (Rowan University) of New Jersey)
Nicky Sheats, Senior Fellow/Director, MSEd (Monmouth University) MSM (Thomas Edison State University)
The Center for the Urban Environment,
The John S. Watson Institute for Michael Williams, Dean, School of Nancy Broglie, Associate Director,
Public Policy Business and Management Student Financial Operations
BA (Princeton University) BM/BMEd (New England BS (Ramapo College of New Jersey)
MPP, PhD, JD (Harvard University) Conservatory of Music) MBA (Fairleigh Dickinson University)
MM (New England Conservatory
Marc Singer, Vice Provost, Center for of Music) Matthew Brown, Systems Coordinator
the Assessment of Learning MS (Rutgers, The State University AA (Rollins College)
BA (Oberlin College) of New Jersey) BA (Thomas Edison State University)
MA (University of Alabama) MBA (DeVry University)
MPhil (New York University) MS (Touro College) Tonia Brown, Administrative
PhD, MS (Fordham University) Processing Specialist
Mark Snyder, Assessment AA (Thomas Edison State University)
Development Specialist John Woznicki, Dean, Heavin School
BA (University of Pennsylvania) of Arts and Sciences Kathleen Capstack, Assistant Adminis-
MA (Temple University) BA (Worcester State University) trator of Student Fees and Revenue
MEd (Temple University) MA (The College of New Jersey) BS (Rutgers, The State University of
PhD (Temple University) PhD (Lehigh University) New Jersey)
Carly Statz, Instructional Designer, Joseph Youngblood II, Vice Provost Jamie Chianese, Program Assistant
Center for Learning and Technology and Dean, John S. Watson School of
Tammy Conley, Senior Human Re-
BA, MLS (Indiana University) Public Service and Continuing Studies
sources Specialist
BS (Florida A&M University)
Cynthia Strain, Assistant Dean, Heavin MA (University of Iowa) Melissa Cryan, Senior Human
School of Arts and Sciences JD (University of Iowa College of Law) Resources Specialist
BA (Moravian College) PhD (University of Pennsylvania) AA (Mercer County Community
MSEd (Monmouth University)
College)
Secretarial/Support Staff: Debbie Lutz,
Denise M. Tate, Associate Dean, BA (Thomas Edison State University)
Secretarial Assistant to the Provost and
Undergraduate Nursing Programs, Vice President, AA (Thomas Edison Edward L. Davenport, Associate
W. Cary Edwards School of Nursing State University); Carol D. Adkins- Director for Network Administration
BSN (Monmouth University) Smith; Joyce Archer, AA (Thomas BS (Pace University)
MSN (Kean University) Edison State University).
MSN (Seton Hall University) Jonathan (Jack) Davis, Systems
EdD (University of Sarasota) DIVISION OF ADMINISTRATION Analyst, ERP
AND FINANCE BSE (Princeton University)
Debra Terry, Director of Instructional
Services, Center for Learning and Christopher Stringer, Vice President Lucille Donahue, Program Assistant
Technology for Administration and Finance AAS (Thomas Edison State University)
BS, (Rutgers, The State University of
Panagiotis Tzetoz, Program Assistant, New Jersey) Nettie D. Edwards, Assistant Controller
Instructional Services Support MBA (Montclair State College) BS (Troy State University)
BA (Rider University) MBA (Philadelphia College of Textiles
Steve Albano, Treasurer and Science)
P. Henry van Zyl, Vice Provost, BS (Rider University)
Academic Administration and Dean Helen Feliciano, Professional Services
of Graduate Programs Tiffany Avent, Program Assistant Specialist
BA, STD, BEd, MEd (University of BA (Rider University) BA (Rider University)
Port Elizabeth)
DEd (University of South Africa) Seth Aronson, Director, MIS Roldan Fernandez, Systems Specialist
BS (Penn State University) AA (Mercer County Community
Weimin Wang, Instructional Designer College)
BS (Shanghai Jiao Tong University) Rebecca Behrendt, Fiscal Administrator
MS, PhD (Florida State University) AAS (Brandywine College)
BS (West Chester State College)

