GRADUATE

CATALOG 2019–2020

THE MERCY UNIVERSITY OF NEW JERSEY

Academic Calendar
Fall 2019 Semester

Monday, August 26
Classes begin (Main and 7.5wk1 Session)
Saturday M.B.A 7.5wk1.: 9/7, 9/14, 9/21, 9/28, 10/5, 10/12, 10/19
Convocation Thursday, August 29
Labor Day Holiday Break (no classes) Monday, September 2
Mercy Day Mass Tuesday, September 24
Columbus Day Holiday Break (no classes) Monday, October 14–Tuesday, October 15
7.5wk1 Session Ends Monday, October 21
Tuesday, October 22
7.5wk2 Session Begins
Saturday M.B.A. 7.5wk2: 10/26, 11/2, 11/9, 11/16, 11/23, 12/7, 12/14
Thanksgiving Holiday Break (no classes) Wednesday, November 27–Sunday, December 1
Study Day (no classes) Tuesday, December 10
Final Assessments (Main and 7.5wk2 Session) Wednesday, December 11–Tuesday, December 17
(Snow Date for Final Assessments) Wednesday, December 18

Winter 2020 Session

Classes Meet 12/18–12/20, 1/2–1/3, 1/6–1/10, 1/13–1/17

Spring 2020 Semester

Tuesday, January 21
Classes begin (Main and 7.5wk1 Session)
Saturday M.B.A. 7.5wk1: 1/25, 2/1, 2/8, 2/15, 2/22, 2/29, 3/14
Mass of the Holy Spirit Tuesday, February 11
Spring Break (no classes) Sunday, March 1–Saturday, March 7
7.5wk1 Session Ends Monday, March 16
Tuesday, March 17
7.5wk2 Session Begins
Saturday M.B.A. 7.5wk2: 3/21, 3/28, 4/4, 4/18, 4/25, 5/2, 5/9
Critical Concerns Week Monday, March 23–Thursday, March 26
Easter Break (no classes) Thursday, April 9–Monday, April 13
Follow Monday Class Schedule Wednesday, April 15
Faculty Development Day/Study Day (no classes) Tuesday, May 5
Final Assessments (Main and 7.5wk2 Session) Monday, May 11–Friday, May 15
Baccalaureate Mass, Commencement Ceremony & Reception Wednesday, May 20

Summer 2020

Tuesday, May 26–Saturday, July 4; Holiday: Saturday, July 4

Summer 1–6 Week
Saturday M.B.A.: 5/30, 6/6, 6/13, 6/20, 6/27
Summer 1–7 Week Tuesday, May 19–Saturday, July 4; Holiday: Saturday, July 4
Summer 1–12 Week Tuesday, May 26–Saturday, August 15; Holiday: Saturday, July 4
Monday, July 6–Saturday, August 15
Summer 2–6 Week
Saturday M.B.A.: 7/11, 7/18, 7/25, 8/1, 8/8, 8/15
Summer 2–7 Week Monday, July 6–Saturday, August 22
Catalog dates were accurate as of the time of printing. Please verify academic calendar dates by accessing the online academic calendar published under the
Academics menu at georgian.edu.
 Audit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Contents Incomplete Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Academic Calendar
Repeating a Course . . . . . . . . . . . . . . . . . . . . . . . . . . .16
I: General Information . . . . . . . . . . . . 1 Grade Posting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Grade Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Graduation & Degree Requirements . . . . . . . . . . . . . . 17
Our Core Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Length of Time to Complete Program . . . . . . . . . . . . . .17
Statement on Our Special Concern for Women . . . . . . . .1
Graduate Thesis Continuation Policy . . . . . . . . . . . . . . 17
Notice of Nondiscrimination Policy . . . . . . . . . . . . . . . .1 Request for Transcript . . . . . . . . . . . . . . . . . . . . . . . . .18
Graduate Study at Georgian Court University . . . . . . . . . 2 Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Course Final Assessment . . . . . . . . . . . . . . . . . . . . . . . 18
Historic Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Cancellation of Classes . . . . . . . . . . . . . . . . . . . . . . . . 18
Accreditations & Memberships . . . . . . . . . . . . . . . . . . . .5 Students Taking Courses at an Enrollment Location
The Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Other Than Their Own . . . . . . . . . . . . . . . . . . . . . . .18
Online, Hybrid & VTC Courses . . . . . . . . . . . . . . . . . .19
II: Admission Policies . . . . . . . . . . . . . . 9 Credit-Hour Assignments for Courses . . . . . . . . . . . . . .19
Classification of Graduate Students . . . . . . . . . . . . . . . . .9 Transfer of Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Admission Requirements & Procedures for Independent Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Matriculating Students . . . . . . . . . . . . . . . . . . . . . . . .9 Study Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Admission Requirements & Procedures for Academic Early Warning System . . . . . . . . . . . . . . . . . .20
Nonmatriculating Students . . . . . . . . . . . . . . . . . . . . .9
Add/Drop Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Admission Procedures for International
Students in F-1 Student Status . . . . . . . . . . . . . . . . . .10 Course Withdrawal Policy . . . . . . . . . . . . . . . . . . . . . . 20
Deferral of Enrollment . . . . . . . . . . . . . . . . . . . . . . . . .10 Leave of Absence, Maintenance of Matriculation, or
Withdrawal from the University . . . . . . . . . . . . . . . . 20
Readmission of Students . . . . . . . . . . . . . . . . . . . . . . . 10
Academic Probation & Dismissal Process . . . . . . . . . . . 21
Georgian Court Certificates . . . . . . . . . . . . . . . . . . . . .11
Academic Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Nondisclosure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Procedures for Dealing with Academic Dishonesty . . . . .22
Notice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Procedures for Student Grievances or Complaints . . . . . 23
III: Academic Programs . . . . . . . . . . . 12 Access to Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Solomon Amendment . . . . . . . . . . . . . . . . . . . . . . . . .25
Graduate Institutional Student Learning Goals . . . . . . . .12
Degree, Certificate & Certification Programs . . . . . . . . .12 V: Financial Information:
Graduate Programs . . . . . . . . . . . . 26
IV: Academic Policies, Procedures &
Requirements . . . . . . . . . . . . . . . . 14 Tuition & Fees: 2019–2020 . . . . . . . . . . . . . . . . . . . . .26
Manner of Payment . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Applicability of Course Policies . . . . . . . . . . . . . . . . . . .14
Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Program Requirements in Effect . . . . . . . . . . . . . . . . . .14
Military (Tuition Assistance [TA]) Refund Policy . . . . . 27
Nondisclosure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Military (Tuition Assistance [TA]) Return of
Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Unearned TA to the Government Policy . . . . . . . . . . 27
Academic Advisement . . . . . . . . . . . . . . . . . . . . . . . . .14 International Student Policy & Procedures . . . . . . . . . . .27
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 International Student Addendum . . . . . . . . . . . . . . . . .28
Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Financial Aid Information . . . . . . . . . . . . . . . . . . . . . . .28
Certificate of Equivalency (COE) . . . . . . . . . . . . . . . . .14 Verification Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Grading System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Federal Title IV Refund Policy . . . . . . . . . . . . . . . . . . . 29
 Federal Financial Aid Programs . . . . . . . . . . . . . . . . . . .30 VII: School of Arts & Sciences . . . . . 42
New Jersey State Grant Program . . . . . . . . . . . . . . . . . .31
Criminal Justice & Human Rights . . . . . . . . . . . . . . . . .42
Satisfactory Academic Progress Policy . . . . . . . . . . . . . .31
Holistic Health Studies . . . . . . . . . . . . . . . . . . . . . . . . .45
Appeal Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Psychology & Counseling . . . . . . . . . . . . . . . . . . . . . . 48
Adjustment of Financial Aid . . . . . . . . . . . . . . . . . . . . .33
Theology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Student Responsibilities . . . . . . . . . . . . . . . . . . . . . . . .33
Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 VIII: School of Business &
Graduate Assistantship Program . . . . . . . . . . . . . . . . . .34 Digital Media . . . . . . . . . . . . . . . 70
VI: Campus Life . . . . . . . . . . . . . . . . . . 35 Business Administration . . . . . . . . . . . . . . . . . . . . . . . .70

Athletic & Recreation Program . . . . . . . . . . . . . . . . . . .35 IX: School of Education . . . . . . . . . . 75

Campus Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Master of Arts in Teaching . . . . . . . . . . . . . . . . . . . . . .76
Career Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Educational Services & Advanced Studies
Commuting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Certificate & Master’s Degree Programs . . . . . . . . . . 82
Counseling Center . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Dean of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 X: Directories . . . . . . . . . . . . . . . . . 112
Disability Services . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Global Education Programs . . . . . . . . . . . . . . . . . . . . .38 Librarians & Teaching Faculty . . . . . . . . . . . . . . . . . . .112
Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Emeritus Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Math Lounge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Associate Faculty in Medical Technology Program . . . .119
Student Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Athletics Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Student Organizations . . . . . . . . . . . . . . . . . . . . . . . . .40 Special Programs Staff . . . . . . . . . . . . . . . . . . . . . . . . 119
Student Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Writing Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
 that alleviate suffering—choosing to aid the planet and
others’ needs.
Service: We joyfully extend our energy and
resources on behalf of the poor, sick, and
uneducated, working to relieve misery and address
its causes where possible. Choosing to act when a
need is perceived by using one’s skills, ingenuity, and
Georgian Court University, founded by the Sisters of Mercy experience to create benefit—choosing to accept that in
of New Jersey in 1908 and sponsored by the Institute of life we are all servers and served.
the Sisters of Mercy of the Americas since January of These values are the roots from which Georgian Court
2007, provides a comprehensive liberal arts education in University activities, decisions, and behaviors flow.
the Roman Catholic tradition. The university has a special
concern for women and is a dynamic community
committed to the core values of justice, respect, integrity,
service, and compassion, locally and globally.
Georgian Court University provides students with
• A curriculum broad enough to be truly liberal, yet
specialized enough to support further study and
Georgian Court University, a Catholic institution founded
future careers;
by the Sisters of Mercy, is committed to the equality of
• An environment for the entire university community to women in all facets of society, to the full development of
grow through shared educational, cultural, social, and women’s abilities, and the generous outpouring of
spiritual experiences; and women’s influences and contributions in the world.
• The will to translate concern for social justice Women’s knowledge, leadership, and engagement are
into action. critical in creating a vibrant culture, just society, and
healthy global environment.
GCU’s special concern for women gives life to the ideals
of justice, compassion, and excellence by educating both
women and men to be informed, active citizens of a
dynamic and complex world. GCU aims to graduate
students who incorporate creativity, thoughtful
As an institution sponsored by the Sisters of Mercy,
discernment, and care for all of creation in their personal
Georgian Court University is committed to the following
and professional lives.
guiding principles:
Women’s equality issues are integrated into the
Respect: We reverence the dignity of all persons and
curriculum—undergraduate and graduate—in
all life as gifts of God and strive to promote
student/faculty research, and in student life. As a result,
community in our world. Choosing to accept what may
Georgian Court teaches women and men about the
be perceived as different without passing judgment—
importance of an equitable society where women are
choosing to appreciate social and cultural differences as
valued, treated with respect, and enjoy the same fiscal
strengths that enable people to work together.
and leadership opportunities as their male counterparts.
Integrity: We believe that fidelity to moral
The university ensures access to transformative
principles, honesty, and sincerity are the basis of
educational experiences where students cultivate
trustworthiness in all encounters. Choosing to be
balanced, informed, productive, forward-thinking
true and honest in all circumstances, living one’s
leadership skills. By placing women’s success at the
highest version of self—choosing to base one’s actions
center of the mission, GCU underscores the pivotal role
on a consistent set of principles and values at all times.
that women play in global change.
Justice: We believe ordering of right relationships
with all persons and all creation is fundamental to
our advocacy for structures that protect the
vulnerable. Choosing to be a catalyst for social justice
to ensure that all human beings are treated respectfully
and equally—choosing peace for myself and the world.
Compassion: We embrace the joys and sorrows of
others to whom and with whom we minister and are Georgian Court University is committed to the policy that
moved to action in solidarity with the human all persons shall have equal access to programs,
community. Choosing to listen with an open heart, facilities, admission, and employment without regard to
empathize with others, and perform acts of kindness personal characteristics not related to ability,

Graduate Catalog 2019–2020 |1

performance, or qualifications as determined by university accelerated classes that allow students who work full time
policy or by state or federal authorities. It is the policy of the opportunity to achieve academic goals or participate
the university to maintain an academic and work in professional development.
environment free of discrimination, including harassment. Georgian Court University offers graduate programs and
It is a violation of this policy to discriminate if the basis of classes at the main campus in Lakewood, online, and at other
that discriminatory treatment is, in whole or in part, the locations in New Jersey. To arrange a visit, call the Office of
person’s race, creed, religion, color, national origin, Graduate and Professional Studies at 732-987-2770. Visit
nationality, ancestry, age, gender (including pregnancy GCU at georgian.edu or write to Georgian Court University,
and sexual harassment), marital status, domestic 900 Lakewood Avenue, Lakewood, NJ, 08701-2697.
partnership or civil union status, affectional or sexual
orientation, gender identity or expression, atypical
hereditary cellular or blood trait, genetic information,
mental or physical disability, military service or veteran
status, or any other basis that is protected under
applicable law.
Georgian Court University was founded in 1908 by the
Further, the university is committed to creating an Sisters of Mercy of New Jersey as a women’s liberal arts
environment which is free from intolerance directed college in the Roman Catholic tradition. The university
toward individuals or groups and strives to create and began in North Plainfield, New Jersey, headquarters of
maintain an environment in which people are treated with the Sisters of Mercy of New Jersey—and was originally
dignity, decency, and respect. Acts of intolerance violate called Mount Saint Mary’s College. With an inaugural
the principles upon which Georgian Court is built and class of seven young women, Mount Saint Mary’s College
serve to destroy the fabric of the society we share. Such set out to offer women a quality education rooted in the
actions not only do untold and unjust harm to the dignity, Mercy core values of respect, integrity, justice,
safety, and well-being of those who experience this compassion, and service.
pernicious kind of discrimination but also threaten the
The student body grew steadily, and by the 1920s the
reputation of the university and impede the realization of
search was on for a new campus to accommodate the
the university’s educational mission.
college’s expanding needs. In 1923, the Sisters found
Georgian Court University encourages reporting of all Georgian Court, the palatial winter estate of Gilded Age
perceived incidents of discrimination or harassment. It is railroad tycoon George Jay Gould in Lakewood, New
the policy of the university to promptly and thoroughly Jersey, that featured stunning architecture in the British
investigate such reports. Retaliation against any individual Georgian style. The Goulds sold the estate to the Sisters
who reports discrimination or harassment or who of Mercy with the stipulation that it retain the name
participates in an investigation of such reports is prohibited. Georgian Court.
Inquiries concerning this policy may be directed to the
In 1924, the college was moved from North Plainfield to
Office of Human Resources, Georgian Court University,
Lakewood and was renamed Georgian Court College.
900 Lakewood Avenue, Lakewood, NJ 08701-2697.
The dramatic Gilded Age architecture and idyllic grounds
became a hallmark of the college, providing an inspiring
environment where students could grow academically,
spiritually, and socially. Over the next several decades,
Georgian Court College’s programs and facilities grew,
along with its reputation for graduating scholarly women
of the highest caliber.
GCU’s graduate programs are designed to seamlessly In 1976, the Graduate Program was launched as the first
build upon a liberal arts baccalaureate foundation. A blend coeducational program on campus. It was soon followed
of theoretical and practical instruction results in an in-depth by the Coeducational Undergraduate Program, which
understanding and expertise. Graduate students often allowed both women and men to take undergraduate
work one-on-one with scholar professors, creating classes in the evening. Mindful of the university’s mission
individual research projects and scholarship journeys that to maintain a special concern for women, the Women’s
provide new insights into their chosen fields, as well as the College continued to provide undergraduate women with
competitive edge for doctoral study and advanced career mentoring and leadership opportunities.
placement. The infusion of Mercy core values throughout Throughout the 1980s and 1990s, Georgian Court
the curriculum leads to heightened awareness of ethical continued to expand its academic offerings and
issues within the field as well as a global perspective. resources. In 2001, Rosemary E. Jeffries, RSM, Ph.D.,
Georgian Court University offers more than 10 graduate became the college’s eighth president and embarked on
degree programs with numerous areas of concentration a comprehensive planning process to secure Georgian
and certification. Programs are delivered through day and Court’s place as a beacon of ethical education and
evening classes, as well as through online, and academic excellence. Included among those plans was

2|Georgian Court University

securing university status for Georgian Court, expanding 1929 Hamilton Hall purchased; our first building
degree offerings, and increasing the school’s focus on “outside the gates”
academic research and scholarship. 1931 Kingscote acquired
In February 2004, the New Jersey Commission on Higher 1940 Kearney House added, first called the Campus Club,
Education awarded university status, and Georgian Court then the Music Center; known now as Lake House
College became Georgian Court University. Since then,
the university has added, expanded, and revised its 1951 Farley Memorial Library constructed to house
academic offerings; updated campus resources and The Court’s growing scholarly collection
technology; and constructed new academic and 1961 State of New Jersey approved Georgian Court’s
residential spaces. teacher education program
On May 15, 2012, President Jeffries again made Court Saint Joseph Hall built in response to burgeoning
history when she announced plans to go fully co-ed. This college resident population
historic move expanded GCU’s Mercy education to a
1964 Arts and Science Center completed
more diverse audience and resulted in a Fall 2013 class
of 275 entering freshmen. 1967 Maria Hall, our second residence hall, opened
In 2015, the GCU Board of Trustees named Joseph R. 1974 New wing doubles the capacity of Farley
Marbach, Ph.D., as its new president, making Dr. Memorial Library
Marbach the first man and first layperson to permanently 1976 First year for the Master of Arts in Education program
lead GCU. He was inaugurated in October 2015 during a
week of events and activities reflecting the theme, 1978 Master of Arts degrees first conferred on
“Transformation through Catholic Education.” 41 students

Over 100 years after its founding, the goals and values set 1978 Entire campus entered into the National Register
forth by the Sisters of Mercy remain at the core of all of Historic Places and the New Jersey Register
university decisions and activities. Georgian Court 1979 Coeducational Undergraduate Program instituted
University maintains a student-centered learning 1982 Approval of Master of Arts in Special Education
environment, offering superior academic opportunities and
interactive, personalized education to empower our 1983 Hamilton Hall opened as The Learning Center
students as leaders in their careers and their communities. 1985 Entire campus designated a National
Historic Landmark
1988 Completion of Mercy Center
1989 Approval of Master of Arts in Education with
teaching certification
1908 Georgian Court College founded by the Sisters of
Mercy in North Plainfield, New Jersey, under the The Sister Mary Grace Burns Arboretum,
title Mount Saint Mary’s College and accredited comprising the entire campus, founded
by state of New Jersey 1993 Completion of new library and student
1911 College destroyed by fire and immediately rebuilt lounge complex
1912 First class graduated 1993 Approval of Master of Arts in Counseling
Psychology and school psychologist certification
1922 Accredited by Middle States Commission on
Higher Education 1995 Approval of Master of Business Administration
1924 George Jay Gould estate, bordering Lake 1997 Approval of Master of Arts in Theology
Carasaljo in Lakewood, New Jersey, purchased 1999 The library named in honor of Sister Mary Joseph
as the new site for the campus to house a Cunningham, former treasurer of the college
growing student body. The original name of
2001 Approval of Master of Arts in Holistic Health
Georgian Court was maintained as a stipulation
Studies
of the purchase agreement. The estate included
the Mansion, Raymond Hall, the Casino, and the 2003 Women in Leadership Development
Gatekeeper’s Lodge, along with the gardens, program instituted
fountains, and woodlands. 2004 Georgian Court College received university
1925 Mercedes Hall, a Lakewood residence, along with status from the New Jersey Commission on
the original parish church of the town (now the Higher Education
McAuley Heritage Chapel) moved across the Completion of new residence halls
fields of Lakewood to campus

Graduate Catalog 2019–2020 |3

2005 Dorothy Marron University Community Faculty and students visit 29 countries through
Chapel completed GCU’s growing global education program
Completion of two-story Audrey Birish George
Science Center After 14 years as president, Sister Rosemary E.
Jeffries announces plans to step down at the end
Purchase of the Eighth Street house on of the 2014–2015 academic year
Lakewood Avenue
2015 GCU renames the Arts and Science Center,
Purchase of a residence on Fourteenth Street to GCU’s largest academic building, Jeffries Hall, in
serve as the president’s house honor of President Emerita Rosemary E. Jeffries
2006 Completion of expansion of the Court Café
A new postbaccalaureate online certificate in
2007 Purchase of the Ninth Street house
Mercy spirituality is approved for launch
Approval of three new undergraduate majors in
dance; tourism, hospitality, and recreation GCU wins a Governor’s Environmental
management; and exercise science, wellness, Excellence Award, recognizing its environmental,
and sports academic, and community efforts
2008 Completion of the Wellness Center
GCU Lions add men’s lacrosse, with competition
Approval of a Bachelor of Science in Nursing beginning in 2016
Launch of GCU’s year-long Centennial celebration
2009 Accreditation of teacher education and school Money magazine names GCU among its Best
leadership programs by the Teacher Education Colleges for Your Money and Washington
Accreditation Council (TEAC) Monthly magazine adds GCU graduate programs
to its list of Best Bangs for the Buck
2010 Approval of undergraduate and graduate
programs in early childhood (P–3) education The GCU Board of Trustees announces Joseph
2011 Launch of M.S. in Homeland Security (now M.A. in R. Marbach, Ph.D., as GCU’s next president,
Criminal Justice and Human Rights), M.A. in beginning July 1
Applied Behavior Analysis, and B.A. in Latino/a 2016 The GCU School of Business and Digital Media
and Business Studies (now B.A. in Latino changes its name to reflect new marketplace
Business Studies) emphasis on digital technology
2012 Approval of B.A. in Digital Design and B.F.A. in
Graphic Design and Multimedia; launch of GCU’s The university’s new Applied Behavior Analysis
100% online master’s program in Holistic Health Clinic, an outgrowth of the ABA graduate
psychology program, launches and offers
2013 GCU becomes fully coeducational, opening all
services to the general public
classes and student life programs to men, and
adds men’s track and field (indoor and outdoor),
GCU partners with the K–12 Alliance (KTA) on
basketball, and soccer
select graduate education programs, positioning
GCU for growth at off-site locations in Monmouth,
The GCU-Meridian Health School of Nursing is
Union, Essex, and Ocean counties
accredited by the Commission on Collegiate
Nursing Education.
GCU is named in the top 10 percent of The
Economist’s value-added college rankings given
Entering freshman class totals 275 students,
higher-than-expected median earnings of
outpacing 2009 record of 253 freshmen
$45,700 for GCU graduates in the first decade
after college
The university secures $8.4 million in state bond
funding to upgrade and renovate campus
GCU strengthens its ties to Catholic education by
buildings and classrooms
launching the Catholic Schools Initiative; the effort
2014 GCU-Brookdale Community College Guaranteed includes additional scholarship funding and book
Admissions Initiative is announced awards for area Catholic high school students

The International Collaboration Center opens in GCU’s partnership with Brookdale Community
Farley Center, allowing GCU to conduct College is expanded, giving students the option
asynchronous lectures, projects, and of earning undergraduate English, education and
presentations worldwide psychology degrees from GCU@Hazlet

4|Georgian Court University

 Approval of new business majors in finance, Approval of Psy.D. in School Psychology, the
management, and marketing university’s first doctoral degree
2017 GCU graduates its first fully coeducational
undergraduate class with nearly 400 students Approval of M.A. in Higher Education and
Student Affairs Administration
The U.S. Department of Education awards
$1.99 million to GCU for “Chart the Course” to His Royal Highness The Prince Edward, Earl of
improve retention and graduation rates Wessex, plays the historic game of court tennis at
GCU. The visit, promoting the Duke of
The university’s Catholic partnerships rapidly Edinburgh’s leadership program for young adults,
expand to include Trenton Catholic Academy, generates $4.8 million in media coverage
Holy Spirit High School, Union Catholic, Donovan
Catholic, St. John Vianney, Immaculate The Middle States Commission on Higher
Conception, and others Education makes its re-accreditation visit,
following GCU’s comprehensive self-study
GCU@Hazlet adds business and interdisciplinary
studies programs. GCU enters an agreement with Approval of five new undergraduate student
Cumberland County College to offer the Bachelor of learning goals, based on GCU’s Bridge General
Social Work (B.S.W.) through GCU@Cumberland Education program

2018 GCU expands its partnerships with schools such Launch of Apollo Fountain restoration project with
as Raritan Valley Community College (RVCC), two gifts of $50,000 each; full plan is created to
Middlesex County College, Immaculata High repair and upgrade the iconic fountain
School (Somerville), and Cathedral High School
(Manhattan) First students graduate from
GCU@Cumberland’s B.S.W. program
GCU is the Greater Toms River Chamber of
Commerce’s Nonprofit Partner of the Year The GCU Lions rake in five championships for
women’s lacrosse, women’s outdoor track and
GCU@Hazlet announces an R.N. to B.S.N. field, softball, men’s lacrosse, and men’s outdoor
program, a B.S.W. program for aspiring social track and field
workers; and an M.B.A. program

Approval of B.S. in Health Sciences and B.A. in

Health Profession Studies

GCU is one of 100 colleges named to Phi Theta Georgian Court University is accredited by the Middle
Kappa’s 2018 Transfer Honor Roll, and is States Commission on Higher Education, 3624 Market
recognized by Abound as one of the nation’s top Street, Philadelphia, PA, 19104 (267-284-5000). The
colleges for adult learners Middle States Commission on Higher Education is an
institutional accrediting agency recognized by the U.S.
At #39, GCU is in the top 15 percent of regional Secretary of Education and the Council for Higher
college and university rankings in Washington Education Accreditation. Georgian Court is licensed by the
Monthly’s Best Bang for the Buck Colleges, which New Jersey Office of the Secretary of Higher Education,
focuses on institutions that improve social PO Box 542, Trenton, NJ, 08625-0542 (609-492-4310).
mobility among students Teacher, administrator, and education services personnel
certification programs are approved and registered by the
GCU student-athletes take first place among all New Jersey Department of Education, PO Box 500,
NCAA Division II teams nationwide in Helper Trenton, NJ, 08625-0500 (877-900-6960).
Helper community service competition
Additional Accreditations & Approvals
Faculty, students, and staff invest 120,704 hours
in volunteer activities Clinical Mental Health Counseling Program
Accredited by: Council for Accreditation of Counseling
2019 Launch of The Strategic Compass . . . for an and Related Educational Programs,1001 North Fairfax
Even Better Tomorrow with four focal points: Street, Suite 510, Alexandria, VA 22314. The CACREP is
academic excellence, the student experience, a specialized accrediting agency recognized by the
revenue generation and diversification, and Council for Higher Education Accreditation.
operational efficiency

Graduate Catalog 2019–2020 |5

Counseling Center Conference for Mercy Higher Education
Accredited by: International Association of Counseling The mission of the Conference for Mercy Higher
Services, Inc., 101 S. Whiting Street, Suite 211, Education is to preserve and develop the core Catholic
Alexandria, VA 22304 identity and mission of Mercy higher education in accord
Nursing Program with the spirit, mission, and heritage of the Sisters of
Accredited by: Commission on Collegiate Nursing Mercy through a variety of collaborative activities,
Education, One Dupont Circle, NW Suite 530, programs, and initiatives. The Conference for Mercy
Washington, DC 20036. The CCNE is a specialized Higher Education (mercyhighered.org) includes colleges
accrediting agency recognized by the U.S. Secretary of and universities serving over 35,000 students in
Education. Also accredited by: New Jersey Board of 11 states. Members include:
Nursing, P.O. Box 45010, Newark, NJ 07101 Carlow University, Pittsburgh, PA
School of Business & Digital Media College of Saint Mary, Omaha, NE
Business Administration, Finance, Management,
Georgian Court University, Lakewood, NJ
Marketing, and M.B.A. programs
Accredited by: Accreditation Council for Business Gwynedd Mercy University, Gwynedd Valley, PA
Schools & Programs, 11520 West 119th Street, Maria College, Albany, NY
Overland Park, KS 66213. The ACBSP is a specialized
Mercyhurst University, Erie, PA
accrediting agency recognized by the Council for Higher
Education Accreditation. Misericordia University, Dallas, PA
School of Education Teacher Education and Mount Aloysius College, Cresson, PA
Administration and Leadership Programs Mount Mercy University, Cedar Rapids, IA
Accredited by: Teacher Education Accreditation Council
Saint Joseph’s College of Maine, Standish, ME
(TEAC), One Dupont Circle, Suite 320,
Washington, DC 20036-0110 Saint Xavier University, Chicago, IL
School Psychology Program Salve Regina University, Newport, RI
Approved by: National Association of School Program Trocaire College, Buffalo, NY
Psychologists, 4340 East West Highway, Suite 402,
University of Detroit Mercy, Detroit, MI
Bethesda, MD 20814
University of Saint Joseph, West Hartford, CT
Sister Mary Grace Burns Arboretum
Accredited by: ArbNet Arboretum Accreditation Program,
c/o The Morton Arboretum, 4100 Illinois Route 53,
Lisle, IL 60532
Social Work Program
Accredited by: Council on Social Work Education Georgian Court’s 156-acre campus is located in
Commission on Accreditation, 1701 Duke Street, Suite Lakewood, New Jersey, along the shore of scenic Lake
200, Alexandria, VA 22314-3457. The CSWE is a Carasaljo at the northern edge of the Pine Barrens. Once
specialized accrediting agency recognized by the Council the estate of Gilded Age financier George Jay Gould, the
for Higher Education Accreditation. campus is home to the Sister Mary Grace Burns
Documents describing accreditation/licensing activity can Arboretum and is a National Historic Landmark with acres
be reviewed by contacting the appropriate of woodlands, lush lawns, and formal gardens. Idyllic
accreditor/licensor, or by contacting GCU’s Office of the grounds coupled with stunning architecture make Georgian
President for information related to the Middle States Court University an inspiring place to live and learn.
Commission on Higher Education and New Jersey Office Georgian Court students take advantage of the quiet
of the Secretary of Higher Education, the office of the suburban setting to focus on their studies, but when it’s
appropriate school dean for programs in the School of time for some fun, the excitement of the Jersey Shore
Business and School of Education, and the department is only minutes away, and two major metropolitan areas—
chair or program director for other programs. Attempts to Philadelphia, 60 miles southwest, and New York City,
resolve complaints regarding GCU should always occur 60 miles northeast—each offer a world of culture
first using processes internal to GCU (see and entertainment.
georgian.edu/heoa for links to specific processes).
Complaints that cannot be resolved by following those The Gardens
processes can be filed by contacting the appropriate
accrediting/licensing organizations at the addresses listed Several formal gardens adorn the campus, offering pastoral
above. Students taking a GCU course by distance beauty as well as quiet alcoves perfect for catching up on
education can find a current list of the appropriate state American Lit or cramming for a chemistry exam.
agency for handling complaints in their home state at The Sunken Garden overlooks the Lagoon and,
georgian.edu/heoa. together, the two comprise one of the most popular areas

6|Georgian Court University

on campus for quiet reflection with a view. Constructed of The Academic Buildings
white marble and red brick, the Sunken Garden centers
The Sister Mary Joseph Cunningham Library houses a
on a fountain brought over from a garden in France. Two
collection of over 160,000 books, other print materials,
stunning semicircular marble staircases usher you down
more than 780 serial subscriptions, and over one-half
to the Lagoon, where Lake Carasaljo (named after the
million microforms. This modern 44,000-square-foot
town founder’s three daughters: Cara, Sally, and
building provides computer labs, an audiovisual preview
Josephine) flows into the campus, its lapping water a
room, a multimedia studio, a microforms collection, and
soothing presence as you tackle your textbooks.
spaces for individual and group study, as well as
The Formal Garden may look like a shortcut between the collections of books, e-journals, e-reserves, e-books,
Mansion and the Raymond Hall Complex, but its mazelike journals, audiovisual materials, DVDs, maps, elementary
box hedge is deceptively tricky to navigate. Make your and secondary curriculum materials, courtesy borrowing
way through it to one of the white marble benches to cards, and the Georgian Court University archives.
study in the sun. Access to collections is through the OCLC WorldShare
The Italian Gardens, also known as the Classic Gardens, Management Services automated system accessible from
extend from the Casino to the magnificent Apollo Fountain. terminals within the library and from any computer
The garden features numerous statues, including a huge connected to the campus network. Services include
wrought-iron sculpture known as The Eagle that was reference assistance, online database searching,
purchased from the Paris Exposition of 1900. interlibrary loan, bibliographic library instruction, and
information literacy lectures. The building also houses the
Located just south of Maria Hall is a touch of the Orient: Writing Center, the Office of Career Services, and the
The Japanese Garden. This garden features traditional Academic Development and Support Center.
stone lanterns, a 1910 teahouse, several footbridges, a
variety of Japanese flora, and unparalleled tranquility. Jeffries Hall houses the School of Arts and Sciences.
There are classrooms, seminar rooms, offices, studios for
The Historic Buildings fine arts, computer laboratories, the M. Christina Geis Art
Gallery, and the Little Theatre. In a wing attached to the
The Mansion, with its impressive Georgian architecture
Jeffries Hall is the state-of-the-art Audrey Birish George
and Gilded Age decor, is a must-see for campus visitors. A
Science Center, a two-story addition that offers
substantial building of brick, marble, and stucco, the
laboratory and instruction space for scientific study.
Mansion was designed by world-famous architect Bruce
Price and features several reception rooms. Among them East of the Italian Gardens sits Farley Center, a split-
is the Great Hall, a centralized reception area that features level white building that houses the School of Business
the multi-wall frieze of Geoffrey Chaucer’s The Canterbury and Digital Media and the Department of Psychology and
Tales: General Prologue, painted by muralist Robert Van Counseling. Farley Center features the International
Vorst Sewell. The Great Hall hosts many university Collaboration Center, which is ideal for meetings,
concerts, ceremonies, receptions, and other events. teleconferences, and global presentations.
The Gatekeeper’s Lodge, which is designed to Other buildings on the campus proper include Mercedes
complement the Mansion in style, is tucked just inside the Hall, home to several classrooms, and Mercy Center,
Seventh Street Gate. which houses the Office of Student Accounts and the
Office of the Registrar.
The Raymond Hall Complex is north of the Mansion and
is separated from it by the Formal Garden. Raymond Hall The Chapels
served as the estate stable, once housing as many as
44 horses and 90 polo ponies. Today, the Raymond Hall The Dorothy Marron University Community Chapel is
Complex houses the School of Education, a computer at the southern end of the campus on the lake. Its
lab, classrooms, GCU’s Applied Behavior Analysis Clinic, magnificent vaulted ceilings and glass walls look out onto
and GCU’s Dining Hall and North Dining Room. Founders Grove and the Japanese Garden. The beauty
of nature through the changing seasons is a beautiful
Overlooking the Italian Gardens at the north end of backdrop to the services held here. Mercy Hall, attached
campus is the Casino, a soaring space designed as the
to the Chapel, houses students in the Honors Program
Goulds’ winter recreation center. Back in the early 1900s, and visiting faculty.
the word “casino” described a place for games and
entertainment. The Casino had a grand central arena for At the north end of the Raymond Hall Complex is
indoor polo matches—with more floor space than the McAuley Heritage Center, formerly the McAuley
original Madison Square Garden—that is now used for Heritage Chapel. Originally the parish church for
concerts and other large-venue events. Parts of the Lakewood, this quaint structure was moved by horse and
Casino remain historically faithful, such as the Goulds’ rollers to the campus in 1924—a feat chronicled in
court tennis court, bowling alley, and the original 45-foot Believe It or Not by Robert Ripley. Once the center of
indoor marble swimming pool, which is open to students worship on campus, the chapel has been renovated to
for recreational use. serve as a place where members of the GCU community
can learn about Georgian Court and the heritage of the

Graduate Catalog 2019–2020 |7

Sisters of Mercy, attend small lectures or special Lakewood Avenue Buildings
seminars, and gather to think, discuss, and reflect on the
Made of brick, beige stucco, terra cotta, and marble,
issues of our time. Also, special Masses are sometimes
Kingscote was constructed in 1901 for George Jay
held in St. Stephen’s Chapel inside the Mansion.
Gould’s son Kingdon Gould. Designed in the same
The Athletic Complex Georgian style as the Mansion, Kingscote is so
impressive on its own that people often mistake it for the
The Wellness Center complex includes an arena, two Mansion. Kingscote houses the Office of the President as
softball fields, two soccer fields, tennis courts, an eight- well as the Office of Institutional Advancement and the
lane track surrounding new lacrosse field, professional- Office of Marketing and Communications. Hamilton Hall,
quality dance studios, an exercise science lab, fitness located behind Kingscote on Seventh Street, houses
facilities, a garden featuring over 60 types of plants classrooms, offices, and the Georgian Court–Meridian
historically used for medicinal or herbal purposes, and the Health School of Nursing.
University Bookstore. Located at the north end of
campus, this world-class facility is worthy of GCU’s Located on the corner of Fifth Street and Lakewood
successful and growing men’s and women’s NCAA Avenue, Lake House was purchased by the university in
Division II sports teams. In 2010, the Wellness Center 1945 and started out as a residence hall with an old-
earned LEED Gold certification from the U.S. Green fashioned soda shop on the first floor. It houses
Building Council. The Leadership in Environmental enrollment offices, including the Office of Undergraduate
Excellence and Design (LEED) honor recognizes GCU’s Admissions and the Office of Graduate and Professional
eco-friendly approach to building a facility that Studies (GPS).
incorporates sustainability practices and makes the most The other buildings on Lakewood Avenue include the
of natural resources. GCU’s turf field was constructed in former Music Center on the Sixth Street corner, the
2015. The project included a 103,917-square-foot Guest House and Physical Plant on the south side of
conversion of the university’s longtime grass field for Eighth Street, the Eighth Street House, and
soccer and lacrosse. 851 Lakewood Avenue.

Residence Halls *Please note: Locations of offices are subject to change.

Maria Hall is home to most first-year residents. This three-

story residence hall houses up to 200 students. Its beautiful
lounges overlook both the Italian and Japanese Gardens.
Saint Joseph Hall offers additional housing for first- and
second-year students.
Saint Catherine Hall is a residence facility for juniors and
seniors that accommodates 84 students. Saint Catherine
Hall features the latest in on-campus living, including a
number of lounge areas, exercise areas, and a first-floor
central lounge with a fireplace, meeting areas, and big-
screen television. The Mercy Garden, a community
vegetable garden maintained by GCU, is adjacent to
Saint Catherine Hall.
Mercy Hall is home to members of the University Honors
Program. The co-ed residence, where each room
includes a private bath, houses approximately
50 students who can take advantage of a spacious first-
floor common area. Mercy Hall connects to the Dorothy
Marron University Community Chapel.

Dining Facilities
The Dining Hall, where students, faculty, and staff can
gather for a meal, is located in the Raymond Hall
Complex, and the Court Café, a pay-as-you-go
alternative, is located in the Patrick and Julia Gavan
Student Lounge, just east of the library.

8|Georgian Court University

 for a program are met, the application will be considered
incomplete, unless granted conditional admission.
A student who receives an offer of admission must
acknowledge acceptance by submitting a $250
nonrefundable deposit. The deposit priority deadline is
August 1 for the fall semester and January 1 for the
spring semester. Payment of the deposit will begin the
enrollment procedures.
Upon receipt of the registration instructional materials,
Matriculating
students must make an appointment to meet with their
Matriculating students are those who have been formally academic advisor(s) or attend an admissions registration
admitted to the institution and have confirmed their event before they can register online.
intention to enroll in a certificate, certification, or degree All students are required to complete the student health
program. Matriculated students may attend classes on form prior to class attendance and/or entry into residence
either a full-time or part-time basis. halls. Failure to comply will result in the student being
placed on “health hold.” (Former students or those with
Conditionally Admitted
name changes: please contact Health Services to update
Conditionally admitted students are those who have been health records.) Documented proof of immunization from
admitted to a graduate program, contingent upon the a physician or a copy of an official school or health
successful completion of one or more requirements department record is required as follows:
stipulated by the specific program or graduate • MMR (Measles/Mumps/Rubella): Two doses. First
admissions. Conditionally admitted students must dose given after 1968 and on or after 12 months of
complete all the conditions established by the program age; second dose separated at least 28 days from
before they may assume fully matriculated status. For first dose. Documentation of immunity (copy of lab
purposes of financial aid, conditionally admitted students report) is also acceptable.
are not eligible for federal aid until all conditions are met.
• Hepatitis B: All students enrolling with 12 or more
Nonmatriculating (Nondegree, noncertificate, credits. Three doses of vaccine, or two doses of adult
noncertification) vaccine in adolescents 11–15 years of age.
Documentation of immunity (copy of lab report) is
Nonmatriculating students are those who are taking also acceptable.
courses to achieve special professional goals or personal
enrichment. Nonmatriculating students may take up to six Note: Students born before 1957 and nonmatriculating
credits and may later choose to apply for matriculation, but students are exempt from these immunization requirements.
should be aware that credits taken prior to matriculation
may not be applicable to current program requirements.

Full-Time Status
Full-time graduate students are those who are enrolled in
at least nine semester hours of graduate courses per
semester during the regular academic semester or at
least six semester hours of graduate courses during the
summer term. A nonmatriculating student is a person who is taking
courses to achieve special professional goals or personal
enrichment. Nonmatriculating students may take up to
6 credits. Admission procedures for nonmatriculation are
as follows:
1. Complete the application for admission.
2. Submit a check or money order for $40
(nonrefundable) made payable to Georgian
Court University.
Applicants to a doctoral degree, master’s degree, certificate, 3. Provide an official transcript showing receipt of a
or certification program are classified as matriculating
baccalaureate degree from an accredited college
students once they meet all admission criteria for the
or university to document eligibility for graduate
specific program and are accepted into the program.
study. This documentation must be provided prior
Students should refer to the specific program of interest
to approval for nonmatriculating status.
for requirements and procedures. Until all requirements

Graduate Catalog 2019–2020 |9

Note: Nonmatriculating students who later choose to must submit a nonrefundable tuition deposit of
apply for matriculation should be aware that credits taken USD $250.00 before issuance of an I-20 form.
prior to matriculation may not be applicable to current Applicants must apply for full-time status (9 or
program requirements. more credits per semester). It is the responsibility
All students are required to complete the student health of the student to verify that the graduate program
form prior to class attendance and/or entry into residence in which the student wishes to enroll will offer
halls. Failure to comply will result in the student being
enough credits for the student to maintain full-
placed on “health hold.” (Former students or those with
name changes: please contact the Office of Health time status for the duration of the program. Upon
Services to update health records.) receipt of the I-20 form, students must pay the
U.S. immigration SEVIS I-901 fee. For more
information on this fee, please go to fmjfee.com.
The student must then visit an embassy or
consulate to obtain the visa and receive any
additional information. International students may
take only one course online per semester if in the
United States on a student visa.

International students who need an F-1 Student Visa must This school is authorized under federal law to enroll
present official documents by May 1 for the fall semester nonimmigrant students.
and October 1 for the spring semester. In addition to the
requirements of the specific program, the following items
are needed to process an application for admission:
1. Test of English as a Foreign Language (TOEFL)
score of 550 or higher on the paper test or 79 or
An accepted student who chooses to forgo enrollment
higher on the Internet-based test; OR an has the option to defer their acceptance. This option is
International English Language Testing System only applicable for matriculating students looking to defer
(IELTS) Academic test score of 6 or higher. Test one semester.
scores must be from tests taken within the last In order to defer enrollment, the student must submit their
three years. Students who are native citizens of decision and anticipated start date in writing to the Office of
countries whose principal language is English are Graduate and Professional Studies (GPS). The GPS staff
not required to provide evidence of English will then update the application status to the appropriate
language proficiency. A waiver of the requirement start date. Students who choose to take courses at another
institution during the deferment period must reapply to
to provide evidence of proficiency may be
Georgian Court University and submit all updated
granted to students who present evidence of at
transcripts. Students who would like to defer longer than
least one year of high-school or higher level one semester will need to reapply but documents already
education with English as the language of submitted will not need to be resubmitted.
instruction, provided that the student’s
performance was the equivalent of a GPA of
2.5 or higher and the English-language education
was within the past three years.
2. Transcript evaluation, overall and course by
Students who have previously enrolled at Georgian Court
course, completed by World Education Services, University but have not completed their intended degree
P.O. Box 5087, Bowling Green Station, New are welcome to return to the university. Depending on
York, NY 10274-5087 (wes.org). WES does official status prior to departure, time away from the
require a fee for translation. Official evaluations university, and enrollment at other institutions during a
must be sent directly from World Education break, a student must complete the following steps to be
considered for reentry into GCU:
Services to the office of graduate admissions in
lieu of official transcripts from countries other Students who have been granted an official leave of
than the United States. absence, have not taken courses elsewhere, will pursue
the same major, and have not been separated from the
3. Georgian Court Financial Support Documentation
institution for more than two semesters should contact the
4. Georgian Court Health Form Office of the Registrar at 732-987-2228 to subsequently
5. Upon acceptance to Georgian Court, students complete a reactivation form.

10 | G e o r g i a n C o u r t U n i v e r s i t y
Students who have not been granted an official leave of
absence, have taken courses elsewhere, will pursue a
different major, OR have been separated from the
institution for more than two semesters should contact the
Office of Graduate and Professional Studies at
732-987-2700 to subsequently complete a new
application. A nonrefundable $40 application fee and
official transcripts from college(s) attended during the
separation are required.

Georgian Court certificates are awarded at the completion

of a specific program of study. Many Georgian Court
certificate programs also result in eligibility for certification
or endorsements to certification through the New Jersey
Department of Education. Georgian Court certificates are
not to be confused with New Jersey Department of
Education teacher certification, administrative
certification, or educational services certification, which
require applications to the state upon completion of the
program of study. See program sections for admission
and completion requirements for GCU certificates.
Note: GCU’s GRE code # is R2274.

Failure to submit complete records of all previous

academic experience will result in the student’s being
denied admission, or in the case of nondisclosure or
misrepresentation, the rescinding of a previously granted
offer of admission.

Once a student confirms their enrollment with a deposit

and/or registration of classes, he/she is considered a
student of the university and must follow and be governed
by the appropriate policies, regulations, and procedures of
the university.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 11
 School Psychology
M.A. (NASP Approved Program)
Georgian Court University Certificate of
Advanced Graduate Study in School Psychology
Psy.D.

Holistic Health Studies

M.A.
Upon successful completion of a graduate program of study,
Georgian Court University Certificate
the student will earn a postbaccalaureate degree and/or
Holistic Health Studies
additional certification, and will evidence the university
graduate institutional student learning goals as follows: Theology
• Goal # 1: Knowledge
M.A.
Learning Outcome: Gain in-depth knowledge,
competency, and mastery in field of study through Georgian Court University Certificates
academic and professional experiences. Mercy Spirituality
Theology
• Goal #2: Scholarly Inquiry
Learning Outcome: Engage in academic research SCHOOL OF BUSINESS AND DIGITAL MEDIA
that includes scholarly inquiry for evidence-based
practice and knowledge integration. Business Administration
• Goal #3: Communication M.B.A. (Traditional and Accelerated Schedule)
Learning Outcome: Apply clear and effective oral,
written, and technological communication skills Advanced Admission: B.S./M.B.A.
appropriate to engagement with general and Georgian Court University Certificates
specialized audiences. Business Essentials
• Goal #4: Ethical Leadership Nonprofit Management
Learning Outcome: Self-identify as leaders who
follow the highest standards of ethics and of the SCHOOL OF EDUCATION
professional field.
Pre-Service Teacher Education Programs leading to
• Goal #5: GCU/Mercy Integration
Learning Outcome: Integrate Mercy core values and Master of Arts in Teaching (M.A.T.) and eligibility for
advocacy related to the Mercy Critical Concerns. initial New Jersey instructional certification with
advanced standing and Teacher of Students with
Disabilities endorsement:
• Early Childhood Education (P–3) and Teacher of
Students with Disabilities
• Elementary Education K–6 and Teacher of Students
with Disabilities
• English as a Second Language and Teacher of
SCHOOL OF ARTS & SCIENCES
Students with Disabilities
Applied Behavior Analysis • Specific-Subject Education and Teacher of Students
with Disabilities
M.A.
Programs leading to eligibility for instructional
Clinical Mental Health Counseling
endorsements with Master of Education (M.Ed.)
M.A. option
Georgian Court University Certificate • Bilingual/Bicultural Education (endorsement only)
Professional Counselor • Early Childhood (P–3) Education
Criminal Justice & Human Rights • English as a Second Language (ESL)
• Teacher of Students with Disabilities
M.A.
Advanced Admission: B.A./M.A.

12 | G e o r g i a n C o u r t U n i v e r s i t y
Educational Services Programs
• Reading/Literacy Specialization (M.Ed.)
• School Counselor (M.Ed.)
• Director of School Counseling Services (post-master’s
endorsement certificate)

Georgian Court University Certificates

Autism Spectrum Disorders (with M.Ed. option)
Instructional Technology (with M.A.I.T. option)

Master of Arts in Administration and Leadership

Programs:
• Principal (endorsement master’s)
• School Administrator (endorsement master’s)
• School Business Administrator (post-master’s
endorsement certificate)
• School Supervisor (endorsement master’s or
post-master’s endorsement certificate)

Master of Arts in Higher Education and Student

Affairs Administration

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 13
 Advisement is an important component for enhancing the
quality of a student’s program. To assist the student in
planning a cohesive program and in meeting all degree
requirements, a designated faculty member will serve as
an advisor. It is the student’s responsibility to seek a
conference with her/his advisor each semester to plan
Unless otherwise indicated, all policies apply to all her/his course of study. It is the student’s responsibility to
courses regardless of mode of delivery, location in which make sure that all university requirements, as listed in the
the course is taken, or when during the academic year GCU Graduate Catalog of the year/semester of
the course is taken. acceptance, are fulfilled and that the appropriate courses
are completed. This is incumbent on continuous
enrollment at GCU. In the case of returning students,
certain restrictions may apply to university requirements.
Students should seek guidance from the Office of
Admissions in regard to university requirements when
The student is responsible for satisfying all program they are in the process of reapplying.
requirements.
Requirements for a program are determined by the
student’s date of matriculation into the program.
If changes are made to the requirements of a program,
and if those changes would be advantageous, the student
During October and March, all continuing students will be
may petition the director of the program to be allowed to
notified concerning online registration procedures.
satisfy the new requirements.
Students are encouraged to register for the next semester
A student in a program that must satisfy external during the specified period designated on each semester’s
accreditation/certification requirements may have to calendar. Advising information will be available in each
follow program requirements different from those in effect school. Change of schedule will be performed online
at the date of matriculation. during published registration dates. Please refer to the
If a student stops attending Georgian Court without being Office of the Registrar’s web page at georgian.edu.
enrolled in Maintenance of Matriculation or on an official
leave of absence and later returns into the same or a
different program, the student will follow program
requirements in effect on the date of re-enrollment.

Course load is defined as:

9 credits = full time
5 credits = half time
Failure to submit complete records of all previous academic fewer than 5 credits = less than half time
experience can result in the student being denied
admission, or in the case of nondisclosure or
misrepresentation, the rescinding of a previously granted
admission which may result in dismissal from the institution.