Peter Gallagher, Senior Director, Michelle L. Leonard, Senior Human Hope Smith, ERP Systems Specialist
Student Financial Accounts Resources Operations Administrator AAS (Mercer County Community
BS (Temple University) BS (Rider University) College)
MBA (DeSales University) MSHRM (Thomas Edison State
University) Mark Stermer, Application Support
Shennel Georges, Assistant Specialist
Administrator, Student Fees and Michael Lobecker, Systems Specialist BA (Rutgers, The State University
Revenue BSBA (Bloomsburg University) of New Jersey)
AA, BA (Monroe College)
Kim Lundy, Assistant Director of August G. Stoll, Director, MIS
Tricia Graff, Senior Financial Specialist Payroll Services Enterprise Applications
BS (East Stroudsburg University) AAS (Mercer County Community BS (Dickinson College)
College) MBA (Thomas Edison State University)
Louis Green, Systems Analyst, ERP
Graham MacRitchie, Systems William Thompkins, Imaging Specialist
Chrystal Guadarrama, Student Coordinator AS (Burlington County Community
Services Representative, Office of AA, BSAST (Thomas Edison State College)
the Bursar University)
AA (Mercer County Community Theresa Tosti, Director of Collections
College) Deborah McCloud-McCoy, Systems AA (Thomas Edison State University)
BA (Thomas Edison State University) Coordinator
BS (Rider University) Betty Williams, Fiscal Administrator
Mary Hack, Director of Facilities and AA (Community College of
Operations Randi Miller, Associate Director, Philadelphia)
AAS (Ocean County College) Office of Human Resources
BA (Rider University) BA (SUNY-Stony Brook) Byron Wright, Desktop Support
Specialist
Heidi Hanuschik, Assistant Director for Jennifer Marie Montone,
Accounts Payable Director of Purchasing Pamela Yarsinsky, Fiscal Administrator
AAS (Mercer County Community AS (Burlington County College) AA (Burlington County Community
College) BA, MSM (Thomas Edison State College)
University) BS (Rowan University)
Jeffrey Hardifer, Director of MIS
Reporting and Database Administration John Murray, Facilities Manager Secretarial/Support Staff: Beverly
AAS (Mercer County Community Dash, Secretary to the Vice President;
College) Noreen ODonnell, Assistant Adminis- Jarad Boisseau; James A. Chianese;
trator, Student Financial Operations Jeffrey P. Clark; Jared Coleman, AA
William Hobson Jr., Procedural BSBA (The College of New Jersey) (Mercer County Community College);
Design Specialist Andrea Johnson; Saul Kremer; Thomas
AAS (Mercer County Community Kejo Samuels, Program Assistant Gittins; Olga Napoleon, AAS (Mercer
College) County Community College); Sonya
Philip Sanders, Associate Director,
BSBA (Thomas Edison State University) Smith; Diane M. Stratton; Terry L.
Student Financial Accounts
Thornton; Ivan Thorpe.
Drew W. Hopkins BA (Trenton State College)
Chief Information Officer
Barbara Sandstrom, Systems DIVISION OF COMMUNITY AND
BA (Trenton State College)
Specialist GOVERNMENT AFFAIRS
Nadine Hoston AA (Mercer County Community
Administrative Assistant College) Robin A. Walton, Vice President for
BA (Marshall University) BA (William Paterson College) Community Affairs and Government
Relations
Charles Johnstone, Network Specialist David J. Schumaker, Security Systems BA (Rutgers, The State University
AS (Mercer County Community Coordinator, MIS of New Jersey)
College) BS (Westwood College) MSM (Thomas Edison State University)
Michael Kennedy, Fiscal Administrator Randolph S. Schwartz Angela Chatman, Confidential

AA (Bucks County Community College) Systems Coordinator Assistant, Office of Community Affairs
BS (Thomas Edison State University) AAS (Mercer County Community and Government Relations
College)
Thomas Kennette BSBA (Thomas Edison State University)
Media Services Specialist
AAS (Somerset County College)

DIVISION OF ENROLLMENT Kathleen Brommer, Assistant Director Robert Devine, Academic Evaluator
MANAGEMENT AND LEARNER of Digital Communications BA (Rutgers, The State University of
SERVICES BA (Rider University) New Jersey)
MA (Seton Hall University)
Mary Ellen Caro, Vice President for Colleen E. Doran, Senior Program
Enrollment Management and Learner Sherwood Brown, Senior Program Advisor
Services Advisor AA (Ocean County College)
BA (College of St. Elizabeth) BA (William Paterson University) BA (Ramapo College)
MS (Rutgers, The State University MBA (Rider University) MA (Monmouth University)
of New Jersey)
MS (Stanford University) Andrew Bugdal, Admissions Sarah Duggan, Learner Support
EdD (University of Pennsylvania) Technical Specialist Representative
AA (Mercer County Community
Mildred L. Akumu-Taylor, Program College) Janet Lee Eickhoff, Associate Vice
Coordinator, Office of Strategic BA (Montclair State University) President for Strategic Partnerships and
Partnerships Outreach
AA (Delaware County Community Doray H. Burns, Acting Senior BA (Ohio University)
College) Academic Evaluator MPA (Rutgers, The State University
BS (St. Josephs University) BA (Seton Hall University) of New Jersey)
Nykea L. Ali, Academic Evaluator Christine Carter, Associate Director Elizabeth Fox, Associate Director,
BA (Richard Stockton College) of Enrollment Services Technical Office of Admissions and
MA (Rowan University) Support Enrollment Services
BA (Georgetown University) BA (William Paterson University)
Amy Andrianantoandro MEd (University of Virginia)
Academic Evaluator Edward Gall, Coordinator of SOC
BA (Rutgers, The State University of Terrence Carter, Admissions Programs, Office of Military and
New Jersey) Counselor Veteran Education
MA (Rider University) BA (Allen University) BSBA (Villanova University)
MS (Capella University)
Shawn Baran, Technology Support Bonniejean Gallagher, Admissions
Specialist Patricia Certo, Senior Program Advisor Counselor
BA, MBA (Rosemont College) AA (Mercer County Community
Rhonda Beckett, Senior Program College)
Advisor Alison Chambers, Associate Director
AS (Pierce College) BA (Thomas Edison State University) Kristen Gonzalez, Associate Director,
BA (Thomas Edison State University) Strategic Partnerships Management
Carla Colburn, Associate Director, AA (Thomas Edison State University)
MS (Fairleigh Dickinson University)
Academic Advising
Gregory Biele, Learner Support BA (Niagara University) Megan Grandilli, Graphic Designer
Representative MA (University of Delaware) BFA (Arcadia University)
BS (Fairleigh Dickinson University) MS (State University College of New
York at Buffalo) Joseph Guzzardo, Associate Vice
Cecelia M. Blasina, Academic Evaluator President for Marketing and
ASM, BSBA (Thomas Edison State Ellen Coleman, Associate Director Communications
University) Mid-Atlantic Region BA-J (Marquette University)
BS (St. Leo University)
Ann Born, Veteran Certifying Official, MSEd (Troy University) Sylvia G. Hamilton, Associate Vice
Office of Military and Veteran President for Enrollment Management
Education Lyrisa Codson, Learner Support Planning and Assessment
BA (Thomas Edison State University) Representative BA (Oberlin College)
BA (University of Rhode Island) MBA (Yale University)
Teshia Bowser, FA Counselor -
Compliance Patricia Delaine, Academic Evaluator Alison Hansen, Associate Director,
AAS (Mercer County Community BS (Rutgers, The State University New England/Europe
College) of New Jersey) BS (Ithaca College)
MS (State University of New York at
Laura Brenner-Scotti Pamela DeMartino, Director of Cortland)
ADA Coordinator Academic Advising
BSBA (The College of New Jersey) BS (Centenary University)
MS (American University)