During a term in which the minimum number of credits for

a desired enrollment status is not maintained, certain
“equivalent” activities that are directly related to a
student’s academic (degree, certificate, or certification)
Georgian Court University’s academic year begins on graduate program may be considered. The acceptable
August 1 and extends through July 31. Any class activities are supervised research/study for the master’s
beginning during a particular academic year is considered degree or practicum/internship/field work (the student
to be part of that academic year, regardless of when the must be currently registered in a course defined as such).
class ends. Other activities must be an integral part of the student’s
academic program and must be proved by the academic

14 | G e o r g i a n C o u r t U n i v e r s i t y
program director and the Office of the Registrar. Students
who have graduated and are not admitted to a second
graduate degree, certificate, or certification program and
students not enrolled in a graduate degree, certificate or
certification program are not eligible. To audit a class, a student must obtain permission from the
The properly completed COE form, certified by the student’s instructor and department chair and pay the appropriate fee.
academic program director, must be filed with the Office of
the Registrar, where it will be subject to final approval. The A student is allowed to audit one course per semester
burden of proof and the responsibility of the academic under the following conditions:
program lie with the student’s academic program. 1. Student must be properly enrolled in the university
as either matriculating or nonmatriculating.
COE forms can only be accepted for degree, certificate,
2. Student may audit only on a space-available
or certification students who are registered in some form,
and only during the current term. COE forms must be filed basis. This request requires the signature and
with the Office of the Registrar as soon as possible after approval of the instructor and the chair of the
registration and are due no later than the close of the department in which the course is given and then
drop/add period. The number of hours spent doing must be submitted to the Office of the Registrar.
approved academic work for which the student is 3. Audited courses are considered as part of the
registered in the academic term (fall, spring, winter or student’s regular course load but do not carry
summer) is converted to credit equivalents at the rate of
academic credit. Financial aid as applicable to
1 credit equivalent for every 37.5 hours in excess of the
amount of hours spent doing work for which the student is audit courses must be cleared through the Office
receiving course credit (for each course credit, a student of Financial Aid.
is expected to spend 37.5 hours per term doing in-class 4. An audited course cannot be changed to a credit
and outside-of-class work). The credit equivalents are course after the add period is completed.
then added to the number of credits for which a student is 5. A credit course cannot be changed to an audited
registered to determine the final equivalent status.
course after the add period is completed.
6. The student’s record will show a grade of AU for
the course if instructor certifies that the course
has been completed.
7. A student who has audited a course may take the
Graduate Program Grade Definitions course for credit at a later date.
Grade 4.0 Scale
A 4.0 Indicates excellent work of consistently
high standard (superior)
A- 3.7
B+ 3.3 Indicates good work, demonstrating A student who has done satisfactory work in a course, but
qualities such as organization, accuracy, has not completed the course requirements because of
originality, understanding (high average) illness or some other emergency situation, may request
B 3.0 an “Incomplete” as a temporary extension of the
B- 2.7 semester. To receive this extension, the student must
submit the Request for Incomplete form to the instructor
C+ 2.3 Unsatisfactory performance, below the
and dean of the appropriate school for approval. This
level expected of a graduate student
request must be made prior to the start of final
C 2.0 Unsatisfactory performance, below the assessment. At the end of the semester extension, if the
level expected of a graduate student instructor does not submit a final grade to the registrar,
F Indicates failure and work undeserving of credit the student will automatically receive an F for the course
W Indicates that a student withdrew from a course unless the instructor submits a different grade, based on
INC Indicates a temporary extension of the semester work previously completed.
P Indicates an acceptable level of performance The semester extension period is six weeks after the end
(project/thesis) of term and is referenced on the Office of the Registrar’s
P* Indicates an acceptable level of performance web page and Request for Incomplete form.
worthy of distinction (project/thesis)
T Indicates transfer credit

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 15
 For a final grade:
1. The student must first attempt to resolve the
matter through discussion with the faculty
A course retaken to improve a grade will result in only the member who assigned it within the first
higher grade being calculated in the academic average. 10 working days of the next semester. If the
The lower grade will remain on the academic transcript but faculty member receives from the student
will not be included in the grade point average or in the convincing evidence that the original grade is
earned credit total. Repeated courses shall be taken at inaccurate, the faculty member shall correct the
Georgian Court, unless special permission is given by the
grade. If an inaccurate final grade has been
program director.
given, the faculty member shall submit a Change
of Grade form to the Office of the Registrar.
2. If the issue cannot satisfactorily be resolved
between the student and faculty member within
10 working days after the student has conferred
Grades are available via Self-Service approximately three with the faculty member, the student may specify
weeks after the completion of any term. Indebtedness to
in writing the basis for the grade appeal and
Georgian Court University precludes access to grades
and transcripts. request a review by the appropriate program
director. This written appeal should reach the
program director no later than 10 working days
after the student has conferred with the faculty
member. The program director shall attempt to
resolve the issue between the student and the
A student wishing to file an appeal about a final grade or
faculty member.
a grade received for a particular piece of work in a course
should follow this procedure: 3. If the issue cannot be resolved satisfactorily within
10 working days, the student may then submit the
For a grade received for a particular piece of work in
appeal in writing to the dean of the school of the
a course:
particular discipline, who will then attempt to
1. The student must first attempt to resolve the resolve the issue between the student and the
matter through discussion with the faculty faculty member.
member who assigned it within 10 working days 4. If the issue is still unsatisfactorily resolved within
of receiving the grade. 10 working days, the student may submit the
2. If the issue cannot satisfactorily be resolved appeal in writing to the provost, who shall attempt
between the student and faculty member within to resolve the issue in consultation with the
10 working days after the student has conferred student, faculty member, program director, and
with the faculty member, the student may specify school dean. If an agreement is not reached in this
in writing the basis for the grade appeal and consultation, the provost shall have the final
request a review by the appropriate program authority to resolve the appeal. Written notification
director. This written appeal should reach the of the determination by the provost shall be sent to
program director no later than 10 working days the student within 10 working days of the receipt of
after the student has conferred with the faculty the appeal. The provost’s decision is final. Copies
member. The program director shall attempt to of the decision shall be provided to the student,
resolve the issue between the student and the faculty member, school dean, program director
faculty member, in consultation with the faculty and registrar within 10 working days of the receipt
members in the discipline. Written notification of of the appeal. If the faculty member believes that
the determination by the program director shall his/her academic freedom has been compromised
be sent to the student within 10 working days of by the provost’s decision, the faculty member may
the receipt of the appeal. The program director’s appeal the decision in accordance with the
decision is final. grievance procedure and time lines set forth in the
appropriate section of the faculty personnel
policies volume of the policy manual, which can be
accessed at georgian.edu.

16 | G e o r g i a n C o u r t U n i v e r s i t y
 Graduation Terms
The university holds a Commencement ceremony in May
of each year at which May graduates and graduates from
1. Submission of Graduation Application by the preceding August and December may participate.
With limited exceptions, only students who have
appropriate submission date is required.
completed all requirements for graduation (including all
2. Successful completion of specified credits for coursework) prior to the Commencement ceremony are
each program is required. eligible to participate in the ceremony.
3. Maintenance of a minimum of a B, 3.0, academic Students who have completed all requirements for
average is required. graduation except for a few credits should consult the
4. Completion of all work toward the master’s university’s Commencement web page three months prior
degree during a six-year period exclusive of an to Commencement for the current policy regarding
approved leave of absence is required. participation in ceremony. The conferral of degrees
(graduation) takes place in August, December, and May.
Comprehensive Examination
A final comprehensive examination is required of
candidates in some master’s degree programs. Students
are directed to individual programs to ascertain the
requirements for their specific program.

Research
Unless otherwise specified, the master’s degree,
Most programs require that a student present a written certificate, or certification program must be completed
project or thesis as one of the requirements for the degree. within six continuous academic years following the date of
The project/thesis must have academic significance and first enrollment as a matriculated student at Georgian
must be completed under the guidance of the program Court. (The six years does not include an official leave of
director or someone specifically designated by the program absence.) In rare and compelling circumstances, an
director. The project/thesis, as a general rule, will be in the extension of one year may be requested by a degree
student’s area of specialization in the graduate program. candidate to complete her or his program. This request
The project/thesis must show evidence that the student may be granted only once upon approval by the provost.
• understands the theoretical basis of the topic, Only graduate courses taken within the five years prior to
acceptance into the current graduate program will be
• proceeds independently with a well-organized plan
applicable to the program requirements.
of work,
Note: If New Jersey regulations or policies change regarding
• demonstrates reasonable familiarity in handling the
preparation or requirements for certification or licensure
research methods involved in the project, during the six-year period, the state’s policy will prevail and
• demonstrates graduate-level facility in writing and may result in the need for a continuously enrolled student to
interpreting the material, and take additional courses to complete a program.
• demonstrates skill in interpreting findings and
drawing conclusions.
Although the structure of the research may differ somewhat
for the various programs, each project/thesis includes the
review of published literature, data collection, and analysis.

Graduation Application This policy does not apply to students in programs in the
All students must submit an application for graduation to School of Education. With the permission of the instructor, a
the Office of the Registrar by the priority due date: July 1 student who does not finish his or her graduate internship,
for May graduation; February 1 for August graduation; thesis, or research course in the allotted time period may
and May 1 for December graduation. Receipt of register for a graduate continuation course in order to
application will result in preparation of an academic audit. complete course requirements. The graduate continuation
Students are encouraged to apply two semesters prior to course, designated GRCONT, will have a flat fee assigned.
intended completion of degree requirements. Late The student will have up to one calendar year to complete
applications are accepted for a limited time after the the graduate internship/thesis/research continuation. The
priority due date. A late fee is applicable to any late student is required to enroll on a semester basis for the
application received once the graduating semester has graduate continuation course. Should she or he not
begun. Please refer to the Office of the Registrar’s web complete course requirements within the required time
page for application deadlines. frame, a grade of F will be assigned to the course.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 17
 By the University
Every effort will be made to make cancellation
announcements at least two hours before class is
scheduled to begin.
Transcript requests can be made online or in writing to
Connect-Ed is an emergency notification system that
the Office of the Registrar. There is a fee per transcript.
sends time-sensitive notifications to students, faculty, and
Transcripts are processed in the order in which they are
staff within minutes in case of an emergency or other
received within five working days. The Office of the
important announcements. You may receive notices by
Registrar is not able to issue transcripts immediately upon
voicemail, e-mail, and/or text message. Weather-related
request. Both the online request form and the paper
delays and cancellations will also be announced on the
Transcript Request form are available on the Office of the
website at georgian.edu, and by recorded phone
Registrar’s web page at georgian.edu.
message at 732-987-2555. Information about
cancellations will also be supplied to radio stations
NJ101.5, WOBM 92.7, Lite Rock 96.9, The Point 94.3,
The Hawk 105.7, SoJo 104.9, Cat Country 107.3, and
Magic 98.3, and to television stations News12 New
Jersey News (Cablevision 12, Comcast 62, and
Classes vary in size according to the subject matter, but
Optimum 612), NBC4, and Fox 5 Good Day New York.
enrollment in every class provides maximum opportunity
for discussion and exchange of views. For classes not held at the GCU main campus in Lakewood,
GCU classes will comply with the cancellation/closure
All students are expected to attend class regularly.
decision of the location at which the classes are held.
Instructors will, at the beginning of each semester, advise
students concerning the pattern of attendance needed for
suitable performance. A student’s response to this advice
is her or his own responsibility.
Nonattendance or verbal notification, in a semester
for which a student has registered, does not
constitute an official withdrawal.

Students enrolled at a location other than the Lakewood

campus must take all required courses offered through
their enrollment location at that location. Exceptions will
The university schedules time at the end of each be made only for extenuating circumstances (e.g.,
semester for a final assessment in each course. Should student failed a course at the student’s location and to
illness prevent a student from being present on that day, catch up with the student’s cohort, student needs to take
the student should contact instructors immediately to the same course in Lakewood in the summer). Approval
arrange to make-up the missed work. Such arrangements for any exceptions will follow the process outlined below.
must have the approval of the program director.
Regarding Situations Not Covered Above:
Students who want to take a course based at a location
that is not their location and that is closed to students
from their location can enroll in the course with the
approval of their academic advisor. Before giving
approval, the academic advisor should ensure that the
By an Instructor
student will not be taking a seat needed by students who
On occasion, an instructor may need to cancel class. The are in the program at the other location. The academic
instructor will notify the dean, who will have notices advisor should ask the Office of the Registrar in writing
posted in various locations on campus, including the (preferably through e-mail) to enroll the student in the
room in which the class meets. Commuting students in course at the other location, and copy the student and the
each course should arrange a “telephone chain” at the student’s program director in the e-mail.
beginning of each semester and inform the instructor of
the names of the first two students to contact in the event Tuition & Fees
of a cancellation. Those students will then be responsible Students who enroll in a course that is associated with a
for notifying other students. Every effort will be made to different location than their enrollment location will be
contact students before they travel to campus. billed according to their enrollment location.

18 | G e o r g i a n C o u r t U n i v e r s i t y
 hours to a course. This policy applies to all courses,
regardless of mode of delivery.

Online: The course is taught 100 percent online using the

university’s course management system to deliver internet-
based interactive instruction. Students do not come to a
classroom. Courses may be taught asynchronously or Georgian Court University may accept up to 6 graduate
synchronously. For synchronous courses, the day and time credits from other institutions toward fulfilling the
will be listed on the course schedule. Georgian Court University program requirements.
Hybrid: The course is taught 60% or less online using the (Exception: A student who has completed an M.A. degree
university’s course management system to deliver Internet- or who has taken graduate courses in counseling or in a
based interactive instruction and 40% or more with the field closely related to counseling may transfer up to
instructor in the same room as the students. The percentage 30 graduate credits toward the 60 graduate credits
that is taught online may vary from course to course. Students required to receive an M.A. in Clinical Mental Health
are required to come to the classroom for the face-to-face Counseling. This is done on a case-by-case basis, and
sessions. The days of the week and times that face-to-face involves the M.A. in Clinical Mental Health Counseling
sessions are held are listed on the course schedule and/or program director’s review of the student’s transcript and
course outline and in the learning management system. the student’s program course catalog to see which
courses would be appropriate substitutes for Georgian
VTC: The course is taught 100 percent by video Court clinical mental health counseling courses.) Courses
teleconference. Students are required to come to a acceptable for transfer must be closely aligned to
classroom for all class sessions but the instructor may be Georgian Court courses and must have been taken at a
teaching from a different location using real-time, regionally accredited institution within the last five years
interactive video teleconferencing. of GCU matriculation. Only courses in which grades of B
Face-To-Face: The course is taught 100% face to face with or above have been achieved are eligible for transfer.
the instructor in the same room as the students all of the time. Transfer credits will be counted towards the degree credit
On the university’s course schedule, OL refers to online total, but will not be included in the Georgian Court grade
courses, HY to hybrid courses, and VTC to video point average. Previous credits from non-regionally
teleconference courses. accredited institutions will be considered for acceptance
on a case-by-case basis. Students with military
All courses adhere to the university’s “credit-hour experience and training should have an official copy of
assignments for courses” policy. their Joint Services (military) transcript, showing ACE
credit recommendations, sent to GCU. Courses from all
sources are evaluated for transfer based on the following
criteria: accreditation status of the institution, and the
course description, syllabus, outline (including topics
covered and time spent on each), student learning goals
and objectives, assessment methods, instructional
materials used (textbook, etc.), instructor credentials,
A credit hour is the amount of work represented in intended level (e.g., 500 level, 600 level, etc.), and credits. Course
learning outcomes and verified by evidence of student content evaluation will be made by the program director.
achievement that approximates not less than (1) one hour
(50 minutes) of classroom or direct faculty instruction and a Students wishing to transfer credits from another institution
minimum of two hours (100 minutes) of out of class student while attending GCU must secure written request approval
work each week for approximately 15 weeks for one from both the program director and Office of the Registrar.
semester, or the equivalent amount of work over a different Credit will be given only if credit has not already been
amount of time, or (2) at least an equivalent amount of work awarded or earned for the related course content. Transfer
as required in (1) for other activities such as lab work, credit forms are available on the Office of the Registrar’s
internships, practica, and studio work. Faculty members in web page at georgian.edu. Official transcripts must be sent
academic departments propose the amount of credit hours to the Office of the Registrar within four weeks of
to be assigned to each new course to the dean and completion of the course(s).
appropriate curriculum committee based on the preceding Final determination of the acceptance or denial of transfer
definition of a credit hour. New course proposals are credit is made by the department chairperson or program
accompanied by sample syllabi/course outlines that show director of the field of study for courses in the field of
the amount of work, intended learning outcomes, and how study, by the director of general education for General
achievement of the learning outcomes will be assessed. The Education courses, and by the Office of the Provost for
amount of credit hours approved for a new course by the general electives.
dean and curriculum committee is then reviewed by the
provost, who has the final authority for assigning credit

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 19
Some departments list and describe courses that provide Students may add courses during the first week of the
opportunities to earn credit for the intensive study of fall/spring semester. Students may drop courses during
something not offered as a regular course. These courses the first two weeks of the fall/spring semester.
are normally limited to juniors, seniors, or graduate
students who have at least a 3.5 cumulative GPA.
Occasionally, students may need an independent study in
order to complete a regular course required for graduation.
Students should speak with the instructor who teaches that
course and who can initiate the application. Completed The course withdrawal policy that applies to
applications must be approved by the department chair, undergraduates is the policy in the Undergraduate
dean, and associate provost before the end of the add Catalog, and the course withdrawal policy that applies to
period. Generally, applications will not be approved for graduate students is the policy in the Graduate Catalog,
courses that are listed on the schedule in the current regardless of whether the course in question is an
academic year. A copy of the final exam or paper required undergraduate course or graduate course.
for the course is retained by the department chair. Students who withdraw from courses between the third
Students receiving GCU tuition remission may be required and fourteenth week of either the fall/spring semester will
to pay the normal tuition rate for independent studies. receive grades of “W” on their records. Students who
withdraw from courses after the posted deadline for
receiving a grade of “W” will receive grades computed on
the basis of all work completed and not completed at the
end of the semester. For all other sessions, please consult
the Office of the Registrar’s web page at georgian.edu.
All interested students are invited to experience either a Students must follow published procedures for change of
short-term study abroad experience (one, two, or three program and pay any designated change of program fee.
weeks), a summer, a semester or a year abroad at an Nonattendance or verbal notification, in a semester
approved program after applying and discussing their for which a student has registered, does not
options with the director of global education programs, who constitute an official withdrawal.
should be the first point of contact, and the faculty advisor. Please see separate section below for Withdrawal
The director of global education programs provides direction from University Policy.
for selecting culturally rich and academically sound
international experiences, and university approval when
selecting Study Abroad sites for the program and/or elective
courses in all disciplines. Visit the Office of Global Education
online at georgian.edu/global for more information.
Enrollment in a program of study abroad approved for
credit by GCU may be considered enrollment at GCU for
the purpose of applying for assistance under Title IV,
HEA programs. Students may use State of New Jersey
forms of financial aid for some study abroad programs Official Leave of Absence
Students experiencing illness, family emergency, military
service, job requirements interfering with graduate
coursework, or similar factors may apply for an official
leave of absence for up to two consecutive main
academic terms. The Request for Leave of Absence form
The Academic Early Warning System is designed to will need to be completed and submitted to the Office of
identify and assist students who may be experiencing the Registrar. A leave of absence permits a student to
challenges to their academic success. The goal of this maintain his or her recorded curriculum at the university if
system is to support students and help them succeed at he or she returns within the specified time frame. (Note:
Georgian Court University. If a student is referred to the semesters in which a student is on an Official Leave of
system by a faculty member, she or he will be contacted Absence are not calculated as part of the six-year time
by a member of the Office of Student Success, who will limit for degree completion). Students leaving GCU to
work with her or him to help identify and remedy any take courses at another institution are not eligible for a
barriers to her or his success. leave of absence. Students who fail to register for a third

20 | G e o r g i a n C o u r t U n i v e r s i t y
main academic semester must reapply to the university
through the Office of Admissions.
Nonattendance or verbal notification, in a semester
for which a student has registered, does not
constitute an official withdrawal.

Maintenance of Matriculation Academic Probation

Students who are unable to register for regular courses in A student currently enrolled in a graduate program will be
a main academic term and are not on an official leave of placed on probation if her or his cumulative average falls
absence for that term must enroll in the noncredit, below a 3.0 (a student in the Clinical Mental Health
ungraded Maintenance of Matriculation course (GRAD555) Counseling or School Psychology programs should
for that term. Enrollment in Maintenance of Matriculation consult the descriptions of these programs for additional
permits a student to maintain his or her recorded conditions that will result in academic probation and
curriculum at the university and access to the university e- dismissal). A student on probation must achieve a
mail account, course registration system, and learning cumulative average of at least 3.0 by the time an
management system. Semesters in which the student is additional 6 credits are completed or face academic
registered for Maintenance of Matriculation are calculated dismissal. If a student receives a grade of C+ or below in
as part of the six-year time limit for degree completion. a course, it is recommended the course be repeated.
Students may enroll in the Maintenance of Matriculation
course for multiple semesters. Students leaving GCU to Academic Dismissal
take courses at another institution are not eligible to enroll Georgian Court reserves the right to dismiss at any time
in the Maintenance of Matriculation course. students who do not maintain the specified standards of
Nonattendance or verbal notification, in a semester scholarship or who are not in accord with its ideals and
for which a student has registered, does not expected patterns of behavior. The former case is determined
constitute an official withdrawal. by action of the program director and dean or the Academic
Course description for GRAD555 Maintenance of Standards Committee, the latter by action of the provost.
Matriculation: Ungraded, noncredit course for Dismissal Conditions
matriculated graduate students who are not on a leave of
absence but are unable to register for any other course Academic dismissal occurs when students fail to maintain
during a main academic term. Course may be repeated satisfactory progress toward the attainment of their
multiple times. Semesters in which the student is graduate degrees or certifications or fail to maintain the
registered for Maintenance of Matriculation are calculated requisite 3.0 cumulative grade point average. In the School
as part of the six-year time limit for degree completion. of Education, students who earn 2 or more grades below a
Students leaving GCU to take courses at another B will be dismissed. Students so dismissed may not
institution are not eligible to enroll in this course. Charge register for any additional courses in that program.
for this course is a nominal fee instead of a tuition charge. Students who have been dismissed may seek readmission
into the program through the Office of Admissions after two
Withdrawal from University academic years. Students who are dismissed forfeit any
grants, graduate assistantships, or scholarship aid that
If a student decides to withdraw from Georgian Court
may be in effect at the time. Students who are
University, he or she must complete a Request for Official
academically dismissed have the right to appeal through
Withdrawal from the University form and submit it to the
the normal dismissal appeal process within each school.
director of student advocacy and success (Jeffries Hall,
Students are referred to specific program policy handbooks
Room 101). Graduate students must submit an additional
regarding academic and nonacademic dismissal.
copy of the notification of withdrawal to the program
director. The official date of withdrawal is the date on Dismissal Appeals Process
which the notification is received by the registrar.
Students may appeal a dismissal or academic probation
Students who do not enroll for consecutive main terms in
in writing to the appropriate program director within
either the Maintenance of Matriculation course or another
10 working days of the notice. If the program director is
course and are not on an official leave of absence are
unable to resolve the issue within 10 working days, the
considered to have voluntarily withdrawn from the
issue is appealed to the school dean, who likewise has
institution. Students who have withdrawn from GCU must
10 working days to resolve the issue. If the matter is
reapply through the Office of Admissions should they
appealed in writing to the provost, written notification of
wish to return to the university.
the determination by the provost shall be sent to the
Nonattendance or verbal notification, in a semester student within 10 working days of the receipt of the
for which a student has registered, does not appeal by the provost. The provost’s decision is final.
constitute an official withdrawal.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 21
Readmission after Academic Dismissal Fabrication includes falsification of information
on any application for any academic program.
Students who have been dismissed for academic reasons
may reapply after two years. Applications must be 3. Plagiarism is representation of the work of
submitted to the Office of Admissions three months prior another as one’s own in any academic
to the beginning of the semester. exercise. Plagiarism includes failing to give a
The decision to readmit will be made by the program citation when using work from any other person
director/chair with the concurrence of the dean. or source. Work may include, but is not limited
Applicants for readmission may be required to: to, words, ideas, data, and/or images.
• Submit two letters of recommendation 4. Dissimulation is the disguising or altering of
• Have a personal interview with program director/chair one’s own actions so as to deceive another
and the school dean about the real nature of one’s actions
• Retake the appropriate standardized graduate concerning an academic exercise. Examples
admissions test(s) and submit the results to the include, but are not limited to, fabricating
appropriate school excuses for behavior such as missing classes,
• Present a written statement describing activities postponing tests, or handing in late papers; or
during the period of their dismissal that address the turning in a paper for one class that was
causes of dismissal. originally written for another class.
5. Abuse of resources is damaging any resource
Students may be required to retake courses at Georgian
Court University that impacted on their dismissal. material or inappropriately limiting access to
resource material that is necessary for
academic work. Abuse includes, but is not
limited to, hiding library materials; removing
non-circulating material from the library; failing
to return library materials when requested; or
This policy may be changed only by action of the Faculty
hiding or stealing another person’s textbook,
Assembly. Georgian Court strives to be a moral
community with ethical convictions. Academic integrity is notes, or academic resources.
essential to collegial pursuit of truth and knowledge and 6. Forgery of academic documents is the
gives the Georgian Court community credibility. The unauthorized changing or construction of any
principles of academic integrity demand the commitment academic documents such as transcripts,
of all persons at Georgian Court. Georgian Court expects grade books, or work submitted for a course.
the highest standards of integrity from its students in their 7. Sabotage is the damaging or impeding of
academic pursuits.
another’s academic work. Examples include but
Dishonesty in any work is regarded as a serious offense are not limited to ruining another’s lab work,
and may result in failure in the course and dismissal from
damaging another’s electronic data, or
Georgian Court. Anyone who willfully assists another in
the breach of integrity is held equally responsible and destroying another’s term paper.
subject to the same penalty. 8. Aiding and abetting academic dishonesty is
facilitating any act defined above.
Academic dishonesty is any act of cheating, fabrication,
plagiarism, abuse of resources, forgery of academic
documents, dissimulation, or sabotage, or any act of
aiding and abetting academic dishonesty. In cases where
academic integrity is in question, the following definitions
and policies shall apply:
1. Cheating is using or attempting to use
unauthorized materials, information, or study Any faculty member who perceives or is informed of
aids in any academic exercise. Examples of academic dishonesty initiates the process by first informing
cheating include, but are not limited to, copying the student and attempting to set up a meeting to discuss
homework, copying someone else’s test, or the evidence and significance of the alleged infraction. If
the instructor determines that a penalty (e.g., lowered
using an unauthorized “cheat sheet.”
grade for assignment, 0 for assignment) should be
2. Fabrication is the falsification of any information exacted, the incident must be reported to the dean of the
or citation in any academic exercise, including, school in which the violation occurred. The instructor and
but not limited to, making up a source, giving the student sign a form describing the alleged infraction,
an incorrect citation, or misquoting a source. verifying that the meeting took place, and specifying the

22 | G e o r g i a n C o u r t U n i v e r s i t y
penalty that the instructor exacted. Within ten (10) working witnesses but no legal counsel, since this is an academic
days of the meeting with the student, the instructor shall matter. The advisor may not participate in the hearing. If the
submit the signed form, along with the evidence, to his or meeting is to appeal an instructor’s accusation or penalty,
her school dean, who shall record the names of the the instructor has the option to appear before the panel to
student and instructor, the semester and the course, and explain evidence presented. The instructor may also opt not
the penalty that was exacted. The instructor shall also to attend. The instructor shall have no vote. If the meeting is
send a copy of the form to the instructor’s department chair to appeal an institutional penalty exacted or recommended
and the chair or program director of the student’s major(s). by a school dean, that dean has the option to appear before
The school dean shall file documentation in the Office of the panel to explain evidence presented. The dean may also
the Provost. Electronic files are accessible only to opt not to attend. The dean shall have no vote.
individuals authorized by the provost. These records are Hearings shall be recorded or transcribed and kept in the
accessible to deans of all schools. Office of the Dean of Students. A copy of such material
If the instructor and student are not able to meet, the shall be available to the student. The chair of the panel
instructor shall complete the form; the instructor shall shall report the panel’s recommendation to sustain or
inform the student by GCU e-mail about the penalty reject the student’s appeal with explanation by GCU e-
exacted, if any, and indicate that the infraction has been mail and in writing to the provost within two (2) working
reported to the school dean. When recording the days. The provost’s decision is final and shall be issued
infraction, the school dean shall consult the confidential within ten (10) working days to the student, with copies
records to determine if the student charged with violating sent to the school dean, department chair, faculty
the Academic Honesty Policy has been charged with member, dean of students, and chair of the panel.
academic dishonesty on one or more prior occasions. If
the dean judges that the combined evidence of current Sanctions
and previous infractions warrants, the school dean may When a student is found in violation of the university’s
exact an institutional penalty such as a plan of academic Academic Dishonesty Policy, one or a combination of the
tutoring and support, suspension, or dismissal. Within ten following sanctions may be imposed.
(10) working days, the school dean shall inform the
student by GCU e-mail of any institutional penalty. • Reduction of grade on the assignment
• Zero on the assignment
If the student does not appeal the charge or the penalty
• Course grade of F
suggested by the instructor and, if applicable, the dean,
no further action is necessary. The school dean maintains • Verbal and/or written warning
the records and the evidence until seven years after the • Educational remediation
student leaves the institution. • Counseling remediation
• Probation
Appeals
• Suspension from the university
A student has the right to appeal a charge of dishonesty or • Dismissal from the university
the severity of a penalty through an academic integrity panel.
To initiate an appeal, the student must submit a letter of
appeal to the dean of students within ten (10) working days
of being informed by the instructor or the school dean. The
dean of students shall convene the academic integrity
panel. Members of the academic integrity panel are
chosen from a pool of volunteers who are willing to serve
on the committee on an ad hoc basis, based on availability The official university policy for student grievances or
and lack of connection with the case. The panel shall complaints is listed in the Student Handbook, available
consist of one full-time faculty member from each school, online at georgian.edu/publications. The guidance offered
one student from each school, and one at-large full-time below is related to how the grievance is managed by the
faculty member selected by the other panel members. The university systems and by key offices and functions.
at-large faculty member shall serve as chair of the panel Stakeholders
and votes only if there is a tie. The students and faculty
members on the panel are selected from those who Academic Standards Provost Council
regularly take or teach undergraduate or graduate courses, Committee
consistent with the accused student’s status. Title IX Task Force Office of Student Accounts
The chair of the panel shall set the time and place of the Office of Financial Aid Office of the Registrar
meeting, which should normally occur within fifteen (15) Office of Security Office of Residence Life
working days from the date the dean of students receives
the written appeal from the student. The panel shall examine Office of Student Life Faculty Advisors &
the evidence. In the hearing, the student may be Department Chairs
accompanied by an advisor of their choice and may call

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 23
Guidance The right to inspect and review education records
A student makes a complaint to an office or university within 45 days of the day the university receives the
official about any number of matters. The university request for review. Students should submit a written
official will refer the student to the appropriate policy for request to the Office of the Registrar identifying those
the type of matter and ask the student to follow the policy. records the student wishes to inspect. The education
In matters where the university official is unclear on the record will be reviewed under the supervision of an agent
appropriate policy, the student will be referred to the of the Office of the Registrar. Students may not add or
director of student advocacy and success. As a general remove any information during the review.
reference, students should be referred to the The right to seek to amend education records believed
office/person that manages the area of complaint to be inaccurate or misleading. After inspecting his/her
(financial aid issue to the director of financial aid, grading education record a student can notify the registrar, in
issue to the instructor, etc.). writing, of any portion they believe should be changed. The
Student grievances submitted anonymously will be student should specify why the information is inaccurate or
addressed by the appropriate official; however, the ability misleading. If the university determines that the record
to resolve the matter completely may be obstructed by should not be amended they will inform the student and
the limited information shared by the student. advise the student of his or her right to a hearing.
The right to some control over the disclosure of
Phase 1: Grievance Record information from education records. The university
The university attempts to maintain a record of the discloses education records without a student’s prior
number and type of grievances reported by students. written consent under the FERPA exception for disclosure
After each semester, office managers will collect a list of to school officials with a legitimate educational interest. A
grievances and outcomes reported through the semester school official is a person employed by the university in an
and submit them to the director of student advocacy and administrative, supervisory, academic/research, or support
success. The list will be collected and annotated into a bi- staff position, including the law enforcement unit and health
annual report for the purpose of looking for systemic staff. A school official can also include a person or
complaints and grievances that can be addressed. This company the university has contracted (such as an
report of all grievances (not including student names or attorney, auditor, or collection agent); persons or
identifiers) will be reviewed each semester by the Provost organizations providing student financial aid; or
Council for consideration of process and policy determining financial aid eligibility, amount, or conditions of
improvements and changes. The report includes type of financial aid, or to enforce the terms and conditions of aid;
grievance, area of concern, the governing and accrediting organizations carrying out their accrediting
regulation/policy, and general outcome. functions. Education records will also be released without
the student’s prior written consent in compliance with a
Phase 2: Adjustment of Policy or Procedure judicial order or lawfully issued subpoena or in the event of
When there is policy or procedure identified as needing an emergency if it is necessary to protect the health or
review due to a student grievance, the director of student safety of the student or other persons.
advocacy and success and the provost, in collaboration, will A school official has a legitimate educational interest if
suggest that a review of the policy or procedure be they need to review an education record in order to fulfill
conducted by the appropriate committee. For example, an their professional responsibility.
academic policy for grading and/or degree earning will be
Institutions may disclose directory information about a
submitted to the Academic Standards Committee, a policy
student without violating FERPA. Directory information at
related to residence life would be referred to the Office of the
GCU is defined as name, address, telephone number, and
Dean of Students, and a policy for gender-based
e-mail address, enrollment status (e.g., undergraduate or
discrimination would be referred to the Title IX Task Force.
graduate; full-time or part-time), major field of study,
participation in officially recognized activities and sports,
dates of attendance, degrees and awards received, most
recent previous school attended, photograph, and weight
and height of members of athletic teams.
Notification of Rights under the Family Educational The right to file a complaint with the U.S. Department
Rights and Privacy Act (FERPA) of Education should the student allege the university
is not in compliance with the requirements of FERPA.
The Family Educational Rights and Privacy Act (FERPA),
Family Policy Compliance Officer
commonly referred to as the Buckley Amendment, was
enacted in 1974 and applies to those institutions that U.S. Department of Education
regularly receive funding from the US Department of 400 Maryland Avenue, SW
Education. FERPA was written specifically for students Washington, DC 20202-5901
and guarantees these primary rights:

24 | G e o r g i a n C o u r t U n i v e r s i t y
Students who do not wish to release any or all of the above
information to outside agencies must submit a request in
writing to the registrar. This request must state which items
or information they wish withheld from disclosure.
A student wishing to review his/her academic record
should make an appointment to do so with the registrar.

The Solomon Amendment became effective on

October 23, 1998. Under the Solomon Amendment
institutions are required to fulfill military requests for
student recruiting information. Failure to comply may
result in the loss of various forms of federal funding and
Federal Student Aid. Student recruiting information
includes, but is not limited to, student name, address,
telephone number, date of birth, place of birth, class,
major, degree(s) received, and educational institutions
attended. Under FERPA, students may request that
directory information be withheld. This protection will be
honored under the Solomon Amendment. Any student
who wishes to have directory information withheld should
request a “no release” as described above.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 25
 Before the beginning of each semester, students will
receive a statement from the university setting forth a
payment due date. Any charges unpaid after the due date
listed will result in a hold on the student’s account and a
late fee of $55 assessed. If there are any outstanding
balances due to the university, the student will not be
allowed to register, obtain transcripts, or receive a diploma
until financially cleared with the Office of Student Accounts.
Delinquent accounts will be sent to a collection agency for
which all collection and legal fees will be added to the
Tuition outstanding balance for which the student is responsible.
Tuition ................................................... $875 per credit Tuition Plan
Tuition for Student Teaching
(12 credits) ........................... $16,022 per semester The university offers a monthly installment plan through
Tuition Management Systems. There is an application
Accelerated Education Grad .... $16,876 per semester
fee; however, there are no interest charges. To
M.B.A. ................................................... $705 per credit participate in the plan, students can go on the website
KTA Master’s Programs afford.com. Plan participation is granted by semester.
in Education..................................... $681 per credit
Doctor of Psychology ........................... $950 per credit Employer Reimbursements
Auditing .................................................... 1/3 of tuition Students whose education will be financed by their
employer may be able to defer their tuition payment.
General Fee Arrangements should be made with the Office of Student
Graduate FT Comprehensive Fee . $484 per semester Accounts prior to registration. If payment is not made within
Graduate PT Comprehensive Fee . $248 per semester five weeks of the end of semester, company
reimbursement will no longer be accepted for deferred
Special Fees payment. The following documentation must be submitted:
Returned Check Fee .............................................. $55 • letter on company stationery establishing
Graduation Fee .................................................... $165 reimbursement policy and confirming employee
Late Graduation Application Fee............................ $55 eligibility with
Late Registration Fee ............................................. $27 • employee contact to verify such eligibility if necessary
Change of Schedule Fee ....................................... $17
Due Date for Payments
Parking Fee (full year) ................................. $193 + tax
Parking Fee (half year) .................................. $96 + tax Bills will be available online beginning mid-July for fall
Transcript Fee per request ..................................... $12 term and mid-December for spring term. Accounts must
be settled between the student and the university two
The charges listed will be in effect for the 2019–2020 weeks before the first day of class. A settled account is
academic year. Georgian Court University reserves defined as:
the right to change its schedule of tuition, fees, and Cash payment from the student
refunds policies at any time.
+ Georgian Court scholarships awarded to the student
+ Student loans granted by the lender and accepted
by the student
+ Federal or state aid for which the student is eligible
+ Expected receipts from a payment plan (i.e., TMS)

= Room, board, tuition, fees and other charges billed

Payment can be made with the Office of Student to the student
Accounts and via Self Service online with a credit card.
Visa, MasterCard, Discover, and American Express are Students whose accounts are not settled will be placed
accepted. Credit card payments are charged a on billing hold and will be prohibited from registering for
processing fee by third-party vendor. Payments in the subsequent semesters, from receiving grades, from
form of cash, check, or money order can be made at the graduating or may be asked to leave the university
Office of Student Accounts located in Mercy Center on for nonpayment.
the main campus. Computers are available in the office to
assist students with online payments. All checks should
be made payable to Georgian Court University.

26 | G e o r g i a n C o u r t U n i v e r s i t y
 will work with the affected service member to identify
solutions that will not result in student debt for the
returned portion.

The following policy sets forth refunding tuition for those

students who officially withdraw from the university.
Within the 1st week of classes: add/drop period—
no charge
Within the 2nd week of classes: add/drop period—
no charge
Within the 3rd week of classes: 25% of tuition plus all
fees charged Within the first week of classes: 100% returned
Within the 4th week of classes: 50% of tuition plus all Within the second week of classes: 100% returned
fees charged Within the third week of classes: 75% returned
th
Within the 5 week of classes: 75% of tuition plus all Within the fourth week of classes: 50% returned
fees charged Within the fifth week of classes: 25% returned
After the 5th week of classes: 100% of tuition plus all After the fifth week of classes: 0% returned
fees charged
General fees and deposits are nonrefundable. Upon
official withdrawal from the institution, the university will
calculate the amount of tuition refund, if any, based on
the above schedule. If a student withdraws from the
university prior to completing 60% of the semester, the
federal government mandates that the student may keep
only the federal and state financial aid “earned” up to the
International Admissions
time of the withdrawal. After completing 60% of the
semester, there is no reduction in federal or state Deadline for Applications
financial aid. Institutional aid will also be calculated on the Fall Semester: May 1
percentage used. Spring Semester: October 1
Please Note: Students are not eligible for a refund unless
Admission Requirements
they have officially notified the Registrar and completed
all requirements for withdrawal. The effective date of See Admissions section of catalog.
withdrawal is the date on which the Office of the All students applying for an F-1 (student) visa must
Registrar receives written notice. No refunds will be made submit the following:
until the conclusion of the drop/add period. Students
1. A bank letter in your name or the name of your
receiving financial aid should contact the Office of
Financial Aid to ascertain the effect of a withdrawal on sponsor attesting to the amount that is on deposit
their financial aid eligibility. in U.S. dollars. The letter must be dated within
three months prior to the start of classes.
2. An affidavit of financial support. This document
must be signed by your sponsor (the person
whose name is on the bank statement) and must
be stamped by a notary public.
3. Declaration of Finances (Affidavit of Support).
U.S. visa regulations require that a student’s
Up to the 60% point in each period of enrollment, a pro
admission be based upon academic acceptance
rata schedule is used to determine the amount of funds
the student has earned at the time of withdrawal. and satisfactory evidence of adequate funds to
Georgian Court University refunds the actual percentage meet the expenses involved in the proposed
of unearned aid up to the date of withdrawal. After the program of study. Students must submit
60% point in the period of enrollment, a student has documentary evidence of the amount of financial
earned 100% of the aid funds awarded for that period and support available from personal resources, family
all aid funds will remain on the student’s account. In
funds, or another sponsor (e.g., an employer or
instances when a service member stops attending due to
a military service obligation, Georgian Court University government organization) that will provide funds

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 27
 for their educational and living expenses at
Georgian Court University. The evidence required
depends on the source of financial support.
4. If personal resources are the source: (1) A letter
from the student stating that he/she will provide Sponsor’s Affidavit of Support
for his/her own expenses; (2) Personal bank
While Georgian Court University offers limited scholarship
statements, an official letter from the student’s support to international students, it does not provide
bank stating his/her balance, or certification of need-based financial aid. As a result, you are required to
income from the student’s employer. provide proof of your ability to pay for all your educational
5. If family resources are the source: (1) Letter of expenses incurred. Applicants must show sufficient
sponsorship from the family member(s) indicating support or continuing income for four years of
his/her relationship to the student and the duration undergraduate study or two years of graduate study
(tuition, room, board, fees, books, and personal
and level of support; (2) Bank statements, an official
expenses) in order to receive an I-20. The Financial
letter from the sponsor’s bank, or certification of Resource Statement must be signed by both the
income from the sponsor’s employer. applicant and the sponsor (if applicable) and must be
If another sponsor is the source (e.g., employer, signed and sealed by a Notary Public or Official
Administering Oath. Applications cannot be processed if
government, organization): (1) Declaration of Finances
this is not completed properly.
from the sponsor or organization that states (a) name and
address of the sponsor, (b) duration of support, (c) dollar Supporting Documents
amount available for educational expenses, (d) dollar In addition to completing the Sponsor’s Affidavit,
amount available for living expenses and (e) how the documentary evidence of your financial ability to pay for
funds will be disbursed to the university (e.g., monthly, your education must also be provided. All forms must be
quarterly). If the sponsor wishes to be billed by Georgian originals (except tax documents), translated to English,
Court University, this must be stated in the letter. Be sure and less than six months old. If one document is not
sufficient to provide proof of full program funding, include
to make it clear if fees, room/board, and health insurance
additional documentation. Acceptable forms of proof are
should be billed in addition to tuition. as follows:
Deadline for Payments for new students and 1. Letter of employment stating the sponsor’s
returning students: annual income (from the employer).
1. A tuition deposit of $250 is required at time 2. Bank letter stating the date the account was
of acceptance. opened, total amount deposited for the last six
2. All tuition is to be paid by July 1 for fall months, and the present balance. Bank
semester and December 1 for spring semester. statements saying that “enough” or “sufficient”
3. Fees, room, and board are to be paid by funds are available to support a student are not
August 15 for the fall semester and January 15 acceptable forms of evidence; they must also
for the spring semester. indicate U.S. dollar amounts.
4. No payment plans will be done through the 3. Award letter from an organization providing
institution or Tuition Management System. a scholarship.

The Higher Education Act of 1965 states in Section 116

the financial responsibility of foreign students. Nothing in
this Act or any other Federal law shall be construed to
prohibit any institution of higher education from requiring a
student who is a foreign national (and not admitted to
permanent residence in the United States) to guarantee Please visit georgian.edu for the most up-to-date financial
the future payment of tuition and fees to such institution by: aid information.
• making advance payments of such tuition and fees, Office of Financial Aid
• making deposits in an escrow account administered 900 Lakewood Avenue
by such institution for such payments; and Lake House
• obtaining a bond or other insurance that such 732-987-2258 office 732-987-2023 fax
payments will be made. financialaid@georgian.edu

28 | G e o r g i a n C o u r t U n i v e r s i t y
Office Hours 2. You submit copies of any other documents as
requested by the GCU Financial Aid Office.
Monday through Friday, 8:30 AM to 4:30 PM;
extended hours on Tuesdays, 4:30 to 7:00 PM 3. The GCU Office of Financial Aid has completed
Note: Summer hours may differ. comparison of federal processor results with the
Financial aid is available to matriculating graduate documents requested.
students who have been admitted as a degree or 4. If verification reveals that data provided by the
certificate candidate and intend to register at least half- federal processor is accurate, you will receive an
time (5 credit hours per semester or a Certificate of award letter from the GCU Office of Financial Aid.
Equivalency) in their program. For the purposes of 5. If verification reveals that data provided by the
financial aid, Georgian Court University has established federal processor is incorrect, the GCU Office of
that 9 semester credit hours of coursework constitutes
Financial Aid will electronically correct your data
full-time status.
with the federal processor. As a result, you will
Georgian Court University reserves the right to review,
receive notification of the corrections, either by
adjust, or cancel awards at any time because of changes in
your financial or academic status, academic program, mail or e-mail, from the federal processor. After we
athletic program, enrollment status (half-time to part-time), or receive the corrected information, you will receive
students code of conduct violations. Awards are contingent an award letter.
upon actual receipt and verification of funds by GCU. If
adjustments are made to the university’s federal and /or The Consequences of Failing to Complete Verification
state allocations, the university reserves the right to adjust Under the Stafford Loan and Work-Study programs,
individual aid awards at the beginning of each semester, as GCU will withhold disbursements of Stafford Loan,
necessary. All students’ financial aid awards are contingent discontinue your employment under the Work-Study
on the availability of funds. The Georgian Court University Program, and withhold certification of any further Stafford
Office of Financial Aid reserves the right to review and Loan applications.
cancel awards at any time during the academic year.
In all cases, GCU will take the necessary steps to secure
repayment of aid funds already disbursed to you for which
you have been determined to be ineligible.

Your application for Federal Student Financial Aid may be

selected by the U.S. Department of Education or GCU for
review in a process called verification. Verification is a
systematic means of comparing various financial and Georgian Court University is required to determine a
informational documents with the information you provided student’s earned and unearned federal student aid (Title
on the Free Application for Federal Student Aid (FAFSA). IV) funds as of the date the student withdraws or ceases
The following information is an outline of the policies and attendance based on the amount of time the student spent
procedures that govern the verification process, your in attendance. The calculation of funds earned by the
responsibilities, and the appropriate deadline dates for the student has no relationship to the student’s incurred
Federal Student Aid Programs. If you have any questions, institutional charges.
feel free to contact the GCU Office of Financial Aid. Up through the 60 percent point in each period of
Our Verification Policy: Students selected for enrollment, a pro rata schedule is used to determine the
verification will be notified of the requirement to submit amount of federal student aid (Title IV) funds the student
specific documentation of items included on the FAFSA. It has earned at the time of withdrawal. The university must
is the policy of GCU to withhold the disbursement of refund the actual percentage of unearned federal financial
Federal Student Financial Aid until the verification aid up to the date of withdrawal. After the 60 percent point
process is considered completed. This policy ensures that in the period of enrollment, a student has earned
the information provided on your Student Aid Report to 100 percent of the federal student aid funds awarded for
our office and your aid eligibility determination are correct that period, and all federal student aid (Title IV) funds will
before any funds are awarded to you. remain on the student’s account.
Verification Completion: The verification process Order of return of Title IV funds
will be considered complete once the following have 1. Unsubsidized Direct Loans (other than Direct
been accomplished: PLUS Loans)
1. You fully complete and submit to the GCU Office of 2. Subsidized Direct Loans
Financial Aid the Verification Form along with copies 3. Federal Perkins Loans
of your (and spouse if married) federal transcripts. 4. Direct PLUS Loans

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 29
 5. Federal Pell Grants for which a return of funds There are limits to how much you can borrow in the
is required Federal Direct Stafford Loan program. As of July 1, 2007,
6. FSEOG for which a return of funds is required you can borrow up to a total of $20,500 in Federal Direct
7. TEACH Grants for which a return of funds Unsubsidized Stafford Loans each academic year.
Likewise, there is an aggregate (cumulative) limit of
is required
$138,500 for graduate and professional students. This
8. Iraq and Afghanistan Service Grant, for which a aggregate amount includes both undergraduate- and
return of funds is required graduate-level Federal Direct Stafford Loan borrowing. So,
if you borrow a total of $57,500 as an undergraduate (the
Warning: Federal refunds may result in a student owing
maximum amount allowed for an independent
an outstanding balance to the university.
undergraduate student), the maximum amount of Federal
Direct Stafford Loans you could borrow for graduate or
professional school would be $81,000.
[Note: Higher limits on the unsubsidized Federal Direct
Stafford Loan may apply to certain health profession students.
Ask your financial aid administrator for more information.]
LOANS Another type of federal educational loan aid is the Federal
The primary source of federal funding for graduate and Direct Graduate PLUS Loan. This loan, similar to the
professional students is in the form of loans. To be Federal Direct Parent Loan for Undergraduate Students
eligible for federal student loans, you must be a U.S. (PLUS), is now available to graduate students. This loan
citizen or permanent resident, enrolled at least half time, allows you, not your parents, to borrow up to the cost of
pursuing a degree or certificate and complete the Free attendance, less any other financial aid you receive. It
Application for Federal Student Aid (FAFSA). Federal
has a fixed interest rate and no aggregate limits. Unlike
student loans typically have lower interest rates than
private or alternative loans from banks or other financial the Federal Direct Stafford Loan, however, this is a credit-
institutions. They also may not require credit checks. based loan. To be eligible for this loan, you cannot
However, there are limits on how much you can borrow currently have “adverse credit.” However, if you do not
from some of these loans programs per academic year meet the credit requirements, you can still obtain the loan
and in the aggregate. with an endorser who does.
The most common federal student loan for professional
and graduate students is the William D. Ford Federal FEDERAL TEACH GRANT
Direct Stafford Loan administered by the U.S. Department The federal Teacher Education Assistance for College and
of Education. On the graduate level, the Stafford loan is Higher Education (TEACH) Grant Program provides up to
unsubsidized, meaning you are responsible for paying all $4,000 per year in grants for graduate and undergraduate
interest that accrues. You can elect to pay that interest students who intend to teach full-time in high-need subject
while you are enrolled in school or have it accrue until you areas for at least four years at schools that serve students
enter repayment, when it will be added to the original from low-income families. Graduate students are also eligible
amount you borrowed. for $4,000 per year ($8,000 total). Students may receive up to
Some of the benefits of the Federal Direct Stafford Loan $16,000 for undergraduate study and up to $8,000 for
over other types of loans include the following: graduate study. Part-time students are eligible, but the
• Lower fixed-interest rates than on most student loans maximum grant will be prorated based on enrollment. GCU
freshmen are not eligible to apply for a TEACH Grant.
or other kinds of consumer loans
• Flexible repayment options to help borrowers more As required by the Budget Control Act of 2011 (the
sequester law), any TEACH Grant that is first disbursed on
easily afford their monthly payments
or after October 1, 2017, and before October 1, 2018, must
• Delay of repayment until after you leave school with a be reduced by 6.6 percent from the award amount for which
“grace period” of six months a recipient would otherwise have been eligible; and any
• No credit check TEACH Grant that is first disbursed on or after October 1,
• Partial deduction of interest on federal tax return, up 2018, and before October 1, 2019, must be reduced by
to a certain income level 6.2 percent from the award amount for which a recipient
• Options for temporarily postponing loan repayment would otherwise have been eligible.
under certain circumstances IMPORTANT: THIS IS A GRANT WITH A SERVICE
• Loan forgiveness programs for teachers REQUIREMENT. IF YOU FAIL TO COMPLETE THE
FOUR-YEAR TEACHING OBLIGATION YOU WILL
HAVE TO REPAY THE GRANT WITH INTEREST!

30 | G e o r g i a n C o u r t U n i v e r s i t y
To receive a federal TEACH Grant you must: program for which you received TEACH Grant funds,
 Complete the Free Application for Federal although you may work off multiple four-year obligations
simultaneously under certain circumstances. Specific
Student Aid (FAFSA) (although you do not have
definitions of these terms are included below.
to demonstrate financial need to receive a federal
TEACH Grant).
 Meet the eligibility requirements for federal
student aid.
 Be enrolled in a program of study designated as
TEACH Grant-eligible. Eligible programs are
EDUCATIONAL OPPORTUNITY FUND (EOF)
those that prepare a student to teach in a high
need field such as Bilingual Education and The Educational Opportunity Fund (EOF) Graduate Grant
English Language Acquisition, Foreign is designed to increase the number of New Jersey
Language, Mathematics, Reading Specialist, residents from educationally and/or economically
underserved backgrounds in graduate or professional
Science, Special Education in a school serving
study. Students at Georgian Court University (and other
low-income students. private institutions) receive up to a $2,900 state grant.
 Meet one of the following academic The grant is renewed, based upon continued eligibility
achievement requirements and the availability of funds. Priority is given to
-Score above the 75th percentile on a college students who participated in EOF programs as
admissions test (e.g. SAT, ACT, GRE, or undergraduate students.
-Graduate from high school with a cumulative Eligible Students
GPA of at least 3.25 (on a 4.0 scale) to receive a
To be considered for an EOF Graduate Grant, a student
grant as a freshman, or
must meet the following criteria:
-Have a cumulative GPA of at least 3.25 (on a
 be a New Jersey resident for at least
4.0 scale) on your college coursework to receive
12 consecutive months—immediately prior
a grant for each subsequent term.
to enrollment;
 Complete TEACH Grant counseling at the GCU
 be accepted as a full-time graduate student to
Office of Financial Aid.
the university;
 Sign a TEACH Grant Agreement to Serve and
 have completed the FAFSA; and
respond to requests by the U.S. Department of
 exhibit a financial need, based on the state’s
Education confirming your continuing intention to
criteria for eligibility.
meet the teaching obligation.
For more information, please contact the EOF office at
TEACH Grant Agreement to Serve and Promise 732-987-2355.
to Pay
Each year you receive a federal TEACH Grant, you must
sign a TEACH Grant Agreement to Serve and Promise to
Pay (service agreement) that is available electronically on
a Department of Education website: studentloans.gov. The
TEACH Grant service agreement specifies the conditions
under which the grant will be awarded, the teaching
service requirements, and includes an acknowledgment by Georgian Court University is required by federal law
you that you understand that if you do not meet the (34 CFR 668.34) to define and enforce standards of
teaching service requirements you must repay the grant as Satisfactory Academic Progress (SAP). All students
a Federal Direct Unsubsidized Loan, with interest accrued receiving financial aid from federal, state and/or university
from the date the grant funds were first disbursed. sources must be making Satisfactory Academic Progress
at Georgia Court University to establish and retain
Teaching Obligation eligibility for student financial aid. Enrolled students
To avoid repaying the federal TEACH Grant with interest applying for financial aid for the first time must
you must be a highly-qualified, full-time teacher in a high- demonstrate Satisfactory Academic Progress prior to
need subject area for at least four years at a school applying for financial aid and must continue to meet
serving low-income students. You must complete the four Satisfactory Academic Progress standards.
years of teaching within eight years of finishing the SAP is reviewed after fall, spring, and summer grades are
program for which you received the grant. You incur a posted. The student’s academic progress is measured using
four-year teaching obligation for each educational both qualitative and quantitative measures of academic
G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 31
progress. The first time a student does not meet the
minimum requirements for the two components, the student Grade Description
is placed on financial aid warning for the subsequent U Unsatisfactory
semester and will be notified of the warning via registered
mail. Students failing to achieve satisfactory status following INC Incomplete
their warning semester are placed on financial aid W Withdrawal from course
suspension and notified by e-mail that their aid has been
cancelled for subsequent terms. Students may appeal their
suspension of financial aid based on extenuating If a grade other than U, I, and W is received, courses that
circumstances (i.e., student injury or illness, death of have been repeated will be counted for each enrollment
student’s relative, and/or other circumstances resulting in as hours attempted as well as hours completed.
undue hardship to student). See the appeal process. Graduate students will be ineligible for aid if they do not
Qualitative Measures of Academic Progress meet their degree objectives after carrying the maximum
number of credit hours listed below (whether or not they
The qualitative measure of academic progress is based have received aid for all terms):
on a grading scale of 0.00 to 4.00 and the students’
enrollment classification.
Classification Total Attempted Ratio of
Hours Including Completed
Classification Grade Point Average Transfer Credit Hours to
Requirement Attempted
Graduate Students Minimum 3.00 GPA Hours
Incoming graduate students are considered eligible for Graduate & 100 hours beyond 66%
financial aid upon admission to the university. Professional bachelor’s degree

Quantitative Measures of Academic Progress

Students must successfully complete at least two-thirds
(66%) of their attempted credit hours at Georgian Court
University. The following table provides an example of the
number of credits a full-time student must attempt and
successfully complete each semester: Financial Aid Suspension Notification
The GCU Office of Financial Aid reviews satisfactory
Semester Credits Minimum Credits academic progress for each student at the end of each term.
Attempted Completed If the student is not making satisfactory academic progress,
1 9 6 notification is sent registered mail informing the student of
their noncompliance. A student may apply for financial aid
2 18 12 reinstatement by submitting a satisfactory academic
3 27 18 progress appeal. The satisfactory academic progress
appeal allows the student to explain extenuating or
4 36 24
unforeseeable circumstances that may have hindered the
5 45 30 student’s academic progress. Appeals based on extenuating
6 54 36 circumstances (i.e., student injury or illness, death of
student’s relative, and/or other circumstances resulting in
7 63 42 undue hardship to student) should be accompanied by
8 72 48 documentation of the extenuating circumstances and a
description of what has changed that will allow the student to
9 81 54
make SAP. See Appeal Form for exact guidelines.
10 90 60 Step 1: Student must begin the financial aid reinstatement
11 99 66 process by downloading the Financial Aid Appeal form
12 108 72 from the Office of Financial Aid web page. Appeals based
on extenuating circumstances (i.e., student injury or illness
(on the physician’s letterhead), death of student’s relative,
Hours completed do not include the following grades; and/or other circumstances resulting in undue hardship to
however, these hours are included in hours attempted: student) should be accompanied by documentation.
Students indicating that stress or depression was the
cause of their satisfactory academic progress not being
met must provide medical documentation on the
physician’s letterhead and signed by the physician.

32 | G e o r g i a n C o u r t U n i v e r s i t y
Appeal Forms should be received by the Office of
Financial Aid within 14 days from the day you receive
your Satisfactory Progress letter or August 1, whichever
comes first. Late appeals may be denied.
Step 2: The Financial Aid Review Committee will The student must
normally review the appeals provided within 10 days of • submit all application documents on time;
submission. The committee may render one of the • submit all required documents for verification,
following decisions: if selected;
• provide correct and complete information;
Decision Description
• inform the Office of Financial Aid if you receive
Pending Additional information is needed to financial aid that is not listed on your financial aid
render a decision award letter;
Financial Aid Student may continue to receive • inform the Office of Financial Aid of any change in
Probation student financial aid for one semester.* your address;
Student must have the minimum • complete a Loan Entrance Interview (first-time
credits and required GPA at the borrowers at GCU);
conclusion of the next semester as • complete a Loan Exit Interview upon graduation
determined by the committee.
or withdrawal;
Continued Student’s financial aid will be suspended • file the Free Application for Federal Student Aid
Suspension of until the student regains satisfactory (FAFSA) each year;
Aid Eligibility standing at the student’s expense.
• maintain Satisfactory Academic Progress;
Step 3: The Office of Financial Aid will communicate the • repay your educational loans after graduation or after
committee’s decision to the student via e-mail. ceasing to be enrolled for at least 6 credit hours per
semester; and
• write a thank-you letter to the donor(s) and attend the
annual Scholarship Brunch (for named scholarships
and awards only).

All financial aid awards from Georgian Court University The Office of Financial Aid complies with the Family
are based upon information provided by the applicant and Educational Rights and Privacy Act of 1974 (FERPA) by
are subject to revisions and/or cancellations due to protecting the confidentiality of all disclosed information.
changes in federal, state, or institutional regulations or Georgian Court University administers federal, state, and
policies; changes to the applicant’s expected family institutional aid to all eligible students without regard to
contribution; receipt of additional financial aid; receipt of gender, race, color, handicap, age, and national or
VA educational benefits; or an error made in the ethnic origin.
calculation of eligibility or calculation of any award by the
university or donor. Georgian Court University reserves
the right to correct clerical or computational errors that
may result in an over award or under award or to adjust a
financial aid award. Financial aid awards will be adjusted
for changes in enrollment status. The student is
responsible for any balance created due to a change in Georgian Court University and its students are fortunate to
the student’s award. benefit from the generosity of many individuals and
organizations. Visit georgian.edu/scholarships for more
information, a listing of available scholarships, or to apply for
a donor-funded scholarship. The application period opens
each academic year on March 1, and applications are due
May 1. The Scholarship Review Committee will notify
students of their award status by June 30.
Note: Dates and funding amounts are subject to change
without notice. A scholarship may be substituted with
other institutional funds; this will not change the total
amount awarded.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 33
Anne E. Davis-Smith Endowed Scholarship Semester Graduate Assistants work 135 hours per
An award in the amount of $4,000–$4,500 each available semester (approximately 9 hours per week for 15 weeks)
to students in good academic standing. for which they receive tuition remission for one three-
Buckelew Family Endowed Scholarship credit course per semester. The student is responsible for
An award in the amount of $2,500–$3,000 available all fees in excess of the 3-credit tuition remission.
to a student in good academic standing with proven Full-Year Graduate Assistants work 1,000 hours per
financial need. 12-month period (approximately 20 hours per week) for
Eleanor Mary Weisbrod Graduate Endowed Scholarship which they receive tuition remission for a total of
An award available to graduate students who have 24 credits per year (9 credits in the fall, 9 credits in the
displayed academic excellence in the graduate school in spring, and 6 credits in the summer), and a $100 stipend
any field. per month (September–August). The student is
responsible for all fees above and beyond the 24 credits
Joseph T. McGovern Scholarship of tuition remission per year.
An award in the amount of $5,500–$6,000 available to a
student with proven financial need. Courses subject to tuition waivers would be only those
courses applicable to the student’s matriculated graduate
Mary Casey Nebus Ph.D. Grant degree program, unless authorized otherwise. If a
An award in the amount of $300 each available to female graduate student wishes to enroll in a course that is not a
students, at least 30 years of age, with leadership part of the degree program, in which the student is
potential who are committed to philanthropy. Recipients matriculated, the student shall be fully responsible for the
should be graduate students in STEM or Nursing payment of tuition for the course.
programs and have a minimum GPA of 3.50.
To apply for a graduate assistantship, you must be a
Monmouth-Ocean Development Council graduate student or a prospective matriculating graduate
Education Foundation Scholarship student, unless approval has granted for prerequisites
An award in the amount of $500–$1,000 available to a from the dean of the school. You may download an
full time student who is a resident of Monmouth or application from the Office of Financial Aid section of the
Ocean County. The recipient must have attended high GCU website.
school in Ocean or Monmouth County have a minimum
GPA of 3.00. A prospective student may apply for a graduate
assistantship at the same time as applying for admission.
Paul DeLaurentis Perpetual Scholarship However, the applicant cannot be employed as a
An award in the amount of $2,000–$5,000 available to a graduate assistant before being accepted as a
student with proven financial need. matriculated graduate student, or nonmatriculated due to
Peter DeLaurentis Perpetual Scholarship required prerequisites. Although there is no application
An award in the amount of $2,000–$5,000 available to a deadline, graduate assistantships are filled on a “first-
student with proven financial need. come, first-served” basis by applicants whose skills most
closely match the needs of the Georgian Court University
Sister Mary Joseph Cunningham Memorial Scholarship
office or department requiring assistance.
An award in the amount of $3,000–$3,500 available to a
student with proven financial need. The duties and responsibilities of the graduate assistant
are generally of a professional or quasi-professional
nature. Graduate assistants may be assigned a wide range
of responsibilities, including research, administrative work,
and other assignments in selected areas.
If a graduate assistant resigns or terminates prior to the
end of the appointment, the student is liable, on a
The Graduate Assistantship Program offers tuition
prorated basis, for the payment of all tuition and fees
remission to assist graduate students in funding their
applicable to the semester in which the resignation or
education while using skills they have already acquired in
termination occurs. Medical conditions, family
identified areas of Georgian Court University’s operation.
emergencies, or other emergencies will be reviewed on a
Only matriculated graduate students who have been
case-by-case basis.
accepted in a degree or certificate program are eligible to
participate in the Graduate Assistantship Program. The performance of the graduate assistant will be
Special consideration may also be given to evaluated on a schedule and according to criteria
nonmatriculated students who require a semester of established by the department in which the student
prerequisites for their approved program. A letter of works. An unsatisfactory performance evaluation is
acceptance and recommendation must be received from grounds for termination of the assistantship.
the dean of the specified school.

34 | G e o r g i a n C o u r t U n i v e r s i t y
 organizations. The office collaboratively plans and
coordinates a wide range of spiritual programs such as
retreats, interfaith experiences, service projects, social
justice programs, and social activities. All faiths are
welcome and encouraged to participate. The chaplain
and campus ministers are available to confidentially
discuss personal, religious, and more concerns.
The Office of Campus Ministry also provides for the
Athletics sacramental life of the community. Mass is celebrated
Georgian Court offers historically competitive Monday through Thursday at 12:00 PM and on Sunday
intercollegiate competition in these NCAA Division II evenings at 5:00 PM when classes are in session. Provision
sports: men’s and women’s basketball, cross-country, is made for the Sacrament of Reconciliation, the RCIA (Rite
lacrosse, soccer, indoor and outdoor track and field, and of Christian Initiation for Adults), and Confirmation. The
women’s softball and volleyball. Georgian Court Athletics office coordinates arrangements for the weddings of
competes in the university’s Wellness Center and students and alumni desiring use of the chapel.
surrounding fields and courts. Admission to all athletic
contests is free with a current GCU ID card.

Recreation & Intramurals

The Georgian Court recreation and intramural program seeks
to promote good mental and physical health as well as The Office of Career Services, located in the Sister Mary
improved personal wellness and social interactions Joseph Cunningham Library, offers a range of career
throughout the Georgian Court community by encompassing services to the Georgian Court community. It assists
a variety of activities for participation. The program is students in maximizing their potential by helping them to
designed to create an atmosphere that encourages identify and explore their academic and professional
individuals to develop a lifelong pattern of wellness through goals, as well as design and implement action plans to
positive recreational activities regardless of skill level. achieve those goals. Focusing on building students
Offerings have included intramural bowling, KanJam, professional qualifications through experiential learning,
soccer, and basketball. Noncompetitive activities have graduate school advisement, and career counseling, the
included diverse opportunities for wellness workouts in office provides a wide range of services to help students.
sessions that may include Zumba, yoga, cardio boot Services include:
camp, hip-hop dancing, martial arts/self-defense, open
• student employment;
swim, water aerobics, and court tennis. A state-of-the-art
fitness center is available for use by all students with a • one-on-one career counseling;
current GCU ID. • internship and experiential learning assistance;
• career assessment tools;
• résumé assistance;
• interview tips and tools;
• an online job posting system, GCU Link;
• job fairs;
The Office of Campus Ministry is located on the first floor • the Career Services Blackboard Organization, with
of Mercy Hall. The office supports the spiritual growth of useful job search resources; and
all members of the university community. Our vision of • a variety of career workshops, networking events and
ministry calls us to:
opportunities to meet new employers.
• Gather a vibrant faith community for worship, prayer,
Students are encouraged to meet with a career services
and reflection.
representative to discuss their needs.
• Celebrate the Catholic Christian faith of our sponsors,
the Sisters of Mercy.
• Cultivate faith-filled leaders who have the capacity to
change the world for the better.
• Animate the GCU community to live our Mercy identity
through compassionate service and advocacy of justice.
Commuting students are an integral part of the Georgian
Campus ministry’s staff is dedicated to serving the entire Court community. They have the use of the
academic community including students, faculty, and staff library/student lounge complex; the fitness center; the
as well as GCU offices, departments, and other campus Lion’s Den; the Health Center; the Counseling Center; the

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 35
Office of Career Services; and the Office of Campus Students are encouraged to stop by the Office of the
Ministry, among others. They are invited to all special Dean of Students when they have questions and are not
dinners and receptions. It is in their interest to attend sure where to find the answers. In the Office of the Dean
university functions in the evenings and afternoons and to of Students, the student experience is valued above all
participate as fully as possible in the life of the university. else. We are here to serve.

The graduate experience can be challenging and rigorous As defined by Section 504 and the ADA, an individual
for many students. The Counseling Center, located on the with a disability is a person who has a physical or mental
second floor of the Casino, offers a wide variety of services impairment that substantially limits a major life activity,
that are free of charge to graduate students. These services including learning. Academic accommodations are
are geared toward facilitating continued personal growth, implemented to provide equal access to college programs
enriching relationships with self and others, and creating a and services. Students must contact the ADSC to
work-life balance in an effort to enhance graduate students’ schedule appointments for accommodation requests or to
experience and to encourage persistence in their discuss matters of concern. For further information,
endeavors. The Counseling Center provides confidential please call 732-987-2363.
individual and group therapy; offers workshops focused on
stress management, test anxiety, and healthy relationships; Procedure for Requesting Accommodations
and performs screenings for depression and anxiety. The • Students must make an appointment to meet with the
Counseling Center is accredited by the International disabilities officer (DO) each semester to fill out forms
Association of Counseling Services. to discuss the functional limitations of the disability in
The Counseling Center also sponsors the Veterans the academic setting and the requested
Resource Project. The Veterans Resource Project is accommodations. This should be done before the
committed to providing high quality leadership and semester begins or the first week of classes.
support for veterans and service members on campus.
• Documentation must be presented to the DO that
Our mission is to facilitate the academic, social,
intellectual, and psychological growth of GCU veteran supports the accommodations requested (see
students, service members, and their dependents. The documentation guidelines below).
Veterans Lounge, located on the first floor of the Casino, • Approved accommodations are kept in the student’s
is open to all veteran students as a place to study, relax, file, and the student delivers copies to his or her faculty
and network with other veterans. members. If the course is online, then the DO will scan
and send the accommodation letter to the professor.
• After accommodations have been granted, the DO
recommends that the student and faculty member
privately discuss the limiting effects of the student’s
disability and how it may impact elements of the course.
The dean of students (Casino, Room 206) serves as an • Accommodations are divided into those needed for
advocate for the GCU student, ensuring that the student the classroom and for testing.
voice is heard. As a key liaison between the students and • Note-takers depend on availability; otherwise, the
university administration, the dean of students works to most appropriate alternative will be provided.
develop open lines of communication and a healthy
collegial environment among students and the Documentation Guidelines
administrative staff. Serving as the chief judicial officer as
it relates to student issues, the dean of students also Accommodations are based on supportive documentation
develops and facilitates the Student Code of Conduct, the and must be current (within the past three years). The
Sexual and Gender Misconduct Policy, and other policies following guidelines are the documentation requirements
and procedures that govern student conduct. The dean of for various types of disabilities. Please present these
students is also the chief student affairs officer at GCU requirements to the certifying professional so your
managing the following offices: Counseling Services, documentation is appropriate.
Health Services, Residence Life, Student Life, Student I. Documentation for Sensory, Physical &
Activities, and Leadership and Engagement. The Division Psychological Disabilities
of Student Affairs create a campus environment where
the GCU student is fully engaged both inside and outside Supportive documentation of a disability is used to
of the classroom. determine eligibility for disability services and

36 | G e o r g i a n C o u r t U n i v e r s i t y
accommodations, which must be provided by an processing, as well as a diagnosis. An IEP from high
appropriately certified professional who is knowledgeable school must be accompanied by a psychological
about you and your condition. Such professionals evaluation and an educational evaluation no more
include physicians, educational psychologists, therapists, than three years old.
mobility specialists, and rehabilitation counselors.
B. There must be clear and specific evidence and
Documentation must include the following
components, and must be current (generally within identification of a learning disability. Individual
the past three years): “learning styles” and “learning differences” in
• Diagnosis: A current medical diagnosis, including and of themselves do not constitute a learning
appropriate medical reports, relevant medical history, disability. The diagnostician is expected to use direct
and clinical summary. language in the diagnosis and documentation of a
• Current treatment: Identification of treatment, learning disability, avoiding the use of terms such as
medications, assistive devices, or other services “suggests” or “is indicative of.” (Please provide this
currently prescribed or in use. information to your diagnostician.) If the data indicate
• Evaluation of: Identification of the substantial limitation that a learning disability is not present, the evaluator
on a major life activity presented by the disability, and should state this in the report.
a description of the current functional impact C. A well-written clinical diagnostic summary based on
(limitation) of the disability in a college setting. The the comprehensive evaluation process as defined is a
assessment should validate the need for services necessary component of the report. The clinical
based on the impact of the student’s disability and summary should include:
level of functioning in an educational setting. • a written summary of background information
• Specific recommendations: Suggested about the student’s educational, medical, and
accommodations and/or academic adjustments, with family histories that relate to the learning disability;
an explanation supporting the need for each • demonstration that the evaluator has ruled out
accommodation to achieve equal access. alternative explanations for academic problems as
• Past use of disability services: Description of the a result of poor education, poor motivation and/or
accommodations and services used in the past. study skills, emotional problems, attentional
**Documentation for psychological disabilities must be problems, and cultural or language differences;
current within six months of the accommodation request. • indication of how patterns in the student’s cognitive
Please request the Disability Verification Form for ability, achievement, and information processing
Students with Psychological Disabilities from the reflect the presence of a learning disability;
ADSC to be filled out by the certifying professional. • indication of the substantial limitation to learning
II. Substantiation of a Learning Disability or other major life activity presented by the
learning disability and the degree to which it
Qualifications of the Evaluator affects the individual (functional limitations) at the
Professionals conducting assessments, rendering postsecondary level in the learning context for
diagnoses of specific learning disabilities, and making which the accommodations are being requested;
recommendations for appropriate accommodations must • indication as to why specific accommodations are
be qualified to do so. Trained and certified and/or needed and how the effects of the specific
licensed psychologists, learning disabilities specialists
disability are accommodated; and
(LDT-Cs), and educational therapists are typically
involved in the process of assessment. Experience in • an addendum of scores.
working with an adolescent or adult population is
preferred. It is not considered appropriate for Recommendations for Accommodations
professionals to evaluate members of their families. A. The diagnostic report should include specific
recommendations for accommodations as well
Documentation
as an explanation as to why each accommodation
A. Documentation should validate the need for services is recommended.
based on the individual's current level of functioning
B. A description of any accommodation and/or auxiliary
in a postsecondary educational setting. A
aid that has been used at the secondary or
comprehensive assessment battery and the resulting
postsecondary level should be discussed. Include
diagnostic report should include background
information about the specific conditions under which
information; a diagnostic interview; and assessment
the accommodation was used (e.g., standardized
of aptitude, academic achievement, and information
G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 37
 testing, final exams) and whether or not it benefited the neurological, and/or personality disorders that may
student. If no accommodations have been previously confound the ADD/ADHD diagnosis.
provided, a detailed explanation as to why none has • neurological or psycho-educational assessment may
been used and the rationale for the student’s current be necessary in order to determine the current impact
need for accommodation(s) must be provided. of the disorder on the individual’s ability to function in
C. Accommodation needs can change over time and are an academic setting and to establish eligibility for
not always identified through the initial diagnostic classroom accommodations, including alternative
process. Conversely, a prior history of testing, note-takers, etc. Such data should include
accommodation does not in and of itself warrant the subtest and standard scores.
provision of a similar accommodation at the • an indication of whether or not the student was
postsecondary level. evaluated while on medication and how the prescribed
treatment reduces the level or degree of impairment.
D. Before your third year of enrollment at GCU, you may • a clinical summary that (a) indicates the substantial
be required to provide updated documentation to limitation to a major life activity posed by the
support accommodations. disability, (b) describes the extent to which these
III. Substantiating ADD or ADHD limitations would impact the student in an academic
setting, (c) suggests how the specific effects of the
Documentation for attention deficit disorder (ADD) or
disability may be accommodated, and (d) states how
attention deficit hyperactivity disorder (ADHD) must be
from an appropriate professional with comprehensive the effects of the ADD/ADHD are mediated by the
training in differential diagnosis, as well as direct recommended accommodations.
experience working with adolescents and adults with
ADD/ADHD. The evaluator may not be a relative. IV. Service Animals
Professionals considered qualified to evaluate and According to Titles II and III of the ADA, public colleges
diagnose ADD/ADHD include clinical psychologists, and private colleges that are “places of public
neuropsychologists, psychiatrists, and other relevantly accommodation” must modify their policies and practices
trained medical doctors, such as neurologists. to accommodate the use of a service animal by a person
The diagnostic report should be typed and submitted on with a disability. The Department of Justice, which
official letterhead with name, title, professional credentials, enforces Titles II and III of the ADA, defines a service
address, and phone/fax numbers of the evaluator. The animal as “any dog that is individually trained to do work
documentation must include each of the following: or perform tasks for the benefit of an individual with a
disability, including a physical, sensory, psychiatric,
• a specific diagnosis of ADD or ADHD based on
intellectual, or other mental disability” (28 C.F.R. 35.104).
DSM-IV diagnostic criteria, date of the current diagnostic Emotional support animals are not included within the
evaluation, and the date of the original diagnosis. definition of service animal. Section 504 also requires
• evidence and assessment of current functional recipients of federal funds to permit “dog guides” in
impairment (presenting symptoms and how they campus buildings (34 C.F.R 104.44(b)). Emotional
cause impairment). support animals may be requested through Disability
Services (please contact the ADSC for appropriate forms
Rrelevant developmental, medical and medication
and documentation policies and procedures).
history, a thorough academic history, and a review of
prior psycho-educational test reports.
• a summary of relevant assessment data that supports
or refutes a diagnosis of ADD/ADHD. The diagnostic
assessment must consist of more than a self-report.
Possible data sources include results from the
Under the direction of the provost, the Office of Global
Continuous Performance Test, the T.O.V.A., Trail Education Programs advances the university’s mission to
Making Test, or a neuropsychological evaluation. educate and empower our students in diverse local and
Assessments such as checklists and rating scales global communities by opening up the world of international
should not be used as the sole criterion for a learning. The Office of Global Education Programs provides
diagnosis of ADD/ADHD. students with academic and experiential international
learning and service opportunities, designed to deepen
• evidence of alternative diagnoses or explanations
intercultural understanding, increase multicultural
being ruled out. The documentation must investigate competence, and create community across borders.
and discuss the possibility of dual diagnoses and
Global education programs are designed to help students
alternative or coexisting mood, behavioral,
develop a deeper understanding of other cultures and

38 | G e o r g i a n C o u r t U n i v e r s i t y
their own values and culture, become aware of critical dependents until the age of 26. Medicaid eligibility has
concerns that affect the world, participate in the dialogue been expanded in many states including New Jersey.
on global issues, appreciate diversity, heighten critical Students NEED to determine if they are eligible for
thinking skills, become civically engaged, and become dependent coverage under their parent’s health insurance
self-directed scholars and global citizens. The Office of plan and/or access the health insurance exchange in their
Global Education Programs strives to achieve its goals state. Students are encouraged to visit healthcare.gov to
through diverse programs and initiatives. learn about health insurance options. However, the
These include: debate over the future of PPACA and U.S. health care
reform continues. Therefore, it is advisable to contact the
• approved study abroad programs (semester, summer, Office of Health Services if you have any questions
and January options); regarding health insurance at 732.987.2756.
• faculty-led, short-term study abroad programs; Students with health insurance are required to have their
• service-learning and internship opportunities abroad; and insurance card readily available in case of sickness or
• global awareness events on campus. emergency. If you are a member of an HMO, please check
prior to your arrival on campus for a physician within your
All interested students are invited to participate in either a
provider network. Medicaid insurance outside the state of
short-term study or service experience abroad (one, two,
New Jersey can only be utilized in emergency situations.
or three weeks) or a summer, a semester or a year abroad
in an approved program after applying and discussing their All full-time international students are required to show
options with the director of global education programs. proof of health insurance coverage usable in the United
States. If you have questions regarding health insurance,
The director of global education programs provides
please contact the Office of Health Services to discuss
direction for selecting culturally rich and academically
options that may be available.
sound international experiences, and initiates the university
approval process for study and service abroad programs. All students are required to complete a student health
Visit georgian.edu/global for more information. form and provide documentation of state-mandated
immunizations before attending class and/or moving into
Enrollment in a study abroad program approved for credit
residence halls. Failure to comply will result in a health
by GCU may be considered enrollment at GCU for the
hold on your account and the inability to access grades
purpose of applying for assistance under Title IV, HEA
or register for future classes. Resident students will not
programs. Students may use State of New Jersey forms
be allowed to move into residence halls without
of financial aid for some study abroad programs.
proper immunization compliance.
Students entering GCU for the fall semester must submit
a health form and immunizations by JULY 15.
Students entering GCU for the spring semester must
submit a health form and immunizations by JANUARY 15.
Confidential medical care is provided to all Georgian The Office of Health Services is in compliance with
Court students, with special attention to those problems federal and state regulations regarding the security and
frequently encountered in a college-age population. privacy of health information. Confidentiality is assured by
Health education and disease prevention is promoted the entire medical staff regarding all interactions,
through health counseling, screenings, and wellness information, and health records.
programs that are presented throughout the year. The Health Center is located in the Casino, second floor.
Medical care includes treatment of minor illnesses and Elevator access is available at the rear entrance. There
conditions, interim care of those with chronic illnesses, first are no fees associated for services in the Health Center.
aid, and care of minor injuries. Additionally, immunizations Fees for services outside of the Health Center including
required by state law are provided at a discounted rate. transportation costs are the responsibility of the student.
The Health Center is staffed with registered nurses and a
part-time physician. Appointments are not required, but
are recommended for doctor visits. Students with more
serious medical problems are referred to specialists,
hospitals, and other appropriate agencies.
Georgian Court University does not offer a student health The Math Lounge is the mathematics-specific tutoring
insurance plan. The federal health insurance exchanges center for all students with varying needs. We offer
continue to allow families and individuals to compare professional and peer tutoring for levels starting from the
coverages and related costs among a variety of insurance Skills Development level to the highest level of
companies. The Patient Protection and Affordability Care mathematics at GCU. The lounge is equipped with three
Act (PPACA) also requires employer plans to continue to professional tutors and varying amounts of peer tutors with
provide dependent coverage to their employee’s multiple math course tutoring abilities along with some

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 39
science and computer science experience. Each tutor is
required to meet certain standards for employment to be
eligible to tutor for sessions as minimal as 20 minutes
ranging to a maximum of one hour. The Math Lounge also
has updated mathematical technology to assist in the The Office of Student Success provides strategies for
learning experience including computer software, graphing students to fulfill their degree through the timely delivery of
calculators, and visual assist boards ideal for group interventions and resources. Information is delivered to
learning. Texts from the various levels of mathematics are students through workshops, Student Success Blackboard
also available at the lounge for reference along with other Organization, e-mail, and individual appointment.
items for supplemental learning of various mathematical
concepts. Students who utilize the Math Lounge can make Students should seek the assistance of a student success
appointments or come by as a walk-in. For scheduling the specialist to:
tutor of your choice (you can see the tutors’ credentials), a • navigate the university’s offices, policies, and
student can go to georgian.mywconline.com. procedures, including course registration, academic
course placements, how to use Self-Service for course
registration, financial aid, and student accounts;
• prepare and plan courses for degree completion in
conjunction with faculty advisors;
• understand how to study, their learning style, time
Georgian Court recognizes that experiences outside the management, the course syllabus, and how to
classroom are important to the overall development of manage and complete course assignments,
students and supports a strong co-curricular program to
presentations, and research papers; and
complement the instructional activities. Through the Office
of Student Life a full program of social, cultural, and • connect to other resources, such as the Writing
recreational activities is planned in conjunction with Center, peer tutoring, the math lounge, reference
students, classes, clubs, and campus organizations and librarians, the Office of Information Technology, and
implemented to enhance the classroom experience. academic advising.
Activities include trips, Broadway shows, sporting events,
and other social and educational activities. The Office of Student Success manages the university
Academic Early Warning System and the Student
Advocacy Team. Undergraduate students placed on
academic probation are coached by university staff
coordinated through the Office of Student Success.
Additionally, the Office for Student Success identifies and
provides students with the tools needed for optimum
The students in some graduate programs have formed
success. The office provides holistic support of the
associations or participate as graduate students in
undergraduate honor societies in their discipline. student through the Angel Fund and conducts outreach to
Students should contact their graduate program director students who are having the following challenges:
for more information. • difficulty navigating university processes
Omicron Delta Kappa (ODK) National Leadership and procedures,
Honor Society • feeling overwhelmed by a
family emergency,
The university-wide circle of the ODK national leadership
• social adjustments/college transitions, and/or
honor society is open to graduate students. Students who
meet the academic criterion for membership will be sent • a decline in academic performance due to prolonged
an e-mail invitation to apply in September of each year. absence in the classroom.
New members are elected from among the applicants
based on leadership accomplishments.

Student Publications
The Fountain Spray (literary magazine)
The Lion’s Tale (student newspaper)

40 | G e o r g i a n C o u r t U n i v e r s i t y
Conveniently located on the first floor of the library, the
Writing Center is a free service open to all members of the
GCU community. The center is open Monday through
Saturday during the fall and spring semesters with limited
availability during winter and summer sessions.
Appointments are typically scheduled in advance but walk-
ins are welcome. Visit georgian.edu/writing-center/ to book
an appointment. E-mail writingcenter@georgian.edu or call
732.987.2362 for further assistance. Please bring a copy of
the assignment and any associated drafts.

Quality and Convenience

The Writing Center’s professional staff consists of
experienced tutors and writing teachers, who offer one-
on-one consultation for writing in the English language.
Tutors assist with grammar, punctuation, and mechanics.
In addition, they help students organize their ideas,
integrate research, and learn stylesheets such as APA.
The director, in collaboration with the library, hosts “boot
camps” for master’s thesis writers. Since many graduate
students work full time, the center holds evening and
weekend hours, as well as virtual tutoring through Web
cam and telephone. Students are encouraged to visit at
any stage of the writing process.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 41
 applicant’s academic ability to successfully
complete graduate study. Recommendation
letter(s) commenting on the applicant’s
professional qualifications may be substituted for
academic letter(s).
• Applicants may be requested to participate in an
interview with a program faculty member. Potential
applicants are welcome to request an interview.
Applicants are encouraged to contact the program
MASTER OF ARTS IN CRIMINAL JUSTICE & director for clarification or additional information.
HUMAN RIGHTS Program Student Learning Outcomes
The Master of Arts in Criminal Justice and Human Rights Upon successful completion of the program of study for
provides students with knowledge and skills to initiate or Criminal Justice & Human Rights, the student will receive
advance a career in the public interest from an institution an M.A. in Criminal Justice & Human Rights and will have
dedicated to social justice and values-based education. given evidence of the following outcomes and goals:
The program offers new opportunities and professional
advancement to those joining or employed in criminal • Students will demonstrate specialized knowledge
justice and related fields as well as private and nonprofit in these disciplines (history of the fields, policy and
organizations. The multidisciplinary curriculum legal dimensions, social and political aspects, and
emphasizes knowledge of criminal justice systems and relevant theoretical perspectives) through topical
the protection of rights; leadership and ethical decision- research papers in various courses, building to a
making; and social science research skills. Students capstone project and paper on a significant topic
engage in original research, gaining expertise for careers in the field chosen by the student.
in government agencies, law, social services, security, • Students will demonstrate effective
nonprofit, faith-based and international organizations, and communication skills appropriate to an academic
research. This is a 30-credit degree program, including a social science master’s program and competence
capstone course in the form of a thesis or an applied in research methodology through the
research project. development of a research proposal and,
subsequently, through carrying out original
Requirements for Admission for Criminal Justice & research and writing a capstone paper.
Human Rights
• Student will demonstrate skills of critical and ethical
Bachelor’s degree from an accredited college or university analysis, leadership, and the ability to reflectively
All majors considered. Student transcript(s) will be consider Mercy core values through a series of short
evaluated to determine appropriateness for graduate assignments and ultimately the capstone project.
study in Criminal Justice and Human Rights. Required Courses (18)
Undergraduate grade point average of at least 3.00 on a CJ501 Theory & Practice in Criminology (3)
4.00 scale CJ503 Criminal Justice & Society (3)
Completed pre-admission packet, including the following: CJ505 Human Rights Law & Policy (3)
• Application for admission CJ510 Research Methods (3)
• A check or money order for $40 (nonrefundable) CJ511 Research Design (3)
made payable to Georgian Court University CJ590 Capstone: Thesis/Project (3)
• An original essay discussing the applicant’s Electives (12)
academic experience and career goals and CJ520 Victimology (3)
commenting on how a graduate degree in CJ525 Leadership & Policy Analysis (3)
Criminal Justice and Human Rights will contribute CJ555 Torture & State Violence (3)
to these goals CJ556 Understanding Terrorism (3)
• Official transcripts from each undergraduate and CJ560 Post-Conflict Justice (3)
graduate institution that the applicant has attended CJ565 Selected Topics in Criminal Justice &
• Three letters of recommendation prepared by Human Rights (3)
former college instructors commenting on the CJ599 Internship in Criminal Justice & Human Rights (3)

42 | G e o r g i a n C o u r t U n i v e r s i t y
 HS501 Introduction to Homeland Security (3) CJ503 Criminal Justice & Society 3 credits
HS515 Computer Applications in Criminal Justice & This course provides guidance for advanced analysis of
Homeland Security (3) issues in the field and discipline of criminal justice. Three sets
HS520 Homeland Security Preparedness (3) of skills are emphasized in the course: (1) engaging with
HS530 The Intelligence Function: Collection, social science research, (2) understanding relevant values
Analysis, Use (3) and acting ethically, and (3) conducting policy analysis with an
awareness of social impact. The course relies on case studies
B.A. in Criminal Justice/M.A. in Criminal Justice & to explore varying topical issues from a range of criminal
Human Rights—ADVANCED ADMISSION TO THE justice realms: the parameters of crime and other public
MASTER OF ARTS IN CRIMINAL JUSTICE & regulation of behavior, policing, prosecutions and the courts,
HUMAN RIGHTS corrections, post-conviction experiences, and community
The Department of Criminal Justice, Anthropology, impact. Coverage will vary by semester.
Sociology, and Human Rights offers select undergraduate CJ505 Human Rights Law & Policy 3 credits
students majoring in Criminal Justice at Georgian Court Human Rights Law and Policy explores the substance of
University the opportunity to apply for admission to the human rights law in addition to theoretical and political
traditional M.A. in Criminal Justice and Human Rights considerations relevant to the subject. The intersection of
program after completing 44 credits and at least four human rights and contemporary criminal justice theory
required criminal justice courses. For acceptance, and practice is a thematic focus of the course. Students
students must: cover the concept of human rights and ethical issues
• Complete a Graduate Application. related to use of human rights law, the structure of
• Have an overall GPA of 3.0 or higher and 3.2 in international and regional human rights protection and
the major program. systems, sources of international human rights, and
• Provide one letter of recommendation from the application at the state and local level.
Department of Criminal Justice, Anthropology, CJ510 Research Methods 3 credits
Sociology, and Human Rights faculty attesting to Presents the nature of methodology employed in social
the ability of the student to succeed in the program. science research. The course will include the research
• Complete an interview with the M.A. process and guidelines of formulating research questions,
program director. testable hypotheses, operationalizing variables and
indicators, research design, data collection, and
Students meeting the above criteria will be accepted into the
data analysis.
M.A. program and may take as many as four M.A. courses
(12 credits) upon completing 60 undergraduate credits; that CJ511 Research Design 3 credits
is, while they are still undergraduate students. While Research Design provides students with the necessary
acceptance into the M.A. is assured, that acceptance is tools to design a research proposal. Students will identify
deferred until the undergraduate degree is conferred. The a researchable problem statement, develop research
B.A./M.A. program requires students to complete all the questions, and devise a research protocol using the key
undergraduate and graduate degree requirements. elements of the research process (i.e., design
methodology, population, sampling, instrumentation,
COURSES ethics). Students will also become familiar with the Ethical
CJ501 Theory & Practice in Criminology 3 credits Principles and Guidelines for the Protection of Human
This course will examine the links between leading Subjects of Research. Prerequisite: CJ510.
theories of crime and criminal justice policy and practice. CJ520 Victimology 3 credits
Students are introduced to the theory's central concepts, An examination of crime and criminology as it deals with
assertions, hypotheses, and a detailed critique of the the victim. It includes legal, psychological, and social
theory, with an emphasis on empirical validity. Each perspectives. Included is an analysis of the types of
theory's relevance and its potential for controlling and victimization and victimization theories. Also to be
preventing crime and delinquency is analyzed. Students explored is the concept of group victimization,
will thus become familiar with key research questions and subcultures, and international victimology. The role of the
assumptions of theoretical approaches, their core victim in the criminal justice process, victim impact
propositions, challenges for measurement and testing, statements, victim’s rights and services, compensation,
and the implications of theory for practice and policy in and techniques of victim avoidance will be discussed.
criminal justice.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 43
CJ525 Leadership & Policy Analysis 3 credits CJ565 Selected Topics in Criminal Justice &
This course considers leadership and policy analysis Human Rights 3 credits
skills for public service professionals, including those in This course is an in-depth analysis of a selected topic or
criminal justice and other governmental agencies and problem related to criminal justice and/or human rights. A
nongovernmental and religious organizations. The course different topic will be considered each time offered,
examines theoretical foundations of leadership and helps enabling the student to explore contemporary criminal
prepare students for challenges they may face as future justice and human rights issues. This course may be
leaders, including when crises or disasters impact their repeated and learning outcomes vary.
government unit or business. CJ590 Capstone: Thesis or Applied Research Project
CJ555 Torture and State Violence 3 credits 3 credits.
Violence perpetrated by state actors is the subject of this Thesis: A standard academic thesis research project
course, with a specific emphasis on torture and inhuman supervised by a mentor and reviewed by at least one
and degrading treatment. The course will explore (1) the additional faculty member.
definition and parameters of such violence; (2) decision- Applied Research Project: A comprehensive critical
making by stakeholders related to legal or state-sanctioned analysis of a significant incident, case problem, or policy
violence; (3) social, political, and personal consequences dilemma, supervised by a mentor and reviewed by at
of violence; and (4) community and state responses to past least one additional faculty member. The student
violence. Two themes running through the course will be produces a comprehensive analytical report that could be
the social phenomenon of denial and a question whether used in solving an actual organizational or policy-related
the psychological concept of “just-world thinking” can be problem. Prerequisite: Permission of program director
applied to societal understandings of a state’s use of and supervisor; CJ501, CJ510, and CJ511.
violence. Case studies will include the United States,
Northern Ireland, Chile, Israel, Brazil, and Uruguay. CJ599 Internship in Criminal Justice or
Human Rights 3 credits
CJ556 Understanding Terrorism 3 credits This is a career-based learning experience that enables
Terrorism occupies a prominent place in media reports the graduate student to gain knowledge and apply
and political debate. But what exactly is terrorism? How specialized work-related theory, skills, and concepts
long has it existed? This course seeks to examine the appropriate to a particular organization. A learning plan is
history of terrorism and its manifestations in the developed by the instructor and the student, and the
contemporary world. Definitional problems, relevant social student will submit regular reports and meet periodically
scientific theories, and an overview of terrorism in history with the instructor to review experiences. Correlated
will be explored. We will cover issues of nationalistic research paper required. Prerequisite: Permission of
terrorism, religious terrorism and domestic and special program director.
interest group terrorism. The course concludes with an
examination of the political and ethical implications of the HS501 Introduction to Homeland Security:
“global war on terror.” The overall focus will be on political Management & Legal Issues 3 credits
and international issues. The events of September 11, 2001, including pre-incident
and post-occurrence activities, have resulted in the U.S.
CJ560 Post-Conflict Justice 3 credits and other nations re-writing the meaning of national
This course covers the relatively new field of transitional security and the management of reaction to catastrophe.
justice: the study and practice of attempts to provide Included in the U.S. response is the creation of a new
accountability for human rights abuses, or otherwise “deal Cabinet level Department of Homeland Security, built
with the past,” after periods of conflict or authoritarian from portions of more than a dozen other agencies and
rule. The course provides an introduction to fundamental bureaus. This policy-oriented course is designed to
themes of transitional justice and addresses central examine the largest re-engineering of the U.S.
debates surrounding efforts to end impunity, recognize Government since post World War II. The creation of the
the suffering of victims of conflict, and confront the past new bureaucracy responsible for “homeland security” and
as a means to avoid repetition. Complex conceptual the impact on the country will be examined from
questions will be raised related to truth, memory, guilt, organizational and legal perspectives. Students will
responsibility, and peacemaking. examine the impact of these developments on state and
local resources committed to “security” in communities
and evaluating the strengths—and weaknesses—of the

44 | G e o r g i a n C o u r t U n i v e r s i t y
new “homeland security” efforts on the national, state,
and local levels.
HS515 Computer Applications in Criminal Justice &
Homeland Security 3 credits
MASTER OF ARTS IN HOLISTIC HEALTH STUDIES
The course emphasizes the utilization of computer
literacy and applications, information requirements, The Master of Arts in Holistic Health Studies is based on
acquisition, analysis, modeling, and data base a philosophy of interconnectedness and grounded in the
management; decision support systems and computer principles, strategies, and concepts of using mind-body-
software; networking; telecommunications; remote spirit integration to achieve optimal life quality. This
sensing technologies, and other emerging technologies 36-credit program (27-credit core course requirement and
related to criminal justice and homeland security planning 9 elective credits) provides professionals with the
and response. Introduces the use of software programs to educational framework necessary to explore the role of
search for relationships and patterns in data sets, and to holistic health as an integration of Western
calculate the statistics needed to draw interpretations and (conventional/allopathic) and Eastern (traditional)
conclusions in research reports. Prerequisite: HS501 or approaches to health, spiritual and psychological
permission of the program director. meaning, and our relationship with the environment. The
program includes principles and techniques to ensure
HS520 Homeland Security Preparedness, Prevention
mastery of content and competence in educating
& Deterrence 3 credits
individuals in matters related to mind-body-spirit
This course focuses on the intersection of strategic plans,
integration, quality of life, and complementary (traditional)
incident management, and intelligence analysis to provide
health care. The coursework is based on a scientific
the foundation required for terrorism preparedness.
foundation and a philosophical paradigm that includes
Topics covered include infrastructure protection, National
both Eastern and Western approaches to health and
Incident Management System, data collection and
provides a framework that allows students to develop a
analysis techniques, threat and vulnerability
personal holistic philosophy of physical, social, mental,
assessments, information sharing, resource planning,
spiritual, and emotional well-being. Students explore
intelligence failures, terrorism prevention, and deterrence.
choices within holistic health that affect human
HS530 The Intelligence Function: Collection, connectedness and encourage respect and cooperation
Analysis, Use 3 credits with others and with the environment.
This course provides an overview of the role of
Program Student Learning Outcomes
intelligence in government, military and business.
Students will be introduced to collection and analysis Upon successful completion of the program of studies for
techniques used by intelligence operatives and analysts. Holistic Health Studies, the student will receive an M.A. in
Coursework will include a project that incorporates data- Holistic Health Studies and will have given evidence of
basing, collection planning, organizational and link the following outcomes and goals:
analysis, and structured analysis techniques. Computer • Learners will demonstrate advanced knowledge of
software programs are used to enhance that analytical the Holistic/Integrative Health discipline through
product. Prerequisite: HS501 or equivalent. research-based class assignments and capstone
paper based on a cumulative final project.
• Learners will provide evidence of application and
integration of the principles of Holistic Health
through extensive journaling as they progress
through the program. These journals provide the
learner the opportunity to reflect on current and
future practice of the arts of holistic health, and
the learner's reflection is evaluated periodically
within the program.
• Learners will demonstrate professional presentation
skills and effective communication skills in writing,
which are developed and evidenced through in-
class seminar presentations and cumulative in their
final project poster or oral presentation.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 45
 • Learners will demonstrate ethics and Required Courses (27)
professional standards through passing the NIH HH500 Anatomy and Physiology: A Holistic Approach (3)
web-based training course and an endorsement HH501 Foundations of Holistic Healing (3)
from their professional supervisor or community HH502 Advanced Healing Methods (3)
affiliation partners. HH515 Holistic Stress Management (3)
• Learners will demonstrate their deepening HH520 Energy Medicine (3)
awareness, empathy, and compassion for self HH525 Holistic Perspectives: Counseling Techniques (3)
and others through the in-depth study of holistic HH530 Research Methods (3)
spirituality and counseling technique courses HH555 Holistic Spirituality (3)
evidenced through extensive journaling. HH599 Project in Holistic Health (3)

Requirements for Admission Electives (9)

Baccalaureate degree from an accredited college HH535 Eastern Approach to Nutrition (3)
or university (Registered nurses (RN) can apply for HH540 Humor & Healing (3)
certificate program without baccalaureate degree.) HH545 Ayurvedic Approach to Mind Body Healing (3)
Cumulative grade point average of 3.0 on a 4.0 scale HH550 Healing Arts: Visual Arts, Music, Movement &
Academic preparation in behavioral or Journaling (3)
health-related sciences HH560 Native American Medicine (3)
Completed self-managed application packet, including: HH565 Homeopathy (3)
• Completed application for admission HH570 Special Topics in Holistic Health (3)
• A check or money order for $40 (nonrefundable) HH580 Health & the Environment (3)
made payable to Georgian Court University
• A reasonably complete statement of applicant’s CERTIFICATE IN HOLISTIC HEALTH
reasons for undertaking this program of graduate Designed for students who wish to pursue knowledge
study. An explanation of what factors influenced related to holistic health but do not wish to complete a
applicant’s decision and how this program will master’s degree, the Certificate in Holistic Health requires
a minimum of 18 credits, including HH500 and HH501 are
facilitate attainment of applicant’s professional
required courses. Other courses should be chosen in
goals for the future should be addressed.
consultation with an advisor. Students who wish to
• Sealed and signed envelopes containing the change their status from certificate to the M.A. program
official transcripts of each undergraduate and should have a B average in the certificate program,
graduate institution applicant has attended. If the adhere to the admission criteria stated above, and file an
official seal has been broken, the transcript is application with the admissions committee.
then considered to be unofficial and cannot be Those seeking the Certificate in Holistic Health may
accepted for use toward your application. take courses entirely online instead of traditional
• Three letters of recommendation written by classroom instruction.
college professors, deans, supervisors, or other Requirements for Admission
persons engaged in or familiar with the Baccalaureate degree from an accredited college
profession for which applicant wishes to prepare. or university
Accepted students will receive a health form that must be Cumulative grade point average of 3.0 on a 4.0 scale
completed and submitted to the Office of Health Services. Completed self-managed application packet, including:
A personal interview is required. Candidates who do not • Completed application for admission
have the necessary background will be required to • A check or money order for $40 (nonrefundable)
complete HH500 with a grade of B or better before
made payable to Georgian Court University
matriculation into the program.
• A reasonably complete statement of applicant’s
Students who hold a Holistic Health minor (or reasons for undertaking this program of graduate
undergraduate certificate) will be placed in the advanced
study. An explanation of what factors influenced
standing as they begin their M.A. in Holistic Health
program at GCU. A 3- to 6-credit course waiver (one applicant’s decision and how this program will
elective course and or HH515 Stress Management) may facilitate attainment of applicant’s professional
be granted based on their academic standing. goals for the future should be addressed.
• Sealed and signed envelopes containing the
official transcripts of each undergraduate and

46 | G e o r g i a n C o u r t U n i v e r s i t y
 graduate institution applicant has attended. If the HH515 Holistic Stress Management 3 credits
official seal has been broken, the transcript is Examines the stress response; holistic approaches to
then considered to be unofficial and cannot be stress management (such as meditation); manual
accepted for use toward your application. medicine (acupressure, massage); the role of exercise
• Three letters of recommendation written by and laughter; effects of stress on sleep; stress and
college professors, deans, supervisors, or other nutrition; and the role of spirituality, including research on
persons engaged in or familiar with the prayer and healing. Prerequisites: HH500 and HH501.
profession for which applicant wishes to prepare. HH520 Energy Medicine 3 credits
Accepted students will receive a health form that must be Examines the current research in the emerging field of
completed and submitted to the Office of Health Services. energy medicine. Explores past and current concepts
related to the human energy field. Examines the effects of
Required Courses (6)
electromagnetic radiation on health. Also emphasizes
HH500 Anatomy & Physiology: A Holistic Approach (3)
evaluation and therapeutic strategies employed by energy
HH501 Foundations of Holistic Health (3)
medicine practitioners.
Electives (12) HH525 Holistic Perspectives: Counseling
Elective credits selected upon advisement. Techniques 3 credits
Practice in basic counseling skills, empathy, listening,
HOLISTIC HEALTH STUDIES COURSES
communication and evaluation of client issues; basic
HH500 Anatomy & Physiology: A Holistic understanding of psychological disorders from a holistic
Approach 3 credits perspective. Students will practice skills, develop an
Examines both the Western perspective of the structure understanding of their own communication patterns and
and function of the organs and systems in the human the capacity for empathy. Prerequisites: HH501.
body and the Eastern perspective that emphasizes the
HH530 Research Methods 3 credits
interrelationship of the internal organs to overall health of
Basic research design and control techniques with focus
body, mind, and spirit. This course is a prerequisite for all
on threats to internal validity and interpretation of
other courses in the program. Students will begin a
statistical analysis; critical evaluation of research in the
journal in this course and continue to document their
field. This course will include instruction in the use of
master’s degree experience throughout the program.
library databases. Prerequisites: HH501.
HH501 Foundations of Holistic Healing 3 credits
HH555 Holistic Spirituality 3 credits
Provides the foundation for a discussion of the basic
Explores the development of a holistic spirituality as a way to
principles and differences between Western (allopathic)
foster a new appreciation of our total humanness. Dimensions
and Eastern (traditional) health care. Examines the
of holistic spirituality to be addressed include interrelationship
differences and similarities of the various forms of
of the body, mind and spirit; body awareness and praying with
traditional healing methods and analyzes current health
our bodies; creative prayer experiences; praying
practices and future trends. In this course, students will
contemplatively and effectively; and the healing power of
continue to keep a journal to document their development
touch. Prerequisites: HH500 and HH501.
through the program focusing on their growth experiences
in mind-body-spirit and social inter-connectedness. The HH599 Project in Holistic Health 3 credits
journal experience will be incorporated in all the courses in This is the capstone course in which students will produce a
the program and integrated into the culminating experience paper critically reviewing relevant literature and develop an
at the end of the program (HH599). This course is also a educationally based program or design a research project
prerequisite for all other courses in the program. relevant to their profession or field of interest. In addition the
student will evaluate their self-development by reviewing
HH502 Advanced Healing Methods 3 credits
their journal begun in HH501 and continued throughout the
Explores the philosophical, historical and cultural aspects of
program. This course may be taken after the completion of
traditional healing methods. Examines the basic principles
21 core course credits that must include HH530.
and the ancient art of diagnosis, which were developed in
countries such as Japan, China and India. Evaluates basic
techniques used in the complementary medical arena.
Students will be required to complete a field experience in a
health care setting. Prerequisites: HH500 and HH501.