Julia Herman, Director of Integrated Kristen Lacaillade, Communications Monica Meehan, Academic Evaluator
Advertising Strategy and Media Outreach Associate AS (Mercer County Community
BA (Richard Stockton College of BA (Elizabethtown College) College)
New Jersey) BA (Thomas Edison State University)
Wendy Lang, Director of Operation
Donna Higgins, Senior Admissions College Promise Patricia Memminger, Grade
Representative BA, MA (Drew University) Administrator
AA (Rider College) BSBA (Thomas Edison State University)
BA (Thomas Edison State University) Kristin Hale LoBasso, Assistant MBA (Rider University)
Director, Curriculum Administration
Tanisha Hill, Academic Evaluator and Evaluation Jeronica Mensah
AA (Thomas Edison State University) BSBA (Bloomsburg University of Graduation Auditor
Pennsylvania) BA (University of Connecticut)
David Hoftiezer, Director, Office of Test MA (Georgian Court University)
Administrator Jeff Lushbaugh, Director, Website and
BA, MSM (Thomas Edison State Multimedia Production Vanessa Meredith, Director, Integrated
University) BA (Virginia Polytechnic Institute and Recruitment
State University) AA (Burlington County College)
Joshua Hoftiezer, Senior Program MS (Kean University) BA (Rutgers, The State University
Advisor of New Jersey)
AA (Burlington County College) Shawn Mann, Director of Military MSHSV (Post University)
BA (The Richard Stocton Collge of Enrollment Management
New Jersey) BA (Fairfield University) Alisha Miller, Associate Director,
MA (Rowan University) West Alaska
Kimberlee Marsden, Learner Support BS (University of Hawaii)
Sandra L. Holden Representative
Administrative Assistant BA (Temple University) Christopher Miller, Art Director
AA, BA (Thomas Edison State BS (University of Maryland)
University) Maria Marte, Associate Director,
Hawaii/Asia Julia Mooney, Enrollment Services
Kayana Howard, Senior Learner AA (Universitaet des Saarlandes - Counselor
Support Representative Saarbruecken, Germany) BA (Rowan University)
AA (Burlington County College) BS (Hawaii Pacific University)
BA (Fairleigh Dickinson University) MS (Thomas Edison State University) Leslie Mooney, Assistant to the Dean,
MS (Drexel University) Applied Science and Technology
Louis Martini, Associate Vice President BA (Clarion University)
Karen E. Hume, Associate Vice for Military and Veteran Education
President for Institutional Marketing ASM (Thomas Edison State University) Samuel Mooney, Graduation Auditor
BA (Pace University) BA (Kean University)
Charlene P. Martucci, Fiscal
Nina Keats, Program Specialist Administrator Kimberly Morton, Senior Graduate
BSN (SUNY) AA, BA (Rider University) Admissions Counselor
CSN (Monmouth University) MSM (Thomas Edison State University) BA (Rutgers University)
MBA (Western International
Donna K. Keehbler Michael Martucci, Web Specialist
Senior Program Advisor BA (Ramapo College of New Jersey) Brian Muhlberger, Program Advisor II
BA, EdM (Rutgers, The State University BA (Rowan University)
of New Jersey) Bryan Mazzilli, Academic Evaluator MA (Widener University)
MLIS (Southern Connecticut State AA (Walnut Hill College)
Barbara Murdoch, Academic
University)
Steven Mazzilli, Program Advisor II Evaluator
Denise Kerr, Admisssions Counselor BSBA (Thomas Edison State University) AA (Camden County College)
BS (State University of New York BA (Rowan University of New Jersey)
Susanne McCartney, Academic
College at Buffalo)
Evaluator Christopher Owens, Learner Support
MS (Canisius College)
BS (Millersville University) Representative
Anna Krum, Senior Enrollment BA (Hofstra University)
Gary Meder, Senior Enrollment
Services Counselor
Services Counselor James Owens, Director of Financial Aid
ASM (Thomas Edison State University)
BA (Thomas Edison State University) BA (Herbert H. Lehman College)
MBA (Pace University)
MA (Temple University)