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ELECTIVE COURSES healing responses to imbalances in social, environmental,
HH500 and HH501 are prerequisites for all electives. and personal health.
HH535 Eastern Approach to Nutrition 3 credits
Examines the underlying Eastern theories practiced
primarily in traditional Chinese medicine. Studies how the
Eastern approach to nourishment in many forms
complements basic Western medicine. Georgian Court University offers a Doctor of Psychology
HH540 Humor & Healing 3 credits degree program in School Psychology and Master of Arts
Examines the philosophy of healthy humor. Explores the degree programs in Clinical Mental Health Counseling,
School Psychology, and Applied Behavior Analysis.
science behind the healing properties of laughter with regard
Qualified candidates interested in any of these programs
to specific disease processes, as well as overall well-being.
must submit all requirements for review (see below).
HH545 Ayurvedic Approach to Mind-Body Admission to any of the four programs is contingent on
Healing 3 credits the outcome of an interview with the program faculty.
Explores the oldest medical system in history, which Candidates will be notified in writing as to their status.
teaches that every aspect of our well-being is influenced Applicants for the Applied Behavior Analysis program
by the doshas (Ayurvedic body types). Examines the must submit all application materials by March 31.
various characteristics of each dosha and explores Students are only admitted to the Clinical Mental Health
techniques prescribed for strengthening the mind-body Counseling program for the fall semester, although they
system while eliminating the ama or toxins. may be allowed to take courses on a non-matriculated
basis starting in the spring semester. The application
HH550 Healing Arts: Visual Arts, Music, Movement, deadline is March 31 prior to the fall semester in which
Journaling 3 credits the student wishes to begin study; applications received
Examines the role of visual imagery and art media, after this date will be considered conditional, based upon
dance, music and movement, and writing as an integral space in the program. Only complete applications are
considered. Applicants are notified of admissions
part of the healing process. This course will be a
decisions within two weeks of the interview. No
combination of experiential activities and lectures. information concerning admissions decisions will be given
Prerequisites: HH500 and HH501. in the case of rejection, and no information will be given
HH560 Native American Medicine 3 credits by telephone.
Examines the contributions Native Americans have made Applicants for the M.A. in School Psychology must submit
in the area of natural healing. Explores the historical and all application materials by March 31; applications received
after this date will be considered based upon available
philosophical perspective of Native American culture and
space in the incoming cohort. The M.A. in School
its beliefs concerning the relationship of humans to the
Psychology program begins during the fall semester.
environment and the rest of the animal kingdom. Explores
Applicants for the Psy.D. and Advanced Standing Psy.D.
past and present medicine men and women and their
programs must submit all application materials by
impact on their communities. Specific medicinal herbal February 15. Interviews will take place in February and
remedies will be examined. March, and all applicants will be notified of their status
HH565 Homeopathy 3 credits before the April 15 APA/NASP commitment deadline. The
Psy.D. in School Psychology and the Advanced Standing
Examines the history, laws, principles and terminology
Psy.D. programs both begin during the fall semester.
used in the practice of homeopathy. Identifies the
techniques used in case analysis as well as the basic Requirements for Admission for the
components of constitutional classification. M.A. in Applied Behavior Analysis
Baccalaureate degree from an accredited college
HH570 Special Topics in Holistic Health 1–3 credits or university.
Topics of interest in the field will be offered on request Minimum grade point average of 3.0 on a 4.0 scale.
and according to faculty availability. The topic will be An undergraduate major in psychology, special education,
different from semester to semester. education, social work, or similar discipline.
HH580 Health & the Environment 3 credits Applicants with deficiencies may be required to register
By inquiring into the effects of human social organization for appropriate undergraduate course(s) without
and relationship with natural environment on physical, graduate credit.
emotional, mental, and spiritual well-being, this course
will contextualize individual health issues and seek

48 | G e o r g i a n C o u r t U n i v e r s i t y
 Miller Analogy Test (MAT) or Graduate Record Applicants with deficiencies may be required to register
Examination (GRE) scores taken within the last for appropriate undergraduate course(s) without
five years. graduate credit as a condition of their acceptance.
Completed self-managed application packet (see below): Scores on the Graduate Record Examination (GRE)
taken within the last five years.
Requirements for Admission for the Completed self-managed application packet (see below).
M.A. in Clinical Mental Health Counseling
Baccalaureate degree from an accredited college Requirements for Admission for the
or university. Advanced Standing Psy.D. in School Psychology
Minimum grade point average of 3.0 on a 4.0 scale; Master’s and/or specialist degree in school psychology
applicants with a GPA below 3.0 and special encompassing a minimum of 60 graduate credits
circumstances will be considered; however, they from an accredited college or university.
must provide Miller Analogy Test (MAT) or Minimum graduate grade point average of 3.5 on a
Graduate Record Examination (GRE) scores taken 4.0 scale.
within the last five years. Certification (standard certificate) as a school
An introductory psychology course and a course in psychologist in New Jersey or possession of a valid
statistics for the behavioral sciences. NCSP certificate from NASP, or
Applicants with deficiencies may be required to register certification/licensure as a school psychologist in
for appropriate undergraduate course(s) without another state. Emergency and/or provisional
graduate credit as a condition of their acceptance. certification will not be accepted.
Completed self-managed application packet (see below). Scores on the Graduate Record Examination (GRE)
taken within the last five years or a passing score
Requirements for Admission for the on the Praxis II School Psychology test.
M.A. in School Psychology Completed self-managed application packet (see below).
Baccalaureate degree from an accredited college or
university. The completed self-managed application packet
Minimum grade point average of 3.0 on a 4.0 scale. must include:
A minimum of 15 credits in psychology that must • A check or money order for $40 (nonrefundable)
include Introduction to Psychology, Abnormal made payable to Georgian Court University.
Psychology/Psychopathology, Child/Adolescent/ • A completed graduate application form
Lifespan Development, either Statistics or • A reasonably complete statement of the
Experimental Psychology (Research Methods), and applicant’s reasons for undertaking this program
3 credits of psychology coursework of the of study. An explanation of what factors
applicant’s choice. influenced applicant’s decision and how this
Applicants with deficiencies may be required to register program will facilitate attainment of the
for appropriate undergraduate course(s) without applicant’s professional goals for the future
graduate credit as a condition of their acceptance. should be addressed.
Scores on the Graduate Record Examination (GRE) • M.A. in School Psychology applicants must
taken within the last five years. include answers to the following in their personal
Completed self-managed application packet (see below). statement: Why do you want to become a school
Requirements for Admission for the psychologist?; What has influenced you to
Psy.D. in School Psychology pursue a career in school psychology?; What
Baccalaureate degree from an accredited college or experience do you have working with children
university. and adolescents?; and How will this program
Minimum grade point average of 3.4 on a 4.0 scale. help facilitate your professional goals?
A minimum of 18 credits in psychology that must • Psy.D. in School Psychology and Advanced
include Introduction to Psychology, Abnormal Standing Psy.D. applicants must include answers
Psychology/Psychopathology, Child/Adolescent/ to the following in their personal statement: Why
Lifespan Development, either Statistics or do (did) you want to become a school
Experimental Psychology (Research Methods), and psychologist?; What has influenced you to
6 credits of psychology coursework of the pursue a career in school psychology?; What
applicant’s choice. experience do you have working with children

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 49
 and adolescents?; Why do you want to pursue a Required Courses (27 credits)
doctorate in school psychology?; What are your ABA501 Ethical & Professional Conduct (3)
research interests?; and How will this program ABA502 Measurement & Experimental Design (3)
help facilitate your professional goals? ABA503 Experimental Analysis of Behavior (3)
• Sealed and signed envelopes containing official ABA504 Philosophy of Behaviorism (3)
transcripts of each undergraduate and graduate ABA505 Generalization & Training (3)
institution the applicant has attended. If the ABA510 Behavior Assessment (3)
official seal has been broken, the transcript is ABA511 ABA I: Behavior Change Procedures (3)
considered to be unofficial and cannot be ABA512 ABA II: Advanced Behavior Change
accepted for use toward the application. Official Procedures (3)
transcripts electronically transmitted directly from ABA513 Verbal Behavior (3)
the Office of the Registrar of each institution will
be accepted in lieu of a paper copy. Recommended Courses (12 credits chosen from
• Three letters of recommendation written by among the courses listed below)
professors, deans, supervisors, or other persons ABA514 Behavioral Interventions for Autism (3)
engaged in or familiar with the profession for ABA515 Stimulus Control: Concepts, Principles &
which the applicant wishes to prepare. Applications (3)
• All school psychology degree applicants (M.A., ABA529 Special Topics in Applied Behavior Analysis (1–3)
Psy.D., and Advanced Standing Psy.D.) must ABA550 Practicum in Applied Behavior Analysis (3–6)
submit three letters of recommendation. At least ABA560 Research in Applied Behavior Analysis (1-3)
two letters must be from faculty members, one of EDC5301 Nature & Needs of Individuals with Autism &
which must be a psychology faculty member. All Pervasive Developmental Disorders (3)
three letters may be from faculty members at the SPS6106 Practicum I: Consultation & Collaboration (3)
applicant’s discretion. Applicants who have
graduated more than five years prior to their date of Program Student Learning Outcomes
application may submit letters from certified or Upon successful completion of the program of studies for
licensed mental health or educational professionals Applied Behavior Analysis, the student will receive an
in lieu of letters from faculty members. M.A. in Applied Behavior Analysis and will have given
evidence of the following outcomes and goals:
Accepted students will receive a health form that must be
completed and submitted to the Office of Health Services. • Personal integration of the Behavior Analyst
Certification Board (BACB) Professional and
MASTER OF ARTS IN APPLIED BEHAVIOR ANALYSIS Ethical Compliance Code for Behavior Analysts
The M.A. in Applied Behavior Analysis (ABA) is a 39- as demonstrated through scenario analysis that
credit program based upon the scientist-practitioner identifies remediation and prevention.
model. Students learn about theoretical and conceptual • Knowledge of the theoretical and conceptual
issues related to the science of behavior, as well as underpinnings of behavior analysis as a science
practitioner skills necessary to design and deliver
and as a discipline, as demonstrated through a
effective behavioral interventions across populations and
settings. The ABA courses provide training in the simulated experiment and written lab report.
philosophy of behaviorism, basic and applied principles, • Development of skills related to the evaluation of
assessment, and intervention strategies, as well as behavior change as evidenced by scenario
ethical practice in the field of Applied Behavior Analysis. analysis and application of appropriate system of
The program includes an Association for Behavior behavior measurement and experimental design.
Analysis International (ABAI) verified course sequence • Assessment of behavior and development of
and a Behavior Analyst Certification Board (BACB)
behavior change interventions as evidenced by
verified experience (i.e., practicum). Graduates of the
program who have completed verified experience scenario analysis and application of appropriate
requirements are eligible to sit for the exam to become a assessment and treatment approaches.
Board Certified Behavior Analyst (BCBA). For additional
information, see the BACB website at bacb.com.
Students who earn a grade below a B- in any ABA course
will be required to repeat that course. Students who earn
two or more grades below a B- will be formally reviewed by
program faculty and may be subject to academic dismissal.

50 | G e o r g i a n C o u r t U n i v e r s i t y
APPLIED BEHAVIOR ANALYSIS COURSES Prerequisite: Admission to the ABA or School Psychology
ABA501 Ethical & Professional Conduct 3 credits graduate programs or permission of the program director.
An examination of professional and ethical behavior in the ABA511 ABA I: Behavior Change Procedures 3 credits
delivery of applied behavior analysis services. The course An examination of the fundamentals of behavior change
will focus on the Behavior Analyst Certification Board’s in applied settings. Focus will be placed on procedures to
(BACB) Professional and Ethical Compliance Code for teach adaptive behavior, decrease problem behavior, and
Behavior Analysts. Prerequisite: Admission to the ABA or promote generalization and maintenance of behavior
School Psychology graduate programs or permission of change. Prerequisites: ABA503 and ABA510.
the program director. ABA512 ABA II: Advanced Behavior
ABA502 Measurement & Experimental Design 3 credits Change Procedures 3 credits
An examination of the research methods used in Applied An advanced seminar on behavior change procedures.
Behavior Analysis. Specific focus will be placed on single- Study the factors that influence program development,
subject design, defining and measuring behavior, including system and family variables, implementation of
assessing interobserver agreement, experimental design, programs with treatment integrity, and the supervision
and data analysis. Prerequisite: Admission to the ABA or and management of behavior change agents.
School Psychology graduate programs or permission of Prerequisite: ABA511.
the program director. ABA513 Verbal Behavior 3 credits
ABA503 Experimental Analysis of Behavior 3 credits An introduction to Skinner’s (1957) analysis of verbal
This course introduces the experimental analysis of behavior. Students will learn the theoretical and
behavior, a natural science approach to the study of conceptual foundations of verbal behavior and
environment-behavior relations and the foundation for procedures for assessing and teaching verbal operants.
applied behavior analysis. Topics discussed include Prerequisite: ABA504.
respondent and operant conditioning, schedules of ABA514 Behavioral Interventions with Autism 3 credits
reinforcement, stimulus control, choice, correspondence An examination of behavioral interventions (ABA) for
relations, verbal behavior and the experimental procedures individuals with autism across the life span. Course
used to study them. Prerequisite: Admission to the ABA or content will focus on early intensive behavioral
School Psychology graduate programs or permission of intervention; interventions that address motor, academic,
the program director. social, and language skills; assessment of interventions;
ABA504 Philosophy of Behaviorism 3 credits and vocational training for adults with autism.
This course introduces students to radical behaviorism as Prerequisite: ABA511.
the philosophical foundation of behavior analysis and the ABA515 Stimulus Control: Concepts, Principles &
implications of that philosophy for research and practice. Applications 3 credits
Topics addressed will include a radical behavioral An advanced seminar in applied behavior analysis that
perspective of complex topics related to human learning will focus on the concepts, principles, and applications of
including the mind, thinking, creativity, problem solving, stimulus control. Students will acquire a thorough
and cultural practices. Prerequisite: B- or better in ABA503. understanding of stimulus control and learn how to design
ABA505 Generalization & Training 3 credits interventions based on stimulus control. Prerequisite: B-
An advanced seminar in Applied Behavior Analysis that or better in ABA503 and ABA511.
will focus upon the development of behavior change ABA529 Special Topics in Applied Behavior
programs that will promote lasting changes in client Analysis 1–3 credits
behavior. Focus will be on factors that promote Exploration of selected areas of applied behavior analysis
generalization of treatment effects and best practices in not covered in the regular curriculum. The course may be
training caregivers to effectively implement behavior repeated when different topics are offered.
change programs. Prerequisite: ABA512.
ABA550 Practicum in Applied Behavior
ABA510 Behavior Assessment 3 credits Analysis 3 credits
An examination of assessment methods used in applied Students will gain applied experience under the
behavior analysis. Focus will be placed on functional supervision of a Board Certified Behavior Analyst
behavior assessment, preference and reinforcer (BCBA). Experience hours will be accrued according to
assessment, and skills assessment. Special emphasis the experience standards set forth by the Behavior
will be placed on functional analysis methodology.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 51
Analyst Certification Board (BACB). Students are Program Student Learning Outcomes
responsible for arranging their own experience and Upon successful completion of the program of studies for
supervisor arrangements. In-class time will focus on Clinical Mental Health Counseling, the student will receive
discussion of applied experiences and completion of M.A. in Clinical Mental Health Counseling and will have
assignments. Repeatable up to 6 credits. Prerequisite: given evidence of the following outcomes and goals:
Permission of instructor. • Knowledge and theories of the counseling
ABA551 Applied Behavior Analysis Practicum profession, including its history, professional
Continuation 1–3 credits practices, and application to current societal
Continuation of practicum supervision for individuals who needs, as evidenced with course testing,
desire to continue their practicum beyond the 6-credit Counselor Preparation Comprehensive
maximum for ABA550. Prerequisites: 6 credits of Examination (CPCE) and departmental
successful completion of ABA550 and permission of the comprehensive case study. (CACREP Standards
director of practica for the Applied Behavior Analysis 2016 2F: 1, 3)
program. May be taken repeatedly; does not provide credit • Development of practitioner skills of counseling
toward the Master of Arts in Applied Behavior Analysis. and appraisal in a variety of modalities and
relationships as evidenced by successful field
ABA560 Research in Applied Behavior
placement experiences. (CACREP Standards
Analysis 1–3 credits
2016 2F: 2, 4, 5, 6)
Students work under the supervision of a faculty member
• Self-identity as a counseling professional and
to develop and conduct a research project. Prerequisites:
ethical professional behavior as well as advocacy
Permission of instructor. Course is offered on application.
on behalf of clients and the profession as
MASTER OF ARTS IN CLINICAL MENTAL HEALTH evidenced by the departmental ethics qualifying
COUNSELING exam and the CPCE exam. (CACREP Standards
2016 2F:1; Mercy core values and critical concerns)
The Clinical Mental Health Counseling program
philosophy is predicated on the belief that an effective • Effective communication skills that include
counselor must be a whole person. Self-reflection, empathy, right judgement, and clarity of thought
therefore, is a necessary and required part of the training and expression as evidenced in triadic
program. Since the person of the counselor is an supervision and successful field placement
important component in the healing of a client, self- experiences. (CACREP Standards 2016 3: A-M)
reflection allows the helping professional to understand • Awareness of personal culture and bias and the
and to empathize with clients’ experiences. Thus, it is
ability to respectfully engage with diverse
customary that many of the courses in the Clinical Mental
Health Counseling program will involve assignments that perspectives through reflection on immersion
require self-disclosure and personal study. Students are experience. (CACREP Standards 2016 2F: 2)
expected to reflect on and to share their past and present • Engagement with academic research and
personal experiences in course and program-related evaluation of programs and practices as
activities. Confidentiality is strictly respected. Moreover, evidenced by course examination and successful
students’ progress in the program is not based on the completion of capstone research project.
disclosure of any specific information. This philosophy
(CACREP Standards 2016 2F: 7, 8)
allows for a richer training experience than standard
lecture or written materials, which do not include the
PROFESSIONAL COURSES ARE OPEN ONLY TO
person of the counselor in training.
STUDENTS FORMALLY ADMITTED TO THE PROGRAM.
This 60-credit program is intended for those who wish to
pursue advanced studies in the counseling profession. Required Courses (48 credits)
Emphasis is placed on development of knowledge and CMH5100 Introduction to Counseling Skills (3)
skills that will allow students to seek licensure as a
CMH5101 Advanced Psychopathology & Diagnosis (3)
Licensed Professional Counselor and/or to enter into a
CMH5200 Multicultural Issues in Counseling (3)
doctoral program in Counselor Education.
CMH5300 Counseling Theories (3)
The Clinical Mental Health Counseling Program
CMH5301 Clinical Mental Health
accredited by Council for the Accreditation of Counseling
and Related Educational Programs (CACREP). Counseling Interventions (3)
CMH5302 Appraisal of the Individual (3)
CMH5303 Techniques of Group Counseling (3)
CMH5400 Lifespan Development (3)

52 | G e o r g i a n C o u r t U n i v e r s i t y
CMH5500 Organizational Counseling & total, but will not be included in the Georgian Court grade
Career Development (3) point average. Previous credits from non-regionally
CMH5600 The Counseling Profession (3) accredited institutions will be considered for acceptance
CMH5700 Applied Research Methods (3) on a case-by-case basis. Courses are evaluated for
transfer based on the following criteria: accreditation
CMH5800 Practicum in Counseling (4)
status of the institution, and the course description,
CMH5802 Internship in Counseling I (4) syllabus, outline (including topics covered and time spent
CMH5804 Internship in Counseling II (4) on each), student learning goals and objectives,
CMH6000 Proseminar (3) or CMH5357 Seminar in assessment methods, instructional materials used
Addiction Treatment & Prevention (3) (textbook, etc.), instructor credentials, level (e.g.,
Electives 12 credits of electives are required. 500 level, 600 level, etc.), and credits. Course content
evaluation will be made by the program director. Students
Students intending to pursue doctoral training are strongly wishing to transfer credits from another institution while
urged to register for CMH6001 and CMH6002 (Thesis I attending GCU must secure written request approval from
and Thesis II). both the program director and Office of the Registrar.
Students intending to be dually licensed as mental health Credit will be given only if credit has not already been
counselors and addictions counselors are advised to awarded or earned for the related course content.
select CMH5355, CMH5356, CMH5601, and CMH5357. Transfer credit forms are available on the Office of the
Registrar’s web page at georgian.edu. Official transcripts
A comprehensive examination is required of all must be sent to the Office of the Registrar within four
candidates, which consists of a national standardized test weeks of completion of the course(s).
(the CPCE) and a case-study. Students are allowed two
opportunities to pass each section of the comprehensive CLINICAL MENTAL HEALTH COUNSELING COURSES
examination. If a student passes one section and does
All courses offered in seminar format.
not pass the other, s/he will not be required to retake the
passed section. If a student fails to complete the CMH5100 Introduction to Counseling Skills 3 credits
comprehensive exam sections successfully after two This course is designed for students to learn and practice
attempts, the student may be subject to academic interviewing and counseling skills, the intake interview
dismissal. Students who fail either section of the process, suicide assessment, and how to conduct a mental
comprehensive examination must arrange to meet with
status examination. Self-exploration and counselor self-
their advisor or their program director within two weeks of
development will also be addressed. Students who receive
results notification.
a grade below a B must repeat the course.
GEORGIAN COURT UNIVERSITY PROFESSIONAL
CMH5101 Advanced Psychopathology &
COUNSELOR CERTIFICATE
Diagnosis 3 credits
Students who have a master’s degree in counseling who Students will engage in an in-depth examination of
take 12 or more credits in the department will be eligible for current research and theory regarding psychological
a Georgian Court University Certificate. This is generally
disorders. The development of diagnoses within the
done by students who wish to meet licensure requirements
context of the Diagnostic and Statistical Manual of the
for the New Jersey Licensed Professional Counselor (LPC).
American Psychiatric Association will also be examined
TRANSFER OF GRADUATE CREDITS and practiced. Prerequisite: An undergraduate course in
A student who has completed an M.A. degree or who has abnormal psychology.
taken graduate courses in counseling or in a field closely CMH5200 Multicultural Issues in Counseling 3 credits
related to counseling may transfer up to 30 graduate
Exploration of various issues regarding counseling
credits toward the 60 graduate credits required to receive
individuals from diverse ethnic and cultural groups.
an M.A. degree in the Clinical Mental Health Counseling
program. This is done on a case-by-case basis, and Family structure, gender role, socioeconomic issues,
involves the M.A. in Clinical Mental Health Counseling community and cultural influences and religious beliefs as
program director’s review of the student’s transcript and well as other issues will be discussed.
the student’s program course catalog to see which
CMH5201 Spirituality in Counseling 3 credits
courses would be appropriate substitutes for Georgian
Court Clinical Mental Health Counseling courses.) Examines the theoretical, philosophical, and developmental
Courses acceptable for transfer must be closely aligned frameworks for the integration of psychological and spiritual
to Georgian Court courses and must have been taken at issues within the counseling context. Consideration will be
a regionally accredited institution within the last five years given to issues such as gender, age, race, culture, and
of GCU matriculation. Only courses in which grades of B religious background. Clinical application skills will be
or above have been achieved are eligible for transfer.
emphasized. (Not offered every year.)
Transfer credits will be counted towards the degree credit

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 53
CMH5300 Counseling Theories 3 credits CMH5356 Treatment of Addictive Disorders 3 credits
Basic counseling techniques and in-depth exploration of An examination of various treatment models and
counseling theories: psychodynamic, cognitive, approaches for treatment of addictive disorders including
behavioral, humanistic, existential. Application of theory- drug and alcohol abuse as well as other addictive
to-case analysis including diagnosis and developmental behaviors. The theory and techniques of individual, group,
factors. Prerequisite: CPS5100. family, and couples counseling with addicted patients are
CPS5301 Clinical Mental Health Counseling presented, with an emphasis on empirically validated
Interventions 3 credits approaches. Prerequisite: CMH5100 (or equivalent).
Further exploration of theory-based counseling CMH5357 Seminar in Addiction
techniques and community-based interventions. Treatment & Prevention 3 credits
Consideration will be given to issues such as mental This course is designed to enhance the ability of the
health care and coverage, termination issues, outcome counselor specializing in addictions to use research for the
evaluation, and related current issues. Prerequisites: development and evaluation of effective and empirically
CMH5300 and CMH5600. validated approaches to treatment and prevention. The
CMH5302 Appraisal of the Individual 3 credits application of physiological, neurological, psychological,
Psychometric theories and approaches to appraisal are and social research to conceptualization, development,
covered, along with reliability and validity and use of test and implementation of treatment and prevention
results in counseling interventions will be emphasized. Prerequisite: CMH5355.

CMH5303 Techniques of Group Counseling 3 credits CMH5400 Life Span Development 3 credits
Observation and measurement of group dynamics, Normative developmental processes are covered from
stages of group development, theoretical approaches to birth through late adulthood, including social, emotional,
groups, setting guidelines, establishing confidentiality, physical and cognitive perspectives.
clarifying issues and goals, maintaining trust, resolving CMH5500 Organizational Counseling &
conflicts, termination issues, ethical issues. Participation Career Development 3 credits
in a course-sponsored group experience will also be Career development theories and current research and
required. Prerequisite: CMH5100. applied literature on career/vocational assessment and
CMH5304 Techniques of Marriage & planning, employee assistance programs, safety and
Family Counseling 3 credits wellness programs, workforce diversity, family and lifestyle
Theory, process and techniques of family and marriage issues, outplacement and retirement will be examined.
counseling, including the effects of ethnicity on family CMH5600 The Counseling Profession 3 credits
interaction patterns. Prerequisite: CMH5100. The role of the counselor in various settings is explored,
CMH5305 Cognitive Behavioral including goals, organizational supports, history and
Treatment Techniques 3 credits trends, professional ethics, legal issues, credentialing
Concepts of treatment using cognitive behavioral standards, and working in managed care settings.
treatment model and the application of this approach to CMH5601 Psychopharmacology 3 credits
DSM 5 diagnostic categories and various presenting Study of basic functioning of the nervous system:
problems will be explored and discussed. Prerequisite: hypothesized etiologies and integrated treatment
CMH5301. (Not offered every year.) implications of DSM 5 disorders; indications,
CMH5355 Introduction to Addictions Counseling 3 credits contraindications, efficacy, side-effects, interactions,
An examination of the major treatment approaches to and success indicators for commonly-used medications.
substance abuse and their accompanying etiologies. Differences between using certain medications in the
Investigation of the pharmacological and medical aspects treatment of adults vs. children and adolescents are
of commonly abused substances. The meaning of also discussed.
addiction and abuse in relation to related compulsive CMH5602 Treatment of Personality Disorders 1 credit
behavior will also be explored. Major treatment models Treatment of personality disorders from current
and underlying theories will be addressed. Assessment theoretical perspectives will be reviewed.
and differential diagnosis skills will be emphasized. CMH5603 Crisis Intervention 3 credits
Compulsive behaviors such as overeating and gambling This course will provide the student with information and
will be discussed. Prerequisites: CMH5100, CMH5101. skills necessary for crisis intervention work. It will address

54 | G e o r g i a n C o u r t U n i v e r s i t y
various crisis intervention models, the necessary skills for CMH5703 Case Formulation 3 credits
multiple assessment systems, as well as crisis case This course focuses on the assessment of multiple
handling in situations such as suicides, school violence, factors related to mental health disorders in adults and
hostage crises, medical crises, and personal loss. The the use of clinical case formulation as a guide for
course is appropriate for both community counseling treatment/clinical interventions. It examines symptoms,
graduate students and school psychology certification conceptualization, development factors, theories of
students. Prerequisites: PS510 and PS530 or CMH5100 etiology, treatment interventions and prognosis within
and CMH5300. (Not offered every year.) each diagnostic category and reviews a variety of
CMH5604 Seminar in Adult Psychopathology 3 credits assessment tools with significant consideration given to
An in-depth examination of the current theories and individual contexts. While exposure to a broad base of
research on physical, cognitive, conative, social and theories in relation to case formulation will be presented,
emotional disorders of adulthood. Prerequisite: the emphasis will be conceptualization within a CBT
CMH5101. (Not offered every year.) framework. Prerequisites: CMH5100 and CMH5300

CMH5605 Integrative Professional Seminar 3 credits CMH5710 Advanced Topics 1–3 credits
An integration and synthesis of the core areas in the field An in-depth examination of the current theories and
of counseling: Human Growth & Development, Social & research on topics of special interest. (Not offered every
Cultural Foundations, Helping Relationships, Group year.) May be offered for 1 to 3 credits; Students may
Counseling, Career & Lifestyle Development, Assessment take the course repeatedly if new topics are covered.
& Appraisal, Research & Program Evaluation, Professional CMH5800 Practicum in Counseling 4 credits
Orientation & Ethics. This is an advanced seminar for The student will select a placement reflective of her or his
students who have completed the courses for the M.A. area of interest in a mental health agency, college
program or are taking post-Masters’ credits. Particular counseling center, etc., and participate in intake
emphasis is placed on preparing students for the CPCE interviews, individual and group counseling and other
and NCE. Pre/corequisites: CMH5200, CMH5301, counseling related activities for 100 hours. Supervision
CMH5302, CMH5303, CMH5400, CMH5500, CMH5600, will take place individually on site, as well as with the
CMH5700, or permission of instructor. university-based supervisor and supervision groups.
CMH5612 Advanced Seminar in Ethics in Prerequisites: CMH5101, CMH5300, CMH5600, and
Counseling 3 credits graduate faculty recommendation. Students who receive
An in-depth study of legal and ethical issues that arise in the a grade below a B must repeat the course. Corequisite:
counseling profession through the use of case studies. CMH5301 and graduate faculty recommendation.
Emphasis will be placed on the process of ethical decision CMH5802 Internship in Counseling I 4 credits
making. Special attention will be paid to the ethical standards The student will select a placement reflective of her or his
of the American Counseling Association as well as federal area of interest in a mental health agency, college
and state laws. Prerequisites: CMH5100, CMH5300. counseling center, etc., and will provide counseling under
CMH5700 Applied Research Methods 3 credits supervision for at least 300 hours beyond the Practicum
Inferential statistical techniques and factorial research in Counseling level. Emphasis is placed on counseling
designs will be covered including between group designs, skills development and professional identity. Supervision
repeated measures, mixed designs, multivariate analysis, takes place individually on site as well as in small groups
parametric and nonparametric analysis. with the university-based supervisor. Students who
receive a grade below a B must repeat the course.
CMH5701 Program Assessment 3 credits Prerequisites: CMH5800 and CMH5301.
The course is designed to prepare students to develop, to
participate in and to evaluate the structure, function and CMH5804 Internship in Counseling II 4 credits
effectiveness of programs and services in counseling The student will select a placement reflective of her or his
perspectives and settings. Prerequisites: CPS5100, area of interest in a mental health agency, college
CPS5300. (Not offered every year.) counseling center, etc., and will provide counseling under
supervision for at least 300 hours beyond the Internship in
CMH5702 Clinical Case Studies 3 credits Counseling I level. Emphasis is placed on counseling skills
Analysis of intake, establishing diagnosis, note-taking and development and professional identity. Supervision takes
record keeping, interpretation of clinical data, report place individually on site as well as in small groups with the
structure and writing, goals and outcomes. Prerequisite: university-based supervisor. Students who receive a grade
CMH5100. (Not offered every year.)

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below a B must repeat the course. Prerequisite or conscious professionals capable of providing evidence-
corequisite: CMH5802. based services to children, individual schools and school
CMH5806 Internship Continuation 1 credit districts, and school staff members who have an impact
Students should register for this if they are completing the on the lives of children. The program emphasizes
required hours for the internship experience. generalized evidence-based problem-solving skills,
considered to be essential to mastering the diversity of
CMH6000 Proseminar 3 credits roles associated with school psychology today and into
An intensive examination of the professional literature of the future. Applicants are expected to be committed to
counseling and related disciplines as a science and working on behalf of children and families, with an
profession. The examination will focus upon recent trends understanding and an appreciation of the various
as well as significant theoretical positions and major contexts of the multicultural, pluralistic society in which
controversies. A comprehensive literature review on a we live and that shapes children’s lives.
topic of interest will be developed.
Program graduates will be able to address the
CMH6001 Thesis Seminar I 3 credits psychological, emotional, academic, and behavioral
Seminar to consult with faculty concerning the needs of school-age children and adolescents,
development of an approved master’s topic. While in particularly as these issues compromise education.
seminar, students are expected to develop a proposal Students develop a range of knowledge and skills
that will include a comprehensive literature review that will essential for the provision of psychological services in
meet with the approval of the seminar faculty. Students schools, including skills in assessment, consultation,
who have not developed an approved proposal after two counseling, and other school-based interventions through
semesters of seminar may be required to meet with the coursework and practicum and externship experiences.
chairperson to determine the future direction of their
studies. Prerequisites: CMH5700 and CMH6000. The Master of Arts (M.A.) in School Psychology and the
specialist-level Certificate of Advanced Graduate Study
CMH6002 Thesis Seminar II 3 credits (CAGS) in School Psychology comprise an integrated
A seminar for advanced students to conduct the research sequence of coursework, practicum, and externship
that they have designed in CPS6001. The student will experiences that prepares students to serve as school
work under the direction of a faculty mentor. This psychologists for public and private schools and for other
advanced seminar will culminate in the approved community-based, human service settings. A total of
completion of an appropriate master’s thesis. 68 to 71 semester hours, including a 300-hour practicum and
Prerequisites: CMH6000, CMH6001. a 1,200-hour externship, are required. Graduates are eligible
CMH6100 Supervision in Counseling 3 credits for certification as school psychologists in New Jersey. The
Students will understand the supportive, developmental, program is dedicated to the principles of the National
educational, administrative and performance management Association of School Psychologists (NASP), and it has
purposes of supervision and develop a personalized adopted NASP’s Domains of School Psychology Training and
structure for delivering supervisory services in context. Practice as the basis for the objectives of its training model.
They will also identify social, psychological and The M.A./CAGS program has two levels: an M.A in
organizational factors that influence the effectiveness of School Psychology awarded upon completion of 32 to
supervision and develop skills to improve the management 35 credits, followed by the 36-credit certification level
of these factors by working through case studies and real- (CAGS) coursework. The M.A. program alone does not
world difficulties that are brought to class. enable students to function as school psychologists;
MASTER OF ARTS IN SCHOOL PSYCHOLOGY/ successful completion of the additional CAGS-level
CERTIFICATE OF ADVANCED GRADUATE STUDY courses is required for students to satisfy the New Jersey
IN SCHOOL PSYCHOLOGY Department of Education standards for certification.
NOTE: This three-year program requires fall, spring, and
NASP Approved Program
summer coursework. All coursework must be completed
The school psychology M.A./CAGS program prepares before the externship year. This is a full-time graduate
students to help children succeed in school and to serve program; no part-time completion option is available.
the needs of children and families. Emphasizing issues of
The seven courses in the Applied Behavior Analysis
diversity and social justice, the program also promotes
(ABA) sequence also completes the didactic component
professional practice by developing competent, socially
of the Board Certified Behavior Analyst (BCBA) training.

56 | G e o r g i a n C o u r t U n i v e r s i t y
Those wishing to complete the requirements for the Year 3: Summer Semester
actual BCBA certificate can do so by acquiring additional SPS5403 Neurological Basis of Educational Disorders (3)
supervised ABA training experiences after completion of *ABA502 Measurement & Experimental Design (3)
the School Psychology program. Year 3: Fall Semester
Master of Arts in School Psychology SPS6200 Externship I (3)
Required Courses (32–35 credits) Year 3: Spring Semester
Year 1: Fall Semester SPS6202 Externship II (3)
SPS5302 Appraisal of the Individual (1) *indicates coursework that is part of the 18- to 21-credit
SPS5401 Seminar in Child & Adolescent Development (3) ABA sequence
SPS5402 Seminar in Psychopathology of Childhood (3) Applicants who hold a master’s degree in school
SPS5406 School Crisis Prevention & Intervention (3) psychology from another college/university and who wish
SPS6190 Seminar in Psychological Services in the to apply for the CAGS-level only may do so; however,
Schools (1) only applicants with degrees earned within five years of
the application will be considered. Applications will also
*ABA503 Experimental Analysis of Behavior (3)
be reviewed by the program director and by school
Year 1: Spring Semester psychology faculty to determine the comparability of
*SPS5910 Behavior Assessment in Educational & training and coursework between programs. This review
Community Settings (3) may result in students being required to complete
additional master’s-level coursework that is congruent
SPS6104 Data-Based Decision-Making I: Behavioral &
with the GCU school psychology program to ensure that
Social/Emotional Assessment & Intervention (3) the applicant is eligible for certification as a school
SPS6110 Multicultural Issues in School Psychology (3) psychologist in New Jersey. It is the applicant’s
*ABA504 Philosophy of Behaviorism (3) (elective; responsibility to submit all necessary information to
necessary for BCBA credential) establish equivalence. These materials, at the discretion
of the program director, may include course descriptions,
Year 2: Summer Semester
syllabi, student work such as papers, and class notes.
SPS5700 Statistics & Research Methods I (3)
SPS6102 Assessment & Intervention of Reading DOCTOR OF PSYCHOLOGY IN SCHOOL
Difficulties for School Psychologists (3) PSYCHOLOGY
*SPS6105 Seminar in Ethical Conduct for School Required Courses (109–112 credits)
Psychologists (3) The Psy.D. in School Psychology program will enable
Note: At the completion of these 32 to 35 credits, students school psychologists to expand their practice and move
will sit for the comprehensive examination. With a passing into more advanced practice settings. The complete
score, students receive their M.A. in School Psychology program is a 109- to 112-credit, five-year program for
and are eligible to move on to advanced-level coursework. students entering directly from their undergraduate
program. Students earn the M.A. and CAGS along the way
Certificate of Advanced Graduate Study (CAGS) towards completion of the Psy.D. degree. This program
Required Courses (36 credits) requires completion of 420 practicum hours and a 1,500- to
Year 2: Fall Semester 1,750-hour internship of which at least 600 hours must be
SPS5100 Introduction to Counseling Skills (3) completed in a Pre-K–12 educational setting. The
*SPS5911 Behavior Interventions in Educational & advanced standing program is a 47-credit program
designed to be completed in three years for individuals
Community Settings (3)
who are already certified school psychologists. This
SPS6103 Data-Based Decision-Making II: Cognitive program requires completion of 120 practicum hours and a
Assessment & Intervention (3) 1,500- to 1,750-hour internship. Students interested in
SPS6106 Practicum I: Consultation & Collaboration (3) obtaining licensure from the New Jersey Division of
Consumer Affairs and the New Jersey Board of
Year 2: Spring Semester
Psychological Examiners for the independent practice of
SPS5405 Advanced Counseling with Children & psychology must be supervised by a licensed psychologist
Adolescents (3) during internship. Both the Psy.D. and Advanced Standing
SPS5801 Practicum II: Advanced Practice (3) Psy.D. programs are designed as full-time programs with
*SPS5912 Advanced Behavior Change Procedures in no part-time completion option. The program is designed to
Educational & Community Settings (3) meet the program approval standards of the National
SPS6109 Data-Based Decision-Making III: Integrated Association of School Psychologists.
Psychoeducational Assessment &
Intervention (3)

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The Psy.D. program will provide graduates with: *Indicates coursework that is part of the 18- to 21-credit
• the ability to serve children in schools, hospitals, ABA sequence
clinics, and other advance practice settings by Year 2: Fall Semester
attending to their mental health and educational SPS5100 Introduction to Counseling Skills (3)
needs, while also emphasizing issues of diversity *SPS5911 Behavior Interventions in Educational &
and social justice; Community Settings (3)
• the importance of understanding and respecting SPS6103 Data-Based Decision-Making II: Cognitive
the various contexts of a multicultural, pluralistic Assessment & Intervention (3)
society in which children live and shape their SPS6106 Practicum I: Consultation & Collaboration (3)
lives; and
• a program that reflects the university’s mission Year 2: Spring Semester
and Mercy core values. SPS5405 Advanced Counseling with Children &
Adolescents (3)
TRANSFER OF GRADUATE CREDITS
Students who hold a master’s degree in a related field SPS5801 Practicum II: Advanced Practice (3)
(child, child-clinical, or educational psychology, *SPS5912 Advanced Behavior Change Procedures in
counseling, etc.) that is not school psychology can Educational & Community Settings (3)
transfer up to 15 graduate credits towards the program. SPS6109 Data-Based Decision-Making III: Integrated
Only graduate coursework with a grade of B or higher is
Psychoeducational Assessment &
eligible for transfer. Decisions on the viability of transfer
credit will be made by program faculty via evaluation of Intervention (3)
course syllabi. Course syllabi must be submitted, and Year 3: Summer Semester
students may be required to submit additional work
SPS5403 Neurological Basis of Educational Disorders (3)
samples and/or documentation. Each applicant will be
evaluated on an individual basis and require the approval *ABA502 Measurement & Experimental Design (3)
of the program director. Year 3: Fall Semester
Psy.D. in School Psychology SPS7100 History & Systems of Psychology (3)
Required courses (109–112 credits) SPS7300 Advanced Psychopathology (3)
Year 1: Fall Semester SPS7500 Statistics & Research Methods II (3)
SPS5302 Appraisal of the Individual (1) Year 3: Spring Semester
SPS5401 Seminar in Child and Adolescent SPS7150 Personality Theory
Development (3) SPS7400 Practicum III (3)
SPS5402 Seminar in Psychopathology of Childhood (3) SPS7550 Statistics & Research Methods III (3)
SPS5406 School Crisis Prevention & Intervention (3)
Year 4: Summer Semester
SPS6190 Seminar in Psych Services in the Schools (1)
SPS7600 Research in School Psychology (3)
*ABA503 Experimental Analysis of Behavior (3)
Year 4: Fall Semester
Year 1: Spring Semester
SPS7350 Physiological Basis of Behavior (3)
*SPS5910 Behavior Assessment in Educational &
SPS7200 Social Psychology (3)
Community Settings (3)
SPS7700 Dissertation (3)
SPS6104 Data-Based Decision-Making I: Behavioral &
Social/Emotional Assessment & Intervention (3) Year 4: Spring Semester
SPS6110 Multicultural Issues in School Psychology (3) SPS7250 Cognition & Learning (3)
*ABA504 Philosophy of Behaviorism (3) (elective; SPS7450 Supervision of Psychological Services (3)
necessary for BCBA credential) SPS7700 Dissertation (3)

Year 2: Summer Semester *Indicates coursework that is part of the 18- to 21-credit
ABA sequence
SPS5700 Statistics & Research Methods I (3)
SPS6102 Assessment & Intervention of Reading Year 5: Summer Semester
Difficulties for School Psychologists (3) Psy.D. students must defend their dissertation proposal
and pass the doctoral qualifying exam before moving on
*SPS6105 Seminar in Ethical Conduct for School
to internship.
Psychologists (3)
Year 5: Fall and Spring Semesters
Note: At the completion of these 32 to 35 credits, students SPS7900 Pre-Doctoral Internship I (4)
will sit for the comprehensive examination. With a passing SPS7901 Pre-Doctoral Internship II (4)
score, students receive their M.A. in School Psychology
and are eligible to move on to advanced-level coursework.

58 | G e o r g i a n C o u r t U n i v e r s i t y
Note: Psy.D. students will be awarded the CAGS at the SPS5302 Appraisal of the Individual 1 credit
successful conclusion of the doctoral externship. Survey of historical and modern assessment instruments
Students will be awarded the Doctor of Psychology used within the field of School Psychology. Overview of
(Psy.D.) degree once they pass the doctoral qualifying basic reliability and validity standards for assessment
exam, complete their internship, and their dissertation is
instruments along with performance indicators (standard
successfully defended and filed with the university library.
scores, t-scores, percentile ranks, etc.).
Advanced Standing Psy.D. in School Psychology
SPS5401 Seminar in Child & Adolescent
(Psy.D. only)
Required Courses (47 credits) Development 3 credits
An in-depth examination of current theories, research and
Year 1: Fall Semester
applications of development from the prenatal through
SPS7100 History & Systems of Psychology (3)
adolescent periods. Prerequisite: An undergraduate
SPS7300 Advanced Psychopathology (3)
course in child and/or adolescent development.
SPS7500 Statistics & Research Methods II (3)
SPS5402 Seminar in Psychopathology of
Year 1: Spring Semester
Childhood 3 credits
SPS7150 Theories of Personality (3)
An in-depth examination of current theories and research
SPS7400 Practicum III (3)
on physical, cognitive, social and emotional
SPS7550 Statistics & Research Methods III (3)
developmental disorders. Prerequisites: undergraduate
Year 2: Summer Semester courses in child and/or adolescent development and
SPS7600 Research in School Psychology (3) abnormal psychology. Pre/corequisite: SPS5401.
Year 2: Fall Semester SPS5403 Neurological Basis of
SPS7200 Social Psychology (3) Educational Disorders 3 credits
SPS7350 Physiological Basis of Behavior (3) This course will introduce the student to neuroanatomy and
SPS7700 Dissertation (3) to central nervous system structure, organization, and
Year 2: Spring Semester function. Students will gain an understanding of the
SPS7250 Cognition & Learning (3) principle of the neurological mediation of behavior,
SPS7450 Supervision of Psychological Services (3) particularly as it pertains to children with disabilities as
SPS7700 Dissertation (3) defined by the New Jersey administrative code vis-á-vis
Year 3: Summer Semester special education.
Psy.D. students must defend their dissertation proposal SPS5405 Advanced Counseling with Children &
and pass the doctoral qualifying exam before moving on Adolescents 3 credits
to internship. Building on the skills learned in SPS5100, students will
Year 3: Fall & Spring Semesters explore various counseling theories in depth and perform
SPS7900 Pre-Doctoral Internship I (4) skills associated with multiple counseling techniques.
SPS7901 Pre-Doctoral Internship I (4) Counseling theories reviewed include: CBT, REBT, play
Note: Psy.D. students will be awarded the CAGS at the therapy, solution-focused therapy, reality therapy, and
successful conclusion of the doctoral externship. Adlerian therapy. Students will apply techniques to actual
Students will be awarded the Doctor of Psychology clients in practice counseling sessions with supervision.
(Psy.D.) degree once they pass the doctoral qualifying Diagnostic assessment and intervention will also be
exam, complete their internship, and their dissertation is discussed. Prerequisite: SPS5100.
successfully defended and filed with the university library.
SPS5406 School Crisis Prevention &
SCHOOL PSYCHOLOGY COURSES Intervention 3 credits
SPS5100 Introduction to Counseling Skills 3 credits The course will cover not only the range of crisis
This course is designed for students to learn and practice situations which school psychologists encounter in their
interviewing and counseling skills, the intake interview work with children and adolescents in educational
process, suicide assessment, and how to conduct a mental settings, but also the prevention of such events. Issues of
status examination. Self-exploration and counselor self- school climate, school discipline, and the role of school
development will also be addressed. Students who receive psychologists in having an impact on these policies will
a grade below a B- must repeat the course. be addressed. Crises covered will include system-wide
crises such as school shootings, bomb threats, and
natural disasters, and those posed to individual students

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 59
such as bullying, physical abuse, and suicide. The course grade of B- or higher in SPS5910 and SPS5911 and
will also address methods of intervention within the admission to the ABA or School Psychology graduate
school setting as well as the impact of trauma on children. programs or permission of the program director.
Emphasis will be on those prevention practices and SPS6102 Assessment & Intervention of Reading
interventions which are demonstrated by the research Difficulties for School Psychologists 3 credits
literature to promote healing. Prerequisite: SPS6190. Students will develop an understanding of how children are
SPS5700 Statistics & Research Design I 3 credits typically taught to read in schools and the potential areas of
A research methods and introductory graduate statistics difficulties for struggling readers. Students will understand
course that reviews the scientific method as it applies to the process of assessing and intervening with children in all
behavioral and social sciences. Descriptive, correlational, aspects of literacy development, including phonemic
quasi-experimental, and experimental research designs are awareness, word recognition, phonics, fluency, and
reviewed. Inferential statistical techniques reviewed include phonological processing skills. The prevention of reading
ANOVA, Factorial ANOVA, regression, multiple regression, difficulties in children will be a major topic of the course.
and nonparametric statistics. Program review and qualitative Open only to matriculating school psychology students.
research design and analysis are introduced. SPS6103 Data-Based Decision-Making II: Cognitive
SPS5801 Practicum II: Advanced Practice 3 credits Assessment & Intervention 3 credits
This second practicum course requires students to be in The student will develop skills in the administration,
the schools for one full day per week throughout the scoring, interpretation, and communication of the results
semester. Unlike Practicum I, which focuses primarily on of the major individual intelligence tests. Other areas
system-wide issues that have an impact on children and related to the assessment of the cognitive abilities of
on the development of consultation and communication children, adolescents, and adults will be analyzed,
skills, Practicum II provides opportunities for skill including problems and issues in assessment and legal
development in the areas of cognitive and and ethical considerations. Open only to matriculating
social/emotional assessment and group and individual school psychology students who have completed the
counseling with school-age children. master’s degree and who are ready for the certification
level coursework toward state certification in school
SPS5910 Behavior Assessment in Educational & psychology and with permission of the graduate program
Community Settings 3 credits director. Students who receive a grade below a B- must
Investigate the behavior analytic techniques employed by repeat the course. Lab fee.
behavior analysts to identify, operationally define, and
assess behavioral excesses and deficits. Emphasis on SPS6104 Data-Based Decision-Making I: Behavioral &
count, frequency, rate, topography, latency, duration, Social/Emotion Assessment & Intervention 3 credits
magnitude, intensity, celeration, and reliability and validity The student will develop skills in the administration,
of behavioral measures. scoring, interpretation and integration of various
assessment instruments, including projective, objective,
SPS5911 Behavior Interventions in Educational & and observational procedures, of children and adolescents.
Community Settings 3 credits The focus of the course will be the assessment of the
Examine the elements of behavior change and procedures to social-emotional functioning of pupils. The development of
accomplish behavior increases, decreases, generalization, report writing skills in the communication of evaluation
and maintenance in educational settings. Emphasis on results to parents/guardians and school personnel also will
reinforcement, schedules of reinforcement, extinction, and be stressed. Open only to matriculating school psychology
alternate treatment procedures. Prerequisites: A grade of B- graduate students as part of their master’s-level
or higher in ABA503 and admission to the ABA or School coursework. Students who receive a grade below a B-
Psychology graduate programs or permission of the program must repeat the course. Lab fee.
director. Pre/corequisite: ABA510 or SPS5910.
SPS6105 Seminar in Ethical Conduct for
SPS5912 ABA II: Advanced Behavior Change Procedures School Psychologists 3 credits
in Educational & Community Settings 3 credits An in-depth examination of the requirements and
Study the factors that influence program development, expectations of professional and ethical behavior as
including system and family variables, implementation of specified in the National Association of School
programs with treatment integrity, and the supervision Psychologists (NASP) Principles for Professional Ethics
and management of behavior change agents. Emphasis and the Behavior Analyst Certification Board’s (BACB)
is on doing so in educational settings. Prerequisites: A Professional Disciplinary and Ethical Standards and

60 | G e o r g i a n C o u r t U n i v e r s i t y
Guidelines for Responsible Conduct for Behavior SPS6150 Special Topics in School
Analysts. Prerequisite: admission into School Psychology Psychology 1–3 credits
graduate program. Selected topics of recent interest within the applied and
SPS6106 Practicum I: Consultation & research areas of school psychology, clinical-child
Collaboration 3 credits psychology, and/or educational psychology. Topics will
This first practicum course will introduce the attitudes, vary from year to year. The course is open to graduate
concepts, and skills of indirect service delivery in the students with permission from the course instructor. The
schools through consultation. Students will be placed in a course may be repeated when different topics are offered.
school for a half-day per week throughout the semester SPS6190 Seminar in Psychological Services in the
and receive 40 practicum hours upon successful Schools 1 credit
completion of this course. The course is designed to This introductory seminar course will introduce school
produce consultation and organizational development psychology students to the practice of school psychology
skills, which will facilitate effective practice in working with and best practices in providing school-based psychological
instructional, administrative, and support staff to meet the services. Historical developments, best practices, and
academic, social, and behavioral needs of children in the current trends in the profession will be discussed.
schools. The course will emphasize communication skills; SPS6200/6202 Externship I & II 3 credits each
introduce various models of consultation, including The externship is a 1,200-hour experience in the public
systems-level consultation; produce an understanding of schools (two consecutive 600-hour semesters). The
the stages of consultation, and focus on the importance of externship provides the opportunity for students to refine
intervention design and ongoing assessment for progress. assessment, counseling, and intervention skills, and it is
SPS6109 Data-Based Decision Making III: structured to meet the requirements for certification as a
Integrated Psychoeducational Assessment & school psychologist by the New Jersey State Department
Intervention 3 credits of Education. Supervision will be provided on site by
Academic and cognitive norm-referenced assessment certified school psychologists as well as by the university
tools are reviewed with an emphasis on using integrated supervisor of externs. All coursework must be completed
co-normed assessment systems. The integration of prior to taking externship. Students who receive a grade
curriculum based measures (CBMs), behavioral, and below a B- must repeat the course.
observational tools into a complete assessment process SPS7100 History of Psychology 3 credits
is discussed. Approaches to interventions for educational A survey of the major theoretical systems in psychology,
difficulties are surveyed highlighting the link between focusing on the scientific foundations of the field as well
assessment and specific intervention techniques. as the development of professional practice in the
SPS6110 Multicultural Issues in 20th and 21st centuries.
School Psychology 3 credits SPS7150 Personality Theory 3 credits
The multicultural course is designed to provide an The purpose of this course is to provide an overview of the
introduction to some of the cultural, socioeconomic, various psychological theories of personality. This course
racial, and ethnic variables that impact service delivery in will review psychoanalytic, humanistic, biological,
school psychology. Students will develop an behavioral, cognitive, trait and skill, and interactionist
understanding and appreciation of cultural and ethnic theories and will review major theorists such as Freud, Jung,
differences among individuals, groups, and families. Adler, Horney, Erikson, Skinner, and others as appropriate.
Students will enhance their ability to apply their
knowledge in the area of multicultural issues to their SPS7200 Social Psychology 3 credits
personal lives as well as their professional work. The A broad overview of the methodologies, research
students will demonstrate competence in self-awareness, findings, and theories within social psychology will be
other awareness, cultural sensitivity, and an ability to offered to provide an understanding of the basic scientific
access resources to provide more culturally appropriate approach to the social world that psychologists can utilize
services to children and families of color. Students will in both clinical work and in research.
also show an ability to identify possible culturally relevant SPS7250 Cognition & Learning 3 credits
solutions to ethical conflicts/dilemmas. Students who The student will learn the major theories, issues, and
receive a grade below a B- must repeat the course. areas of research in cognitive development. An emphasis
will be made on the application of these concepts to
education, learning, and academic skills development.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 61
The course will cover theoretical frameworks for the study regression will be discussed. Emphasis will be placed on
of cognitive development, including information the utility of each technique to analyze data in both
processing theory. Specific areas of cognitive research and applied venues using appropriate research
development, such as problem solving, critical thinking, designs. The ability to effectively use statistical software
and memory will be discussed, as well as the application will also be reviewed.
of cognitive development theory to the classroom setting SPS7550 Statistics & Research Design III 3 credits
and instruction. Advanced statistical topics such as path analysis, SEM,
SPS7300 Seminar in Advanced Psychopathology: discriminant function analysis, principal components
Prevention, Diagnostic Assessment & Intervention in analysis, exploratory factor analysis, and confirmatory
Childhood & Adolescence 3 credits factor analysis are discussed. Emphasis will be placed on
An in-depth examination of current psychological and the utility of each technique to analyze data in both
psychiatric disorders as described in the DSM-5 and research and applied venues using appropriate research
ICD-10. This course prepares graduate students for designs. The ability to effectively use statistical software
advanced diagnostic evaluation and treatment of will also be reviewed.
psychological and psychiatric disorders, which are SPS7600 Research in School Psychology
expected of advanced graduate students, with special Seminar 3 credits
emphasis on children, adolescents, and young adults. This course will review major research areas within the
SPS7350 Physiological Basis of Behavior 3 credits field of professional psychology with a special emphasis
An overview of neuroanatomy and how its function and on school psychology-related topics. This course will also
dysfunction impact everyday life. Emphasis will be placed review the expectations and procedures for appropriate
on the role of neuroanatomy in mental health functioning development of a doctoral dissertation in professional
along with neuropsychological assessment and psychology. Students will use the information gained in
psychopharmacology. this course to develop their dissertation topic area.
SPS7400 Practicum III: Providing Systems-Level SPS7700 Dissertation 3 credits
Services in an Educational Setting 3 credits This course, along with SPS7900 and SPS7901, is part of
This third practicum course will continue the skill the capstone sequence of the School Psychology doctoral
development of students in the areas of indirect service program. Students are required to generate an original piece
delivery and systems-level interventions in the schools. of scholarship that contributes to the field of school
Students will be placed in a school for one day per week psychology. This scholarship proposal must be successfully
throughout the semester and receive 120 practicum hours approved via a formal dissertation proposal defense before
upon the successful completion of this course. The the graduate student may advance to SPS7900. Students
course is designed to produce organizational are required to take 3 credits of dissertation in the fall and
development skills, which will facilitate effective practice spring semesters before their internship year. This is an
in working with instructional, administrative, and support hours arranged and pass/fail course.
staff to meet the academic, social, and behavioral needs SPS7701 Dissertation Continuation 1 credit
of children in the schools. The course will focus on This course is required of all students who have not
building skills in the assessment of systems-level issues, successfully defended their dissertation proposal before
the development of interventions/programs based on enrolling in SPS7900. This course will allow doctoral
assessments, and the evaluation of students to continue their dissertation research, working
interventions/programs within the school setting. alongside their faculty dissertation committee
SPS7450 Supervision of Psychological Services 3 credits chairperson. Students must also register for this course
The student will develop skills in the supervision of every fall and spring semester after completing SPS7901
psychological services to psychologists and other mental until they have successfully defended their dissertation.
health professionals. Various methods of supporting This is an hours arranged and pass/fail course.
supervisees and providing effective administration of SPS7900 Pre-Doctoral Internship I 4 credits
psychological services in school and other mental health This culminating experience consists of a full-time, full-
settings will be explored. year, 1,500-hour internship experience, divided into two
SPS7500 Statistics & Research Design II 3 credits 4-credit semesters. Students wishing to pursue licensure
Advanced statistical topics such as RM-ANOVA, for the independent practice of psychology will complete a
ANCOVA, MANOVA, MANCOVA, and advanced forms of minimum of 1,750 hours. A minimum of 600 hours of this

62 | G e o r g i a n C o u r t U n i v e r s i t y
experience must be completed in a Pre-K–12 school
setting if the student is not already a certified school
psychologist. Students placed in Pre-K–12 school
settings must be supervised by a certified school
psychologist. Students placed in non-educational settings MASTER OF ARTS IN THEOLOGY
must be supervised by a licensed psychologist. The Learn to meet the pastoral faith needs of communities
university supervisor conducts a minimum of one site visit within an intellectual and creative atmosphere. The
per semester. During the internship, students are curriculum fosters intensive study in various areas of
expected to go beyond the range of services they scripture and theology. Accomplished, scholarly faculty
challenge students to engage in critical analysis of
provided during their masters- or specialist-level
different aspects of theology.
externship. Internship-specific practice requirements will
be dependent on the intern’s placement (e.g., school, Requirements for admission
pediatric hospital, psychological services clinic, etc.) and Baccalaureate degree from an accredited college
will be detailed in the intern’s contract with their field or university
placement supervisor. An academic theological background in scripture and
dogma that properly prepares the student for
SPS7901 Pre-Doctoral Internship II 4 credits
graduate study
Continuation of the culminating experience which consists
If an applicant lacks such background, sufficient
of the second half of the full-time, full-year, 1,500-hour
competency will be determined by the Admissions
internship experience, divided into two four credit
Committee of the Graduate Theology Program.
semesters. Students wishing to pursue licensure for the
Undergraduate grade point average of at least 2.75 on
independent practice of psychology will complete a
a 4.0 scale
minimum of 1,750 hours. A minimum of 600 hours of this
Completed self-managed application packet, including:
experience must be completed in a Pre-K–12 school
• Completed application for admission
setting if the student is not already a certified school
• A check or money order for $40 (nonrefundable)
psychologist. Students placed in Pre-K–12 school settings
payable to Georgian Court University
must be supervised by a certified school psychologist.
• A statement of objectives discussing applicant’s
Students placed in non-educational settings must be
academic and vocational goals
supervised by a licensed psychologist. The university
• Sealed and signed envelopes containing the
supervisor conducts a minimum of one site visit per
official transcripts of each undergraduate and
semester. During the internship, students are expected to
graduate institution applicant has attended. If the
go beyond the range of services they provided during their
original seal has been broken, the transcript is
masters- or specialist-level externship. Internship-specific
then considered to be unofficial and cannot be
practice requirements will be dependent on placement
accepted for use toward the application.
(e.g., school, pediatric hospital, psychological services
• Three letters of recommendation written by
clinic, etc.) and will be detailed in the contract within the
persons who can comment from personal
intern’s field placement supervisor.
knowledge on applicant’s academic and/or
Minimum levels of performance are outlined in the School professional qualifications for graduate study
Psychology program handbook. Students are evaluated • Accepted students will receive a health form that
and expected to maintain expected levels of performance must be completed and submitted to the Office of
in their academic coursework, field placements, and Health Services.
professional characteristics. Failure to maintain minimum
Program Student Learning Outcomes
levels of performance across any of these areas may lead
Upon successful completion of the program of studies for
to dismissal from the program. The program handbook is
Theology, the student will receive an M.A. in Theology
available on the program website and the program
and will have given evidence of the following outcomes
BlackBoard site.
and goals:
• Knowledge of the principal methods used in
theological study, and an in-depth study of the
Catholic Theological Tradition within the areas of
biblical, theological, and pastoral studies.
• Competency in exegesis: reading and
interpreting primary theological texts through

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 course assignments, directed research, and TH500 Introduction to Theological Study (3)
theological reflection. TH662 Ever Old, Ever New: Foundations of Christian
• Skill and ability to communicate theological Spirituality (3)
knowledge concerning pastoral situations TH663 Journey of Mercy: History and Spirituality (3)
through case study and theological reflection TH664 Banquet of Mercy: Comparative Spirituality (3)
on current praxis. TH665 Mercy Praxis: Spirituality & Ethics (3)
TH666 Further Explorations: “Toward a Theology
Program Tracks of Mercy” (3)
The General Master of Arts Electives (12)

This program is designed for students who teach in religious *If thesis option is chosen, 6 additional credits in
education programs and religion in the schools and those thesis preparation.
who minister in churches or related fields or work in another
field but are interested in formal studies in theology. THEOLOGY CERTIFICATE PROGRAM
Degree Requirements For those who do not wish to pursue the M.A. degree, an
Successfully complete 30 credits, including TH500 18-credit Georgian Court University Certificate in
Introduction to Theological Study and 3 credits Theology is available. A maximum of 6 credits may be
each in three areas: Biblical, Theological, and transferred from another accredited institution.
Pastoral Studies The following admission requirements must be met for
18 credits in electives matriculation into the Georgian Court University
Certificate in Theology Program:
Maintain a B (3.0) average.
Complete degree requirements within six years of Baccalaureate degree from an accredited college
formal admission. or university
During the last semester, the student will assemble a Adequate theological background
portfolio of four research papers, one from each Completed self-managed application packet, including:
area of study and a fourth in an area of the • Completed application for admission
student’s choice. The student will defend two of • A check or money order for $40 (nonrefundable)
these papers before a committee of professors. payable to Georgian Court University
Portfolios must be submitted either October 1 or • Personal statement of educational and
March 1. professional goals
• Sealed and signed envelopes containing the
The Research Master of Arts (Research Seminar) official transcripts of each undergraduate and
This program is designed for students who intend to graduate institution applicant has attended. If the
pursue doctoral studies in theology and for those who original seal has been broken, the transcript is
hope to publish in the field and for those who are then considered to be unofficial and cannot be
interested in research. accepted for use toward the application.
Degree Requirements • One current letter of reference
Successfully complete 36 credits, including: TH500 • Accepted students will receive a health form that
Introduction to Theological Study; 3 credits each in must be completed and submitted to the Office of
Biblical, Theological and Pastoral Studies; Health Services.
21 credits in electives; and a 3-credit thesis.
MERCY SPIRITUALITY ONLINE
Maintain a B (3.0) average.
CERTIFICATE PROGRAM
Complete degree requirements within six years after
formal admission. This program is designed for the person who works or
has worked in institutions that are sponsored or affiliated
M.A. in Theology (Mercy Spirituality Track) (30 or 36*) with the Sisters of Mercy, is a Sister of Mercy, an
associate, volunteer, companion, or, more generally, is a
This program provides the student with a grounding in the seeker who is interested in deepening her/his
academic study of spirituality and an opportunity for understanding of the spiritual life through the lens of the
personal spiritual formation. The focus is on the “mercy of God.” This program anticipates that each
beginning class of participants will travel through the
spirituality of mercy.
program as a cohort, becoming an “online community”
from near and far. This is an academic program as well
as one dedicated to adult spiritual formation that will

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support and encourage questions, reflection, and “new TH515 Pre-Exilic Prophets 3 credits
eyes.” This is a 15-credit certificate, which can be A biblical study of the concepts of prophecy, prophets and
counted toward a MA in Theology. their call and message, as discovered in the literature of the
The five certificate courses are: Hebrew Bible. To examine the meaning and purpose of the
TH662 Ever Old, Ever New: Foundations of Christian divine message of selected classical prophets and to increase
Spirituality (3) awareness and accountability in the area of social justice.
TH663 Journey of Mercy: History and Spirituality (3) TH523 Women & the Bible 3 credits
TH664 Banquet of Mercy: Comparative Spirituality (3) An exploration of women and their experiences within the
TH665 Mercy Praxis: Spirituality & Ethics (3) narratives of the Bible. To survey female deities in other
TH666 Further Explorations: “Toward a Theology religions as influencing the Bible. To present theological
of Mercy” (3) traditions about women and examine the functions of
women in the early Christian communities as they impact
COURSES
today’s church.
Students will be able to choose from the following
areas. The actual courses to be taught will be tailored TH525 Israel: The Roots of Christianity 3 credits
to meet the needs of the students and the demands of A study of the land, the culture, and the people of ancient
the program. Israel and of early Christianity through visits to biblical
TH500 Introduction to Theological Study 3 credits sites, archeological excavations and museums. This
An introduction to the background of biblical and course is taken in Israel. (This course does not fulfill the
theological studies to prepare students for graduate level biblical core requirement.)
research. A focus on scholarly approaches to the texts, TH526 Paul & the Early Church 3 credits
current concepts in the literature, methods used by An introduction to travels of Paul and the history of the
various schools of thought and proper tools for research. early Christian church. Visits to biblical sites,
Required of all students. archeological excavations and museums. This course is
Biblical Studies taken in Greece and/or Turkey. (This course does not
fulfill the biblical core requirement.)
TH501 Hebrew Bible Selections 3 credits
This course is designed to introduce students to important TH527 Rome & the Christian Church 3 credits
texts within the Hebrew Bible. By its end, students will This course will explore the history of the churches of
have focused on particular writings in Hebrew Scripture; Rome proper, beginning with early Christianity and
e.g., the Pentateuch, Prophetic literature, the Wisdom following through to modern day. This course will be
tradition, Psalms or apocalyptic. taught on location during a trip to the city of Rome, and
will include visitations to the various basilicas and
TH502 New Testament: Selections 3 credits
churches within the city. (This course does not fulfill the
This course will serve as an introduction to religious
biblical core requirement.)
literature of the earliest churches as preserved in the New
Testament. Students will examine selected writers or TH528 Topics in the Bible 3 credits
categories of New Testament literature; e.g., the Synoptic An exploration of the Hebrew Scriptures that will enable a
Gospels, Luke-Acts, the Johannine corpus, the letters of student to study a specific topic in-depth. This course can
Paul, the Pastoral Epistles. By its end, students will have be repeated with different areas of concentration.
an understanding of those documents, which have had TH610 The Gospel of Mark 3 credits
the most significant effect on the development of the A study of the compositional history, literary design and
church and its character, including readings in modern social situations in the Gospel of Mark. This earliest
New Testament criticism. gospel will be studied in light of Christology, its
TH510 Pentateuch 3 credits contribution to the New Testament and its use as a
A study of the Hebrew Scriptures in light of the historical, source for other gospels.
cultural, political and religious circumstances that TH612 The Gospel of Luke 3 credits
influenced their formation. The course will introduce the This course is a study of the third gospel, with an
student to the literary and historical questions being emphasis on Luke’s major themes. In addition to
raised with regard to this literature. miracles, parables, passion and resurrection narratives,
special emphasis will be placed on Jesus as Prophet,
table fellowship and discipleship.

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TH613 The Gospel of John 3 credits the present day. Emphasis upon community development
An examination of the history and identity of the and issues that impact this history.
Johannine community as it develops and interacts with TH536 Theology of Women 3 credits
the mission of Jesus. A focus on the topics of Jewish This course will explore the treatment, writing, and praxis
feasts, Johannine signs and discourses, as well as the of women throughout the history of Judeo-Christian
leadership role of women. tradition, beginning with women of the Hebrew Scriptures
TH614 The Gospel of Mark & Matthew 3 credits and following right through modern day.
An examination of the person and work of Jesus Christ as TH537 Topics in Theology 3 credits
experienced in the early Christian Communities of Mark This course provides the opportunity for study of a particular
and Matthew. To present sufficient background of Gospel topic in theology. Topics are chosen by the professor with
formation and sources, first century Palestianism reference to the interests and needs of students.
Judaism, Christology, parables, miracles, as well as the
Passion, Death, and Resurrection narratives within the TH539 Nature & Grace 3 credits
first two gospels. This course explores the basic issues that are at the
foundation of Christian belief about humanity and its ultimate
TH624 Selected Letters of Paul 3 credits purpose. It will present the Christian tradition on sin and
An exploration of Paul’s message to specific early grace, and will also highlight the optimistic and pessimistic
Christian communities. A study of the person of Paul, the strains within the world religions, including Christianity.
cultural milieu of the first-century Greco-Roman world and
to present the theology of the authentic letters of Paul in TH542 Theology of the Liturgy 3 credits
their relationship to today’s world. This course will be an overview of the historical evolution
and ongoing theological reflection on the Church’s worship
Theological Studies as found in the Catholic Tradition. We will consider
TH531 Christology 3 credits questions such as: 1) How has the “text” of the Church’s
This course explores the basic issues, which are at the worship evolved in historical, cultural and pastoral
basis of the Christian belief in Jesus, as Lord and Savior. “context”? 2) How has celebration of the Church’s liturgy
The course will survey the question of the meaning of been a source of theology and expression of Christian
Jesus and the faith placed in him by examining the identity and transformation? 3) What are the basic
scriptural data, historical dialogues, current issues which principles of worship articulated in Vatican II’s Constitution
are raised by faith in Jesus, and intellectual frameworks on the Sacred Liturgy and subsequent documents?
that have shaped the theologians as they articulate for Examination of the Church’s worship will be explored
the community of faith what Jesus truly means. through the lens of: paschal mystery, revelation,
TH532 The Trinity: The Nature of God 3 credits sacramentality, symbol, word, proclamation and liturgical
A study of theology of God as Trinity dealing with Biblical, arts. Therefore, both ancient texts, as well as historical and
Conciliar and theological developments through the theological analysis by contemporary theologians will be
centuries. This course stresses contemporary insights used. For example, we will consider the issues that led the
and thinking that highlight the “relational,” yet unitary bishops at Vatican II to reform the Missal of Pius V,
understanding of God as Trinity. examine the Council’s Document on the Liturgy, and the
documents issued by the Congregation for Divine Worship
TH533 The Christian Community 3 credits since Vatican II, including most recent documents and
This course will explore the definition and history of the publications concerning the Roman Missal. The goal of the
Christian community, and the challenges that the modern course will be to arrive at a fuller understanding of the
Christian community faces. By outlining the challenges to theological and spiritual contexts that underscore the
the community, and presenting the theological principles Liturgy of Word and Sacrament.
behind communal praxis in the world, the students will
gain an understanding of the community at large. TH551 The Sacraments 3 credits
An exploration of the historical, theological and pastoral
TH535 History of Christianity 3 credits practice that gives ritual expression to the presence of
An investigation of key moments throughout the two God. To study the pastoral and theological development
thousand years of Christian history using original texts, of the Church’s understanding of sacraments.
art, architecture, and music. To familiarize the students
with major historical periods beginning with early TH640 Christian Morality 3 credits
Christianity and continuing through the centuries up until This course will explore the Christian perspective on
morality and its application to current moral issues. In so

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doing, the theological definition and principles of Christian course will survey the question of the Christian
morality will be presented, as will a survey of the historical understanding of God and the faith and practice placed in
development of Christian morality. God by examining scriptural data, historical dialogues
TH645 Social Justice 3 credits which led to clarification regarding Jesus and the Spirit as
This course will serve as a study of theological, divine realities of the creator God in the Christian faith, and
Christological, and ecclesiological foundations for social the current issues which are raised by faith in the Trinity.
justice. The stress is on the systemic and structure issues TH562 Survey in Christian Spirituality I 3 credits
in being a just society. This course considers the impact of key people on the
TH646 Theology of Marriage & Family Life 3 credits early development of the Christian spiritual tradition. It
A theological investigation of marriage and family life with also focuses on the support they can give to the spiritual
special emphasis being given to current understandings journeys of people today.
and developments. TH563 Survey in Christian Spirituality II 3 credits
Pastoral Studies This course emphasizes the impact of feminine thought
and experience on the Christian Spiritual Tradition. It
TH550 Liturgy 1 credit focuses on the influence of varied women during the
An examination of liturgy as an expression of spirituality, medieval period and gives a special emphasis to the
Christian theology and history. Contemporary approach spirituality of Julian of Norwich. Each class also deals
to Word and Sacraments as well as liturgy as a source with the tradition’s guidance in the development of
of theology. spirituality today.
TH552 Canon Law: Introduction to Pastoral TH580 Ministerial Leadership of the Catholic School
Perspectives 3 credits Administrator 3 credits
This course will explore the nature, purpose and function An understanding of the ministerial roles and
of Church law, using practical applications of pastoral responsibilities of the Catholic school administrator. To
significance in the modern Church. Special attention will investigate the philosophical and historical foundations of
be given to the role of law in the Church from viewpoints the Catholic school. To explore the role of Church
of ecclesiology, theology, and social justice, as well as to governance and governmental structures of the Catholic
the role of basic canonical principles in the life of school and the public arena. (Course does not count
members of the Catholic Church. toward degree).
TH554 Evangelization 3 credits TH650 Christian Formation: Catechesis &
Course will examine the biblical, theological, and ecclesial Sacramental Preparation 3 credits
foundations in understanding and implementing the A consideration of what helps or hinders religious
missionary evangelization process deeded to the Christian development and the responsibility of Church to foster
community. This course will reflect on the centrality of this growth in faith. An examination of the various theological,
call to the identity and purpose of the Church. In doing so, philosophical and educational models that inform the
we will observe the cultural, psychological, and social foundations of religious formation. Criteria for evaluating
dimensions that shape the Church’s evangelization. appropriate models of religious formation will be discussed.
TH556 Theology of Pastoral Ministry 3 credits TH651 Counseling: Pastoral Applications 3 credits
This course explores the historical, philosophical and The interfacing of theology and psychology as it relates to
pastoral approaches, which rest at the basis of ministry. the solid development of people engaged in religious
We will look also at the sources for each of these: the counseling on the parish level. The course aims to give
Scriptures and the Church’s tradition. theological foundation and psychological insights to assist
TH560 Spirituality 3 credits people working in the various forms of counseling that
An investigation of the connection between spirituality takes place outside the therapeutic field.
and justice, earth, ecumenism, feminism. To foster an TH652 Parish Ministry 3 credits
awareness of the unfolding universe and all human An introduction of a blend of theory (ecclesiology of
processes through the integration of personal experience Vatican II) and a practical translation of that theory in
and spiritual tradition. order to create methods of developing a loving and caring
TH561 Spirituality & Healing 3 credits parish. Presentations on types of parishes, shared and
This course explores the basic issues, which are at the collaborative ministry, parish identity, etc.
basis of Christian belief in God as Triune. In so doing, the

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TH653 Topics in Pastoral Ministry 3 credits TH664 Banquet of Mercy: Comparative
An examination of various issues in field ministry today, Spirituality 3 credits
such as the role of the lay minister, the professionalization of This course will take as its starting point the
ministry, ministry as service, and specific kinds of ministry contemporary context of religious diversity, pluralism, and
that encompass the theology of mission and ministry. secularism. We will ground the comparative study of
TH655 Certificate Program for Administrators’ spirituality in contemporary comparative method in
Program (Diocese of Trenton-Religious Education theology, with special attention to the ecumenical and
Office) 3 credits interfaith movements of the 20th and early 21st centuries
Upon completion of this one year course offered by the and the Second Vatican Council. The course will study
Diocese of Trenton, students will be allowed to transfer 3 comparatively select scriptures, texts, and practices, and
credits with a “P” (Pass) grade. consider the practice of interfaith dialogue. Particular
focus will be on the theme of compassion as the basis of
TH656 Preaching 3 credits mercy and on the practice of various forms of
An introduction to the art and creation of homilies, which contemplation across religious traditions. Experiential
will assist the students to gain expertise in the art and aspects of this course will include engaging in the
craft of preaching and in the creation of the delivery of practice of interfaith dialogue, virtually as a class and in
homilies. This course will explore various models of person locally, and coming to understand the interfaith
homiletic preparation while assisting students in the practices of contemporary Sisters of Mercy and Mercy
development of their own unique styles. Associates. Prerequisites: TH662 and TH663.
TH660 The Liturgical Year in Eucharistic Worship & TH665 Mercy Praxis: Spirituality & Ethics 3 credits
the Prayer of the Church 3 credits This course will consider the relevance to the Mercy
This course is a general survey of the formation and tradition of ethical praxis informed by scripture, Catholic
development of the liturgical cycle of seasons and feasts, Social Teaching, and contemporary contextual theologies.
their structures and the musical genres that were created We will focus on the role of prayer and discernment in
in response to them. The scope of the course includes community as vital resources for theological-ethical praxis
recent directives and documents concerning music within rooted in practical experiences of Mercy ministries,
the worship and prayer life of the contemporary church. activism, and theological reflection. Experiential aspects of
TH662 Ever Old, Ever New: Foundations of Christian the course will center on the role of the arts in forming and
Spirituality 3 credits sustaining a spirituality. There will be specific focus on art,
This course will explore the psychological, scriptural, music, dance, etc., as deepening the capacity to encounter
theological, and historical foundations of Christian the suffering of the other and engage in movements for
Spirituality. Following a brief examination of the justice. Prerequisites: TH662, TH663, and TH664.
psychological dimensions of spirituality in general, we will TH666 Further Explorations “Toward a Theology
study the roots of Christian Spirituality in Sacred Scripture. of Mercy” 3 credits
We will examine the Christological, Ecclesiological, and This culminating course will explore theological and
Eschatological foundations of Christian Spirituality and a spiritual dimensions of the contemporary experience of
survey of the history of it from the beginning to the present, the charism of Mercy by examining several questions.
with a special focus on situating the Mercy charism within First, as all of creation yearns for the goodness of God,
that history. how do we understand the sacramental, “paschal” nature
TH663 Journey of Mercy: History & Spirituality 3 credits of life and the call to live more harmoniously and
This course will examine and explore the meaning and equitably with each other and with all of creation, mindful
context of “mercy” as it has been experienced and especially of those who are poor, oppressed, and
described biblically, historically in the broader context, suffering? Second, how does the ethical challenge to live
and, more particularly, within the community of the Sisters Mercy rest within the theological aesthetic invitation to
of Mercy. It will examine the roots of Mercy through the recognize the mercy and beauty of God as mediated to
life of its foundress and early leaders, and how this us through our lived experiences in the world? Third,
charism has been called forth in particular times and made in the image of God, yet aware of our human
places, and how today this charism is continuing as God’s limitations and failings, how do we understand the call to
gift in both familiar and novel forms. Prerequisite: TH662. live lives, if not radical lives, of mercy and hope, both
personally and communally, in times of wonder and
strife? Prerequisites: TH662, TH663, TH664, and TH665.

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TH680 Independent Study 3 credits
The student will work independently with a professor on a
subject pertinent to their interests and program as agreed
upon with the faculty member. The proposed study and the
number of credits to be allocated must be approved by the
director of graduate theology. Offered on application.
Youth Ministry Studies
TH671 Certificate in Youth Ministry Studies Year I
(Center for Ministry Development Program) 4 credits
This course is offered by the Center for Youth Ministry
Development on four weekends over the course of one
year. Topics are Principles of Youth Ministry, Practices of
Youth Ministry, Foundations of Ministry Leadership, and
Skills for Christian Leadership. Upon completion of this
one year course offered by the Center for Ministry
Development, students will be eligible to register for
4 credits with a “P” (Pass) grade. Required for Youth
Ministry track.
TH672 Certificate in Youth Ministry Studies Year II
(Center for Ministry Development Program) 4 credits
This course is offered by the Center for Youth Ministry
Development on four week-ends over the course of one
year. Topics are Fostering the Faith Growth of Youth
through 1) Evangelization and Catechesis, 2) Justice and
Service, 3) Pastoral Care, and 4) Prayer and Worship.
Upon completion of this one-year course offered by the
Center for Ministry Development, students will be eligible
to register for 4 credits with a “P” (Pass) grade. Required
for Youth Ministry track.
TH673 Youth Ministry Project 1 credit
Students will create and implement a ministry project and
produce a paper to describe and analyze the project
according to the literature related to the theory and practice
of Youth Ministry. Required for Youth Ministry track.
Closure Experiences
TH689 Master’s Thesis 3 credits
Research in an area of theological thought to assist in the
formulation and writing of the master thesis. Taken in the final
semester of the student’s program. Requires the completion
of all coursework for the degree. Offered on application.
TH690 Seminar for Master’s Thesis 6 credits
Intensive study in one area of theological concentration to
assist the student in the formation and writing of the
master’s thesis. Participation upon acceptance from the
program director. Offered on application.

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 A check or money order for $40 (nonrefundable)
payable to Georgian Court University
A statement of objectives listing applicant’s
academic and career goals
Nationally accredited by the Accreditation Council for Applicant’s current résumé
Business Schools and Programs (ACBSP). Official transcripts from each undergraduate and
graduate institution attended either in sealed,
signed envelopes or via electronic submission
directly from the registrar’s office.
One current letter of recommendation, on letterhead.
The Master of Business Administration (M.B.A.) is Completed successful interview, if requested.
offered in convenient evening or Saturday formats available Graduate Management Admission Test (GMAT) scores
at the main campus in Lakewood as well as fully online. A (optional)
fast-track program allows qualified students to complete the
degree in one calendar year. The self-paced program allows Candidates are evaluated on an individual basis. Strong
students to speed up or slow down in any given semester. consideration will be given to an applicant’s business and
life experience. Upon matriculation, all coursework is to
Advanced admission to the Master of Business be completed at GCU.
Administration program (B.S./M.B.A.) is also available in
combination with Georgian Court’s undergraduate major Program Student Learning Outcomes
programs in Accounting, Business Administration, Upon successful completion of the program of studies for
Finance, Management, and Marketing. Business Administration, the student will receive a Master
of Business Administration degree and will have given
Mission & Objectives evidence of the following outcomes and goals:
The mission of the Master of Business Administration • Effective oral, written, and technological business
program for Georgian Court University is to prepare communication skills for managerial and
professionals for positions of leadership and responsibility executive settings.
in corporate, government and service organizations • In-depth understanding of business concepts in
according to the Mercy core values. accounting, economics, finance, management, and
marketing and application to management, global
Specific objectives are
business, and corporate strategy.
• to prepare students for careers in the management of
• Development and refinement of leadership skills as a
organizations both in the private and public sectors business professional through collaboration and
• to provide students with the graduate-level effective membership in teams and self-reflection.
qualifications accepted for advancement in their • Recognize important ethical principles and to apply
chosen career field the concepts in a business context.
• Ability to use quantitative and decision-making tools
• to provide students with an ethical basis for sound,
and technologies to identify, extract, analyze, and
values-based decision making in a complex interpret business data.
technological society, and
• to promote understanding of today’s competitive Required Core Competency (RCC) Courses
global environment. The Required Core Competency courses must be
completed before the advanced courses may be started.
Qualified candidates interested in the M.B.A. program
Most students with a B.S./B.A. in a business major will be
should contact the director of graduate and professional
waived from all or many of the RCC courses. For those with
studies admissions at 732-987-2736. Information and
non-business bachelor’s degrees, up to 18 credits of RCC
applications are also available on the Georgian Court
courses may be required. The program director will evaluate
University website at georgian.edu. All requirements listed
the student’s undergraduate transcript to determine if the
below should be submitted as soon as possible since
courses equivalent to the RCC courses have been
applications are considered on a space-available basis. In
successfully completed with a grade of B or better.
special cases, a personal interview may be requested.
The six RCC courses are:
Requirements for admission to the M.B.A. program: AC501 Survey of Accounting
Baccalaureate degree from an accredited college EC501 Economic Survey
or university BU501 Statistical Analysis
Completed self-managed application packet, including BU502 Marketing Fundamentals
the following: BU503 Principles of Management
Completed application for admission BU506 Principles of Finance

70 | G e o r g i a n C o u r t U n i v e r s i t y
M.B.A. Advanced Course Requirements The six certificate courses are:
AC501 Survey of Accounting
Georgian Court University’s M.B.A. program features
advanced courses in each of the major business EC501 Economic Survey
disciplines and includes courses in current business BU501 Statistical Analysis
topics. Students are required to take the following BU502 Marketing Fundamentals
12 three-credit courses for a total of 36 credits: BU503 Principles of Management
AC602 Management Accounting & BU506 Principles of Finance
Budgetary Control
BU600 Production & Operations Management GRADUATE CERTIFICATE IN NONPROFIT
BU602 Business Analytics MANAGEMENT (18)
BU603 International Business The Graduate Certificate in Nonprofit Management
BU604 Corporate Governance & Business Ethics provides the fundamental knowledge and skills of
BU605 Legal Environment of Business managing a nonprofit organization. It covers important
topics for effectively managing day-to-day operations as
BU609 Management & Leadership
well as developing a strategic vision. Courses taken within
BU626 Marketing Management
the certificate can later be applied to the M.B.A. degree.
BU628 Financial Management Policy
The six certificate courses are:
EC611 Managerial Economics
AC604 Not-for-Profit Accounting &
BU691 Strategic Management
Internal Controls
BU691A/B Strategic Management Simulation (A) or
BU506 Principles of Finance
Strategic Management Project (B)
BU609 Management & Leadership
M.B.A. Healthcare Management Concentration BU624 Contract & Employment Law
A healthcare management concentration may be offered in BU626 Marketing Management
some M.B.A. programs. It consists of the following courses: IS612 Business Information Systems Concepts

HC611 Legal Aspects of Health Care Administration B.S./M.B.A.—ADVANCED ADMISSION TO THE

HC612 Management and Marketing in Health Care
MASTER OF BUSINESS ADMINISTRATION PROGRAM
HC613 Medical Ethics in Health Care Decision Making
HC614 Health Care Finance The School of Business and Digital Media offers select
These four courses replace the following advanced undergraduate students majoring in business
course requirements: BU603 International Business, administration or accounting at Georgian Court University
BU604 Corporate Governance & Business Ethics, the opportunity to apply for admission to the traditional
BU605 Legal Environment of Business, M.B.A. program after completing 75 credits and at least ¾
BU691A/B Strategic Management Simulation or Project. of the required business and accounting courses. For
acceptance, students:
New Jersey CPA License Requirements
• Complete a Graduate Application.
Georgian Court maintains its curricula to be consistent • Have an overall GPA of 3.5 or higher and 3.5 in the
with the current educational requirements for many major program.
professional licenses and certifications in Business and • Provide one letter of recommendation from the
Accounting. Details of these requirements should be
Department of Business Administration faculty attesting
obtained from the body issuing the license or certification.
The New Jersey State Board of Accountancy should be to the ability of the student to succeed in the program.
consulted for the requirements for a New Jersey license • Complete an interview with the M.B.A. program director.
as a Certified Public Accountant (CPA). Students without • Complete the Required Core Competency courses or
an undergraduate accounting degree may be required to the matching undergraduate courses with a grade in
take additional graduate or undergraduate courses to each course of B (3.0) or higher.
meet the requirements for a New Jersey license.
Students meeting the above criteria will be accepted into
GRADUATE CERTIFICATE IN BUSINESS the M.B.A. program without taking the GMAT and may
ESSENTIALS (18) take as many as four M.B.A. courses (12 credits) upon
completing 90 undergraduate credits; that is, while they
Prepare for success in the M.B.A. program by first earning
are still undergraduate students. While acceptance into
the Graduate Certificate in Business Essentials. These six
the M.B.A. program is assured, that acceptance is
courses fulfill the core competency requirements of the
deferred until the undergraduate degree is conferred. The
M.B.A. program and provide a foundation in essential
B.S./M.B.A. program requires students to complete all the
business principles.
undergraduate and graduate degree requirements.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 71
COURSES who has completed 3 credits of undergraduate statistics
with a grade of B or better.
Accounting
BU502 Marketing Fundamentals 3 credits
AC501 Survey of Accounting 3 credits Identify and analyze marketing problems in business and
Learn basic accounting theory and practice with emphasis public institutions. Weigh the effects of environment,
on the concepts underlying income determination and competition, society, the economy, and the media on
preparation of the statements of financial position. Topics marketing objectives and strategies. Emphasis on the total
include transaction analysis, revenue and expense marketing package, including market segmentation,
recognition, accounting for merchandising, manufacturing, promotion, advertising, pricing, packaging and distribution.
cost operations, depreciation, inventories, statement Waived for those who have completed 3 credits of
analysis, stockholders’ equity, transactions, fund undergraduate marketing with a grade of B or better.
statement, and capital budgeting. Waived for those who
have completed 6 credits of undergraduate accounting with BU503 Principles of Management 3 credits
a grade of B or better. An integrated analysis of the development of
management thought, theories and functions. Review of
AC602 Management Accounting & contemporary American management thought against a
Budgetary Control 3 credits background of the economic, social, political, ethical and
Examine management control systems and their impact global climate. Waived for those who have completed
on management decision making. Topics include cost 3 credits of undergraduate management with a grade of B
analysis, break-even analysis, standard costs and or better.
variances, and the budget process.
BU506 Principles of Finance 3 credits
AC604 Not-for-Profit Accounting & Examine financial decisions of a firm and develop policies
Internal Controls 3 credits for managing assets. Topics include asset management,
Learn financial accounting basics with an emphasis on working capital management, short- and long-term
the concepts of accounting and reporting for nonprofit financing, capital budgeting, dividend policy and financial
organizations. Focus on internal controls of assets decisions under conditions of risk and uncertainty. Case
including cash. There is an emphasis on the absence of a problems provide practical applications of subject
profit motive and the accountability or stewardship of material. Waived for those who have completed 3 credits
resources entrusted to administrators. of undergraduate finance with a grade of B or better.
AC621 Contemporary Issues in International BU600 Production & Operations Management 3 credits
Accounting 3 credits Study the principles, concepts, and techniques for
Generally accepted accounting principles and reporting managing productive systems. Learn the basics of
practices vary significantly throughout the world. Examine transforming resources into products and services, be
the history, environmental, and legal issues that it a profit or nonprofit organization. Topics include
contribute to these differences and consider capacity planning, product design and process
contemporary issues that will change over time, including selection, statistical quality control methods, total
how management of related entities deal with issues quality management, forecasting, job design and work
arising from the use of differing currencies, systems and measurement, inventory management, materials
procedures in local reporting, budgeting and incentives. requirement planning and scheduling.
Emphasis on issues that affect management decision
making by executives of multinational companies. BU602 Business Analytics 3 credits
Prerequisite: BU602. Businesses are inundated with data that could be used to
develop insights into their customers, suppliers, and
Business internal processes. The field of business analytics
BU501 Statistical Analysis 3 credits involves using data to guide decision making with the
A rigorous treatment of modern statistical methods with goals of improving productivity, increasing profits, and
reference to their application in business research and creating competitive advantage. The course provides an
decision making. Topics include descriptive statistics, introduction to the applications and issues associated
discrete and continuous probability distributions, theory of with systematically using data to drive business decisions
estimation, testing of hypotheses, analysis of variance, across industries and in all fields including marketing,
regression, and correlation analysis. Computer statistical finance, operations, network security, fraud protection,
packages are used. This course is waived for the student and strategy. Topics include collecting and integrating

72 | G e o r g i a n C o u r t U n i v e r s i t y
data (systems knowledge), using the data to find optimal Topics include NAFTA, GATT, ASEAN, LAFTA, and the
solutions (decision analysis), make predictions and find European and Arab Common Markets.
patterns (analytic tool application knowledge), and the BU624 Contract & Employment Law 3 credits
ability to ask the right questions and think critically about This course is intended to explore the employment and
the results (management knowledge). contract relationships as they apply in common law and
BU603 International Business 3 credits the federal statutes to the typical small business
Examine through comparative study the management person/employer. Among the topics covered are
styles, marketing activities, financial structures, approaches employee rights; affirmative action; discrimination as to
to environmental concerns and human rights, and trade age, disability, religion, sex; freedom of expression;
laws within selected international business communities. procedural due process; Uniform Commercial Code,
BU604 Corporate Governance & Business supplier/service contracts and leases and the Consumer
Ethics 3 credits Credit Protection Act.
Corporate governance covers the rules and international BU626 Marketing Management 3 credits
processes by which businesses are operated and Analyze the current methods and technologies used in
controlled, with emphasis on the officers, stockholders the marketing of selective products, services, and
and bylaws of a corporation, as well as on external forces experiences. Study the nature of market packaging,
such as consumer groups, clients, and government promotion, global marketing issues, and the
regulations. Business ethics provides the philosophical establishment of domestic and international marketing
and moral foundation used in considering ethical policy. Emphasis on current marketing problems in both
dilemmas in business. Current business cases as business and public institutions.
reported in new media are used extensively. BU628 Financial Management Policy 3 credits
BU605 Legal Environment of Business 3 credits Learn to apply valuation theory based on risk assessment
Examines legal systems including constitutional and of capital structures. Learn to manage current assets.
public laws such as torts and intellectual property, Evaluate hybrid and lease financing, corporate capital
contracts and commercial law, investor protections laws, restructures, and bankruptcy. Prerequisite: BU506.
and agency and employment law. Offered fall and spring semesters.
BU609 Management & Leadership 3 credits BU690 M.B.A. Special Topics 3 credits
The responsibilities and activities of managers and leaders This course provides students with the opportunity to
are discussed with a goal of developing the ability to embark upon a faculty-supervised project that enhances
manage and lead within the students in the course. Critical their knowledge in a topic of business. The M.B.A.
skills include interpersonal communications, motivation of Special Topics course offers the student a great deal of
others, leadership, and managing and implementing flexibility with respect to topics to pursue.
change and innovation in an ethical manner. BU691 Strategic Management 3 credits
BU614 International Finance 3 credits Explores the sources of competitive advantage and how
Develop a conceptual framework for the analysis of an organization builds on these areas through its
financial decisions of the multinational firm. Topics functional, business, corporate and global strategies
include foreign exchange markets, foreign exchange risk through this M.B.A. capstone course. Integrate
management, parity conditions in international finance, accounting, marketing, finance and management
foreign investment analysis, political risk and financial concepts and skills acquired in prerequisite graduate
management of the multinational corporation. classes to study advanced concepts in organizational
Prerequisite: BU628. strategy in the context of a larger industry. Through a
BU616 Global Marketing 3 credits corequisite simulation component (BU691A), hone
Develop the skills and abilities needed to deal effectively teamwork and leadership skills to collaboratively develop
with global marketing issues and problems. Focus on a winning corporate strategy. Taken in the final semester.
decision making, the basis of relevant principles, and an Note that only with prior approval, this course can be
appropriate conceptual framework using case analysis. taken with BU691B as corequisite. Prerequisites: AC602,
BU609, BU626, BU628, EC611 and or permission of the
BU623 International Business Law 3 credits program director and instructor. Corequisite: BU691A or
Review the impact of international laws and agreements BU691B. Note that with prior approval, BU691B may be
as they apply to American overseas business interests. taken prior to BU691.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 73
BU691A Strategic Management Simulation 3 credits Health Care Management
Integrate accounting, marketing, finance, and
management concepts and skills acquired in the M.B.A. HC611 Legal Aspects of Health Care
program through an industry simulation. Practice Administration 3 credits
teamwork and leadership skills to collaboratively develop Addresses how law relates to health care administration.
a winning corporate strategy. Corequisite: BU691. Covers criminal aspects of health care, employment law,
hospital waste, contract law, hospital liability, and liability
BU691B Strategic Management Project 3 credits of health professional. Prerequisite: BU504 or permission
A complement to BU691. Integrate accounting, of the instructor.
marketing, finance, and management concepts and skills
acquired in the M.B.A. program through a project HC612 Management & Marketing in Health
completed in support of your employer. Use knowledge Care 3 credits
and practice skills acquired through the M.B.A. program Offers health care managers and marketers the
as applied to a real-world company. Corequisite: BU691. foundation for development and implementation of
Pre-approval of a specific project must be obtained during management and marketing strategy. It covers the
the semester prior to commencement of this course by planning and operation of health care systems
the M.B.A. program director. competition in the health care marketplace and
generating new service opportunities. Prerequisites:
Economics BU477 and BU478.
EC501 Economic Survey 3 credits
Examine aggregate levels of income and output, HC613 Medical Ethics in Health Care
employment, prices, the role of the Federal Reserve, the Decision Making 3 credits
impact of government spending and taxation, and Includes topics in health law, health administration, and
economic legislation. Analyze supply and demand, health ethics. Focuses on national health issues with
elasticity, monopoly power, and externalized and inquiry into such topics as the crisis of costs, the
resource markets. Waived for those who have completed government and health, the right to life, the dignity of dying,
6 credits of undergraduate micro- and macroeconomics accountability, and responsibility. Prerequisite: BU478.
with a grade of B or better. HC614 Health Care Finance 3 credits
EC611 Managerial Economics 3 credits Addresses the latest developments in health care
A rigorous treatment of microeconomic theory and its accounting and financial planning. Includes successful
application. Examine quantitative techniques appropriate product costing and importance of management control,
to demand forecasting, price determination, market share formulating a sound financial plan, cost of capital,
strategies, and resource planning. developing capital financing, and budgets acquisitions
EC614 International Economics 3 credits and mergers. The case method of analysis may be used.
Study the theory of international trade including absolute Information Systems
advantage (Smith), comparative advantage (Ricardo)
IS612 Business Information Systems Concepts 3 credits
through Hecksher-Ohlin, and Leontief’s paradox. Topics
Explore a current interest topic such as advanced practices
include the study of exchange rates; balance of payments;
and procedures in spreadsheets; networks and networking;
significance of international investments; global
and database management systems and administration.
environmental economic issues; international commercial
Become proficient with these tools and learn to use them
treaties and agreements; international investments; and
productively at home and in the workplace.
the complexity of international finance as they affect the
position of the U.S. in the world economy. Prerequisites:
Macroeconomics and Microeconomics.

74 | G e o r g i a n C o u r t U n i v e r s i t y
 • School administration and leadership for supervisors,
directors of special services, principals, superintendents,
and school business administrators; and
MISSION
• Autism and instructional technology.
Georgian Court University’s School of Education is a
values-driven graduate and undergraduate learning Most programs lead to eligibility for certification in
community that inspires intentional excellence and New Jersey. Some programs are offered on
prepares caring, competent, and qualified educators for accelerated schedules.
service in P–12 schools as teachers, educational service Georgian Court’s education programs are designed to equip
providers, and administrators. aspiring educators with everything they need to be caring,
Our academic programs integrate theory and best competent and qualified in the area of their specialization.
practice. They provide educators the knowledge and skill Our programs integrate four key components:
base to enable all P–12 students to achieve academic • Acquiring and applying content knowledge;
and personal goals according to their potential and to live, • Focusing on the learner and learning environment;
work, and succeed in an ever-changing and increasingly • Using effective instructional practices; and
diverse, global, and technology-mediated society. • Developing as a professional.
Our scholarship, service, and collaborative efforts seek to
The programs are similarly structured. In the introductory
improve teaching and learning.
courses, candidates gain a theoretical and philosophical
Revised and adopted August 21, 2007. foundation for the program’s content and competencies
and refine candidates’ technology and learning skills. Next,
FACULTY COMMITMENTS
the programs concentrate on developing professional
The faculty of the School of Education knowledge and skills and provide opportunities to apply
theory to practice. These two components must be
• recognize that each student has the capacity for
successfully completed before candidates are ready for
significant personal and professional growth their final program segment in which they integrate theory
• accept responsibility to nurture students’ desires and and professional skills in intensive and extensive clinical
abilities to become exemplary and leading practice, practicum or an internship or in a thesis based on
practitioners in the field of education an applied research project.
• appreciate the multicultural dimensions of an ever- E-PORTFOLIOS
changing society and a celebration of its diversity Georgian Court’s graduate education programs were
• Appreciate, understand and value community designed to enable candidates to meet professional
partnerships for professional development and service standards in their respective area of study. Each course
• Implement a theory-into-practice framework through includes one or more performance assessments or artifacts
technology-enriched, field-based experiences demonstrating knowledge, skill, and/or dispositions that link
to the standards. As candidates progress through their
• Engage in the scholarship of discovery, integration,
programs, these artifacts are archived in an electronic or e-
application, and teaching within an environment that portfolio on Taskstream and monitored by program faculty.
encourages creativity, leadership, and diversity The e-portfolio also includes reflections, journal entries, and
• Are committed to continuous School of Education other self-assessments that contribute to a candidate’s
improvement and faculty development professional development, reflective practice, and habit of
lifelong learning. By the end of the program, candidates
GRADUATE CERTIFICATE & DEGREE PROGRAMS have amassed a substantial body of evidence that they
have met Georgian Court’s and the professional standards
Georgian Court’s School of Education offers graduate
within the candidate’s respective field.
certificate and master’s degree programs including:
• Pre-service teacher preparation in early childhood, INCLUSIVE DESIGN FOR PROFESSIONAL EDUCATION
elementary, English as a second language and Preparing candidates to teach or work effectively with “all
subject-specific education; students,” is a common element of schools of education
• In-service teacher development in bilingual education, mission statements. At Georgian Court University, we
early childhood education, English as a second take this statement seriously. We believe that all students
language, and teachers of students with disabilities; have a right to a quality education; that all students are
capable of learning, and that all students learn best in
• Educational services as a reading specialist and
classrooms that reflect the social, ethnic, racial, religious,
school counselor; and ability dimensions represented in our society. As a
result, all of GCU’s pre-service teacher education
programs integrate the knowledge and skills needed for
teaching in general education and special education and

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 75
lead to eligibility for general education instructional ACADEMIC ADVISING
certificates (e.g., Early Childhood [P–3] Teacher;
Academic advising is provided by designated program
Elementary [K–6] Teacher; English as a Second
faculty members. Graduate students are expected to be
Language Teacher; Teacher of Subject-Specific Content
familiar with program, school and university policies and
Area) and an endorsement as a Teacher of Students with
procedures included in the catalog and consult with their
Disabilities (TOSD). This dual certification also gives
program advisors on specific issues and to plan their
GCU graduates flexibility in accepting teaching positions:
course schedules.
They meet the “highly qualified” criteria to teach in
general education, inclusive classrooms, and in special PREREQUISITE CREDITS FROM TWO-YEAR &
education settings. Other graduate programs—Reading FOUR-YEAR COLLEGES
and Literacy Specialization, School Counselor, Autism
Spectrum Disorders—focus on developing a Pre-service teacher education candidates may need to
specialization that enables the educator to provide an complete one or more prerequisite courses in order to
educational service or work in a particular area of special meet state certification and/or program admission
need. Programs in school administration prepare leaders standards for general education or for a content area
for general, inclusive, and special education settings to major or concentration. Generally, these courses may be
meet the needs of all students. completed at the undergraduate level at Georgian Court,
or at an accredited two-year or four-year college.
The programs in instruction and educational services are
Consultation with a Teacher Education advisor is strongly
guided by the New Jersey Professional Standards for
recommended to assure courses completed at other
Teachers (NJPST) and the Interstate Teacher Assessment
institutions will fulfill program requirements.
and Support Consortium (InTASC) standards; the
programs in administration and leadership are guided by When reviewing academic programs and courses,
the New Jersey Professional Standards for School Leaders please note the following standard conventions in
(NJPSL). By the time students have completed their
use throughout the catalog:
programs, candidates are able to present evidence that
they have achieved all standards. • A number in parentheses [i.e., (3), (9), (40) (43)]
refers to number of credits.
One of the criteria for certification eligibility is achieving a
passing score on the Praxis II tests, the state’s mandated
certification tests in the disciplines reflected in the certification.