Kelli Parlante-Givas, Director, Michael Sheridan, Senior Academic Larsicena Vance-West, Graduation
Strategic Partnership Management Evaluator Records Specialist
AA (Burlington County College) BA (West Chester University) AA (Thomas Edison State University)
Michael Patrick, Senior Program Roberto Smart, Academic Records and Deborah Ware, Financial Aid
Advisor Registration Specialist Counselor - Processing
BA (Monmouth University) BS (Saint Peters University) AS (Harcum Junior College)
AA (Thomas Edison State University)
Alisha Pendleton, Assistant Registrar, Craig Smith, Director of Veteran Affairs BA (Thomas Edison State University)
Enrollment Reporting AAS (Community College of the
BS (Chestnut Hill College) Air Force) Donna Watson, Associate Registrar
MSM (Thomas Edison State University) BS (Southern Illinois University) and Director of Transfer Credit Center
MBA (Centenary College)
Loretta K. Perkins, Senior graduate Andrea O. Wiederhorn
Admissions Specialist Linda Soltis, Communications and Senior Program Advisor
BA (Rutgers, The State University of Media Outreach Specialist BA (Fairleigh Dickinson University)
New Jersey) AA (Bucks County Community College) MSM (University of Georgia)
BA (Temple University)
Thomas M. Phillips, Associate Director, MALS (Thomas Edison State Danielle Williams, Financial Aid
Strategic Partnerships University) Counselor - Processing
BS (The Pennsylvania State University) BS (Rider University)
MSHRM (Thomas Edison State Jennifer Stark, Associate Registrar and MPA (Rutgers, The State University of
University) Director of Academic Records New Jersey)
BA (Monmouth University)
Andrea Porter, Program Assistant MSM (Thomas Edison State University) Maureen Woodruff, Senior Director of
Testing and Support Services
Kerry Prendergast, Program Assistant Gregory A. Stobb, Director of Digital BA (Richard Stockton College of
BS (Rutgers, The State University of Advertising and Data Analytics New Jersey)
New Jersey) BS (Northeastern University) MS (Thomas Edison State University)
MA (Emerson College)
Dawn M. Propst, Assistant Director of Gillian Wyckoff, Director, Office of
Graduation and Certification Donald Stoltz, Senior Program Advisor Admissions and Enrollment Services
BS (The Pennsylvania State University) AAS (The Academy of the Culinary BS (Butler University)
Arts) MS (Hood College)
Catharine Punchello-Cobos, Associate
BA, MA (Fairleigh Dickinson University)
Vice President and University Registrar Mei Yin, Web Developer
BA (Rider University) Richard F. Strauss, Senior Academic BS (Beijing Science and Technology
MSM (Thomas Edison State University) Evaluator University)
BS (Temple University) MS (Drexel University)
Juliette M. Punchello, Senior Director,
Admissions and Enrollment Services Kerry Stuhlmuller, Student Support Secretarial/Support Staff: Diana
BS, MS (Drexel University) Services Representative Addesa, BA (Thomas Edison State
MA (La Salle University) BA (Bloomsburg University) University); Darryl Battle; Linda
Battle, AAS, BA (Thomas Edison State
Sean P. Reilly, Academic Evaluator Jessiah Styles, Associate Director, University); Lorraine Boyd-Thompson;
BSBA (Georgian Court University) Office of Strategic Partnerships Melissa Brown, AA (Thomas Edison
BS (Chestnut Hill College) State University); Charles Breining;
Jaqueline Rossetter, Associate Director
of Test Administration Dylan Brining, AS (Burlington County
Terri Tallon, Director, Military
BA (Lynchburg College) College); Carl Carter; Tanisha Cox;
Student Services
MA (University of South Carolina) Rose L. Dixon; Narissa V. Downey;
AA (Burlington County College)
Yesuratnam Guadarrama; Marjorie
BA (Holy Family University)
Kelly Saccomanno, Associate Director, Henderson; Michele Huntley; Tamsha
MA (Jones International University)
Office of Communications James; Kenya Kornegay; Steve Krecicki,
PhD (Walden University)
AS (Burlington County College) Maureen Leonard; Deborah McHugh;
BSBA (Thomas Edison State University) Sarah Ukranski, Admissions Counselor Michael Opalski; Ratna Parasher, BA
BS (Duquesne University) (Thomas Edison State University);
Corale A. Sandy, Testing Special Rachel Parziale; Joan Pollack; Sharon
Robert Vance, Student Data Specialist Rock; Elaine Scheff, BA (Thomas Edison
Teresa Santiago, Program Assistant
AAS (Thomas Edison State University) State University); Frenchesta Squire;
Pamela Tenaglia; Rosalyn Williams.