GRADUATE PROGRAM TRANSFER STUDENTS

Candidates accepted into a School of Education graduate
program may transfer up to 6 graduate credits from another PRE-SERVICE TEACHER EDUCATION PROGRAMS
regionally accredited four-year college or university if the The School of Education offers the following pre-service
courses directly align with courses in the Georgian Court teacher education programs for individuals who have
program and have not been used to qualify for another already completed a bachelor’s degree. Each program
degree. Candidates transferring from one GCU School of leads to a Master of Arts in Teaching (MAT), Certificate of
Education graduate program to another may transfer up to Eligibility with Advanced Standing (CEAS), and an
9 credits providing the courses fulfill the requirements of the endorsement as a Teacher of Students with Disabilities
new program. Regardless of the number of prior completed (TOSD) from the New Jersey Department of Education:
graduate courses, including those completed during a
previously conferred Georgian Court University master’s • Early Childhood (P–3) Education and Teacher of
degree, a new GCU SOE master’s degree program plan Students with Disabilities certificate,
sought by a student with an existing master’s degree from • Elementary Education (K–6) and Teacher of Students
an accredited college or university must contain a minimum with Disabilities certificate,
of 30 additional new program credits. In addition, NJDOE • English as a Second Language (ESL) and Teacher of
course certification requirements may increase the required Students with Disabilities certificate, and
30-credit minimum of SOE GCU degree coursework for any
• Teacher of a Specific Subject Grades (K–12) and
NJDOE certification accompanying the new SOE master’s
degree. In all cases, courses transferred must have been Teacher of Students with Disabilities certificate.
completed within six years of the anticipated graduation/
Program Student Learning Outcomes
completion date. Decisions regarding course content,
alignment, and suitability for transfer are made by the Upon completion of our educator preparation programs,
program director, department chair, or SOE dean. candidates will:
• Apply the principles and best practices of learner
development, learning differences, and learning
environment to educational praxis (InTASC Section A).

76 | G e o r g i a n C o u r t U n i v e r s i t y
 • Demonstrate competency in the discipline knowledge, the pre-service teacher education program are required to
applications of content, and assessment of learning take and pass the GCU exam in this area in the first
within educational praxis (InTASC Section B). semester, prior to clinical experience.
• Plan learning experiences effectively using Harassment, Intimidation & Bullying (HIB)
appropriate instructional strategies both in methods-
New Jersey Department of Education regulations require
based coursework and in supervised praxis (InTASC
training related to harassment, intimidation, and bullying
Section C).
(HIB). Candidates must provide evidence of successful
• Develop and demonstrate capacities in professionalism, completion of a GCU-approved HIB training program prior
ethical practice, leadership, and collaboration through to clinical experience.
structured and supervised experiences and learning
ACCELERATED TEACHER EDUCATION PROGRAMS
opportunities (InTASC Section D).
Georgian Court University offers the pre-service teacher
Admission to Pre-service Teacher Education Programs education options in an accelerated format. Georgian
Candidates seeking admission to a graduate teacher Court’s accelerated teacher education programs allow
education program must submit a complete, self- candidates who have an undergraduate or graduate level
managed application including the following: degree the opportunity to complete their teacher
education programs in four semesters—spring, summer,
• Official transcript(s) showing the award of a fall, and spring—as a member of a cohort that studies
baccalaureate degree from a regionally accredited and progresses through the program with classes
college or university scheduled during the day and as a learning community.
• Completion of prerequisite courses; During the first two semesters, candidates complete their
Behavioral/Social Sciences: child and adolescent coursework in classes that meet four days per week and
spend the fifth weekday in a school field placement. In the
development (3) and educational psychology (3);
third semester, candidates begin part-time clinical
• Completion of a content major (minimum 30 credits); practice two days per week and complete coursework
early childhood education (P–3), elementary three days per week. In the final semester, candidates
education (K–6), and English as a Second Language complete a full-time, 15-week clinical practice and meet
majors include: biology, chemistry, English, history, one evening each week for reflective practice.
interdisciplinary studies, mathematics, natural Admission requirements for the accelerated teacher
sciences, psychology, Spanish, or visual art; Subject- education program are the same as for traditionally
specific majors include biology, business, chemistry, scheduled teacher education programs. (See individual
English, history, mathematics, Spanish, or visual art. program descriptions for criteria.) Applicants who are
interested in the accelerated option should apply early to
• Evidence of a cumulative grade point average of at least
allow time to complete admissions requirements.
3.00 from a baccalaureate or master’s degree program;
• Passing scores on Praxis Core (Reading, Writing, CLINICAL EXPERIENCE & CLINICAL PRACTICE
and Math) test or Commissioner-approved Basic Georgian Court’s teacher education programs provide the
Skills examination (Note: This requirement is waived teacher candidate ample opportunity to develop not only
for students who provide documentation of a score on theoretical knowledge about teaching and learning in
the SAT, ACT, or GRE at or above the cut score for general, inclusive, and special education, but the practical
the year in which they took the exam.); skills needed to plan instruction for a diverse group of
• Passing score(s) on relevant Praxis II test; students, manage classroom behaviors, work with other
school professionals, understand the culture of schools,
• Two completed SOE recommendation forms
and interact positively with parents and other caregivers.
(available on GCU website); and The programs include clinical experience hours in both
• If the applicant is an international student, a passing inclusive and special education settings, including a field
score on the TOEFL (Test of English as a Foreign experience with students with autism and developmental
Language) is required. disabilities, and two consecutive semesters of clinical
• A successful group interview is required for admission practice (175 hours of part-time clinical practice followed
to the pre-service teacher education program. immediately by a 15-week, full-time clinical practice in an
inclusive setting).
Physiology and Hygiene To be approved for part-time clinical practice, candidates
must have an earned a cumulative grade point average of
New Jersey Department of Education regulations requires
at least 3.0, passed the requisite Praxis II tests, passed
all applicants for instructional certification to pass an
the GCU Physiology and Hygiene test, successfully
examination in physiology and hygiene, including the
completed an approved HIB training program, and
effects of narcotics and alcohol. Candidates admitted to
completed all other prerequisite and program courses.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 77
Clinical practice consists of two consecutive semesters of certification in Early Childhood Education (P–3) and Teacher
fieldwork, the first consisting of part-time (175 hours) of Students with Disabilities (TOSD) endorsement.
practice and the second semester including 15 weeks of
full-time clinical practice in which the teacher candidate Requirements
gradually assumes the responsibility for teaching. • Completion of prerequisite courses;
Placements for clinical practice are made by the director of Behavioral/Social Sciences: child and adolescent
field experiences and clinical partnerships in collaboration development (3) and educational psychology (3);
with school district administrators to assure an appropriate
• Completion of the 46-credit Early Childhood
match between the candidate and the school.
Education component;
Concurrent with full-time Clinical Practice (9 credits),
• Passing score on the Praxis II test in Early
candidates participate in a Reflective Practice Seminar
(3 credits) and are required to attend weekly meetings Childhood Content;
focusing on their clinical practice and the development of • Passing score on the GCU Physiology and Hygiene test;
the edTPA (performance assessment). Additional topics • Evidence of satisfactory completion of a GCU-
include, but are not limited to, class management, district approved training program on harassment,
policies, safety, relations with parents, emerging issues, intimidation, and bullying (HIB);
school law, school culture, sharing of experiences and • Satisfactory ratings in clinical practice including
best practices, certification processes, and job search
recommendation for certification;
skills. Achieving a passing score on edTPA, the New
Jersey Department of Education-mandated performance • Satisfactory rating on candidate’s Taskstream
assessment, is a School of Education requirement for professional portfolio demonstrating how candidate
successful completion of the Reflective Practice Seminar meets New Jersey Professional Teaching
and eligibility for certification. Standards; and
Clinical practice is an intensive and critical professional • Passing score on edTPA, the New Jersey Department
experience. For this reason, School of Education policy of Education-mandated performance assessment.
prohibits clinical interns from taking other courses during *Maintenance of a minimum cumulative grade point
clinical practice and strongly recommends that clinical average of 3.0 and a 3.0 average in education courses is
interns not engage in other on- or off-campus required to remain in the program.
employment during the 15-week clinical practice.
M.A.T. in Early Childhood Education (P–3) (46)
E-PORTFOLIOS AND EDTPA PERFORMANCE EDC5038 Psychology of the Exceptional Child (3)
ASSESSMENT EDC5110 Ethics & Foundations of Inclusive &
Georgian Court’s graduate education programs were Special Education (3)
designed to enable candidates to meet professional EDC5999 Field Experience in Special Education (1;
standards in their respective area of study. Each course
requires 50 hours of clinical experience)
includes one or more performance assessments or
artifacts demonstrating knowledge, skill, and/or ECE5201 Instructional Design & Technology Integration
dispositions that link to the standards. As candidates in Inclusive Early Childhood Education (3)
progress through their programs, these artifacts are ECE5202 Instruction in English/Language Arts &
archived in an electronic or e-portfolio on Taskstream and Literacy I in Inclusive Early Childhood &
monitored by program faculty. The e-portfolio also includes Special Education (3)
reflections, journal entries, and other self-assessments that ECE5203 Numeracy in Inclusive Early Childhood &
contribute to a candidate’s professional development,
Special Education (3)
reflective practice, and habit of lifelong learning. By the end
of the program, candidates have amassed a substantial ECE5204 Instruction in Literacy II & Social Studies in
body of evidence that they have met Georgian Court’s and Inclusive Early Childhood & Special
the professional standards within the candidate’s Education (3)
respective field. ECE5205 Science & Technology in Inclusive Early
Childhood & Special Education (3)
EARLY CHILDHOOD EDUCATION (P–3) &
EDC5206 Educational Assessment (3; requires
TEACHER OF STUDENTS WITH DISABILITIES
50 hours of clinical experience)
This program is designed for applicants who have EDC5402 Accommodations, Modifications & Assistive
completed a bachelor’s degree and want to qualify for their
Technology for Students with Disabilities (3)
first instructional certificate. It prepares teacher candidates
EDC5403 Evidence-Based Practices for Instructing
to work in general, inclusive, and special education settings
with young children in preschool, pre-kindergarten, Students with Autism Spectrum Disorder (3;
kindergarten, and Grades 1–3. It leads to a Master of Arts in requires clinical experience hours)
Teaching degree and eligibility for New Jersey instructional

78 | G e o r g i a n C o u r t U n i v e r s i t y
ECE6212 Collaborative Planning with Family, School & EDC5206 Educational Assessment (3; requires
Community Partners for Early Childhood & 50 hours of clinical experience)
Special Educators (3; requires 175 hours of EDC5207 Numeracy in Inclusive Elementary &
clinical practice) Special Education (3)
ECE6302 Early Childhood Clinical Practice (9; requires EDC5208 Science & Technology in Inclusive
15 weeks of full-time clinical practice) Elementary & Special Education (3)
ECE6303 Reflective Practice in Early Childhood & EDC5210 Instruction in English/Language Arts &
Special Education (3) Literacy I in Inclusive Elementary &
Special Education (3)
ELEMENTARY EDUCATION (K–6) & TEACHER OF EDC5211 Instruction in Literacy II & Social Studies in
STUDENTS WITH DISABILITIES Inclusive Elementary & Special Education (3)
This program is designed for applicants who have EDC5402 Accommodations, Modifications & Assistive
completed a bachelor’s degree and want to qualify for Technology for Students with Disabilities (3)
their first instructional certificate. The program prepares EDC5403 Evidence-Based Practices for Instructing
candidates to provide instruction in all subjects in general,
Students with Autism Spectrum Disorder (3;
inclusive, and/or special education settings in
requires clinical experience hours)
kindergarten through Grade 6. It leads to a Master of Arts
in Teaching degree and eligibility for New Jersey EDC6214 Collaborative Planning with Family, School &
certification in Elementary Education (K–6) and Teacher Community Partners for Elementary &
of Students with Disabilities (TOSD) endorsement. Special Educators (3; requires 175 hours of
clinical practice)
Requirements
EDC6404 Elementary Education Clinical Practice (9;
• Completion of prerequisite courses;
requires 15 weeks of full-time
Behavioral/Social Sciences: child and adolescent
clinical practice)
development (3) and educational psychology (3);
EDC6405 Reflective Practice in Elementary Education &
• Completion of the 46-credit Elementary
Special Education (3)
Education component;
• Passing score on the Praxis II test in Elementary ENGLISH AS A SECOND LANGUAGE & TEACHER OF
Education (Multiple Subjects); STUDENTS WITH DISABILITIES
• Passing score on the GCU Physiology and Hygiene test;
This program is designed for applicants who have
• Evidence of satisfactory completion of a GCU-
completed a bachelor’s degree and want to qualify for
approved training program on harassment, their first instructional certificate. This program prepares
intimidation, and bullying (HIB); candidates to teach English as a Second Language in
• Satisfactory ratings in clinical practice including general, inclusive, and/or special education settings. It
recommendation for certification; leads to a Master of Arts in Teaching degree and
• Satisfactory rating on candidate’s Taskstream eligibility for New Jersey certification in English as a
professional portfolio demonstrating how candidate Second Language and Teacher of Students with
Disabilities endorsement.
meets New Jersey Professional Teaching
Standards; and Requirements
• Passing score on edTPA, the New Jersey Department • Completion of prerequisite courses;
of Education-mandated performance assessment. Behavioral/Social Sciences: child and adolescent
*Maintenance of a minimum cumulative grade point development (3) and educational psychology (3);
average of 3.0 and a 3.0 average in education courses is • Completion of the 46-credit English as a Second
required to remain in the program. Language Education component;
• Passing score on the Praxis II test in Elementary
M.A.T. in Elementary Education (K–6) (46) Education (Multiple Subjects);
EDC5038 Psychology of the Exceptional Child (3) • Passing score on the GCU Physiology and Hygiene test;
EDC5110 Ethics & Foundations of Inclusive & • Evidence of satisfactory completion of a GCU-
Special Education (3) approved training program on harassment,
EDC5999 Field Experience in Special Education (1; intimidation, and bullying (HIB);
requires 50 hours of clinical experience) • Satisfactory ratings in clinical practice including
EDC5115 Instructional Design & Technology Integration recommendation for certification;
in Inclusive Elementary Education (3)

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 79
 • Satisfactory rating on candidate’s Taskstream Requirements
professional portfolio demonstrating how candidate • Completion of prerequisite courses:
meets New Jersey Professional Teaching Behavioral/Social Sciences: child and adolescent
Standards; and development (3) and educational psychology (3)
 Passing score on edTPA, the NJDOE-mandated • A liberal arts content major in the area of anticipated
performance assessment. certification including not less than 12 credits at the
*Maintenance of a minimum cumulative grade point 300 and 400 level. Note: Content areas may have
average of 3.0 and a 3.0 average in education courses is specific course requirements.
required to remain in the program. • Completion of the 43-credit Specific Subject
Education component;
M.A.T. in English as a Second Language (ESL) (46) • Passing score on the appropriate Praxis II test;
EDC5038 Psychology of the Exceptional Child (3) • Passing score on the GCU Physiology and Hygiene test;
EDC5999 Field Experience in Special Education (1; • Evidence of satisfactory completion of a GCU-
requires 50 hours of clinical experience) approved training program on harassment,
EDC5110 Ethics & Foundations of Inclusive and intimidation, and bullying (HIB);
Special Education (3) • Satisfactory ratings in clinical practice including
EDC5021 Second Language Acquisition (3) recommendation for certification;
EDC5026 Phonology & Structure of American English (3) • Satisfactory rating on candidate’s Taskstream
EDC5022 Theory, Practice & Methods of Teaching professional portfolio demonstrating how candidate
ESL/English Through the Content Areas (3) meets New Jersey Professional Standards for
EDC5027 Developing Literacy Skills for the Second Teachers; and
Language Learner (3) • Passing score on edTPA, the New Jersey Department
EDC5113 Instructional Design & Technology Integration of Education-mandated performance assessment.
for English Language Learners (3) *Maintenance of a minimum cumulative grade point
EDC5206 Educational Assessment (3; requires average of 3.0 and a 3.0 average in education courses is
50 hours clinical experience) required to remain in the program.
EDC5402 Accommodations, Modifications & Assistive
Technology for Students with Disabilities (3) M.A.T. in Subject-Specific Education (43)
EDC5403 Evidence-Based Practices for Instructing EDC5038 Psychology of the Exceptional Child (3)
Students with Autism Spectrum Disorder (3; EDC5110 Ethics & Foundations of Inclusive and
requires clinical experience hours) Special Education (3)
EDC6210 Collaborative Planning with Family, EDC5120 Instructional Design & Technology Integration
School & Community Partners for ESL & in Inclusive Secondary Education (3)
Special Educators (3; requires 175 hours of EDC5206 Educational Assessment (3; requires
clinical practice) 50 hours of clinical experience)
EDC6299 ESL Clinical Practice (9; requires 15 weeks EDC5215 Instruction in Literacy in Inclusive Secondary
of full-time clinical practice) & Special Education (3)
EDC6300 Reflective Practice in ESL & EDC5231 Secondary Subject Instruction in Inclusive &
Special Education (3) Special Education in Language Arts,
EDC5232 Secondary Subject Instruction in
TEACHER OF A SPECIFIC SUBJECT (K–12) & Inclusive & Special Education in Science,
TEACHER OF STUDENTS WITH DISABILITIES EDC5233 Secondary Subject Instruction in
This program prepares teachers to provide instruction in a Inclusive & Special Education in World
single subject area in general, inclusive, and/or special Language, EDC5234 Secondary Subject
education settings in kindergarten through Grade 12. Most Instruction in Inclusive & Special Education in
graduates are secondary school teachers of art, biology, Math, EDC5236 Secondary Subject
business, chemistry, English, history, mathematics, or Instruction in Inclusive & Special Education in
Spanish, depending on their major. The program leads to a Art, EDC5237 Secondary Subject Instruction
Master of Arts in Teaching and eligibility for New Jersey
in Inclusive & Special Education in Business
certification as a Teacher of a Specific Subject [art, biology,
business, chemistry, English, social studies, mathematics, Education, or EDC5238 Secondary Subject
or Spanish] and Teacher of Students with Disabilities Instruction in Inclusive & Special Education in
(TOSD) endorsement. Social Studies (3)

80 | G e o r g i a n C o u r t U n i v e r s i t y
EDC5330 Instructional Technology in Inclusive & EDC5403 Evidence-Based Practices for Instructing
Special Education in Language Arts, EDC5331 Students with Autism Spectrum Disorder (3;
Instructional Technology in Inclusive & Special requires clinical experience hours)
Education in Science, EDC5332 Instructional EDC5999 Field Experience in Special Education (1;
Technology in Inclusive & Special Education in requires 50 hours of clinical experience)
World Language, EDC5333 Instructional EDC6215 Collaborative Planning with Family,
Technology in Inclusive & Special Education in School & Community Partners for
Math Education, EDC5334 Instructional Secondary & Special Educators (3; requires
Technology in Inclusive & Special Education in 175 hours of clinical practice)
Social Studies, EDC5335 Instructional EDC6406 Secondary Education Clinical Practice (9;
Technology in Inclusive & Special Education in requires 15 weeks of full-time
Art, or EDC5336 Instructional Technology in clinical practice)
Inclusive & Special Education in EDC6407 Reflective Practice in Secondary &
Business Education (3) Special Education (3)
EDC5402 Accommodations, Modifications & Assistive
Technology for Students with Disabilities (3)

ESL Education Early Childhood Elementary Education Secondary Education Clinical

Education Hours
EDC5110 Ethics & EDC5110 Ethics & EDC5110 Ethics & EDC5110 Ethics &
Foundations of Inclusive Foundations of Inclusive Foundations of Inclusive Foundations of Inclusive
& Special Education & Special Education & Special Education & Special Education
EDC5038+EDC5999 EDC5038+EDC5999 EDC5038+EDC5999 EDC5038+EDC5999 SE-CE
Psychology of the Psychology of the Psychology of the Psychology of the (50 hrs.)
Exceptional Child Exceptional Child Exceptional Child Exceptional Child
EDC5403 Evidence- EDC5403 Evidence- EDC5403 Evidence- EDC5403 Evidence- (CE hrs.)
Based Practices for Based Practices for Based Practices for Based Practices for
Instructing Students with Instructing Students with Instructing Students with Instructing Students with
Autism Spectrum Disorder Autism Spectrum Disorder Autism Spectrum Disorder Autism Spectrum Disorder
EDC5113 Instructional ECE5201 Instructional EDC5115 Instructional EDC5120 Instructional
Design & Technology Design & Technology Design & Technology Design & Technology
Integration for English Integration in Inclusive Integration in Inclusive Integration in Inclusive
Language Learners and Early Childhood Elementary Education Secondary Education
Education
EDC5021 Second ECE5202 Instruction in EDC5210 Instruction in EDC5215 Instruction in
Language Acquisition English/Language Arts & English/Language Arts & Literacy in Inclusive
Literacy I in Inclusive Literacy I in Inclusive Secondary & Special
Early Childhood & Elementary & Special Education
Special Education Education
EDC5026 Phonology & ECE5204 Instruction in EDC5211 Instruction in EDC5231, 5232, 5233,
Structure of American Literacy II & Social Literacy II & Social 5234, 5236, 5237, or
English Studies in Inclusive Early Studies in Inclusive 5238 Secondary Subject
Childhood & Special Elementary & Special Instruction in Inclusive &
Education Education Special Education in
[Specific Subject]
EDC5022 Theory, Practice ECE5203 Numeracy in EDC5207 Numeracy in
& Methods of Teaching Inclusive Early Childhood Inclusive Elementary &
ESL/English Through the & Special Education Special Education
Content Areas
EDC5206 Educational EDC5206 Educational EDC5206 Educational EDC 5206 Educational CE
Assessment Assessment Assessment Assessment (50 hrs.)

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 81
 ESL Education Early Childhood Elementary Education Secondary Education Clinical
Education Hours
EDC5027 Developing ECE5205 Science & EDC5208 Science & EDC5330, 5331, 5332,
Literacy Skills for the Technology in Inclusive Technology in Inclusive 5333, 5334, 5335, or
Second Language Early Childhood & Elementary & Special 5336 Instructional
Learner Special Education Education Technology in Inclusive
& Special Education in
[Specific Subject]
EDC5402 EDC5402 EDC5402 EDC5402
Accommodations, Accommodations, Accommodations, Accommodations,
Modifications & Assistive Modifications & Assistive Modifications & Assistive Modifications & Assistive
Technology for Students Technology for Students Technology for Students Technology for Students
with Disabilities with Disabilities with Disabilities with Disabilities
PT-CP
EDC6210 Collaborative ECE6212 Collaborative EDC6214 Collaborative EDC6215 Collaborative
Planning with Family, Planning with Family, Planning with Family, Planning with Family, (175 hrs.)
School & Community School & Community School & Community School & Community
Partners for ESL & Partners for Early Partners for Elementary Partners for Secondary &
Special Educators Childhood & Special & Special Educators Special Educators
Educators
FT-CP
EDC6299 ESL Clinical ECE6302 Early EDC6404 Elementary EDC6406 Secondary
(15 wks.)
Practice Childhood Education Education Clinical Education Clinical
Clinical Practice Practice Practice
EDC6300 Reflective ECE6303 Reflective EDC6405 Reflective EDC6407 Reflective
Practice in ESL & Practice in Early Childhood Practice in Elementary & Practice in Secondary &
Special Education & Special Education Special Education Special Education

• Completed application form;

• A check or money order for $40 (nonrefundable)
payable to Georgian Court University;
• Official transcript(s) showing the award of a
baccalaureate degree from a regionally accredited
college or university. In addition, official transcripts
The following professional programs broaden teachers’
professional expertise by providing important knowledge from each undergraduate and graduate institution
and skills in a new area of instructional specialization and attended. Transcripts may be sent from your prior
certification endorsement and/or deepening their institution directly to the GCU Office of Admissions, or
professional expertise in an area of practice. They lead to you may submit them. All transcripts must be in
master’s degrees and/or qualify program completers for a sealed and signed envelopes. If the original seals
GCU certificate or New Jersey educational endorsement.
have been broken, the transcripts are considered
Admitted candidates must maintain a minimum cumulative
grade point average of 3.0 to remain in the program. unofficial and cannot be used toward your
application. If applying to a post-master’s certificate
EDUCATIONAL SERVICES PROGRAMS program, then a transcript showing the award of a
The educational services programs prepare individuals master’s degree is also required;
for special service roles in schools as school counselors • If applicant is a non-native English speaker, then a
and reading specialists. rating of Advanced High on the Oral Proficiency
General Requirements for Admission to an Interview is also required;
Educational Services Program • Evidence of a cumulative undergraduate GPA of at
least 3.0; and
To be admitted to an educational services program, an
individual must submit a complete, self-managed
application including:

82 | G e o r g i a n C o u r t U n i v e r s i t y
 • A personal interview with the program director or INSTRUCTIONAL ENDORSEMENT PROGRAMS
School of Education admissions coordinator may be • Bilingual/Bicultural Education
required prior to admission and is required prior to • English as a Second Language (ESL)
enrollment in courses. See program description for • Early Childhood (P–3) Education
additional information. • Teacher of Students with Disabilities (TOSD)
General Requirements for Admission to Graduate BILINGUAL/BICULTURAL EDUCATION
Programs in Education
Certified teachers with proficiency in both English and
To be admitted to a professional program or master’s- another language that would be used for instruction will be
degree program, an individual must submit a complete, eligible for an endorsement as a Bilingual/Bicultural teacher
self-managed application including: at the completion of this 12-credit program. The
• Completed application form; endorsement allows the individual to teach the subject(s)
• A check or money order for $40 (nonrefundable) and grade levels of their instructional certificate to speakers
payable to Georgian Court University; of other languages in a bilingual setting. It also prepares the
bilingual teacher to help English language learners meet the
• Official transcript(s) showing the award of a
New Jersey Student Learning Standards (NJSLS), and
baccalaureate degree from a regionally accredited World-Class Instructional Design and Assessment (WIDA)
college or university. In addition, official transcripts from standards. The program design was guided by the national
each undergraduate and graduate institution attended. Teachers of English to Speakers of Other Languages
The transcript(s) must be in sealed and signed (TESOL) standards, the New Jersey Professional Standards
envelopes. If the original seals have been broken, the for Teachers (NJPST), and the Interstate Teacher
Assessment and Support Consortium (InTASC) standards.
transcripts are considered unofficial and cannot be used
toward your application. If applying to a post-master’s Admission Requirements
certificate program, then a transcript showing the award • An earned bachelor’s degree from a regionally
of a master’s degree is also required; accredited college or university;
• If the applicant is an international student, a passing • Evidence of a minimum undergraduate GPA of 3.0;
score on the TOEFL (Test of English as a Foreign • A copy of a valid New Jersey instructional certificate
Language) is required; (P–3; K–6; or K–12);
• A copy of valid New Jersey instructional certification(s); • Passing scores on oral and written proficiency
• Evidence of a cumulative undergraduate GPA of at examinations in English and another language; and
least 3.0; and • If the applicant is an international student, a passing
• A personal interview with the department chair or score on the TOEFL (Test of English as a Foreign
program director may be required prior to admission Language) is required.
and enrollment in courses.
Bilingual/Bicultural Program (12)
E-PORTFOLIOS EDC5021 Second Language Acquisition (3)
Georgian Court’s graduate education programs were EDC5022 Theory, Practice & Methods of Teaching
designed to enable candidates to meet professional ESL/English through the Content Areas (3)
standards in their respective area of study. Each course EDC5026 Phonology & Structure of American English (3)
includes one or more performance assessments or EDC5027 Developing Literacy Skills for the Second
artifacts demonstrating knowledge, skill, and/or
Language Learner (3)
dispositions that link to the standards. As candidates
progress through their programs, these artifacts are ENGLISH AS A SECOND LANGUAGE
archived in an electronic or e-portfolio on Taskstream and
monitored by program faculty. The e-portfolio also ESL Program or Master of Education
includes reflections, journal entries, and other self-
assessments that contribute to a candidate’s professional The English as a Second Language (ESL) program
development, reflective practice, and habit of lifelong prepares teachers to provide instruction in English to
learning. By the end of the program, candidates have students whose native language is not English and to
amassed a substantial body of evidence that they have support these English language learners in mastering the
met Georgian Court’s and the professional standards content designated in the New Jersey Student Learning
within the candidate’s respective field. Standards (NJSLS). The ESL program reflects the
national Teachers of English to Speakers of other
Languages (TESOL) standards, the New Jersey
Professional Standards for Teachers (NJPST) and the

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 83
Interstate Teacher Assessment and Support Consortium Additional courses required for master’s degree:
(InTASC) standards. It leads to eligibility for endorsement EDC5014 Methods of Research for Leaders in
to a New Jersey instructional certification as a Teacher of Inclusive Schools (3)
English as a Second Language. An additional 15 credits EDC5002 Diversity in Inclusive Education (3)
are needed beyond the ESL program to qualify for a
EDC5024 Second Language Education Curriculum
Master of Education degree.
EDC6095 Project Applied Thesis I (3)
Program Student Learning Outcomes EDC6099 Project Applied Thesis II (3)
Upon successful completion of the program of studies for
EARLY CHILDHOOD ENDORSEMENT &
English as a Second Language Education, the student will
M.ED. OPTION
have given evidence of the following outcomes and goals.
The Early Childhood endorsement program prepares
• Students will examine the current theories of individuals who already hold a valid New Jersey
second language acquisition and culture instructional certificate to teach students in preschool
competence to evaluate different ESL and through Grade 3 settings. The program leads to eligibility
bilingual instructions. for a New Jersey instructional endorsement of Preschool
• Students will design instruction plans and create through Grade 3. An additional 9 credits are needed
beyond the Early Childhood Education 24-credit program
assessment instruments to teach English
to qualify for a Master of Education degree.
language learners.
• Students will apply knowledge and theories to Admission Requirements
action research and best practices in the • An earned baccalaureate degree from a regionally
teaching profession. accredited college or university
• (Master’s Program) Students will develop • Evidence of a minimum undergraduate GPA of 3.0;
advanced professional leadership within the area • A copy of a valid standard or CEAS New Jersey
of services to support students who are ESL instructional certificate (K–6; or K–12); and
learners or who are in a bilingual education • If the applicant is an international student, a passing
program through academic research and score on the TOEFL (Test of English as a Foreign
program evaluation. Language) is required.

Admission Requirements ECE Program (24); Master of Education (33)

• An earned bachelor’s degree from a regionally ECE5101 Growth, Development & Learning in
accredited college or university; Inclusive Early Childhood Education (3)
• Evidence of a minimum undergraduate GPA of 3.0; ECE5102 Inclusive Early Childhood
• A copy of a valid New Jersey instructional certificate Curriculum & Assessment (3)
(P–3; K–6; or K–12); ECE5105 Family, Community & the Young Child (3)
• Passing score on oral and written English proficiency ECE5202 Instruction in English/Language Arts &
examinations; and Literacy I in Inclusive Early Childhood &
• If the applicant is an international student, a passing Special Education (3)
score on the TOEFL (Test of English as a Foreign ECE5203 Numeracy in Inclusive Early Childhood &
Language) is required; Special Education (3)
ECE5204 Instruction in Literacy II & Social Studies in
ESL Program (15); Master of Education (30) Inclusive Early Childhood & Special
EDC5021 Second Language Acquisition (3) Education (3)
EDC5022 Theory, Practice & Methods of Teaching ECE5205 Science & Technology in Inclusive Early
ESL/English Through the Content Areas (3) Childhood & Special Education (3)
EDC5023 Historical & Cultural Backgrounds of English ECE5300 Issues in Early Childhood Education (3)
Language Learners (3)
Additional courses required for master’s degree:
EDC5026 Phonology & Structure of American English (3)
EDC5014 Methods of Research for Leaders in
EDC5027 Developing Literacy Skills for the Second
Inclusive Schools (3)
Language Learner (3)
EDC6095 Project Applied Thesis I (3)
EDC6099 Project Applied Thesis II (3)

84 | G e o r g i a n C o u r t U n i v e r s i t y
TEACHER OF STUDENTS WITH DISABILITIES EDC5032 Community Services for Students at Risk &
with Exceptionalities (3; requires 15 hours of
TOSD Program or Master of Education Degree clinical experience)
The Teacher of Students with Disabilities program EDC5034 Understanding Learning Disabilities (3;
prepares already certified general education teachers requires 10 hours of clinical experience)
seeking to teach students with disabilities in inclusive and EDC5037 Psychological & Educational Assessment of
special education settings. The 21-credit graduate program
Students with Disabilities (3)
leads to eligibility for endorsement as a Teacher of
EDC5302 Strategies for Teaching Students with Autism
Students with Disabilities (TOSD) in the level and for the
subject(s) of the instructional certificate. The program is & Developmental Disabilities (3; requires
aligned with the standards of the Council for Exceptional 10 hours of clinical experience)
Children, the New Jersey Professional Standards for EDC5303 Social Communication Interventions for
Teachers (NJPST), and the Interstate Teacher Students with Autism Spectrum Disorders (3)
Assessment and Support Consortium (InTASC) standards.
An additional 15 credits are needed to qualify for a Master of Additional courses required for master’s degree:
Education degree. Students who want to pursue this option EDC5014 Methods of Research for Leaders in
should see their advisor prior to finishing the program. Inclusive Schools (3)
EDC5304 Assessment & Curricular Interventions for
Program Student Learning Outcomes
Autism Spectrum Disorders (3)
Upon successful completion of the program of studies for EDC5305 Interventions & Supports for Level 1
Teacher of Students with Disabilities, the student will
Characteristics of Autism Spectrum Disorder (3)
have given evidence of the following outcomes and goals.
EDC6095 Project Applied Thesis I (3)
• Regulations for special education. Students will
EDC6099 Project Applied Thesis II (3)
identify special education identification processes
based on principles of the Individuals with AUTISM SPECTRUM DISORDERS
Disabilities Act (IDEA).
• Planning appropriate instruction. Students will Autism Spectrum Disorders–GCU Certificate Program
develop a curriculum guide for students with or Master of Education
disabilities and complete an Individualized The Autism Spectrum Disorders program offers certified
Education Program (IEP) for a student requiring teachers and non-certified individuals with a personal or
accommodations and modifications. professional interest in autism disorders (parents,
• Resources and programming for students with advocates, service providers, and others) an in-depth
study of the pervasive developmental disorders including
special needs. Students will prepare and develop
teaching strategies and interventions, assessment, and
a resource manual for school professional use to social communication development for students with
assist students with and without disabilities. autism or related developmental disorders. Completers of
the certificate program earn a Georgian Court University
Admission Requirements certificate indicating focused training in autism spectrum
• An earned baccalaureate degree from a regionally disorders; completers of the degree program earn a
accredited college or university Master of Education.
• Evidence of a minimum undergraduate GPA of 3.0;
Program Student Learning Outcomes
• A copy of a valid standard or CEAS New Jersey
Upon successful completion of the program of studies for
instructional certificate (P–3, K–6; or K–12); and
Autism Spectrum Disorders, the student will receive a
• If the applicant is an international student, a passing
Master of Education (M.Ed.) degree and/or GCU
score on the TOEFL (Test of English as a Foreign
certificate and will have given evidence of the following
Language) is required.
outcomes and goals.
TOSD Endorsement Program (21); • In-depth study of the pervasive developmental
Master of Education Degree (36) disorders of autism, evaluated through research
EDC5030 Educating Students with Disabilities in their assignments and in-class testing.
Least Restrictive Environment (3) • Application of teaching strategies and
EDC5031 Curriculum Planning, Accommodations & interventions for students with autism and related
Modifications for Students with Disabilities (3; developmental disorders, including collaborative
requires 15 hours of clinical experience) models of teaching, as evidenced by observation
reports and research studies.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 85
 • Assessment of students with autism and related INSTRUCTIONAL TECHNOLOGY
developmental disorders, using case studies to
apply the appropriate approaches to instruction. Instructional Technology–GCU Certificate Program or
• Implementation of techniques to support social Master of Arts
communication development of students with autism Candidates in the Master of Arts in Instructional
and related developmental disorders, through direct Technology (M.A.I.T.) program are trained to create
observation and practicum experiences. powerful digital learning materials with technologies to
deliver instructional content such as web-based
• (Master’s Degree) Advanced professional
resources, collaborative tools, video resources, and
leadership within the area of services to support
mobile devices. The courses in the M.A.I.T. program
students with autism and related developmental cover theoretical and practical approaches, including
disorders, through academic research and foundations of instructional design, learning theory and
program evaluation. design for learning to engage students in learning with
apps, videos, podcasts, social media, simulations, and
Admission Requirements games. The capstone provides candidates with the
• An earned bachelor’s degree from a regionally opportunity to develop a design proposal and project,
allowing them to demonstrate their fluency with elements
accredited college or university;
of an instructional design analysis using carefully chosen
• Evidence of a minimum 3.0 undergraduate GPA; technologies.
• For teachers: a copy of a valid New Jersey
instructional certificate (P–3, K–6; or K–12); and Program Student Learning Outcomes
• If the applicant is an international student, a passing Upon successful completion of the program of studies for
score on the TOEFL (Test of English as a Foreign Instructional Technology, the student will receive a
Language) is required. Master of Arts in Instructional Technology (M.A.I.T.)
and/or a GCU certificate and will have given evidence of
Autism GCU Certificate (15); Master of Education (36) the following outcomes and goals:
EDC5301 Nature & Needs of Individuals with Autism & • Analysis and application of cognitive and learning
PDD (3) theory to instructional technology.
EDC5302 Strategies for Teaching Students with Autism • Creation of digital learning materials to deliver
& Developmental Disabilities (3; requires instructional content in various modalities.
10 hours of clinical experience) • Effective and appropriate use of web-based
EDC5303 Communication & Social Skills Intervention for resources, collaborative tools, video resources,
Students with Autism Spectrum Disorders (3) and mobile devices to engage the learner in
EDC5304 Assessment & Curricular Interventions for independent and collaborative learning.
Autism Spectrum Disorders (3) • Development of a researched design proposal
EDC5305 Interventions & Supports for Level 1 and project that demonstrates fluency with
Characteristics of Autism Spectrum Disorder (3) instructional design analysis and carefully chosen
Additional courses required for master’s degree: technologies (Master’s Capstone project).
EDC5001 Philosophical & Psychological Foundations of
Admission Requirements
Inclusive Education (3)
• An earned bachelor’s degree from a regionally
EDC5002 Diversity in Inclusive Education (3)
accredited college or university;
EDC5010 Curricular Leadership for the Inclusive School (3)
• Evidence of a minimum 3.0 undergraduate GPA; and
EDC5014 Methods of Research for Leaders in
• If the applicant is an international student, a passing
Inclusive Schools (3)
score on the TOEFL (Test of English as a Foreign
EDC5158 Instructional Technology in an Inclusive Setting (3)
Language) is required.
EDC6095 Project Applied Thesis I (3)
EDC6099 Project Applied Thesis II (3) Instructional Technology–GCU Certificate (15) or
Master of Arts (30)
EDC5501 Collaborative Tools in Education (3)
EDC5502 Multimedia Design for Learning (3)
EDC5503 Web Design & Publishing (3)
EDC5504 Social Media for Active Participation (3)
EDC5505 Computer Programming for STEM Education (3)

86 | G e o r g i a n C o u r t U n i v e r s i t y
Additional courses required for master’s degree: • The design and implementation of data-driven
EDC5601 Cognitive Science & Instructional Technology (3) literacy instruction evidenced through assigned
EDC5602 Video Games & Play in Learning (3) projects, discussions, and clinical practice.
EDC5701 Learning Science & Instructional Technology (3) • Identification, evaluation, administration, and
EDC5702 Designing Games & Simulations (3) analysis of results from a variety of formal and
EDC6001 Instructional Technology Capstone (3) informal assessment measures and techniques
focused on the area of literacy acquisition and
READING/LITERACY SPECIALIZATION development evidenced through assigned
Master of Education projects, discussions, and clinical practice.
• Literacy leadership within the educational setting
The Master of Education–Reading/Literacy Specialization evidenced through assigned projects,
prepares certified teachers to be reading specialists and discussions, and clinical practice.
to use their expertise in reading in their classrooms or as
a director or coach in a reading and literacy program in a Admission Requirements
school or district. • Official transcript(s) showing the award of a
Based on the standards of the International Reading baccalaureate degree from a regionally accredited
Association (IRA) for Reading Professionals, New Jersey college or university. In addition, official transcripts
Student Learning Standards for English/Language Arts
from each undergraduate and graduate institution
Literacy (NJSLS for ELAL), and New Jersey Professional
Standards for Teachers (NJPST), the program builds attended. Transcripts may be sent from your prior
expertise through courses in the theories and processes institution directly to the GCU Office of Admissions, or
of reading and writing, diagnosis and remediation, you may submit them. All transcripts must be in sealed
assessment, best practice literacy instruction strategies, and signed envelopes. If the original seals have been
program evaluation, coaching techniques, and a broken, the transcripts are considered unofficial and
practicum. These provide experiences for candidates to cannot be used in support of the application;
work with a variety of approaches and strategies and
• Evidence of minimum undergraduate or graduate
design, select, and use standard and alternate instruction,
assessment, and coaching techniques that serve the GPAs of 3.0;
needs of diverse students and educators. • If the applicant is an international student, a passing
score on the TOEFL (Test of English as a Foreign
All courses include a keystone assessment/artifact that
demonstrates the accomplishment of course goals and Language) is required.
the integration of acquired knowledge and skills. As • A copy of a valid New Jersey instructional certificate
candidates progress toward program completion, their (P–3, Elementary; K–8, 5–8; or K–12); and
course artifacts are archived in an electronic or e-portfolio • A personal interview with the director of the reading/
and monitored by program faculty to ensure and the literacy specialization program or chair may be required.
state’s standards for novice reading specialists.
Program completers earn a Master of Education degree; Reading/Literacy Specialization Master of Education (33)
those who have completed two years of full-time teaching EDC5001 Philosophical & Psychological Foundations of
are eligible for New Jersey educational services Inclusive Education (3)
certification as a reading specialist. EDC5014 Methods of Research for Leaders in
Program Student Learning Outcomes Inclusive Schools (3)
EDC5034 Introduction to Learning Disabilities (3)
Upon successful completion of the program of studies for
EDC5201 Nature of the Reading Process (3)
Reading/Literacy Specialization, the student will receive a
EDC5202 Literature for Children & Youth (3)
Master of Education (M.Ed.) degree and will have given
EDC5203 Reading & Writing in the Content Areas (3)
evidence of the following outcomes and goals.
EDC5204 Articulation, Supervision & Evaluation of
• Knowledge and application of the theories and
Reading Programs (3)
concepts of literacy acquisition and development
EDC5027 Literacy for Second Language Learners (3)
as evidenced through course exams, assigned
EDC6201 Assessment & Diagnosis of Reading Abilities (3)
projects, and discussions.
EDC6202 Research-Based Techniques for the
• Identification and evaluation of a variety of
Correction of Reading Challenges (3)
instructional methods and materials to meet the
EDC6084 Reading Practicum (3)
needs of diverse learners evidenced through
assigned projects and discussions.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 87
SCHOOL COUNSELING PROGRAMS 150-hour course-related experiences, candidates attend
seminars with a GCU faculty member to share issues and
The 48-credit School Counseling program is open to
experiences, and confront challenges to ethical practice
experienced teachers as well as individuals who are not
and successful counseling. Students may take the
teachers. The program prepares individuals for the broad
Seminar and Internship courses either consecutively,
range of responsibilities across grade levels that school
over the course of two years, or concurrently, beginning
counselors encounter as they work in school settings with
with Seminar I and Internship I in the fall.
students, their families/caregivers, teachers, administrators,
and school and community support services. Eight major The School Counseling internship is a 300-hour, 6-credit
areas of counselor development are addressed: experience during which candidates take on greater
professional identity, social and cultural diversity, human responsibility for providing services to students and
growth and development, career development, helping collaborating with other school personnel to create a positive
relationships, group work, assessment, and research and environment for student development and success.
program evaluation. The 48-credit program leads to a Candidates typically engage in individual, small group, and
Master of Education and eligibility for New Jersey large group counseling and development sessions on a
educational services certification as a school counselor. broad range of topics (e.g., self-esteem, college choice, time
and stress management) and participate fully in school
Certified school counselors may become eligible for
counselor functions within the school and/or district including
endorsement as a Director of School Counseling Services
academic, personal-social, and career counseling;
by taking 6 to 9 additional credits to fulfill certification
scheduling; transition services; test administration and
requirements in administration, staff supervision, and
analysis; and interventions prior to child study referrals.
curriculum development. In addition, the Director of School
During the internship, candidates are mentored by school-
Counseling Services certification requires at least three
based certified counselors and by GCU faculty members.
years (full-time) of successful school counselor experience
The counseling interns are also supported by peers during
under standard New Jersey or out-of-state school
the periodic seminars linked with the internship.
counselor certification. A letter from the superintendent or
principal will be required to document this experience and Throughout the seminar and internship experiences,
should include the dates of employment and the qualifying candidates maintain logs of their hours and journals
positions held during those specific dates. documenting their experience. The journals include
reflective essays that link theory to practice, analyze
Observational Practicum, Seminar & Internship situations and consider options, and evaluate outcomes.
Georgian Court’s School Counseling program provides Program Student Learning Outcomes
candidates a theoretical foundation for working with
students individually and in groups and opportunities to Upon successful completion of the program of studies for the
develop skilled practice in the major functions of a school 48-credit graduate school counselor program, the student will
counselor. Early in the program, candidates complete a earn a Master of Education (M.Ed.) degree, along with a State
100-hour observational practicum in a school setting as of New Jersey certification as a school counselor, and will
part of EDC6301 Foundations of School Counseling. This have given evidence of the following program outcomes:
first field-based experience focuses on observation of the
scope, issues, and practices associated with the
• In-depth knowledge of the area of school
professional practice of school counselors. It allows counseling applicable to the school-age child, their
candidates early in their preparation to link theoretical families and caregivers, school faculty and
knowledge to current practice and to develop reflective administration, and school and community support
skills needed throughout their careers. In subsequent services, as evidenced by research-based course
courses, knowledge and skills are built through modeling assignments evaluated by rubric scoring.
and in-class developmental skill building activities. Note:
candidates who are not teachers are encouraged to • Development as a skilled practitioner as a school
obtain a substitute teacher credential during the program counselor through 300 hours of school
in order to get more experience with students and schools counseling monitored internship experiences,
prior to their observational practicum. where the student reflects on these experiences
Near the end of their programs, candidates take and receives individual coaching and external
EDC6305 and EDC6306, School Counseling Seminar I evaluation of his/her performance.
and II, which provide opportunities to develop skills in a • Advanced professional leadership within the area
school setting with close supervision by certified
of school counselor services as evidenced
practicing school counselors. During these experiences,
through effective communication with a wide
candidates counsel individuals and groups and apply their
knowledge of assessment, collaboration, and community variety of school constituents, case study
resources to develop, implement, monitor and evaluate analysis, and reflection on practice.
programs for students’ academic, career, and
personal/social development. Concurrent with these two

88 | G e o r g i a n C o u r t U n i v e r s i t y
Admission Requirements In addition, the director of the school counseling program
requires at least three years of successful school
• Completed application including an application fee (a
counselor experience under standard New Jersey or out-
check or money order for $40 (nonrefundable) of-state school counselor certification.
payable to Georgian Court University;
• Official transcript(s) showing the award of a baccalaureate Admission Requirements
degree from a regionally accredited college or university. In • Completed application including an application fee (a
addition, official transcripts from each undergraduate and check or money order for $40 (nonrefundable)
graduate institution attended. Transcripts may be sent from payable to Georgian Court University;
your prior institution directly to the GCU Office of • Official transcript(s) showing the award of a master’s
Admissions, or you may submit them. All transcripts must degree from a regionally accredited college or university.
be in sealed and signed envelopes. If the original seals Transcripts may be sent from your prior institution directly
have been broken, the transcripts are considered unofficial to the GCU Office of Admissions, or you may submit them;
and cannot be used in support of the application; • Evidence of a cumulative undergraduate GPA of at
• If the applicant is an international student, a passing least a 3.0;
score on the TOEFL (Test of English as a Foreign • If the applicant is an international student, a passing
Language) is required; score on the TOEFL (Test of English as a Foreign
• Evidence of a cumulative undergraduate GPA of at Language) is required;
least 3.0; and • A letter from the supervising superintendent or
• A personal interview with the school counseling principal documenting that you have a minimum of
program director or chair may be required. three years successful experience as a certified
school counselor. The letter should include the dates
Master of Education (48) of employment and the qualifying positions held
EDC5001 Philosophical & Psychological Foundations of during those specific dates; and
Inclusive Education (3) • A personal interview with the director of the school
EDC6301 Foundations of School Counseling (3) counseling program or chair may be required.
EDC5032 Community Services for Individuals with
Special Needs (3) Director of School Counseling Services Program (9)
EDC5038 Psychology of the Exceptional Child (3) EDC5101 School Law (3)
EDC6302 Theory & Procedures of Counseling (3) EDC5102 Supervision of Instruction in Inclusive School (3)
EDC5040 Multicultural Issues in Counseling (3) EDC5010 Curricular Leadership for the Inclusive School (3)
EDC5158 Instructional Technology for Inclusive
ADMINISTRATION & LEADERSHIP PROGRAMS
Education (3)
EDC6303 Counseling & Interviewing Techniques (3) The master’s program in Administration and Leadership
EDC5014 Methods of Research for Leaders in develops leaders and administrators for New Jersey
schools in the roles of school principal, school business
Inclusive Schools (3)
administrator, school supervisor, and school administrator.
EDC5010 Curricular Leadership for the Inclusive School (3)
The 36-credit Administration and Leadership Program (ALP)
EDC5037 Psychological & Educational Assessment of
develops visionary leaders who understand the factors that
Students with Disabilities (3)
sustain a school culture and instructional program conducive
EDC6304 Career Counseling & Development (3) to learning and growth. It also provides the administrative
EDC6305 School Counseling Seminar I (3) know-how, best practices, and theoretical foundation to plan
EDC6306 School Counseling Seminar II (3) strategically, respond to issues effectively, and manage
EDC6092 School Counseling Internship I (3) complex school organizations with integrity and efficiency.
EDC6093 School Counseling Internship II (3) The program also aids candidates’ understanding of the
social, legal, economic, cultural, and political context of
Director of School Counseling Services schools and their ability to collaborate with professional staff,
families, agencies, and others to achieve common goals on
The GCU director of the school counseling program behalf of students. Program emphasis is on evidence-based
prepares individuals who already hold a valid educational decision making to improve instruction and student learning
services certification as a school counselor. The program outcomes. The program is aligned with the New Jersey
includes study in administration, staff supervision, and Professional Standards for School Leaders and to the
curriculum development. Note: Applicants who completed Interstate School Leaders Licensure Consortium (ISLLC).
the GCU school counselor program may use
The program leads to a Master of Arts in Administration and
EDC5010 Curricular Leadership for the Inclusive School
Leadership and eligibility for Certificates of Eligibility as
to fulfill the curriculum development requirement.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 89
Principal, School Administrator, and/or Business • Official transcript showing the award of a
Administrator. Candidates who possess a valid New Jersey baccalaureate degree in education or a closely
instructional certificate and three years of qualified teaching aligned field from a regionally accredited college or
experience will also be eligible for School Supervisor university. In addition, official transcripts from each
certification. Note: Certification requirements include earning
undergraduate and graduate institution attended. The
passing scores on the relevant Praxis II examinations: School
Leaders Licensure Assessment and School Superintendent transcript(s) must be in sealed and signed envelopes.
Assessment in addition to completing the program of study. If the original seals have been broken, the transcripts
Principal certification requires five years successful teaching are considered unofficial and cannot be used toward
experience. For May completion or graduation passing scores your application;
must be submitted by April 15; for August completion, July 15 • Evidence of a cumulative undergraduate GPA of at
and for December completion, November 15.
least 3.0;
E-PORTFOLIOS • A copy of valid New Jersey instructional certificate
(P–3, K–6, or K–12);
Georgian Court’s graduate education programs were
• Documentation of successful educational experience
designed to enable candidates to meet professional
(teaching or educational services)—three years for
standards in their respective area of study. Each course
supervisor or five years for principal (e.g., a letter from
includes one or more performance assessments or artifacts
supervising principal or district personnel office); and
demonstrating knowledge, skill, and/or dispositions that link
• If the applicant is an international student, a passing
to the standards. As candidates progress through their
score on the TOEFL (Test of English as a Foreign
programs, these artifacts are archived in an electronic or e-
Language) is required.
portfolio on Taskstream and monitored by program faculty.
The e-portfolio also includes reflections, journal entries, and Master of Arts in Administration & Leadership (36)
other self-assessments that contribute to a candidate’s EDC5010 Curricular Leadership for the Inclusive School (3)
professional development, reflective practice, and habit of EDC6101 Organizational Leadership Theory in the
lifelong learning. By the end of the program, candidates Inclusive School (3)
have amassed a substantial body of evidence that they EDC5014 Methods of Research for Leaders in
have met Georgian Court’s and the professional standards Inclusive Schools (3)
within the candidate’s respective field. EDC5102 Supervision of Instruction in Inclusive Schools (3)
EDC5013 Curricular Leadership & Management for
Internship in Administration & Leadership
Diverse & Inclusive Schools (3)
The internship is a two-part capstone experience in the EDC5101 School Law (3)
Master of Arts in Administration and Leadership program EDC6102 Organizational Leadership Practice in the
during which candidates apply leadership and Inclusive School (3)
management knowledge and skills learned in the program
EDC6401 Supervision & Leadership of
to the practice of educational administration. Candidates
prepare a reflective written, culminating report and a Instruction & Learning (3)
portfolio describing their internship experience. The EDC6103 Data-based Strategies for Decision Making (3)
report, portfolio, and preparation process are described in EDC6104 Financial Management (3)
the program’s Guidelines for the Internship. Candidates EDC6090 Internship in Administration & Leadership I
are guided through the internship by assigned university (3; requires 150 clinical hours)
professors and by local school district administrators and EDC6091 Internship in Administration & Leadership II
supervisors. The course is aligned with the New Jersey
(3; requires 150 clinical hours)
Professional Standards for School Leaders and the
Interstate School Leaders Licensure Consortium EDC6094 Internship in Administration & Leadership III
Standards. Candidates earn 6 graduate credits over the (3;requires 150 clinical hours)
two-semester period of the internship. Praxis Test: Administrator candidates are required to
Admissions Requirements pass the applicable Praxis II test prior to prior to
completing their program: School Leaders Licensure
To be admitted to the Master of Arts program in Assessment and School Superintendent Assessment. For
Administration and Leadership, an applicant must submit May completion or graduation passing scores must be
a complete, self-managed application packet including: submitted by April 15; for August completion, July 15 and
• Completed application for admission; for December completion, November 15.
• A check or money order for $40 (nonrefundable)
payable to Georgian Court University;

90 | G e o r g i a n C o u r t U n i v e r s i t y
SCHOOL BUSINESS ADMINISTRATOR Applicants to this post-master’s certificate program must
have a master’s degree in education from an accredited
Georgian Court Post-Master’s Endorsement Business four-year institution, possess a valid New Jersey
Administration Program instructional certificate, and have three years of
successful teaching or educational services experience.
The School Business Administrator is the chief financial
officer and an integral part of a school district’s leadership Georgian Court Post-Master’s School Supervisor
team. The School Business Administrator typically has Program (12)
responsibilities for functions such as budget planning and
EDC5010 Curricular Leadership for the Inclusive School (3)
administration, payroll; grants management; site planning;
EDC5013 Curricular Leadership & Management for
transportation; technology and information processing;
and contract negotiations and administration. The Diverse & Inclusive Schools (3; Prerequisite:
Georgian Court post-master’s program prepares EDC5010)
individuals with graduate degrees in education, EDC5102 Supervision of Instruction in Inclusive
administration, accounting or business as school Schools (3; Prerequisite: EDC5010)
business administrators. The curricular focus is on EDC6401 Supervision & Leadership of Instruction &
developing the knowledge, skills and dispositions needed
Learning (3; Prerequisite: EDC5102)
as a financial administrator in an inclusive school district.
The program is aligned with the New Jersey Professional Master of Arts (M.A.) in Higher Education &
Standards for School Leaders and the Interstate School
Student Affairs Administration (36)
Leaders Licensure Consortium (ISLLC). Prior knowledge
of business, accounting and/or spreadsheet applications The M.A. in Higher Education and Student Affairs
is helpful. Program completers qualify for a Certificate of Administration prepares candidates for positions at the
Eligibility for New Jersey administrative certification as a college/university level as well as for professional roles in
School Business Administrator. nonprofit higher education associations and government
institutions. This 36-credit program equips students with
Georgian Court Post-Master’s Business the critical skills to direct multifaceted operations while
Administration Program (18) providing an exceptional educational experience to
AC501 Survey of Accounting (3) students. Graduates of the program are prepared to seek
EC501 Economic Survey (3) employment in a variety of areas, such as residence life,
EDC5101 School Law (3) commuter services, admissions, financial aid, leadership
EDC6101 Organizational Leadership Theory in the development, Greek affairs, student activities, academic
advising, registrar, athletics, student rights and diversity
Inclusive School (3)
advocacy, academic advising, student recreation, career
EDC6102 Organizational Leadership Practice in the services, and academic support programs.
Inclusive School (3)
The student learning outcomes for the program are listed
EDC6104 Financial Management (3)
below. Upon successful completion of the Master of Arts
in Higher Education and Student Affairs Administration
SCHOOL SUPERVISOR
program, the student will receive a master’s degree and
Georgian Court Post-Master’s School will have given evidence of the following:
Supervisor Program • Investigation of one or more topics related to higher
education administration and student affairs within
School supervisors are key school or district
the parameters of academic research design and
professionals who work with instructional personnel on
issues of curriculum, instruction, and the development of literature review.
the instructional staff. Individuals with this endorsement • Demonstrated ability to work within a collaborative
may also be appointed as an assistant superintendent team to produce meaningful work and analysis of
with responsibilities for curriculum and/or instruction. The current structures in student affairs programs,
program’s focus is the development of 21st-century admission, registrar, marketing, academic affairs, etc.
curricular leadership skills for the inclusive school and
district. The program is aligned with the New Jersey • Formulation and clear articulation of a personal
Professional Standards for School Leaders and the philosophy of higher education that incorporates best
Interstate School Leaders Licensure Consortium (ISLLC). practices, an ethical basis, and the foundational
It also addresses issues in inclusive education and the knowledge and theories of the profession.
New Jersey Student Learning Standards (NJSLS). Upon
completion of this program, candidates will qualify for a
Standard Certificate for New Jersey administrative
certification as a School Supervisor.

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 91
 • Professional leadership skills developed in the areas styles, brain function and development, appropriate
of strategic planning, assessment, awareness of legal models of classroom management, and the role of
responsibilities, diversity issues, and student discovery and play in early learning is studied for
counseling as these pertain to the oversight of a implications for curriculum and instructional practices in
functioning higher education student affairs program inclusive settings.
or department. ECE5102 Inclusive Early Childhood Curriculum &
• Integration of the Mercy core values as demonstrated Assessment 3 credits
through a commitment to advocacy and social justice This course introduces candidates to the teaching
related to current issues in higher education. profession and to general, inclusive, and special
education models for early childhood education.
Admission Requirements
Candidates will consider teachers’ roles and ethical
Admission to the Master of Arts in Higher Education and practice standards and will begin to articulate personal
Student Affairs Administration will require a bachelor’s views from the vantage of an early childhood educator.
degree with a minimum 2.75 grade point average, a The course also focuses on the importance of
résumé, and at least two letters of recommendation. In developmentally appropriate practices in curriculum and
addition, applicants must submit a written, personal assessment for P–3 students and introduces
statement describing career goals consistent with the constructivist, interdisciplinary, and universal design
goals of the program. approaches for developing curricula based on the New
Jersey Preschool Early Learning Standards and the New
Master of Arts in Higher Education & Student Affairs
Jersey Core Content Curriculum. Issues related to the
Administration (36)
use of play and discovery, classroom design, guiding
HED5401 Foundations of Higher Education (3)
individual and group behavior, creating safe and
HED5402 Enrollment Management & Academic Affairs (3)
supportive classroom environments, sources for
HED5403 College Student Development Theories (3)
curriculum resources, the use of structures and
HED5404 Higher Education Organization &
scheduling, planning appropriate multidimensional
Strategic Planning (3)
formative and summative assessments, engaging
HED5405 Research Methods & Assessment in
parent/caregiver support for curriculum goals, and the use
Higher Education (3)
of technology are addressed. Principles of culturally
HED5406 Legal Issues & Personnel Management (3)
responsive teaching are reviewed and practiced.
HED5407 Student Affairs Administration & Counseling
HED5408 Finance, Grants & Budgeting in ECE5105 Family, Community & the Young
Higher Education (3) Child 3 credits
HED5409 Contemporary Issues in Higher Education (3) This course investigates the special needs of children from
HED5410 Community College Organization & three to eight years of age as well as the contributing
Leadership (3) factors and characteristics of young children at risk. Learn
HED6011 Higher Education Internship I (3) to identify community resources and link them to child and
HED6012 Higher Education Internship II (3) family needs. Explore diversity in family and caregiver units
and the impact on development and learning of children’s
EDUCATION COURSES homes, communities, health, and cultural experiences.
ECE5101 Growth, Development & Learning in Through a family- and community-centered approach,
Inclusive Early Childhood Education 3 credits develop understanding of the social, historical, political,
This course builds on major theories and themes from legal, and philosophical constructs that resonate in current
human development and educational psychology. day education of young children, including those with
Students study the cognitive, linguistic, social, emotional, limited English proficiency or special educational needs.
and physical development of the individual child in early Consider teacher–child interactions and the advocacy role
childhood from three to eight years of age. Learn to value of the inclusive early childhood teacher.
and nurture each child while using research-based best ECE5201 Instructional Design & Technology Integration
practices to create an inclusive preschool climate that in Inclusive Early Childhood Education 3 credits
respects and celebrates diversity and fosters equity for all This course is designed to help candidates apply,
children, including those with limited language proficiency analyze, and evaluate the principles of instructional
and those identified as having special needs. design and constructed models toward the development
Contemporary research on multiple intelligences, learning of instruction based on learning theory, curricular

92 | G e o r g i a n C o u r t U n i v e r s i t y
frameworks, project planning, content expertise, and instruction and assessment to meet students’ diverse
technology tools to architect effective experiences for needs are addressed. Instructional strategies based on
today’s learners. The development of lessons for diverse learning theory in the social studies and English/language
learners is addressed using the Universal Design for arts including children’s literature will be highlighted.
Learning (UDL) framework for effective teaching that Prerequisites: ECE5201 and ECE5202.
involves providing students with multiple means of ECE5205 Science & Technology in Inclusive Early
engagement, representation, and expression. Childhood & Special Education 3 creditsThis course
Developmentally appropriate techniques, including the focuses on a holistic approach to P–3 science instruction,
integration of play, and principles of culturally responsive through a consideration of the New Jersey Student
teaching are reviewed and practiced. Learning Standards in science and the Next Generation
ECE5202 Instruction in English/Language Arts & Science Standards (NGSS), design thinking, and problem
Literacy I in Inclusive Early Childhood & Special solving. The course uses contemporary research in
Education 3 credits student motivation, and cognition of scientific processes
This course develops teacher candidates’ understanding of to inform strategies for differentiated instruction.
the integral relationship of children’s cognitive, linguistic, and Candidates will create integrated instructional activities
cultural development in the acquisition of the with adaptations for diverse learners, including English
English/language arts of reading, writing, listening, speaking, language learners, and practice modifying instruction and
viewing, and representing. Candidates will learn to use materials for students with disabilities. Prerequisites:
assessment data and students’ individual and group ECE5201, ECE5202, and ECE5203.
strengths and needs as guides for creating developmentally ECE5300 Issues in Early Childhood Education 3 credits
appropriate and evidence-based literacy instruction for This course focuses on contemporary issues in the field
literary and informational texts. Candidates will also learn of early childhood education. A 50-hour clinical
strategies for advancing the literacy skills of students with experience in early childhood education is required.
specific learning disabilities including dyslexia, students who Emphasis is placed on the integration of the early
are eligible for special education, students who struggle with childhood clinical field experience with research as
age-appropriate literacy skills, and students with diverse candidates develop professional dispositions and the
linguistic and cultural backgrounds. skills needed to make informed decisions regarding
ECE5203 Numeracy in Inclusive Early Childhood & pedagogical practices and collaborate with families and
Special Education 3 credits service providers in the educational setting.
This course focuses on early childhood mathematics ECE6212 Collaborative Planning with Family, School
instruction and the New Jersey Student Learning & Community Partners for Early Childhood & Special
Standards (NJSLS) in mathematics. The course uses Educators 3 credits
contemporary research in student motivation, cognition, In this course, candidates gain experience applying their
and comprehension of mathematical processes to inform knowledge, skills, and attitudes for promoting learning by
strategies for differentiated instruction. Candidates will planning and managing instruction during their clinical
create instructional activities with adaptations for diverse experience in an inclusive classroom. The clinical practice
learners, including English language learners, and serves as a bridge from theory to professional practice. It
practice modifying instruction and materials for students provides candidates with the opportunity to develop skills
with disabilities. Prerequisites: ECE5201 and ECE5202. necessary to collaborate with families, educators,
ECE5204 Instruction in Literacy II & Social Studies in multidisciplinary teams and community partners in IEP
Inclusive Early Childhood & Special Education 3 credits and transition planning. Co-teaching and a variety of
This is the second part of a two-part course sequence instructional strategies for students with special needs will
that builds on the foundational knowledge gained in be included. Candidates will complete 175 hours of
ECE5202 Instruction in English Language Arts and clinical practice in this course. Prerequisite: EDC5206.
Literacy I in Early Childhood and Special Education. ECE6302 Early Childhood Clinical Practice 9 credits
Candidates will develop interdisciplinary activities Clinical Practice is the capstone course in teacher
demonstrating their knowledge of the New Jersey Student education. During clinical practice, clinical interns
Learning Standards (NJSLS) in social studies and demonstrate their integration of content knowledge,
English/language arts and pedagogy to build effective understanding of students, ability to create effective
and culturally responsive instruction for P–3 students. instructional environments, and their professional
Instructional planning and accommodation/modification of

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knowledge and attributes. Clinical practice is a full-time Professional Standards for Teachers and School
commitment (15 weeks) in an inclusive setting and Leaders. Part of the graduate degree core.
required for all teacher candidates. Candidates are EDC5002 Diversity in Inclusive Education 3 credits
supported and evaluated by an in-class cooperating This course provides students with a deeper
teacher and a GCU clinical supervisor. Concurrent with understanding of diversity in the school, particularly in
clinical practice, candidates attend a weekly seminar. inclusive classrooms. Students review current research
Candidates develop a performance portfolio that and theoretical frameworks and investigate the influence
demonstrates they meet the New Jersey Professional of culture, ethnicity, gender, religion, age, and disability
Standards for Teachers (NJPST) and that their teaching is on student learning and consider theoretical and practical
guided by the New Jersey Student Learning Standards approaches to the education of diverse learners, including
(NJSLS), and/or the Next Generation Science Standards children with disabilities and those with limited English
(NGSS). Prerequisite: ECE6212. One semester. proficiency. Students learn to create instructional
ECE6303 Reflective Practice in Early Childhood & activities that assist diverse learners in the achievement
Special Education 3 credits of the New Jersey Student Learning Standards (NJSLS).
Concurrent with clinical practice, this course provides The course emphasizes understanding the educational
students with the opportunity to reflect on their teaching implications of diversity and creating caring, respectful
experience to develop the meaning of teaching in a school learning environments in the inclusive classroom setting.
setting. Candidates will be introduced to reflective practice EDC5005 Learning Theory & Practice 3 credits
developed by Donald Schon, an approach to teaching that This course presents an overview of theory and research
enables novice teachers as emerging professionals to related to learning. Conditioning, social cognitive, cognitive
understand how to use their knowledge in practical information processing, and constructivist views are
situations and how to combine action and learning to elicit explored. Issues in assessment and problems related to
expected outcomes. The conceptual basis for the course learning are examined in relation to types of strategies
are the works of Donald Schon, Chris Argyris, John useful in responding to them. The relationship between
Dewey, and Kenneth Zeichner, among others. Candidates cognitive deficits and learning is addressed. Methods to
develop a performance portfolio that addresses the New identify individual student differences in learning,
Jersey Professional Standards for Teachers (NJPST), motivation, and behavior related to teaching and
guided by New Jersey Student Learning Standards assessment are researched. The role of classroom
(NJSLS). Prerequisite: ECE6212. Offered at Lakewood climate, rewards and incentives on learning are discussed.
campus only.
EDC5010 Curricular Leadership for the
EDC5000 Special Topics in Education 1–3 credits Inclusive School 3 credits
This course provides an examination of a selected topic This course focuses on curriculum design, development,
in education. The specific topic to be considered is and evaluation for P–12 education. The emphasis is on
determined and announced each semester that the student learning outcomes, the New Jersey Student
course is offered. Topic focus on current issues in Learning Standards (NJSLS), 21st-century learning and
education and/or a unique area of interest to the graduate teaching, as well as professional development and best
student in pursuit of a particular curriculum. Variable practice in curriculum design and delivery. Students
course credit is available ranging from one, two, or three engage in personal and professional reflection on student
semester hour courses. Departmental approval required diversity as it relates to instructional needs and curriculum
for enrollment. and as framed by national and New Jersey Professional
EDC5001 Philosophical & Psychological Foundations Standards for Teachers and Administrators and develop
of Inclusive Education 3 credits responsive instructional plans.
Study important philosophical theories in education and EDC5013 Curricular Leadership & Management
their impact, as well as the nature and needs of for Diverse & Inclusive Schools 3 credits
individuals and families at all developmental levels This course focuses on advancing students’ knowledge
throughout life. Explore the diversity of school and skills in curriculum planning and focuses on the roles
communities and the professional, ethical, philosophical, and responsibilities of the development, management,
legal, and learning frameworks and perspectives related supervision, evaluation, and improvement of curriculum
to quality education for all students. Develop reflection programs. Emphasis is placed on how school leaders can
skills and learn to relate these frameworks and facilitate and support curriculum improvement for student
perspectives to students, curricula, and the New Jersey

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learning, equity, and social justice by employing research- EDC5023 Historical & Cultural Backgrounds of
based practices that have been proven to be effective in English Language Learners 3 credits
closing the achievement gap for students of varied ability, This course provides candidates with the foundations to
income, and ethnicity. Explore the processes of guide them in constructing strong knowledge, skills, and
curriculum alignment, revision, delivery, monitoring and dispositions for teaching English learners from diverse
evaluation required for managing and supervising a linguistic and cultural backgrounds. Topics addressed
standards-based, 21st-century, culturally responsive include language and culture acculturation of English
curriculum that meets the needs of P–12 general learners in American schools, theories of cultural pluralism,
education students as well as diverse and exceptional and comparison of cultural value systems. Analysis of the
learners. Prerequisite: EDC5010. The second curriculum relationship between language, culture, society, school
course for candidates in the Administration and achievement, and the implications for teaching and
Leadership program. learning English is explored. Consideration is also given to
EDC5014 Methods of Research for Leaders in topics such as the history of legislations regarding various
Inclusive Schools 3 credits types of second language programs in the United States,
This course focuses on the various techniques and English language learners’ cognitive styles and
strategies of educational research. Emphasis is placed on communication styles, psychological and social factors that
understanding and interpreting research and the formulation facilitate self-image, and psycholinguistic processes that
of problems and/or topics for developing individual projects affect ways in which they develop language and literacy
as part of an applied thesis or action research. Students skills. By examining a variety of examples in these areas,
engage in reflection on research as it relates to the needs of candidates develop commitment and competence related
diverse students, curriculum planning and implementation, to the New Jersey Professional Standards for Teachers
and state and national standards. (NJPST) as they apply to English language learners. This
course requires 30 hours of clinical experience.
EDC5021 Second Language Acquisition 3 credits
This course familiarizes candidates with theories and EDC5024 Second Language Education
current research on second language acquisition Curriculum 3 credits
including the interactions between first and second This course provides students with an overview of the
languages and levels of communicative competence in areas of ESL and bilingual/bicultural education as it
second language learners. Also studied is the analysis of situates and prepares them for advanced courses in a
all forms of language variation across speech graduate degree of the language education program. The
communities within a culture, differences between first course examines contemporary issues in second
and second language learning, and how they affect language education as they apply to curriculum planning
language acquisition and cross-cultural communication in and development. Various models, methods, and
second language education. The implications of language approaches to the development, implementation, and
attitudes for curriculum planning and classroom evaluation of ESL and bilingual programs as well as the
procedures are also discussed. relationship between curriculum designs and legislations
in second language education are discussed. Students
EDC5022 Theory, Practice & Methods of Teaching develop competency in the application of the theoretical
ESL/English Through the Content Areas 3 credits foundations of second language learning and teaching.
This course investigates the major language teaching They will gain experience in developing their own
theories and their impact on current pedagogical curricula by analyzing ESL and bilingual programs. The
practices. Candidates will become familiar with integration of the assessment and national and state
instructional and evaluative techniques for teaching standards in curriculum design is also discussed.
language skills and content areas to English learners,
including technology integration in teaching and learning. EDC5026 Phonology & Structure of American
Candidates will demonstrate various methodologies and English 3 credits
conduct peer teaching using the national and state This course examines the phonology, morphology,
evaluation and standards. Practice, analysis, and syntax, semantics, stylistics, discourse, and pragmatics of
application of appropriate instructional materials and American English as it applies to learning English as a
strategies, as well as assessment techniques will be a second language. A detailed analysis of the phonological
focus of this course. Prerequisites or corequisites: and grammatical structures of American English is
EDC5021 and EDC5026. discussed with the special focus on the basic techniques
for analyzing linguistic structures. The practical

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application of linguistic knowledge to the teaching of a state resources for students and families and in IEP
second language to English learners is also discussed. planning for students with special needs. In addition, an
EDC5027 Developing Literacy Skills for the Second overview of special education law, 504 plans, the New
Language Learner 3 credits Jersey Administrative Code, general and special
This course emphasizes the acquisition of English education programs, the function of the child study team,
reading, writing, and speaking skills by speakers of other and components of the IEP that may provide for
languages. Candidates review reading theories, second necessary support services, is provided. This course
language acquisition theories, and transferability of requires 15 hours of clinical experience with students who
literacy skills from the first language to the second are at-risk and students with exceptionalities.
language and examine the process of English language EDC5033 Psychological & Neurophysiological
learners’ acquisition of literacy skills as part of their Basis of Learning 3 credits
process of second language acquisition. Students will Examine human physiology and neuro-anatomy and the
implement research-based strategies for assessment, impact of disease, disability, and/or damage to these
instruction, and remediation of the literacy skills, systems on student achievement of the New Jersey
especially in areas of reading readiness and emergent Student Learning Standards (NJSLS). Explore metabolic,
literacy, based on the national and state standards. infectious, and hereditary disorders that impact academic
Technology-enhanced instruction and the importance of achievement and appropriate medical, psychological, and
bi-literacy are explored. Prerequisites or co-requisites: educational interventions. Study differentiated brain
EDC5021 and EDC5026. function, including the areas of the brain related to
EDC5030 Educating Students with Disabilities in learning and other functions.
Their Least Restrictive Environment 3 credits EDC5034 Understanding Learning Disabilities 3 credits
This course addresses the philosophical, historical, and This course provides an historical perspective of dyslexia
legal foundations of special education. Current research and other learning disabilities, as well as current
on the characteristics, nature, and causes of various definitions, identification practices, and prevalence.
disabilities that impact students’ achievement is studied Candidates study Response to Intervention (RTI),
as well as theories of intelligence, cognitive development, research-based literacy instruction for students with
and cultural diversity. dyslexia and other learning disabilities, including reading,
EDC5031 Curriculum Planning, Accommodations & writing, literature, listening, speaking, grammar,
Modifications for Students with Disabilities 3 credits handwriting, spelling, and print and non-print media.
In this course, candidates will study curriculum planning, Emphasis is placed on designing individualized
appropriate learning environments, modification options, instruction based on students’ assessed performance,
instructional materials, and the use of assistive skill needs, and abilities. Candidates apply the skills
technology to aid students with disabilities to achieve acquired during the course to work with colleagues within
curriculum goals. Candidates will apply the skills acquired the school district to design Individualized Education
during this course to work with colleagues within the Programs (IEPs) that meet the needs of the students with
school district to design Individualized Education special needs in the general education classroom. This
Programs (IEPs) that meet the needs of students with course requires 10 hours of clinical experience with
special needs in the general education classroom. students with learning disabilities.
Current practices for consultation and collaboration as EDC5037 Psychological & Educational Assessment
well as instructional strategies will be addressed. This of Students with Disabilities 3 credits
course requires. This course requires 15 hours of clinical Psychological and educational assessments are
practice with students with disabilities. necessary components in the identification and planning
EDC5032 Community Services for Students at Risk & process for children with disabilities. Review the use of
with Exceptionalities 3 credits clinical interviews, observations, work samples, portfolio
This course will review available school, community, assessments, teacher conferences, and parent
county, and state resources for families to assist the conferences as contributing factors in the classification,
academic, social, emotional, and career development of placement, and progress review of special needs
individuals at risk and with exceptional needs. Candidates children. Study the work of Salvia and Ysseldyke,
examine their role as student advocates in the including the psychometric properties underlying
coordination of available school, community, county, and assessment, psychological assessment procedures,
formal and informal educational assessment methods,

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and functional assessment. Examine basic statistical Jersey Administrative Code Title 18: A, state courts,
concepts, standardized test scores, standardized test commissioner’s decisions, and local school board policies
administration procedures and test limitations with and administrative procedures required for compliance.
emphasis on accurate test interpretation. Study test EDC5102 Supervision of Instruction in
accommodations as well as alternative assessment and the Inclusive School 3 credits
participate in demonstrations of evaluation materials to Study supervisory theory, models, and principles of
learn to critique assessment materials. effective instruction, curriculum and instructional
EDC5038 Psychology of the Exceptional Child 3 credits leadership for inclusive schools. Emphasis on the
Examine typical and exceptional human growth and relationship between effective supervision and student
development, behavior, and learning; the influences of learning outcomes and the basis for staff professional
heredity and environment on normal and abnormal development. Practice personal and professional
behavior; and developmental disabilities. Analyze reflection as it relates to instruction and as framed by
commonalities and differences among the disabled, national standards and the New Jersey Professional
development of strategies designed to contribute to Standards for School Leaders. Demonstrate the values,
optimal growth and development building positive self- ethics, and commitment embodied in these standards.
esteem and developing realistic growth expectancies EDC5110 Ethics & Foundations of Inclusive & Special
throughout the lifespan. Explore the cognitive, physical, Education 3 credits
social, and emotional characteristics of individuals with This course introduces candidates to the teaching
disabilities, and the nature and special common needs of profession, including the elements of instruction, in the
individuals with disabilities and their families. Review general, inclusive, and special education models. The
current research on effective strategies to facilitate historical, philosophical, and social foundations education
learning and ameliorate inappropriate behavior. Consider are explored. Sociological foundations will emphasize
ethics and the rights of parents and children with cultural diversity awareness, with attention to the inclusive
disabilities in New Jersey as well as historic perspectives perspective. Legal foundations will include the legal and
on treatment including classification of special needs ethical constructs of American inclusive education.
children, special supports for individuals with disabilities, Candidates will complete training in harassment,
and least restrictive environment placements within intimidation, and bullying. A context for learning, as well
inclusive classrooms. Review special education as an introduction to the lesson plan, will be introduced to
regulations including the most recent revisions to New the teacher candidate in both course classroom and field
Jersey Administrative Code, Title 6A, Chapter 14 setting. Concurrent with the course content, candidates
regarding procedural safeguards, special services, will be introduced to an ethics framework that emphasizes
programs, placements, and the provision of supports and problem solving, thinking skills, and communication.
related service. Emphasis on the rights of special needs
children and their parents. EDC5113 Instructional Design & Technology
Integration for English Language Learners 3 credits
EDC5040 Multicultural Issues in Counseling 3 credits This course is designed to help candidates apply, analyze,
Gain the knowledge, skills, and attitudes needed to and evaluate the principles of instructional design and
counsel multicultural students in an educational setting. constructed models toward the development of instruction
Explore family structure, gender roles, socioeconomic based on learning theory, curricular frameworks, project
issues, community and cultural influences and religious planning, content expertise, and technology tools to
beliefs, as well as, amenability to counseling. Emphasis architect effective experiences for today’s learners. The
on theories of multicultural counseling, identity development of lessons for diverse learners is addressed
development, and multicultural competencies. using the Universal Design for Learning (UDL) framework
EDC5101 School Law 3 credits for effective teaching that involves providing students with
Consider the impact of school law on the administration of multiple means of engagement, representation, and
schools and student learning. Examine the manner in expression. Developmentally appropriate techniques and
which state and federal courts, through case law, balance principles of culturally responsive teaching are reviewed
the rights of individuals with those of the schools. and practiced.
Investigate the rights of schools, teachers, students,
parents, and the general public regarding education in
21st-century public schools. Emphasis on the law
pertaining to public education as prescribed by the New

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EDC5115 Instructional Design & Technology Integration techniques for communicating, and professional and
in Inclusive Elementary Education 3 credits ethical responsibilities are considered. Prerequisites:
This course is designed to help candidates apply, analyze, EDC5105 and EDC5110.
and evaluate the principles of instructional design and EDC5201 Nature of the Reading Process 3 credits
constructed models toward the development of instruction Explore the history of literacy-related research and
based on learning theory, curricular frameworks, project practice. Review facets of the reading and writing
planning, content expertise, and technology tools to processes as well as the developmental, linguistic, and
architect effective experiences for today’s learners. The cultural factors that impact reading development. Develop
development of lessons for diverse learners is addressed lesson plans that clearly reflect the use of specific reading
using the Universal Design for Learning (UDL) framework strategies and assessment measures and materials.
for effective teaching that involves providing students with
multiple means of engagement, representation, and EDC5202 Literature for Children & Youth 3 credits
expression. Developmentally appropriate techniques and Evaluate age-appropriate, multi-genre, multi-cultural, print
principles of culturally responsive teaching are reviewed and non-print literature for K–12 readers. Review web-
and practiced. based resources on literature for children and youth and
determine age-appropriate use of the Internet. Learn best
EDC5120 Instructional Design & Technology Integration practices for incorporating literature in education and
in Inclusive Secondary Education 3 credits develop plans that meet needs and instructional objectives.
This course is designed to help candidates apply, analyze,
and evaluate the principles of instructional design and EDC5203 Reading & Writing in the Content
constructed models toward the development of instruction Areas 3 credits
based on learning theory, curricular frameworks, project Examine reading skills and strategies as they relate to the
planning, content expertise, and technology tools to various curricular content areas. Study research findings
architect effective experiences for today’s learners. The to learn the vocabulary, comprehension, and study and
development of lessons for diverse learners is addressed reference skills necessary to read specialized content-
using the Universal Design for Learning (UDL) framework area material. Writing, the use of literature, and
for effective teaching that involves providing students with technology in the content areas will also be addressed.
multiple means of engagement, representation, and Includes techniques for working with all students with or
expression. Developmentally appropriate techniques and without disabilities. Prerequisite: EDC5201.
principles of culturally responsive teaching are reviewed EDC5204 Articulation, Supervision & Evaluation of
and practiced. Reading Programs 3 credits
EDC5158 Instructional Technology for Prepare to assume the role of literacy leader in a
Inclusive Education 3 credits district/school. Evaluate the activities and actions needed
This course enables and encourages use of 21st-century for working with students, parents, teachers, and school
technology tools as a conduit to developing student- administrators in developing, implementing, and
centered teaching and learning. Candidates will develop assessing an effective literacy program. Consider leading
and showcase the outcome of their insights by generating literacy perspectives as background for developing a
original digital products using 21st-century technology district/ school literacy vision statement, including the
tools (e.g., information and communication technologies position statements of the International Reading
to create audio, video, and multimedia products). Other Association related to the role of the reading specialist as
technology tools that assist with processes of inquiry, a literacy leader and a resource to other educators,
problem-solving, collaborating, and decision-making that parents, and the community. Study the role of the reading
comprise the hallmark of a learner-centered classroom specialist as a professional and literacy advocate, and
will be addressed. Research-based use of technology consider topics such as leadership qualities; professional
tools to approach content subjects and meet the needs of associations; self and peer evaluation; and grant writing.
diverse K–12 students will be highlighted. New Jersey Prerequisite: EDC5201.
Student Learning Standards (NJSLS) form the heart of EDC5206 Educational Assessment 3 credits
this course. New Jersey Professional Standards for This course investigates the use of assessment data to
Teachers (NJPST) and Council for Exceptional Children inform instruction and meet the needs of diverse learners.
(CEC) standards for instructional planning and strategies, Basic issues in measurement are examined including
addressing special needs, creating effective and formal and informal assessment, technical issues (bias,
respectful learning environments, developing effective reliability, and validity), strengths and limitations, test

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interpretation, and test accommodations. Techniques for are eligible for special education, students who struggle with
analyzing and graphing whole class and individual student age-appropriate literacy skills, and students with diverse
performance, including strengths and weaknesses, are linguistic and cultural backgrounds.
reviewed. Suggestions for providing students with EDC5211 Instruction in Literacy II & Social Studies in
feedback to assist in understanding and guiding further Inclusive Elementary & Special Education 3 credits
learning are emphasized. Response to Intervention, This is the second part of a two-part course sequence
Functional Behavior Assessment and Positive Behavior that builds on the foundational knowledge gained in
Supports are thoroughly reviewed. Clinical field experience EDC5210 Instruction in English/Language Arts and
(50 hours) is required. Prerequisite: ECE5201, EDC5013, Literacy in Inclusive Elementary and Special Education.
EDC5115, or EDC5120. Candidates will develop interdisciplinary activities
EDC5207 Numeracy in Inclusive Elementary & Special demonstrating their knowledge of the New Jersey Student
Education 3 credits Learning Standards (NJSLS) in social studies and
This course focuses on elementary mathematics English/language arts and pedagogy to build effective
instruction and the New Jersey Student Learning and culturally responsive instruction for K–6 /P–3
Standards (NJSLS) in mathematics. The course uses students. Instructional planning and
contemporary research in student motivation, cognition, accommodation/modification of instruction and
and comprehension of mathematical processes to inform assessment to meet students' diverse needs are
strategies for differentiated instruction. Technology as an addressed. Instructional strategies based on learning
interface for instruction in mathematics will be included. theory in the social studies and English/language arts
Candidates will create instructional activities with including children’s literature will be highlighted.
adaptations for diverse learners, including English Prerequisites: EDC5115 and EDC5210.
language learners, and practice modifying instruction and EDC5215 Instruction in Literacy in Inclusive
materials for students with disabilities. Prerequisites: Secondary & Special Education 3 credits
EDC5115 and EDC5210. This course focuses on the critical role the
EDC5208 Science & Technology in the Inclusive English/language arts play in teaching, learning, thinking,
Elementary & Special Education 3 credits and communicating across all subjects. Teacher
This course focuses on a holistic approach to elementary candidates learn to assess and monitor students’
science instruction, through a consideration of the Next language skills and use data to plan and adapt
Generation Science Standards, design thinking and instruction. Candidates practice developing instructional
problem solving. The course uses contemporary research activities, grounded in research, that support the
in student motivation, and cognition of scientific achievement of the New Jersey Student Learning
processes to inform strategies for differentiated Standards in English/Language Arts for Grades 5–12,
instruction. Candidates will create integrated instructional including strategies to support students’ success with
activities with adaptations for diverse learners, including complex text in literature, social studies, math, science,
English language learners, and practice modifying and other subjects. Candidates also learn to differentiate
instruction and materials for students with disabilities. instructional activities to meet the needs of students with
Prerequisites: EDC5115, EDC5207, and EDC5210. disabilities, linguistic and/or cultural diversity, giftedness,
EDC5210 Instruction in English/Language Arts & or other academic need. Students also learn to evaluate
Literacy I in Inclusive Elementary & Special instructional materials for typical, struggling, and
Education 3 credits advanced readers.
This course develops teacher candidates’ understanding of EDC5231 Secondary Subject Instruction in Inclusive
the integral relationship of children’s cognitive, linguistic, and & Special Education in Language Arts 3 credits
cultural development in the acquisition of the This course introduces the secondary language arts
English/language arts of reading, writing, listening, speaking, teacher education candidate to the study of curriculum
viewing, and representing. Candidates will learn to use planning, learning environments, modifications for students
assessment data and students’ individual and group with disabilities and special needs including English
strengths and needs as guides for creating developmentally language learners, and theories of learning and their
appropriate and evidence-based literacy instruction for application to the teaching process in the middle and high
literary and informational texts. Candidates will also learn school general and special education settings. Focus is on
strategies for advancing the literacy skills of students with addressing the needs and developmental characteristics of
specific learning disabilities including dyslexia, students who adolescents and young people in the design of effective

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instruction. The cognitive, affective, and psychomotor addressing the needs and developmental characteristics of
domains will be addressed. Focus on the integration of adolescents and young people in the design of effective
language arts curriculum with an emphasis on critical and instruction. The cognitive, affective, and psychomotor
creative thinking skills, creative problem solving, domains will be addressed. Focus on the integration of
questioning techniques, and process skills in the middle world language curriculum with an emphasis on critical and
and secondary school will also be addressed. Bruner’s creative thinking skills, creative problem solving,
model of discovery learning will be applied. Instruction is questioning techniques, and process skills in the middle
aligned with the four domains for the Danielson Model of and secondary school will also be addressed. Bruner’s
Effective Teaching. Students learn to create instructional model of discovery learning will be applied. Instruction is
opportunities and alternative assessments that assist aligned with the four domains for the Danielson Model of
diverse learners in the achievement of the New Jersey Effective Teaching. Students learn to create instructional
Student Learning Standards (NJSLS) and increase their opportunities and alternative assessments that assist
commitment to the development of learning communities diverse learners in the achievement of the New Jersey
that respect individual differences and to productive, Student Learning Standards (NJSLS) and increase their
ongoing work with family members. Prerequisites: commitment to the development of learning communities
EDC5120 and EDC5215. that respect individual differences and to productive,
EDC5232 Secondary Subject Instruction in Inclusive ongoing work with family members. Prerequisites:
& Special Education in Science 3 credits EDC5120 and EDC5215.
This course introduces the secondary science teacher EDC5234 Secondary Subject Instruction in Inclusive
education candidate to the study of curriculum planning, & Special Education in Math 3 credits
learning environments, modifications for students with This course introduces the secondary math teacher
disabilities and special needs including English language education candidate to the study of curriculum planning,
learners, and theories of learning and their application to learning environments, modifications for students with
the teaching process in the middle and high school general disabilities and special needs including English language
and special education settings. Focus is on addressing the learners, and theories of learning and their application to
needs and developmental characteristics of adolescents the teaching process in the middle and high school general
and young people in the design of effective instruction. The and special education settings. Focus is on addressing the
cognitive, affective and psychomotor domains will be needs and developmental characteristics of adolescents
addressed. Focus on the integration of science curriculum and young people in the design of effective instruction. The
with an emphasis on critical and creative thinking skills, cognitive, affective, and psychomotor domains will be
creative problem solving, questioning techniques, and addressed. Focus on the integration of math curriculum
process skills in the middle and secondary school will also with an emphasis on critical and creative thinking skills,
be addressed. Bruner’s model of discovery learning will be creative problem solving, questioning techniques, and
applied. Instruction is aligned with the four domains for the process skills in the middle and secondary school will also
Danielson Model of Effective Teaching. Students learn to be addressed. Bruner’s model of discovery learning will be
create instructional opportunities and alternative applied. Instruction is aligned with the four domains for the
assessments that assist diverse learners in the Danielson Model of Effective Teaching. Students learn to
achievement of the New Jersey Student Learning create instructional opportunities and alternative
Standards (NJSLS) and increase their commitment to the assessments that assist diverse learners in the
development of learning communities that respect achievement of the New Jersey Student Learning
individual differences and to productive, ongoing work with Standards (NJSLS) and increase their commitment to the
family members. Prerequisites: EDC5120 and EDC5215. development of learning communities that respect
EDC5233 Secondary Subject Instruction in Inclusive individual differences and to productive, ongoing work with
& Special Education in World Language 3 credits family members. Prerequisites: EDC5120 and EDC5215.
This course introduces the secondary world language EDC5236 Secondary Subject Instruction in Inclusive
teacher education candidate to the study of curriculum & Special Education in Art 3 credits
planning, learning environments, modifications for students This course introduces the secondary art teacher
with disabilities and special needs including English education candidate to the study of curriculum planning,
language learners, and theories of learning and their learning environments, modifications for students with
application to the teaching process in the middle and high disabilities and special needs including English language
school general and special education settings. Focus is on learners, and theories of learning and their application to

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the teaching process in the middle and high school with disabilities and special needs including English
general and special education settings. Focus is on language learners, and theories of learning and their
addressing the needs and developmental characteristics application to the teaching process in the middle and high
of adolescents and young people in the design of school general and special education settings. Focus is on
effective instruction. The cognitive, affective, and addressing the needs and developmental characteristics of
psychomotor domains will be addressed. Focus on the adolescents and young people in the design of effective
integration of art curriculum with an emphasis on critical instruction. The cognitive, affective, and psychomotor
and creative thinking skills, creative problem solving, domains will be addressed. Focus on the integration of
questioning techniques, and process skills in the middle social studies curriculum with an emphasis on critical and
and secondary school will also be addressed. Bruner’s creative thinking skills, creative problem solving,
model of discovery learning will be applied. Instruction is questioning techniques, and process skills in the middle
aligned with the four domains for the Danielson Model of and secondary school will also be addressed. Bruner’s
Effective Teaching. Students learn to create instructional model of discovery learning will be applied. Instruction is
opportunities and alternative assessments that assist aligned with the four domains for the Danielson Model of
diverse learners in the achievement of the New Jersey Effective Teaching. Students learn to create instructional
Student Learning Standards (NJSLS) and increase their opportunities and alternative assessments that assist
commitment to the development of learning communities diverse learners in the achievement of the New Jersey
that respect individual differences and to productive, Student Learning Standards (NJSLS) and increase their
ongoing work with family members. Prerequisites: commitment to the development of learning communities
EDC5120 and EDC5215. that respect individual differences and to productive,
EDC5237 Secondary Subject Instruction in Inclusive ongoing work with family members. Prerequisites:
& Special Education in Business Education 3 credits EDC5120 and EDC5215.
This course introduces the secondary business teacher EDC5301 Nature & Needs of Individuals with Autism
education candidate to the study of curriculum planning, & Pervasive Developmental Disorders 3 credits
learning environments, modifications for students with This course is an overview of Autism Spectrum Disorders
disabilities and special needs including English language including differential diagnosis of Autism, Asperger
learners, and theories of learning and their application to Syndrome, Rett Syndrome, Childhood Disintegrated
the teaching process in the middle and high school general Disorder, and Pervasive Developmental Disorder Not
and special education settings. Focus is on addressing the Otherwise Specified. Characteristics of individuals as
needs and developmental characteristics of adolescents manifesting in different degrees of autism from early
and young people in the design of effective instruction. The childhood through adolescence will be examined.
cognitive, affective, and psychomotor domains will be Theories of etiology, development, behavior, neurological
addressed. Focus on the integration of business curriculum issues, theoretical perspectives, and implications for
with an emphasis on critical and creative thinking skills, family impact will be reviewed and explored.
creative problem solving, questioning techniques, and EDC5302 Strategies for Teaching Students with
process skills in the middle and secondary school will also Autism & Developmental Disabilities 3 credits
be addressed. Bruner’s model of discovery learning will be Curriculum development and research validated methods
applied. Instruction is aligned with the four domains for the of instructing students with autism and developmental
Danielson Model of Effective Teaching. Students learn to disabilities from early childhood through adolescence
create instructional opportunities and alternative across ability levels will be reviewed. An overview of
assessments that assist diverse learners in the applied behavior analysis (ABA), its development, and
achievement of the New Jersey Student Learning application to autism spectrum disorders including
Standards (NJSLS) and increase their commitment to the discrete trial, pivotal response, verbal behavior, natural
development of learning communities that respect environment teaching, incidental teaching, and use of
individual differences and to productive, ongoing work with functional analysis to develop behavior intervention plans
family members. Prerequisites: EDC5120 and EDC5215. will be presented. Application of basic principles of ABA
EDC5238 Secondary Subject Instruction in Inclusive to the classroom, including reinforcement, prompting,
& Special Education in Social Studies 3 credits chaining, shaping, fading, stimulus control, generalization,
This course introduces the secondary social studies and maintenance will be examined. Focus will also
teacher education candidate to the study of curriculum include review of additional educational approaches to
planning, learning environments, modifications for students teaching students with autism and developmental

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disabilities, and the need for selecting research-based EDC5330 Instructional Technology in Inclusive &
treatments. An introduction to collaborative partnerships Special Education in Language Arts 3 credits
with families, school personnel, and community services This fundamental course prepares candidates to facilitate
will be included. Prerequisite: EDC5301. This course student learning in technology-rich middle and secondary
requires a minimum of 10 hours of clinical experience inclusive language arts environments. The course
with students with autism spectrum disorders. provides hands-on experiences to integrate technology,
EDC5303 Social Communication Interventions for pedagogy, and content knowledge to support clearly
Students with Autism Spectrum Disorders 3 credits defined student learning outcomes and standards for the
Typical and atypical language development with a focus diverse population including English language learners.
on behavioral, biological, cognitive, and perceptual bases Candidates will generate teaching and learning tools to
of language will be discussed. The use of augmentative promote collaboration, creativity, communication, and
communication devices (high- and low-tech) and sign higher-order thinking skills in the middle and secondary
language with individuals with autism will be explored. classroom. Candidates explore contemporary topics
Approaches for addressing social communication needs related to educational media and technology trends in
of students throughout the range of autism spectrum education. Prerequisites: EDC5120 and EDC5215.
disorders will be included. Prerequisite: EDC5301. EDC5331 Instructional Technology in Inclusive &
EDC5304 Assessment & Curricular Interventions for Special Education in Science 3 credits
Autism Spectrum Disorders 3 credits This fundamental course prepares candidates to facilitate
An overview of assessment tools commonly used with student learning in technology-rich middle and secondary
students with autism spectrum disorders including inclusive science environments. The course provides
observational methods, rating scales, standardized tests, hands-on experiences to integrate technology, pedagogy,
developmental curricula and other child study team and content knowledge to support clearly defined student
assessment approaches; application of functional learning outcomes and standards for the diverse
assessment techniques in the development of Individual population including English language learners.
Education Plans (IEPs) and daily instruction will be Candidates will generate teaching and learning tools to
reviewed. Progress monitoring techniques, including the promote collaboration, creativity, communication, and
New Jersey Alternate Proficiency Assessment, will also higher-order thinking skills in the middle and secondary
be reviewed. Prerequisite: EDC5301. classroom. Candidates explore contemporary topics
related to educational media and technology trends in
EDC5305 Interventions & Supports for Level 1 education. Prerequisites: EDC5120 and EDC5215.
Characteristics of Autism Spectrum Disorder 3 credits
Behaviors, learning traits, and assessment of children EDC5332 Instructional Technology in Inclusive &
and adolescents with Level 1 characteristics of autism Special Education in World Language 3 credits
spectrum disorders (ASD) are reviewed. Comparison of This fundamental course prepares candidates to facilitate
Level 1 and Level 2 symptoms of ASD will be examined. student learning in technology-rich middle and secondary
Interventions and supports with emphasis on increasing inclusive world language environments. The course
pragmatic and social skills will be explored, and provides hands-on experiences to integrate technology,
application of these strategies in a variety of settings, pedagogy, and content knowledge to support clearly
including the inclusive environment, will be stressed. defined student learning outcomes and standards for the
diverse population including English language learners.
EDC5501 Collaborative Tools in Education 3 credits Candidates will generate teaching and learning tools to
This course leverages digital tools to support cultural and promote collaboration, creativity, communication, and
instructional shifts necessary to succeed in college, higher-order thinking skills in the middle and secondary
career, and life. Through assigned readings and class classroom. Candidates explore contemporary topics
assignments, students will develop fluency with digital related to educational media and technology trends in
tools and apply new skills to create instruction that align education. Prerequisites: EDC5120 and EDC5215.
to curriculum standards. Students will have the
opportunity to practice and create content with the most EDC5333 Instructional Technology in Inclusive &
current collaborative digital tools that support cultural Special Education in Math Education 3 credits
shifts for today’s learning environments. This fundamental course prepares candidates to facilitate
student learning in technology-rich middle and secondary
inclusive math environments. The course provides hands-
on experiences to integrate technology, pedagogy, and

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content knowledge to support clearly defined student classroom. Candidates explore contemporary topics
learning outcomes and standards for the diverse related to educational media and technology trends in
population including English language learners. education. Prerequisites: EDC5120 and EDC5215.
Candidates will generate teaching and learning tools to EDC5402 Accommodations, Modifications & Assistive
promote collaboration, creativity, communication, and Technology for Students with Disabilities 3 credits
higher-order thinking skills in the middle and secondary In this course, candidates will study curriculum planning,
classroom. Candidates explore contemporary topics accommodations and modifications, and assistive
related to educational media and technology trends in technology for students with disabilities in inclusive and
education. Prerequisites: EDC5120 and EDC5215. special education settings. The development of lessons
EDC5334 Instructional Technology in Inclusive & for learners with special needs is extended using
Special Education in Social Studies 3 credits Tomlinson’s Differentiated Instruction framework for
This fundamental course prepares candidates to facilitate effective teaching by providing students with a variety of
student learning in technology-rich middle and secondary pathways to learning in terms of content, process,
inclusive social studies environments. The course product, and learning environment. Candidates will learn
provides hands-on experiences to integrate technology, how to choose appropriate instructional materials and
pedagogy, and content knowledge to support clearly design individual educational programs that meet the
defined student learning outcomes and standards for the needs of students with disabilities. The continuum of
diverse population including English language learners. services and least restrictive environment will be
Candidates will generate teaching and learning tools to examined. Prerequisite: EDC5206.
promote collaboration, creativity, communication, and EDC5403 Evidence-Based Practices for Instructing
higher-order thinking skills in the middle and secondary Students with Autism Spectrum Disorder 3 credits
classroom. Candidates explore contemporary topics This course focuses on examining the behavioral and
related to educational media and technology trends in clinical features of autism spectrum disorders (ASD) and
education. Prerequisites: EDC5120 and EDC5215. how to instruct students with ASD using evidence-based
EDC5335 Instructional Technology in Inclusive & practices. Characteristics of ASD as manifesting in
Special Education in Art 3 credits different degrees from early childhood through
This fundamental course prepares candidates to facilitate adolescence and methods of instructing students with
student learning in technology-rich middle and secondary ASD from early childhood through adolescence across
inclusive art environments. The course provides hands-on ability levels will be reviewed. Course content will
experiences to integrate technology, pedagogy, and encompass both behavioral and socio-emotional
content knowledge to support clearly defined student approaches including the application of the basic
learning outcomes and standards for the diverse principles of applied behavior analysis (ABA) and verbal
population including English language learners. behavior for instructing students with ASD. Clinical
Candidates will generate teaching and learning tools to practice (50 hours) in special education is required.
promote collaboration, creativity, communication, and EDC5502 Multimedia Design for Learning 3 credits
higher-order thinking skills in the middle and secondary This course provides important theoretical foundations for
classroom. Candidates explore contemporary topics developing multimedia for learning. The basic principles
related to educational media and technology trends in of multimedia learning are outlined and students apply
education. Prerequisites: EDC5120 and EDC5215. these principles when developing content using different
EDC5336 Instructional Technology in Inclusive & multimedia content creation software programs. This
Special Education in Business Education 3 credits course develops a multimedia perspective, involving the
This fundamental course prepares candidates to facilitate convergence of text, graphics, audio, and video which
student learning in technology-rich middle and secondary requires critical thinking, information literacy, and
inclusive business environments. The course provides communication proficiency in the consideration of
hands-on experiences to integrate technology, pedagogy, how new media challenge traditional ways of learning
and content knowledge to support clearly defined student and communicating.
learning outcomes and standards for the diverse EDC5503 Web Design & Publishing 3 credits
population including English language learners. Since researcher Tim Berners-Lee developed the Web in
Candidates will generate teaching and learning tools to the 1980s, the number of websites and people conducting
promote collaboration, creativity, communication, and web searches has exploded making the web a compelling
higher-order thinking skills in the middle and secondary