DIVISION OF PLANNING AND Leanne Kochy, Director of
RESEARCH Major Giving
Dennis Devery, Vice President for AA (Middlesex County College)
Planning and Research Erica Spizzirri, Director of
BS (Rutgers, The State University of Advancement Services
New Jersey) BA (Ohio Wesleyan University)
MSM (Thomas Edison State University)
MSS (U.S. Army War College) Li-yun Young, Assistant Director,
EdD (Rowan University) Alumni Affairs
BA (Rutgers University)
Ying Huang, Senior Research Analyst MA (Biblical Theological Seminary)
BA (Guangdong University of Foreign
Studies, Guangzhou, China)
MA, PhD (Michigan State University)
Ying Jiang, Senior Research Analyst

BS, MS (Kean University)
Maureen F. Marcus, Confidential

Assistant to the Vice President
Marie R. Power-Barnes, Director of

Market Research and Assessment
BA, MBA (Rider University)
Ann Marie Senior, Associate Vice

President for Planning and Research
BA (Cornell University)
PhD (University of Michigan)
DIVISION OF PUBLIC AFFAIRS

John P. Thurber, Vice President for
Public Affairs
BA (Hampshire College)
JD (Rutgers Law School)
Frederick Brand, Director of Corporate

and Foundation Relations
BA (College of the Holy Cross)
MA (New York University)
Meg Frantz, Director of Alumni Affairs

BA (Susquehanna University)
Milady Gonzalez, Confidential

Assistant
Jennifer Guerrero, Director of the

Annual Fund
BS, MS (Drexel University)
Misty N. Isak, Associate Vice President

of Development
BA, BS (College of Charleston)
MA (Trinity International University)
Jaclyn Joworisak
Advancement and Donor Relations
Associate
BA, MA (Rider University)

CONTACT INFORMATION
Telephone FAX Email
Office of Admissions (609) 777-5680 (609) 984-8447 admissions@tesu.edu
and Enrollment Services
Graduate Student Advising (609) 777-5680 (609) 777-2956 academicadvising@tesu.edu
Office of Financial Aid (609) 633-9658 (609) 633-6489 finaid@tesu.edu
Office of the Registrar (609) 984-1180 (609) 777-0477 registrar@tesu.edu
Course and TECEP Registration (609) 633-9242 (609) 292-1657 registration@tesu.edu
ADA Coordinator (609) 984-1141, ext. 3415 (609) 943-5232 ada@tesu.edu
Test Registration
> Examinations other than TECEP (609) 984-1181 (609) 777-2957 testing@tesu.edu
> Course and TECEP Examination
Proctor Requests (609) 984-1181 (609) 777-2957 testing@tesu.edu

UNIVERSITY ADMINISTRATION
Heavin School of Arts (609) 984-1130 (609) 984-0740 heavin@tesu.edu
and Sciences
School of Business and (609) 984-1130 (609) 292-7608 schoolofbusiness@tesu.edu
Management
School of Applied Science (609) 984-1130 (609) 292-7608 scienceandtechnology@tesu.edu
and Technology
W. Cary Edwards (609) 633-6460 (609) 292-8279 nursing@tesu.edu
School of Nursing
John S. Watson School of Public (609) 777-4351 (609) 777-3207 watsonschool@tesu.edu
Service and Continuing Studies
Center for Assessment of Learning (609) 984-1140 (609) 984-3898 cal@tesu.edu
Office of Alumni Affairs (609) 633-8592 (609) 943-3023 alumni@tesu.edu
Office of Student Financial Accounts (609) 984-4099 (609) 984-4066 bursar@tesu.edu
Office for Assessment (609) 633-6271 (609) 984-3898 apr@tesu.edu
of Professional and
Workplace Learning
Center for Learning (609) 292-6317 (609) 292-9892 clt@tesu.edu
and Technology (CLT)
Office of Military and (609) 281-5215 (609) 984-7143 militaryeducation@tesu.edu
Veteran Education
The University closes for a winter break the last week in December and is also closed for most New Jersey state holidays.

Directions to Thomas Edison State University
Canal Banks Building Hanover Hall FROM THE NEW JERSEY TURNPIKE, NORTH OR SOUTH
221 W. Hanover St. 167 W. Hanover St. > Take the New Jersey Turnpike to exit 7A, exiting the Turnpike to
Trenton, NJ 08618 Trenton, NJ 08618 take Interstate 195 West. Follow the directions
(609) 292-1611 (609) 292-0078 From the East below.
FROM THE EAST
Center for Learning Kelsey Complex > Follow 195 West toward Trenton, following signs for Route 29
and Technology 111 W. State St. North-Capitol Complex/Lambertville. Stay on Route 29
North; follow through the tunnel and proceed
102 W. State St. Trenton, NJ 08608 approximately one mile to the Calhoun Street exit.
Trenton, NJ 08608 (609) 292-7361 Or
(609) 292-6317 > Take Route 80 or Route 78 East to Route 287 South.
> Take Route 287 South to Route 202 South.
> Take Route 202 South to Route 179 South toward
Kuser Mansion Lambertville. Follow Route 179 South to Route 29 South.
Glen Cairn Hall 315 W. State St. The Delaware River will be on your right.
301 W. State St. Trenton, NJ 08618 > Exit Route 29 at Calhoun Street.
Trenton, NJ 08618 (609) 777-1047 FROM THE CALHOUN STREET EXIT

(609) 599-9443
To the HANOVER HALL and
CANAL BANKS BUILDING
> Turn right at the second traffic light onto West Hanover Street.
> Thomas Edison State Universitys Hanover Hall is located at 167
W. Hanover St.
> Thomas Edison State Universitys Canal Banks Building is
located at 221 W. Hanover St.
CANAL BANKS BUILDING CENTER FOR LEARNING AND TECHNOLOGY GLEN CAIRN HALL
HANOVER HALL KELSEY COMPLEX KUSER MANSION

To the KELSEY COMPLEX and CENTER FOR LEARNING FROM PENNSYLVANIA AND DELAWARE
AND TECHNOLOGY
> If you are coming from Pennsylvania or Delaware, take
> Turn right at the first traffic light onto West State Street and Interstate 95 North over the Delaware River at the
proceed one full block. Scudders Falls Bridge.
> Thomas Edison State Universitys Kelsey Complex is located > Take Route 29 South to Trenton. The Delaware River will
at 111 W. State St. be on your right.
> Thomas Edison State Universitys Center for Learning and > Exit Route 29 at Calhoun Street.
Technology is located at 102 W. State St.
FROM THE CALHOUN STREET EXIT:
To the KUSER MANSION and GLEN CAIRN HALL
To HANOVER HALL and
> Turn left at the first traffic light onto West State Street. CANAL BANKS BUILDING
> Thomas Edison State Universitys Kuser Mansion is
located at 315 W. State St. > Turn right at the second traffic light onto West Hanover
> Thomas Edison State Universitys Glen Cairn Hall is located at Street.
301 W. State St. > Thomas Edison State Universitys Hanover Hall is located at
> The nursing simulation lab is located in Glen Cairn Hall. 167 W. Hanover St.
FROM U.S. ROUTE 1, NORTH OR SOUTH located at 221 W. Hanover St.
> Take Route 1 to Perry Street. To the KELSEY BUILDING, TOWNHOUSES and CENTER
> At the end of the ramp, make a left onto Perry Street. FOR LEARNING AND TECHNOLOGY
> Proceed to the sixth traffic light and make a left onto Willow
Street (Willow Street becomes Barrack Street south of West > Turn right at the first traffic light onto West State Street and
State Street). proceed one full block.
> Thomas Edison State Universitys Kelsey Complex is located
To HANOVER HALL and CANAL BANKS BUILDING at 111 W. State St.
> Thomas Edison State Universitys Center for Learning and
> Make a right at the first light onto West Hanover Street. Technology is located at 102 W. State St.
> Thomas Edison State Universitys Hanover Hall is located at
167 W. Hanover St. To the KUSER MANSION and GLEN CAIRN HALL
located at 221 W. Hanover St. > Turn left at the first traffic light onto West State Street.
To the KELSEY COMPLEX and CENTER FOR LEARNING located at 315 W. State St.
AND TECHNOLOGY > Thomas Edison State Universitys Glen Cairn Hall is located at
301 W. State St.
> Make a right at the second light onto West State Street. > The nursing simulation lab is located in Glen Cairn Hall.
> Thomas Edison State Universitys Kelsey Complex is located
at 101 W. State St. DIRECTIONS TO THOMAS EDISON STATE UNIVERSITY
> Thomas Edison State Universitys Center for Learning and BY PUBLIC TRANSPORTATION
Technology is located at 102 W. State St.
> If you wish to take public transportation to Thomas Edison
To the KUSER MANSION and GLEN CAIRN HALL State University, the Trenton train station is served by Amtrak
and New Jersey Transit from locations north and south, by
> Make a right at the second light onto West State Street. SEPTA from Philadelphia, and various bus routes.
Continue on West State Street through one traffic light > Taxis are available at Trenton station to Thomas Edison State
(Calhoun Street). University, which is less than three miles away.
> Make the second left after the traffic light into the > To return to the Trenton station, taxi services may be called
driveway of the parking lot. from the University.
located at 315 W. State St.
> Thomas Edison State Universitys Glen Cairn Hall is located at
301 W. State St.
> The nursing simulation lab is located in Glen Cairn Hall.

PARKING PARKING GARAGES
1. KELSEY COMPLEX 4. CANAL BANKS BUILDING PARK AMERICA

Metered parking is usually available Street parking is usually available near 41 Chancery Lane
near the Kelsey Complex. Handicap- the Canal Banks Building. The building Trenton, NJ 08608
accessible parking is available on West is ADA compliant. Handicap-accessible (609) 393-9822
State Street. parking is available.
TRENTON PARKING AUTHORITY
2. CENTER FOR LEARNING 5. KUSER MANSION N. Warren Street Garage
AND TECHNOLOGY Parking is available behind the building. 110-116 N. Warren St.
Metered parking is usually available near Handicap-accessible parking is available Trenton, NJ 08608
the Center for Learning and Technology. next to the main entrance of Kuser
Handicap-accessible parking is available Mansion. LAFAYETTE YARD GARAGE
on West State Street. Public Parking at the Lafayette Marriott
6. GLEN CAIRN HALL
3. HANOVER HALL Parking is available at Glen Cairn Hall.
Metered parking is usually available
near the Hanover Hall. Handicap-
accessible parking is available in front
of the building.
4
5
3
P
P

section 5
Student Forms
http://www.tesu.edu/studentforms
THE FOLLOWING PAGES CONTAIN IMPORTANT FORMS:

> Graduate Registration Form
> Textbook and Course Materials Order Form
Please review each form carefully. Select the forms for the services that you need and fill them out completely.
Make sure to include your ZIP code, telephone number(s), email address and payment when submitting a form.
Please note: all forms are also available online at www.tesu.edu/studentforms.
COPY EACH FORM AS NEEDED.