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place where rich instructional content can be found. This of Multimedia Learning and discusses how these theories
course introduces students to the tools used to connect can inform the instructional design of technology-based
classrooms by engaging in website development and learning environments. Based on these theoretical
publishing. Students will interface with a popular content concepts, this course reviews and discusses existing
management system to develop skills in creating content, instructional software and develops criteria for their
blogging, embedding multimedia and images, linking to evaluation. As a course project, students will design
social media outlets and RSS feeds, creating technology-based instruction that is grounded in cognitive
polls/surveys, and coding (HTML and CSS). Other topics theory. This includes a design document and a written
include writing for today’s multi-tasking audience, discussion of the educational and psychological theories
diversity and accessibility considerations, and media informing the design of the project, as well as the
connections as well as important social and ethical issues implementation of a proof of concept (prototype).
associated with online publishing. EDC5602 Video Games & Play in Learning 3 credits
EDC5504 Social Media for Active Participation 3 credits This course develops a foundational understanding for the
This course introduces students to the contexts and forms history of educational video games and the factors that
of social media. What are social media, who uses them, shaped the development of certain genres. Readings and
who gains from them, and how are they transforming the class discussion focus on identifying theories of learning,
media landscape and the way we inhabit the world? motivation, and play and describing how they relate to the
Students will become familiar with a range of social media educational potential of video games. Emphasis is placed
tools, analyze and discuss their uses and implications, on the analysis and evaluation of commercial and
and create content for what media scholar Henry Jenkins educational video games paying attention to the role of
calls the “participatory culture.” Students will have the narrative-centered learning in the design.
opportunity to explore both theory and practice of social EDC5701 Learning Science & Instructional
media through writing assignments, applied tasks, and a Technology 3 credits
course project. This course focuses on the social and cultural issues of
EDC5505 Computer Programming for learning as they relate to individual and group cognition in
STEM Education 3 credits the context of media-rich technology learning
This course identifies and explains the steps in the environments. This course explores how educational
software engineering design process for STEM technologies are often designed from particular
education. Using a common graphical programming theoretical approaches that are linked to the work of
language (i.e. Scratch, Tynker, Move the Turtle), students leading educational research communities. It not only
identify the problem, develop possible solutions, select studies the often hidden connection between the research
the best possible solution(s), code prototypes and/or community members and the technologies they affect, but
models, test and evaluate, communicate the solutions, also how these theories play upon each other in the
and redesign. Throughout the process, students will learn invention of new paradigms for learning with
basic programming concepts. In addition, students learn technologies. In short, this course delves deeply into self-
concepts of variables, functions, repetition/loops, basic regulated learning, scaffolding, apprenticeship, distributed
data structures, and basic object-oriented programming. cognition, computer supported collaborative learning,
Students apply computer programming in the area of knowledge building communities, the learning sciences,
science, technology, engineering, and math. perspectivity, and identity formation as they relate to the
EDC5601 Cognitive Science & Instructional creation of successful and equitable learning
Technology 3 credits environments for diverse populations of learners.
This course is to (1) provide a general foundation of Students keep up with regular annotations, prepare a
cognitive science, (2) establish the logical links between Design Document, and create Design Prototype to
cognitive science and instructional technology, and demonstrate their understanding of the course materials.
(3) discuss the theory and research underlying Prerequisites: EDC5601 and EDC5602.
applications of cognitively based technology for teaching EDC5702 Designing Games & Simulations for
and learning. This course first reviews the foundations Learning 3 credits
and assumptions of cognitive science, human memory This course examines games and simulations (both
and learning with instructional technology. It then studies analog and digital) as learning technologies through
theories of multimedia learning, including Dual Coding readings, discussion, play, design, and research.
Theory, Cognitive Load Theory, and the Cognitive Theory Readings and class discussions focus on identifying

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design factors for effective educational games and Leaders Licensure Consortium Standards and the New
simulations that are based on research and learning Jersey Standards for school Leaders. Prerequisites:
theory. Emphasis is placed on play as a critical factor for EDC5010, EDC5013, EDC5014, EDC5101, EDC5102,
selecting and designing appropriate games and EDC6101, EDC6102, and EDC6401.
simulations based on analysis of instructional needs. EDC6092 & EDC6093 School Counseling
Prerequisites: EDC5601 and EDC5602. Internship I & II 6 credits
EDC5999 Field Experience in Special Education 1 credit Work under the direct supervision of a certified,
This lab requires a 50-hour clinical experience in special experienced on-site school counselor and develop
education. Corequisite: EDC5038. knowledge, skills, and expertise through practice in
EDC6001 Instructional Technology Capstone 3 credits applying counseling theory in the following areas:
In this course, candidates for the Master of Arts degree academic, personal-social, and career development;
develop their final project, a requirement for this degree. transition services; collaboration with families,
The purpose of this course is to provide students an professionals, and community partners; and program
opportunity to integrate their academic studies in the development, implementation and evaluation. Interns
program and bring their learning to bear on a single meet with a GCU faculty mentor throughout the
project of personal and professional interest in a very experience and develop a portfolio demonstrating their
concentrated way. Using culminated knowledge and skills competencies. A 300-hour capstone experience in the
from the program, students pursue topics of their interest graduate School Counselor program.
in the form of integrative educational media development. EDC6094 School Chief Administrator
Projects demonstrate mastery of instructional design tools Internship III 3 credits
and concepts in the form of original creative or scholarly Building on the 300-hour internship experience required
work. Students will demonstrate/teach in lab and for principal certification, the student will complete a
classroom settings involving computers and the prototype 150-hour internship under the guidance of a qualified
that the student developed in the course. Prerequisites: Georgian Court University professor and an administrator
EDC5501, EDC5502, EDC5503, EDC5504, EDC5505, currently serving in a role requiring school administrator
EDC5601, EDC5602, EDC5701, and EDC5702. certification. The focus of the internship will be on district-
EDC6084 Reading Practicum 3 credits level operations, school budget and finances, curriculum
Apply the knowledge, skills, dispositions, assessment development, NJQSAC, board of education relationships,
practices, collaboration, conferencing, and intervention funded programs, school law, ethics, and senior
techniques studied during the preceding nine courses in this executive leadership. The student will complete an
capstone course for reading specialist candidates. Internship III report/journal documenting internship
Demonstrate mastery of these skills in a clinical setting, experiences and required hours. The course is aligned
under observation by faculty and work with students who are with the New Jersey Professional Standards for School
experiencing difficulties in reading or writing. Students may Leaders and the GCU Mercy core values. Prerequisite:
be classified, non-classified, or English Language Learners. Eligibility for certification as a principal in New Jersey.
To qualify for Reading Practicum, candidates must have EDC6095 Project Applied Thesis I & II 6 credits
successfully completed all previous required courses. The Project Applied Thesis is the capstone experience for
EDC6090 & EDC6091 Internship in Administration & several of the graduate degrees in education. During two
Leadership I & II 6 credits consecutive semesters, candidates develop a scholarly,
Apply leadership and management knowledge and skills written applied thesis under the direction of a faculty
learned in the Master of Arts in Administration and advisor. The research project enables candidates to
Leadership program to the practice of educational extend their knowledge in an area of practice, focus on an
administration in this two-part capstone experience. issue related to supporting student learning outcomes,
Prepare a reflective written, culminating report and a apply theory and best practice, and reflect on the
portfolio describing the internship experience. The report, outcomes of their efforts.
portfolio, and preparation process are described in the EDC6101 Organizational Leadership Theory in the
program’s Guidelines for the Internship. Candidates are Inclusive School 3 credits
guided through the internship by assigned university Examine the evolution of educational administration
professors and by local school district administrators and theory including the development of philosophical thought
supervisors. Course is aligned with the Interstate School from the classical to the contemporary focus on student

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performance and organizational goal attainment required Emphasis on the connection between financial issues and
of school leaders in the 21st century. Evaluate the model student learning.
of schools as open, social, and complex learning EDC6201 Assessment & Diagnosis of Reading
organizations and develop a useful model for Abilities & EDC6202 Research-Based Techniques for
understanding schools and leadership and for guiding the Correction of Reading Challenges 3 credits each
administrative action. Explore the theoretical This two-part pre-practicum course includes intensive
relationship between individual leadership style, school study of specific techniques for assessing, interpreting,
culture and climate, the success of the individual, and diagnosing problem areas in reading/writing as well
student achievement, and effectiveness of the as the design, alignment and implementation of
organization. Emphasis on motivation, decision-making, instructional intervention, corrective processes, and
and communications. programs to assist non-reading and struggling readers.
EDC6102 Organizational Leadership Practice Demonstrate intervention recommendations for
in the Inclusive School 3 credits parents/caregivers and school instructional personnel
Build on the view of schools as open social systems in through the research, analysis, and writing of literacy
this second organizational leadership course for case studies, one of which should be on either an ESL or
candidates in the administration and leadership program. LEP student. Prerequisite: EDC5201.
Explore this useful model for understanding schools as EDC6210 Collaborative Planning with Family,
complex learning organizations and for guiding the School & Community Partners for ESL &
actions of school leaders. Emphasis on the need for Special Educators 3 credits
stability in an organization and for routine management In this course, candidates gain experience applying their
tasks and functions required of school administrators. knowledge, skills, and attitudes for promoting learning by
Evaluate core administrative functions including strategic planning and managing instruction during their clinical
planning, organizing, and staffing are considered within experience in an inclusive classroom. The clinical practice
the social systems model for 21st-century learning serves as a bridge from theory to professional practice. It
institutions. Examine best practices and sound provides candidates with the opportunity to develop skills
educational research that lead to achievement for all necessary to collaborate with families, educators, multi-
students and learn strategies to create a culture of high disciplinary teams and community partners in IEP and
expectations for organizational success. Application transition planning. Co-teaching and a variety of
exercises are provided through case study vignettes. instructional strategies for students with special needs will
Prerequisite: EDC6101. be included. Candidates will complete 175 hours of
EDC6103 Data-Based Strategies for clinical practice in this course. Prerequisite: EDC5206.
Decision Making 3 credits EDC6214 Collaborative Planning with Family, School
Evaluate the methods, techniques, and available & Community Partners for Elementary & Special
technology necessary to effectively collect, analyze, Educators 3 credits
interpret, and use data for decision-making by In this course, candidates gain experience applying their
educational leaders. Emphasis on the skills and knowledge, skills, and attitudes for promoting learning by
knowledge needed to use data to plan, implement, and planning and managing instruction during their clinical
evaluate school initiatives that improve student learning. experience in an inclusive classroom. The clinical practice
Review the appropriate uses of various kinds of data, serves as a bridge from theory to professional practice. It
including student achievement, teacher assessment data, provides candidates with the opportunity to develop skills
school surveys, and school budgets and reports to inform necessary to collaborate with families, educators, multi-
decision-making about priorities for action. Examine the disciplinary teams and community partners in IEP and
planning and development information resources as well transition planning. Co-teaching and a variety of
as creation of effective learning environments. instructional strategies for students with special needs will
EDC6104 Financial Management 3 credits be included. Candidates will complete 175 hours of
Explore theories and practices of financial management, clinical practice in this course. Prerequisite: EDC5206.
government accounting principles, and in general, how
accounting methods impact decision-making. Become
familiar with related legal, equity and adequacy issues;
school district budgeting; public financial support; funding
resources, maintenance of school facilities, and staffing.

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EDC6215 Collaborative Planning with Family, School EDC6301 Foundations of School Counseling 3 credits
& Community Partners for Secondary & Special Analyze the school counseling profession through the
Educators 3 credits study of its history, philosophy, roles, current trends, and
In this course, candidates gain experience applying their ethical foundations. Review the broad responsibilities of
knowledge, skills, and attitudes for promoting learning by the school counselor with today’s diverse school
planning and managing instruction during their clinical populations as they relate to such activities as individual
experience in an inclusive classroom. The clinical practice and group counseling, large group guidance, career
serves as a bridge from theory to professional practice. It development planning, crisis intervention, intervention
provides candidates with the opportunity to develop skills and referral services committee involvement, 504 plan
necessary to collaborate with families, educators, multi- development, consultation with child study teams, and
disciplinary teams and community partners in IEP and referrals to outside agencies. Emphasis on developing
transition planning. Co-teaching and a variety of sound collaborative skills for service with students, staff,
instructional strategies for students with special needs will and families. Consider issues such as confidentiality and
be included. Candidates will complete 175 hours of the legal requirement of reporting suspected abuse or
clinical practice in this course. Prerequisite: EDC5206. neglect and become familiar with the work of current
EDC6299 ESL Clinical Practice 9 credits researchers. Complete a 100-hour school counseling
Clinical Practice is the capstone course in teacher practicum supervised by a site-based school counselor.
education. During clinical practice, clinical interns EDC6302 Theory & Procedures of Counseling 3 credits
demonstrate their integration of content knowledge, Evaluate a variety of major counseling perspectives
understanding of students, ability to create effective including the person-centered approach of Rogers; the
instructional environments, and their professional existential approach supported by contributors like May
knowledge and attributes. Clinical practice is full time and Yalom; the cognitive-behavioral perspective with
(15 weeks) in an inclusive setting and required for all contributions by Beck, Ellis, and Glasser; and the
teacher candidates. Candidates are supported and behavior modification approach of Skinner, Bandura, and
evaluated by an in-class cooperating teacher and a GCU Wolpe. Review Freud’s psychoanalytic approach, Perl’s
clinical supervisor. Concurrent with clinical practice, Gestalt psychotherapy, and Adlerian Therapy and study
candidates attend weekly seminar meetings. Candidates the complexities involved in group and family treatments.
develop a performance portfolio that demonstrates that Includes a sampling of videotaped counseling
they meet the New Jersey Professional Standards for presentations by skilled practitioners. Sensitivity to
Teachers (NJPST) and that their teaching is guided by the diversity issues and ethical concerns are covered.
TESOL/CAEP Standards for P–12 Teacher Education Become familiar with the Diagnostic and Statistical
Programs. Prerequisite: EDC6210. One semester. Manual of Mental Disorders—routinely used by non-
EDC6300 Reflective Practice in ESL & Special education professionals—and develop an understanding
Education 3 credits of how this diagnostic approach overlaps with the
Concurrent with clinical practice, this course provides education classification system used by school districts.
students with the opportunity to reflect on their teaching EDC6303 Counseling & Interview Techniques 3 credits
experience to develop the meaning of teaching in a Prepare to personally integrate, in pragmatic and useful
school setting. Candidates will be introduced to reflective ways, important theoretical concepts covered in
practice developed by Donald Schon, an approach to EDC6302. Practice reflective listening skills—supported
teaching that enables novice teachers as emerging in Rogers person-centered approach to counseling—as
professionals to understand how to use their knowledge well as more directive interventions based in Adlerian and
in practical situations and how to combine action and cognitive behavioral theories, such as the use of social
learning to elicit expected outcomes. The conceptual interest activities and attitude questioning strategies.
basis for the course are the works of Donald Schon, Chris Employ audio and video recordings of practice in
Argyris, John Dewey, and Kenneth Zeichner, among simulated counseling situations to self-evaluate these
others. Candidates develop a performance portfolio that experiences. With the assistance of the professor,
addresses the New Jersey Professional Standards for improve personal counseling philosophies and consider
Teachers (NJPST), guided by TESOL/CAEP Standards important risk factors for school aged students and
for P–12 Teacher Education Programs. Prerequisite: intervention suggestions for the school counselor.
EDC6210. Offered at Lakewood campus only.

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EDC6304 Career Counseling & Development 3 credits practices. The second supervision course for candidates
Study the effects of globalization on the world of work and in the administration and leadership program.
study current research in career development. Emphasis Prerequisites: EDC5102.
on Holland’s personality types and work environments EDC6404 Elementary Education Clinical
perspective—a theoretical framework routinely Practice 9 credits
represented in a number of interest inventory result Clinical Practice is the capstone course in teacher
reports. Practice test interpretation skills, especially as education. During clinical practice, clinical interns
they relate to understanding the relationships between demonstrate their integration of content knowledge,
abilities and interests. Use the Occupational Outlook understanding of students, ability to create effective
Handbook and other relevant sources of career instructional environments, and their professional
information to explore useful information (educational knowledge and attributes. Clinical practice is full time
requirements, salary ranges, etc.) regarding specific (15 weeks) in an inclusive setting and required for all
occupations. Prerequisite: EDC6301. teacher candidates. Candidates are supported and
EDC6305 School Counseling Seminar I 3 credits evaluated by an in-class cooperating teacher and a GCU
Develop an understanding of and commitment to the clinical supervisor. Concurrent with clinical practice,
American School Counselor Association’s ethical candidates attend weekly seminar meetings. Candidates
standards. Review and assess the application of develop a performance portfolio that demonstrates that
counseling skills covered in earlier coursework as these they meet the New Jersey Professional Standards for
skills relate to the varied tasks of today’s school counselor. Teachers (NJPST) and that their teaching is guided by
Requires 150 hours of supervised relevant school the New Jersey Student Learning Standards (NJSLS).
counseling experiences. Meet on a regular basis with a Prerequisite: EDC6214. One semester.
GCU mentor to reflect on and improve school-based EDC6405 Reflective Practice in Elementary & Special
experiences. Prerequisites: EDC6301 and EDC6302. Education 3 credits
EDC6306 School Counselor Seminar II 3 credits Concurrent with clinical practice, this course provides
Refine counseling skills in the school setting by students with the opportunity to reflect on their teaching
completing 150 hours of supervised experiences. experience to develop the meaning of teaching in a
Demonstrate continued adherence to ethical standards school setting. Candidates will be introduced to reflective
through skilled work with individuals, groups, and families practice developed by Donald Schon, an approach to
using knowledge of assessment, collaboration, and teaching that enables novice teachers as emerging
practical counseling skills covered in previous courses. professionals to understand how to use their knowledge
Demonstrate technological competency by using school- in practical situations and how to combine action and
based student data management systems and school learning to elicit expected outcomes. The conceptual
communication systems. Prerequisite: EDC6305. basis for the course are the works of Donald Schon, Chris
EDC6401 Supervision & Leadership of Argyris, John Dewey, and Kenneth Zeichner, among
Instruction & Learning 3 credits others. Candidates develop a performance portfolio that
Review the strategies, problems, and trends in addresses the New Jersey Professional Standards for
instructional supervision, including an analysis of the Teachers, guided by the New Jersey Student Learning
function of the supervisor/principal/school administrator in Standards (NJSLS). Prerequisite: EDC6214. Offered at
improving instruction and learning in an organization. Lakewood campus only.
Building on the foundation in supervision presented in EDC6406 Secondary Education Clinical
EDC5102, research the use of technology to interact with Practice 9 credits
school leaders as well as for the organization and Clinical Practice is the capstone course in teacher
reporting of data related to school supervision. Examine education. During clinical practice, clinical interns
the practical application of supervisory tasks in the areas demonstrate their integration of content knowledge,
of instructional supervision, curriculum development, and understanding of students, ability to create effective
organizational staff development, including consideration instructional environments, and their professional
of ethical and legal obligations of the school leader. knowledge and attributes. Clinical practice is full time
Explore non-classroom supervision related to personnel, (15 weeks) in an inclusive setting and required for all
who support the education al mission of the school and teacher candidates. Candidates are supported and
thereby influence learning outcomes. Develop evaluated by an in-class cooperating teacher and a GCU
supervisory approaches based on mandates and best clinical supervisor. Concurrent with clinical practice,

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candidates attend weekly seminar meetings. Candidates Plans. Through the use of case studies, candidates will
develop a performance portfolio that demonstrates that apply the skills of diagnosis to make recommendations for
they meet the New Jersey Professional Standards for corrective techniques through IEP development.
Teachers (NJPST) and that their teaching is guided by Prerequisite: EDC7001.
the New Jersey Student Learning Standards (NJSLS). EDC7003 Data-Based Interventions in the
Prerequisite: EDC6215. One semester. Collaborative Classroom 3 credits
EDC6407 Reflective Practice in Secondary & Special This course focuses on the relationship between authentic,
Education 3 credits classroom based assessment and remediation of basic
Concurrent with clinical practice, this course provides skills for children with learning difficulties and diverse
students with the opportunity to reflect on their teaching learning needs, in the general education classroom.
experience to develop the meaning of teaching in a Students will investigate a variety of assessments and
school setting. Candidates will be introduced to reflective instructional techniques to determine and implement
practice developed by Donald Schon, an approach to appropriate research based accommodations and
teaching that enables novice teachers as emerging modifications, for the students with learning differences.
professionals to understand how to use their knowledge Research based corrective methods, materials as related
in practical situations and how to combine action and to remediating basic skills, the requirements of the CCSS
learning to elicit expected outcomes. The conceptual and the school and classroom environment are studied.
basis for the course are the works of Donald Schon, Chris Theoretical models of collaboration, along with practical
Argyris, John Dewey, and Kenneth Zeichner, among strategies needed for profitable classroom and program
others. Candidates develop a performance portfolio that collaboration, are discussed.
addresses the New Jersey Professional Standards for EDC7801 Practicum in Learning Disabilities 3 credits
Teachers (NJPST), guided by the New Jersey Student This culminating course in the LDTC certification program
Learning Standards (NJSLS). Prerequisite: EDC6215. provides the candidate with a 100-hour supervised field
Offered at Lakewood campus only. experience in applying the theoretical and practical
EDC7001 Diagnosis & Assessment of concepts of learning disorders to assessment and
Learning Problems 3 credits program planning. During the practicum candidates will
This course provides a study of the nature and cause of have the opportunity to function as the LDTC on a Child
learning problems. Primary focus is placed on formulating Study Team under the mentorship of a certified Learning
an evaluation plan for educational assessment, Consultant. Candidates will apply the knowledge, skills
administering and interpreting technically sound and and values garnered throughout their studies to assist in
culturally responsive standardized instruments. Students the diagnostic process from referral through program
will develop findings in written reports of assessments. planning. Emphasis will be placed on planning for the
The use of functional assessment procedures, including education of students with disabilities in the New Jersey
Response to Intervention model, are used to determine Core Curriculum Content Standards in the least restrictive
educational levels, underlying deficits and learning style environment through collaboration between general and
are also explored. Methods of diagnosis based on special educators and through the provision of
evidence available from each child study team member accommodations and modifications. Discussion and
and reporting diagnostic findings are discussed. presentations relevant to the field of diagnostics, special
Prerequisite: EDC5037. education law and collaborative theories will be
EDC7002 Remediating & Accommodating incorporated into class discussions. Prerequisites:
Learning Disabilities 3 credits EDC5005, EDC5038, EDC5037, EDC5033, EDC7003,
This course provides advanced training in interpretation EDC7001, and EDC7002.
of evaluation data for identification of and planning for HED5401 Foundations of Higher Education 3 credits
students with learning problems. Focus is on analysis of This course provides an overview of the basic structures,
diagnostic batteries to make decisions regarding eligibility functions, participants, constituencies, tensions, and
and instructional planning; including accommodating challenges facing higher education and student affairs in
students in inclusive settings is presented. Legal issues the United States. The course will focus on the
related to the responsibilities of the Child Study Team philosophical assumptions that guide higher education, the
including the requirements of a free appropriate public unfolding of its history, and the ways in which philosophy
education, least restrictive environment, the determination and history have shaped the higher education curriculum.
of eligibility and the development of Individual Educational

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HED5402 Enrollment Management & Academic understanding and interpreting research; formulation of
Affairs 3 credits problems and/or topics for developing into individual
This course explores the historic and current enrollment projects as part of an applied thesis or action research.
management models and theories in higher education. Candidates engage in reflection on research as it relates
Concepts include marketing the university, programs to to the needs of diverse students, curriculum planning and
attract applicants, the application process, generating and implementation, and state and national standards.
applying models for predicting enrollment, and assessing HED5406 Legal Issues & Personnel
outcomes, including ratios such as applicant-to-accept, Management 3 credits
accept-to-enrollment, and enrollment-to-retention, and This course is intended to familiarize students with statutory
graduation rates. Issues of selectivity, financial aid and case law that have implications for higher education
leveraging (merit and need-based scholarships and aid administrators and policymakers. The course examines the
programs), retention and graduation issues and linkages legal rights and responsibilities of faculty, candidates, staff,
between academic and student affairs are covered. and administrators in higher education. Areas of focus
Strategies and tactics to attract and retain students, include fair employment, due process, affirmative action,
increase selectivity and enrollment yield, and improve and liability. Court cases, statutes, the Constitution, and
students’ academic and social integration and success regulations serve as the basis for discussion.
will be highlighted throughout the course.
HED5407 Student Affairs Administration &
HED5403 College Student Development Counseling 3 credits
Theories 3 credits This course provides a comprehensive introduction to the
This course examines a range of human development field of student affairs administration and its role within
theories that offer insight into the processes of student American higher education. In addition, the course
learning, growth, and development during the provides a comprehensive practical application of student
postsecondary years. Special focus will be on personnel duties and counseling within higher education.
understanding the implications of these models and
concepts for the policies and practices of higher HED5408 Finance, Grants & Budgeting in Higher
education in general. Education 3 credits
This course introduces and examines the financial, economic
HED5404 Higher Education Organization & Strategic and budgetary issues within higher education. Students will
Planning 3 credits review the political, economic, and social issues influencing
This course provides an overview of management higher education finance, examine revenue streams and
functions, governance, authority, organizational expenditure patterns, review tuition and financial aid policies,
arrangements, and administrative style and behavior. and assess the budget as an instrument of strategic planning,
Students examine in detail several administrative resource allocation, and control.
operations, including offices of academic affairs,
business/financial affairs, university advancement, HED5409 Contemporary Issues in Higher
institutional research, registrar, admissions, athletics, Education 3 credits
building and grounds, facility planning and construction, This course examines and analyzes current issues in
marketing, and public relations. Furthermore, this course higher education institutions, as illustrated in higher
will provide a conceptual framework for developing an education research and literature.
integrated and comprehensive institutional strategy plan, HED5410 Community College Organization and
while suggesting guidelines intended to assure its Leadership 3 credits
successful implementation. The course will examine This course introduces the students to organizational
environmental challenges and trends, ways to examine theories, leadership theories, and learning theories as
institutional strengths and weaknesses within a broader they relate to community college instructional leadership.
competitive context, and the function of major Practical application of these theories will be examined,
components within a plan. Attention will be given to and leadership strategies for the dean, division chair, and
organizational structures and processes for developing department chair will be emphasized. Curriculum
and implementing institutional plans. development, organization for instruction, resource
HED5405 Research Methods & Assessment in Higher development, and other community college leadership
Education 3 credits skills will be also emphasized, particularly as they apply
This course provides a study of various techniques and to strategies for faculty development to enhance teaching
strategies of educational research; emphasis on and learning.

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HED6011 Higher Education Internship I 3 credits
A one-semester, 150-hour internship focusing on the
application of theoretical/conceptual knowledge in field-
based experience. Overview of role, function of higher
education office/agency, with focus on specific projects or
responsibilities. The course allows students to serve as
an intern for a full-time administrator, and it requires the
establishment of specific goals, objectives, activities, and
tasks. Interns receive an end-of-course evaluation from
their field supervisors, an effort that serves as a key
component of the final course grade.
HED6012 Higher Education Internship II 3 credits
A one-semester, 150-hour internship focusing on the
application of theoretical/conceptual knowledge in field-
based experience. The course allows students to serve
as an intern for a full-time administrator, and it requires
the establishment of specific goals, objectives, activities,
and tasks. Interns receive an end-of-course evaluation
from their field supervisors, an effort that serves as a key
component of the final course grade. Prerequisite:
Successful completion of ED6011.

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 2019 President’s Cabinet

Joseph R. Marbach, Ph.D., President

Kathleen Boody, M.A., Interim Vice President for
Enrollment & Retention
Paul J. DaPonte, Ph.D., Executive Director for
Mission Integration & Special Assistant to the
President
2019 Board of Trustees
Matthew R. Manfra, Vice President for Institutional
Robert E. Mulcahy III, Chair
Advancement
Judith M. Persichilli, RN, Vice Chair
Matthew S. McManness, M.S., Special Consultant to
Nina Anuario the President
Michele Aronica, RSM, Ph.D. Gail H. Towns, M.S.J., Executive Director of
Hon. Jeffrey S. Chiesa, Esq. Marketing & Communications
Francis G. Coleman James E. Trusdell, M.B.A., Vice President for
James H. Dickerson Jr. Finance & Administration/CFO
Madeline Ferraro, Esq. Janice Warner, Ph.D., Interim Provost
Rev. Monsignor R. Vincent Gartland
Patricia Smith Heanue
Kathleen P. Hickey
Patricia E. Koch, Esq., Trustee Emerita
David S. Kountz, M.D., FACP Chineye C. Anaka, Lecturer & Coordinator of Human
Rev. Monsignor Casimir H. Ladzinski Anatomy & Physiology
M.D., M.P.H., B.S.H.S., University of Arizona
Michael J. Laferrera
Jacqueline M. Arnone, Assistant Professor of Nursing
Mary K. E. Maples, Esq.
Ph.D., M.S.N., B.S.N., Kean University
Kerry Anne McGeary, Ph.D.
Maureen Bailey, Assistant Professor of Nursing
Amelia McTamaney Ph.D., Capella University
Elizabeth Mulvihill, Trustee Emerita M.S., Drexel University
Linda M. Orlando B.S., Bloomfield College
Mark N. Ricca Meera R. Behera, Assistant Professor of Finance
Ph.D., Rutgers, The State University of New Jersey
Megan Romano
Ph.D., Berhampur University
John W. Seazholtz M.S., The New School
Hon. Eugene D. Serpentelli, A.J.S.C.
Scott H. Bennett, Professor of History; Chair,
Edward J. Smith Department of History & Politics
Thomas J. Sykes, AIA, PP Ph.D., Rutgers, The State University of New Jersey
M.A., College of New Jersey
Patricia A. Talone, RSM, Ph.D.
M.A., Florida State University
Julia Ann Upton, RSM, Ph.D. B.A., University of Central Florida
M. Deborah Hanley Williams
Carolyn Ann Bergman, Associate Professor of
Biology; Director of Health Sciences &
Health Profession Studies Programs
Ph.D., University of Pennsylvania
B.S., University of California, Berkeley
Eduard Bitto, Associate Professor of Biochemistry
Ph.D., University of Illinois at Chicago
M.S., Charles University, Czech Republic

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Erin Quinn Bonczek, Dance Program Coordinator James J. Carroll, Professor of Business Administration
B.F.A., University of the Arts D.B.A., Nova University
Brunella Bowditch, Associate Professor of Biology M.B.A., Rutgers, The State University of New Jersey
Ph.D., M.S., George Washington University B.S.I.E., New Jersey Institute of Technology
B.S., Universita di Roma La Sapienza, Italy CMA, CPA, New Jersey

Anthony Brano, Assistant Professor of English, Vincent C. W. Chen, Assistant Professor of

Director of the Writing Center Exercise Science
Ph.D., M.Phil., Fordham University Ph.D., Texas A&M University
M.A., B.A., Southern Connecticut State University B.S., National University of Kaohsiung, Taiwan

Timothy M. Briles, Associate Professor of Education; Mary Chinery, Professor of English; Dean, School of
Special Assistant to the President for Special Arts & Sciences
Projects; NCAA Faculty Athletic Representative Ph.D., M. Phil., Drew University
Ed.D., St. Joseph’s University M.A., Northeastern University
M.Ed., B.A., University of Pennsylvania B.A., Georgian Court College

Theresa J. Brown, Professor of Psychology Khendum Choden, Assistant Professor of Business

Ph.D., M.A., Bowling Green State University Ph.D., University of Texas, El Paso
B.A., Montclair State College B.S., SUNY at Stony Brook

Lili Bruess, Associate Professor of Education; Chair, Stephanie M. Chung, Assistant Professor of Nursing
Department of Teacher Education Programs Ph.D., M.S.N., Kean University
Ph.D., M.Ed., University of New Orleans B.S.N., Stockton University
B.A., Hangzhon Teachers College A.A.S., Ocean County College

Joshua Burns, Assistant Professor of Integrative Health Mark Clauburg, Assistant Professor of Graphic
D.C., N.D., National University of Health Sciences Design & Multimedia
B.A., University of Maryland University College Ed.D., Nova Southeastern University
M.A., B.A., Stockton University
Nancy Louise Burns-Sardone, Associate Professor
of Education; Coordinator, edTPA F. Thomas Crawley Jr., Associate Professor of Education
Ph.D., M.A., New York University Ed.D., New York University
B.S., University of Massachusetts, Amherst M.A., Montclair State University
M.Ed., Boston University
Richard Caldes, Director of Field Experience & B.A., St. Lawrence University
Clinical Partnerships
Ed.D., Argosy University Jo Ann F. Cummings, Associate Professor of Nursing
M.A., Georgian Court College Ph.D., M.S., B.S., Rutgers, The State University
B.A., Stockton State College of New Jersey

Christopher J. Campisano, Professor of Education; Elissa Cutter, Assistant Professor of Religious

Dean, School of Education Studies & Theology
Ed.D., M.Ed., M.A., Teacher’s College, Ph.D., Saint Louis University
Columbia University M.A., Graduate Theological Union
B.A., Trenton State College A.B., Georgetown University

Lei Cao, Assistant Professor of Mathematics Lynn Marie DeCapua, Professor of Psychology
Ph.D., Drexel University Ph.D., M.S., Fordham University
M.S., Beijing University, China B.A., Georgian Court University
B.S., Lanzhou University, China Robert Devlin, Director of the Mathematics Lab
Paul R. Cappucci, Professor of English M.A.T., Monmouth University
Ph.D., M.Phil., Drew University B.S., Boston College
M.A., The College of New Jersey Banani Dhar, Assistant Professor of Mathematics
B.A., Kings College Ph.D., Louisiana State University
Silvana Cardell, Associate Professor of Dance; Chair, M.S., Delhi University
Department of Dance B.S., Gauhati University
M.F.A., Temple University
B.F.A., University of the Arts

G r a d u a t e C a t a l o g 2 0 1 9 – 2 0 2 0 | 113
 Lisa Dille, Associate Professor of Education; Chair of Kathryn E. Fleming, Professor-in-Residence;
Educational Services & Advanced Programs Associate Chair, GCU–Hackensack Meridian
Ed.D., Ed.M., M.A., Teacher’s College, Health School of Nursing
Columbia University Ph.D., M.S., Rutgers, The State University of
B.A., Georgian Court University New Jersey
Colleen Diveny, Instructor of Social Work; B.S., Thomas Edison State College
Coordinator of Field Education, Department of A.A.S., Ocean County College
Social Work John Foglia, Assistant Librarian, Systems &
M.S.W., Fordham University Emerging Technologies
B.S.W., Georgian Court University M.L.S., Drexel University
Jeffrey Donnelly, Director of Library Services, B.A., Thomas Edison State University
Associate Librarian A.A., Ocean County College
M.L.S., SUNY at Buffalo Kathleen Ann Froriep, Associate Professor of
B.A., Niagara University Education; Director of the Center for Teaching &
Jennifer J. Edmonds, Professor of Business; Dean, Learning; Director of the Interdisciplinary Studies
School of Business & Digital Media Program; Director of the Applied Arts & Sciences
Ph.D., M.B.A., Rutgers, The State University of Program; Hazlet Site Coordinator
New Jersey Ph.D., Capella University
B.S., University of Michigan B.A., M.A., Monmouth University

Devon Ashley Elmore, Associate Professor of Claire B. Gallagher, Professor of Education

Business; Director of the M.B.A. Program; Ed.D., University of Pittsburgh
Director of the Business Administration Program M.A.T., Monmouth University
Ph.D., Old Dominion University M.Arch., Carnegie Mellon University
M.B.A., Duquesne University B.S., University of Tampa
B.S., Virginia Polytechnic Institute & State University Joseph F. Gower, Professor of Theology/Religious Studies
Marni Elson-Victor, Field Placement Coordinator Ph.D., University of Notre Dame
(Psychology) A.B., University of Scranton
M.S., B.A., Pace University Michael F. Gross, Professor of Biology; Associate
Cris Ergunay, Information Literacy & Assessment Provost for Academic Program Development;
Librarian (part time) Director of the Arboretum
M.S., Columbia University Ph.D., University of Delaware
M.S.L.I.S., Drexel University B.S., Lebanon Valley College
M.A., Teachers College of Columbia University Jessica L. Hausmann, Associate Professor of English;
B.A., Bryn Mawr College Director of the University Honors Program
Michelle Esposito, Assistant Professor of Biology Ph.D., M.Phil., Drew University
Ph.D., City University of New York B.A., Saint Joseph’s University
M.A., Hunter College Barbara R. Herbert, Assistant Librarian,
M.S., B.S., College of Staten Island Behavioral Sciences
Amy Faris, Visiting Guest Artist (part time) M.L.S., Rutgers, The State University of New Jersey,
M.F.A., The New York Academy of Art B.A., Georgian Court University
B.F.A., Moore College of Art & Design Sheritta Hughes, Assistant Professor of Psychology
Lisa Festa, Associate Professor of Art History; Ph.D., The Chicago School of
Coordinator of the First-Year Experience Professional Psychology
Ph.D., M.A., Rutgers, The State University of M.S., Alabama Agricultural and Mechanical University
New Jersey B.S., Morgan State University
B.A., Douglass College James Joseph, Visiting Instructor of Social Work at
Susan E. O. Field, Professor of Psychology; Director Cumberland County College (part time)
of the Advising Fellows D.S.W., University of Pennsylvania
Ph.D., A.M., Harvard University M.S.W., Columbia University
A.B., Washington University M.S., Bank Street College of Education
B.A., New York University

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Corey Katz, Assistant Professor of Philosophy Lindiwe Magaya, Associate Professor of Education
Ph.D., Saint Louis University Ph.D., M.S. Southern Illinois University
M.A., University of Western Ontario B.S., University of Zimbabwe
B.A., University of Toronto Alfred F. Mancuso, Associate Professor of Psychology;
Karen J. Kelly, Assistant Professor of Psychology Chair, Department of Psychology & Counseling;
Ph.D., M.A., Columbia University Director of the Doctor of School
M.A., Montclair State University Psychology Program
B.A. Rutgers, The State University of New Jersey Psy.D., M.A., Alfred University
Deborah Kennard, Assistant Professor of Nursing B.A., St. John’s University
Ph.D., Seton Hall University Gina Marie Marcello, Assistant Professor of
M.S.N., B.S.N., Kean University Communications
A.A.S., Bucks County Community College Ph.D., M.A., B.A., Rutgers, The State University
Jinsook Kim, Assistant Professor of Graphic of New Jersey
Design & Multimedia; Director of the Graphic Megan Mazarick, Assistant Professor of Dance
Design & Multimedia Program M.F.A., Temple University
Ph.D., Illinois Institute of Technology B.F.A., University of North Carolina at Greensboro
M.F.A., Seoul Women’s University, South Korea Marci Mazzarotto, Assistant Professor of
B.F.A., Ducksung Women’s University, South Korea Digital Communication
Jonathan Kim-Reuter, Associate Professor of Philosophy Ph.D., University of Central Florida
Ph.D., M.A., New School for Social Research M.A., B.A., Arizona State University
M.A., B.A., Kent State University Russell Craig McDonald, Associate Professor of English
Anna King, Associate Professor of Criminal Justice Ph.D., M.A., University of Michigan, Ann Arbor
Ph.D., Cambridge University, UK B.A., University of Washington, Seattle
M.A., SUNY, Albany Cathleen M. McQuillen, Associate Professor of
B.A., Clark University Business; Director of the Accounting Program
Sachiko Komagata, Associate Professor of Holistic D.P.S., Pace University
Health; Chair, Department of Holistic Health & M.B.A., Long Island University
Exercise Science B.A., The College of New Rochelle
Ph.D., M.P.T., Temple University Melanie Clark Mogavero, Assistant Professor of
B.P.E., Japan Women’s College of Physical Education Criminal Justice; Director of the Criminal Justice &
Prasad S. Lakkaraju, Professor of Chemistry Human Rights Program
Ph.D., Indian Institute of Technology Ph.D., M.A., Rutgers University-Newark
B.Sc., Andhra University M.A., Russell Sage College
Stephen M. Levine, Professor of Psychology B.A., SUNY at Albany
Ph.D., Hofstra University Joseph M. Monahan, Professor of Business
M.S.E., City College Ph.D., New York University
B.A., Hunter College M.A., B.A., Adelphi University
Cassandra Lo, Assistant Professor of Education; Leo Morrissey, Associate Professor of Art
Director of the School of Education M.F.A., Rutgers, The State University of New Jersey
Pre-Education Program B.F.A., University of Florida
Ed.D., University of Pennsylvania Amitabh Mungale, Assistant Professor of Business;
M.A., Teachers College of Columbia University Chair, Department of Business Administration
B.A., College of the Holy Cross Ph.D., University of Florida, Gainesville
Patricia Lorusso, Clinical Faculty (Education) M.B.A, University of Texas at Austin
M.A., Georgian Court College B.S., Maharaja Sayajirao University, India
B.A., Kean University Parvathi S. Murthy, Professor of Chemistry; Director
Amuhelang Magaya, Associate Professor of Education; of the General Education Program
Chair, Administration & Leadership Program Ph.D., Indian Institute of Science
Ph.D., M.S., Southern Illinois University M.S., B.S., University of Bangalore, India
B.A., University of Zimbabwe

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 Sarita Nemani, Associate Professor of Mathematics Lynn Reid, Assistant Professor of English; Director of
Ph.D., University of New Brunswick, Canada the Writing Program
M.Phil., Indian Institute of Technology Ph.D., Indiana University of Pennsylvania
M.S., B.S., University of Bombay M.A., City College of New York
Cynthia C. Ninivaggi, Associate Professor of Anthropology; B.A., Rutgers, The State University of New Jersey
Director of the Women’s Studies Program Marny Requa, Associate Professor of Criminal Justice;
Ph.D., Temple University Chair, Department of Criminal Justice,
B.A., University of North Carolina–Greensboro Anthropology, Sociology & Human Rights
Lori Nixon, Assistant Professor of Psychology J.D., Fordham University School of Law
Ph.D., Barry University M.A., University of California Berkeley
M.A., B.A., Monmouth University B.Sc., Northwestern University

Susan Lauffer O’Hara, Professor of English; Chair, Jaime Antonio Rivera Flores, Assistant Professor of
Department of English World Languages & Cultures
Ph.D., Rutgers, The State University of New Jersey Ph.D., M.A., Florida State University
M.A., Rutgers, The State University of New Jersey M.S., Georgia Southern University
B.A., University of Pittsburgh B.S., Universidad de Xalapa, Mexico

Bertram Okpokwasili, Professor of Business Administration Bonnie J. Ross, Associate Professor of Nursing
D.Eng’g.Sc., M.Sc., Columbia University Ed.D., Rowan University
B.Sc., Yale University M.A., New York University
B.S., University of Delaware
Jean Parry, Assistant Professor of Biology
Ph.D., Rutgers, The University of New Jersey Beth Ann Schaefer, Professor of Physics; Chair,
B.S., Drexel University Department of Mathematics, Computer Science &
Physics; Coordinator of the Physics Program
Michael Pawlish, Assistant Professor Ph.D., M.S., Boston College
of Management B.A., Boston University
Ph.D., Montclair State University
M.S., Lund University Gary Michael Schmidt, Assistant Librarian, Collection
M.B.A., San Francisco State University Services & Electronic Resources
B.S., University of Rhode Island M.A.L.S., Thomas Edison State University
M.L.I.S., Rutgers, The State University of
Christopher J. Perrin, Assistant Professor of Psychology New Jersey
Ph.D., Ohio State University B.A., Ramapo College
M.S.E., B.A., Temple University
Judith Schubert, RSM, Professor of Theology &
Evelyn Saul Quinn, Associate Professor of Social Work Religious Studies
M.S.W., Rutgers, The State University of New Jersey Ph.D., Fordham University
M.Ed., Seton Hall University M.A., Providence College
B.A., Georgian Court University B.A., Georgian Court University
Kathryn Quinn-Sanchez, Professor of World Theodora Sergiou, Internship Coordinator (Business)
Languages (Spanish) & Cultures; Chair, (part time)
Department of World Languages & Cultures M.B.A., Rider University
Ph.D., University of North Carolina at Chapel Hill B.S., Georgian Court College
M.A., Middlebury College-Madrid, Spain
B.A., College of the Holy Cross Matthew Sheridan, Assistant Professor of Criminal
Justice (part time)
Pamela J. Rader, Professor of English Ed.D., Rutgers, The State University of New Jersey
Ph.D., M.A., University of Colorado M.A., Montclair University
B.A., University of Delaware B.A., Richard Stockton State College
Stephanie Rahill, Associate Professor of Psychology; Megan Sherman, Assistant Professor of Social Work;
Director of the M.A. in School Psychology Program Chair, Department of Social Work; Director of the
Ph.D., University of Maryland, University College Bachelor of Social Work Program
M.A., University of Delaware Ph.D., M.S.W., Fordham University
B.A., George Washington University B.A., Albertus Magnus College

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Mary Ann Smorra, Professor of Education Barbara Williams, RSM, President Emerita; Archivist;
Ed.D., Ed.M., Rutgers, The State University of Assistant Librarian, Science & Mathematics
New Jersey M.A., Manhattan College
B.S., Monmouth College M.L.S., Rutgers, The State University of New Jersey
Hyuksoon Song, Associate Professor of Education; B.A., Georgian Court University
Director of Student Data & Program Evaluation David M. Wilson, Associate Professor of Psychology;
Ph.D., New York University Director of the Applied Behavior Analysis Program;
M.S., The University of Southern California Associate Chair, Department of Psychology &
M.A., B.A., Yonsei University, Korea Counseling
Joseph M. Springer, Professor of Psychology; Director Ph.D., University of Florida
of the Clinical Mental Health Counseling Program B.A., Rutgers, The State University of New
Ph.D., Temple University Jersey, Camden
M.A., Fairleigh Dickinson University Louise Sarah Wootton, Professor of Biology; Chair of
B.A., New York University the Faculty Assembly; Chair, Department of
Neal Steed, Assistant Professor of Business Biology; Director of the Sustainability Program
J.D., Rutgers, The State University of New Jersey Ph.D., University of Maryland
B.S., Georgian Court University M.S., University of British Columbia
B.S., Acadia University
Mary Ellen Strozak, Assistant Professor of Nursing (PT)
M.S., Rutgers University, Newark Michael Wortley, Assistant Professor of Exercise Science
B.S., The College of New Jersey M.S., Ph.D., The University of Tennessee, Knoxville
B.S., Johns Hopkins University
Anne Tabor-Morris, Professor of Physics; Director of
Georgian Court University NASA Science Outreach Theresa A. Wurmser, Professor-in-Residence; Chair,
Ph.D., University of Notre Dame GCU–Hackensack Meridian Health School of Nursing
B.S., Lehigh UniversityChristopher T. Ph.D., B.S., Adelphi University
Trigani, Professor of Psychology M.P.H., Columbia University
Ph.D., M.S., Fordham University RN, CNAA
B.A., Georgian Court University
Mary Kay Tuohy, Instructor of Social Work; B.S.W.
Program Coordinator at Cumberland County College
M.S.W., Syracuse University
B.S.W., Marist College
Mary R. Basso, Associate Librarian Emerita, Humanities
Johann Marie Vento, Professor of Theology/ M.L.S., Rutgers, The State University of New Jersey
Religious Studies; Interim Chair, Department of M.A., B.A., Georgian Court University
Religious Studies, Theology & Philosophy
Ph.D., Fordham University Mary Lee Batesko, Professor Emerita of Education
M.A., Washington Theological Union Ed.D., Rutgers, The State University of New Jersey
B.A., University of Maryland M.A., Kean College
B.A., Trenton State College
Andrew J. Weber, Assistant Professor of Chemistry;
Safety Officer; Chair, Department of William K. Bishop, Assistant Professor Emeritus
Chemistry & Biochemistry; Director of the of Geography
Natural Sciences Program M.A., Louisiana State University
Ph.D., M.S., Seton Hall University B.A., Trenton State College
B.A., William Paterson College Judith Casey, Assistant Professor Emerita of
Kristen Wedlock, Assistant Professor of Writing Physical Education
M.F.A., Naropa University M.A., Georgian Court University
B.S., Rutgers, The State University of New Jersey B.A., Glassboro State College
Constance Chismar, Professor Emerita of
English Education
Ed.D., Rutgers, The State University of New Jersey
M.A., Montclair State College
B.A., Georgian Court College

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 Joseph J. Cino, Associate Professor Emeritus Robert J. Louden, Professor Emeritus of Criminal Justice
of Education Ph.D., M. Phil., City University of New York
Ed.D., M.Ed., Temple University M.A., John Jay College of Criminal Justice
B.S., Bloomsburg State College B.B.A., The City College of New York
Joseph E. Colford III, Professor Emeritus Suzanne Pilgram, Associate Professor Emerita of Art
of Psychology M.F.A., B.A., The American University
Ph.D., M.A., Seton Hall University Cheryl Resnick-Cortes, Professor Emerita of Social Work
B.S., Saint Peter’s College M.S.W., D.S.W., Yeshiva University
Marie Cook, RSM, Professor Emerita of Biology M.A., New School for Social Research
Ph.D., M.S., Rutgers, The State University of B.A., Brooklyn College
New Jersey Maria Cordis Richey, RSM, Professor Emerita of English
A.B., Georgian Court University Ph.D., M.A., Fordham University
Barbara A. Cordasco, Associate Professor Emerita B.A., Georgian Court University
of Education; Sandra Sessa, Professor Emerita of Psychology
Ed.D., Seton Hall University Ph.D., Seton Hall University
M.A., Montclair State University M.A., Kean College
Kasturi DasGupta, Professor Emerita of Sociology B.A., Georgian Court University
Ph.D., Louisiana State University Elaine K. Thompson, Professor Emerita of Psychology
M.A., Southern University Ph.D., Columbia University
B.A., Delhi University M.A., Teachers College of Columbia University
Binetta Dolan, Assistant Professor Emerita of B.A., Barnard College
Business Administration Michael Tirpak, Associate Professor Emeritus
M.A., Central Michigan of Education
B.A., Brooklyn College Ph.D., University of Missouri–Columbia
Patricia A. Geary, GNSH, Professor Emerita M.A., Marywood University
of Education B.A., King’s College
Ph.D., Georgia State University Benedict Trigani, Professor Emeritus of Education
M.Ed., Temple University Ph.D., Fordham University
B.A., D’Youville College M.A., Seton Hall University
Linda James, Professor Emerita of Psychology B.A., St. Peter’s College
Ph.D., Indiana University Geraldine K. Velasquez, Professor Emerita of Art & Design
B.S., University of Kentucky Ed.D., Rutgers, The State University of New Jersey
Linda M. Kardos, Associate Professor Emerita of M.A.F.A., Montclair State College
Social Work B.F.A., Hunter College
M.S.W., Rutgers, The State University of New Jersey Edward P. Witman, Professor Emeritus of Philosophy
B.A., Georgian Court University Ph.D., M.A., Fordham University
R.N., Englewood Hospital School of Nursing Certificate in Bioethics and Medical
Joanne Patrice Kenny, Associate Professor Emerita Humanities, Columbia University College of
of Education Physicians and Surgeons
Ed.D., Seton Hall University B.A., Georgetown University
M.A., B.A., New Jersey City University Claribel Young, Professor Emerita of History
Jacqueline E. Kress, Professor Emerita of Education Ph.D., M.A., Rutgers, The State University of
Ed.D., Rutgers, The State University of New Jersey New Jersey
M.A., B.A., Kean College of New Jersey B.A., Georgian Court University
Lorraine Licata, Professor Emerita of Psychology
Ph.D., Seton Hall University
M.A., Kean College
B.A., Rutgers, The State University of New Jersey

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 Education Opportunity Fund Program
Brian S. Erler, M.D., Ph.D., Medical Director Jersey Joy L. Smith, Ed.D., Director
Shore University Medical Center, School of
Medical Technology, Neptune, NJ TRIO–Student Support Services Program

John A. Mihok, M.T., Program Director Monmouth Danielle Staten Lamb, M.A., Director
Medical Center Long Branch, NJ Kim Markland, M.A., M.Div., Academic Specialist
Perla L. Simmons, M.P.A., BSMT(ASCP)SH, Patricia Torlucci, B.S., Tutorial Coordinator/Academic
Program Director Jersey Shore University Specialist
Medical Center, School of Medical Technology,
Joyce Toll, M.Theo., Academic Specialist
Neptune, NJ
Louis J. Zinterhofer, M.D., Medical Advisor Monmouth
Medical Center Long Branch, New Jersey

Nicole Degenhardt, B.A., Head Coach, Softball

Adam Elsieidy, B.S., Certified Athletic Trainer
Robert Fitzpatrick, B.A., Assistant Coach, Men’s
Soccer (Junior Varsity Coach); Assistant Sports
Information Officer
Joseph Friedrich Jr., B.S., Director of Sports
Medicine & Performance
Caitlyn Grabowski, B.A., Certified Athletic Trainer
Michael Hover, M.A., Head Coach, Men’s Lacrosse
Shannon Howley, M.A., Assistant Director of
Athletics-Operations
Laura Liesman, M.S., Assistant Vice President of
Athletics & Recreation
Christopher McKibben, B.A., Associate Director of
Athletic Communications & Operations
James R. Moore Jr., M.Ed., Head Coach, Women’s
Soccer/Equipment Manager/Home Event Operations
Michael Murawski, M.S., Head Coach,
Women’s/Men’s Cross Country/Track & Field
Jasmina Perazic, B.A., Head Coach, Women’s Basketball
Dino Raso, M.S., Head Coach, Men’s Soccer
Amy Rizzo, M.B.A., Head Coach, Women’s Lacrosse
Daniel Sempkowski, M.Ed., Head Coach, Volleyball
Terrence Stewart, B.S., Head Coach, Men’s Basketball
Mary Williams, B.A., Associate Director of Athletics
for Compliance & Student-Athlete Welfare

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