GRADUATE
REGISTRATION FORM
Submit this completed form with payment to: Please enter the semester you want:
Office of the Registrar 20
Course Registration
Thomas Edison State University Month Year
167 W. Hanover St.
Trenton, NJ 08618
Phone: (609) 633-9242
FAX: (609) 292-1657
You may register online at www.tesu.edu
Check if this is an
GENERAL INFORMATION address change.
University ID Number
Last Name First Name MI
Street Address City State ZIP Code

( ) ( )
Daytime Telephone Number Fax (if available)
Email Address (required)
Please indicate the degree program in which you are enrolled:_________________________
COURSE REGISTRATION
For complete tuition and fees information, please refer to the University website at www.tesu.edu/tuition/. Registrations received without complete information
or total payment will not be processed and will be returned. Students are responsible for payment for course materials and shipping and handling.
Complete
Course Code Course Title Tuition
Late fee (if applicable) $________________

Total Tuition $________________
(CONTINUED ON REVERSE SIDE)

GRADUATE REGISTRATION FORM - PAGE 2
__________________________________________________________ ________________________________________________________
Student Name University Identification Number
PAYMENT INFORMATION
Check/Money Order Thomas Edison State University Financial Aid Military/Corporation/Agency Assistance Plan**
Make check/money order payable to: Thomas Edison State University
Your enrollment will be activated once your tuition is received by the University. Please only use this form to pay by check or money order via the
U.S. mail or, in-person with cash, check or a money order. Please make checks payable to Thomas Edison State University. Cash payments are accepted
at the Office of Student Financial Accounts, Hanover Hall, 167 W. Hanover Street, Trenton, N.J., once the Office of the Registrar has processed your
registration. Students are asked to use Online Student Services (OSS) when paying by credit card, debit card or electronic checking, as these
methods of payment are no longer accepted by mail, phone, fax or in-person.
TUITION AID or CORPORATE/AGENCY NAME: ________________________________________________________________________________________________

If your employer is providing tuition assistance, provide your employers address and the contact person:
________________________________________________________________________________________________________________________________
Contact Name
________________________________________________________________________________________________________________________________
Street Address City State ZIP Code
________________________________________________________________________________________________________________________________
Employers Telephone Number Fax Number (if available) Email Address (if available)
** TUITION ASSISTANCE AUTHORIZATION/DOCUMENTATION MUST ACCOMPANY THIS REGISTRATION FORM OR REGISTRATION WILL NOT BE PROCESSED
AND WILL BE RETURNED.
STUDENT SIGNATURE
I hereby certify that the above statements are true and correct to the best of my knowledge and that I meet the prerequisites as listed for each course for
which I have registered. I have read the current University Catalog and agree to abide by it. I authorize the release of grade information on the above
course(s) to my employer, if my employer is paying for my course(s). By signing this form, I verify that I understand and agree to abide by the complete
policy on academic integrity and procedures for discipline of academic integrity violations as stated in the University Catalog.
Student Signature________________________________________________________________________________ Date ____________________________
Thomas Edison State University is committed to providing reasonable accommodation for verified disability. If you would like information on
reasonable accommodations for disability, please contact the ADA coordinator at (609) 984-1141, ext. 3415 (voice), (609) 341-3109 (TTY).
Information is also available on the University website at www.tesu.edu/about/ada.
TEXTBOOK AND COURSE MATERIALS ORDER FORM
COPY THIS FORM AS NEEDED
Please check semester:
July 2017 October 2017 January 2018 April 2018
August 2017 November 2017 February 2018 May 2018
September 2017 December 2017 March 2018 June 2018
Textbooks and course materials may be purchased from MBS Direct. Students are responsible for obtaining textbooks and course materials in a timely
manner. Order early to ensure that books are not returned to the publishers. Call MBS Direct for current prices or availability of used books.
By Internet - Safely order your books online from the Virtual By Mail - Complete the Textbook and Course Materials Order
Bookstore at www.direct.mbsbooks.com/tesu.htm. Follow the Form. Send with your check, money order or credit card informa-
prompts and we do the rest. You can save 20 percent on UPS shipping tion. Mail orders must be for the price of a new book. If you
by ordering through the internet. prefer a used book, and used is available, a check will be
issued for the difference. Mail your completed Textbook and
By Phone - Orders may be placed by calling (800) 325-3252, Monday- Course Materials Order Form to:
Thursday, 7a.m.-10 p.m.; Friday, 7 a.m.-6 p.m.; Saturday, 8 a.m.-5 p.m.; and MBS Direct, P.O. Box 597, Columbia, MO 65205
Sunday, 12 p.m.-4 p.m., CDT/CST. Send express orders to:
MBS Direct, 2805 Falling Leaf Lane, Columbia, MO 65201
By Fax - Complete the Textbook Order Form. Fax to (800) 499-0143.
Credit card will be charged for a new book if a used copy is not available. Shipping Internationally - Students ordering books
to be shipped internationally must call for shipping charges.
International Phone: (573) 446-5299
Shipping charges valid at time of publication. International Fax: (573) 446-5254
A $3 per tape REFUNDABLE deposit will be charged on all

SHIPPING CHARGES FOR MAIL ORDER ONLY
media components. Look for the Refund Form in the carton PLEASE CONTACT MBS BY CALLING (800) 325-3252
containing the course materials. FOR SHIPPING METHODS AND COSTS
PLEASE PRINT OR TYPE ALL INFORMATION

SHIP TO
Last Name First Name MI
Street Address (No post office boxes for UPS shipping) City State ZIP Code
( ) ( )
Evening Telephone Number Daytime Telephone Number
( )
Fax Number (if available) Email Address (if available)
TEXTBOOK ORDER
Complete Course or Indicate Start Date Course or Examination Title Amount
Examination Code NEW/USED*
Subtotal $ ____________
NOTE: Due to fluctuating demand, TECEP textbooks may not always be available. If MBS Direct
does not have the textbooks you need, you may order books directly from the publisher (refer to Missouri Residents add
the TECEP Test Description area of the University website at www.tesu.edu) or from a bookstore. 2.75% tax. Washington
State Residents add 8% tax. $ ____________
* USED BOOKS IF AVAILABLE. Shipping $ ____________
MAIL ORDERS MUST INCLUDE PAYMENT FOR NEW BOOKS.
TOTAL PAYMENT $ ____________
METHOD OF PAYMENT
CHECK MONEY ORDER (Make Checks and Money Orders payable to MBS Direct)
CHECK APPROPRIATE CARD: AMERICAN EXPRESS VISA MASTERCARD DISCOVER
CREDIT CARD ACCOUNT NUMBER: ________________________________________________________________________________________________________
CARD EXPIRATION DATE: ______________________ Authorization Signature/Date (required): __________________________________________________________

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contents

Message from the President 2 SECTION 4

Thomas Edison State University 1 Graduate Catalog 2017-2018

Thomas Edison State University 2 Graduate Catalog 2017-2018

July 2017 Term January 2017 Term

October 2017 Term April 2018 Term

2017-2018 SCHOOL OF BUSINESS AND MANAGEMENT GRADUATE CALENDAR

July 2017 Term January 2018 Term

September 2017 Term March 2018 Term

November 2017 Term May 2018 Term

Thomas Edison State University 3 Graduate Catalog 2017-2018

Thomas Edison State University 4 Graduate Catalog 2017-2018

DOCTOR OF NURSING PRACTICE IN SYSTEMS-LEVEL LEADERSHIP

Thomas Edison State University 5 Graduate Catalog 2017-2018

Thomas Edison State University 6 Graduate Catalog 2017-2018

Course Descriptions Through the examination of various develop a responsible approach to

Thomas Edison State University 7 Graduate Catalog 2017-2018

Thomas Edison State University 8 Graduate Catalog 2017-2018

Thomas Edison State University 9 Graduate Catalog 2017-2018

Course Descriptions OLT-510: THEORY AND CULTURE OLT-640: COMMUNICATION AND

Thomas Edison State University 10 Graduate Catalog 2017-2018

Thomas Edison State University 11 Graduate Catalog 2017-2018

Thomas Edison State University 12 Graduate Catalog 2017-2018

Thomas Edison State University 13 Graduate Catalog 2017-2018

Thomas Edison State University 14 Graduate Catalog 2017-2018

Thomas Edison State University 15 Graduate Catalog 2017-2018

Thomas Edison State University 16 Graduate Catalog 2017-2018

Thomas Edison State University 17 Graduate Catalog 2017-2018

Thomas Edison State University 18 Graduate Catalog 2017-2018

Course Descriptions MPL-580: PUBLIC SERVICE MPL-710: PUBLIC SERVICE

Thomas Edison State University 19 Graduate Catalog 2017-2018

Thomas Edison State University 20 Graduate Catalog 2017-2018

Thomas Edison State University 21 Graduate Catalog 2017-2018

Thomas Edison State University 22 Graduate Catalog 2017-2018

Thomas Edison State University 23 Graduate Catalog 2017-2018

Thomas Edison State University 25 Graduate Catalog 2017-2018

Thomas Edison State University 26 Graduate Catalog 2017-2018

Thomas Edison State University 27 Graduate Catalog 2017-2018

Thomas Edison State University 28 Graduate Catalog 2017-2018

Thomas Edison State University 29 Graduate Catalog 2017-2018

Thomas Edison State University 30 Graduate Catalog 2017-2018

Thomas Edison State University 31 Graduate Catalog 2017-2018

Thomas Edison State University 32 Graduate Catalog 2017-2018

Thomas Edison State University 33 Graduate Catalog 2017-2018

Thomas Edison State University 34 Graduate Catalog 2017-2018

Thomas Edison State University 35 Graduate Catalog 2017-2018

Thomas Edison State University 37 Graduate Catalog 2017-2018

Thomas Edison State University 38 Graduate Catalog 2017-2018

Thomas Edison State University 39 Graduate Catalog 2017-2018

Thomas Edison State University 40 Graduate Catalog 2017-2018

NOTE: Students should have successfully

Thomas Edison State University 41 Graduate Catalog 2017-2018

Course Descriptions MNP-510: PROJECT MANAGEMENT MNP-530: HRM FOR PUBLIC

Thomas Edison State University 42 Graduate Catalog 2017-2018

Thomas Edison State University 43 Graduate Catalog 2017-2018

NPM-670: CRITICAL ISSUES IN

Thomas Edison State University 45 Graduate Catalog 2017-2018

Course Descriptions NUR-531: NURSING INFORMATICS: NUR-650: ADVANCED

Thomas Edison State University 46 Graduate Catalog 2017-2018

Thomas Edison State University 47 Graduate Catalog 2017-2018

Thomas Edison State University 48 Graduate Catalog 2017-2018

Course Descriptions CTM-530: INTRODUCTION TO

Thomas Edison State University 49 Graduate Catalog 2017-2018

Course Descriptions utility-related cybersecurity regulations, CYB-525: INTEGRATING