School of Arts and Humanities
|
Programs of Undergraduate Study
|
Degree
|
|
Communications |
BA |
|
English |
BA |
|
English: Adolescence Education |
BA |
| Graphic Design
|
BFA |
|
History
|
BA
|
|
History and Political Science
|
BA
|
| Interdepartmental Studies |
BA |
| Music
|
BA
|
| Music Education
|
BS
|
| Music-Music Industry
|
BS
|
|
Political Science
|
BA
|
|
Social Studies: Adolescence Education
|
BA
|
|
Studio Art |
BFA |
|
Studio Art |
BS |
|
Dual Degree Programs |
Degrees |
| English: Adolescence Education/Special Education 7-12 Generalist (ASPIRE Dual Degree Program) |
BA/MSED |
|
Social Studies: Adolescence Education/Special Education 7-12 Generalist (ASPIRE Dual Degree Program)
|
BA/MSED
|
Minors
Minors are available in many of the same fields listed above as well as American Studies, African-American Studies, Ethics, Philosophy, Religious Studies, Women and Gender Studies, and World Languages and Cultures.
The School of Arts & Humanities provides a variety of programs for the College in the best tradition of the liberal arts and excellence in performance and production oriented specialties. The School’s curriculum ensures that arts and humanities students receive both cutting edge discipline-specific information, and an outstanding foundation in liberal studies. The School’s teaching and research activities illuminate the intrinsic dignity and freedom human beings possess and through which they understand the world.
The School’s faculty comprises a highly qualified guild of artists, performers, and scholars who are deeply committed to quality teaching and intellectual discovery for our students. Faculty likewise contribute to the advancement of knowledge within their respective disciplines. Most importantly, faculty encourage deep engagement in scholarly research, and promote student inquiry, as well as practical internships in discipline specific context.
The School provides approximately fifty percent of the Liberal Arts/Fine Arts requirements for the College. In addition, we offer high quality degrees in English, History and Political Science, Communications, Music, and Studio Art. Many of our programs support other degree programs in other Schools within the College, such as Education, Business, and Mathematics and Science. The School also offers an array of minors which compliment major programs across the College’s curriculum.
The School of Arts & Humanities seeks to produce depth and breadth of knowledge, and to do so through programs that provide students with opportunities to develop mastery of an academic or performing discipline, as well as to demonstrate high order skills, such as critical thinking through the examination of theory and the comparison of historical and current data.
The School’s vision is based on the College Vision and Mission and thus seeks the development of the whole person through a strong liberal education program.
Huether School of Business
|
Programs of Undergraduate Study
|
Degree
|
|
Accounting
|
BS
|
|
Business Administration |
BS
|
| Business Economics |
BS |
|
Finance |
BS
|
|
Financial Planning |
BS
|
| Forensic Accounting and Fraud Examination |
Certificate |
|
Human Resource Management
|
BS
|
|
Management |
BS
|
|
Marketing
|
BS
|
|
Dual Degree Programs |
Degrees |
Accounting (Business Administration/Professional Accounting - 150 Credit Hour Program)
|
BS/MS
|
|
Business Administration
|
BS/MBA |
| Finance/Business Administration |
BS/MBA |
| Financial Planning/Business Administration |
BS/MBA |
Mission Statement:
As our students proceed on their educational journey through life, it is our privilege to guide and challenge them to attain their highest ambitions. We provide a stimulating undergraduate and graduate student-centered curriculum that is taught by highly qualified, dedicated faculty with excellent staff support.
We serve our students and community through active engagement in an educational experience grounded on ethics and critical thinking. Our faculty makes it their highest priority to keep abreast of the latest developments in their academic fields and translate that knowledge as it applies to each student. We are proud to say that we know our students and community well. Our programs are carefully evaluated on the lifelong successes of our students as they live and work in, and contribute to, the global communities of today.
The multiple undergraduate and graduate degree programs in the School of Business offer matriculating students significant flexibility to decide to pursue the traditional four-year degree program or a more innovative combined Bachelor’s and Master’s degree program.
Thelma P. Lally School of Education
|
Programs of Undergraduate Study
|
Degree
|
| Bilingual Education |
Certificate |
|
Childhood Education (Grades 1-6)
|
BS |
| Childhood/Special Education (Grades 1-6) |
BS |
| Communication Sciences & Disorders
|
BS
|
|
Early Childhood Education (Birth-Grade 2)
|
BS
|
| Early Childhood/Special Education (Birth-Grade 2) |
BS |
| Inclusive Early Childhood Education (Birth-Grade 2) |
BS |
| Dual Degree Program |
Degrees |
| Communication Sciences and Disorders |
BS/MSED
|
The Thelma P. Lally School of Education is committed to developing leaders in the field of education. Our undergraduate programs are designed for students who wish to become classroom teachers, special educators or prepare for graduate study in communication sciences and disorders. The curricular choices provide opportunities for students to select clinically rich programs consistent with their professional goals and desired certification areas with several programs designed to lead to multiple certifications. The College of Saint Rose works collaboratively with public and private schools and agencies in the Capital Region to provide students with extensive opportunities to develop the knowledge, skills and dispositions necessary to become well-qualified educators.
Applications for admission to all education programs must meet the general requirements for admission to undergraduate study. The College’s education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE), have been approved by the New York State Education Department, and meet academic New York certification requirements. The Lally School puts forward a conceptual framework that establishes the philosophical underpinning of all professional education programs and establishes learning outcomes for participants in the program.
Conceptual Framework for Education Programs at The College of Saint Rose
Statement of Philosophy and Purpose
The faculty of Thelma P. Lally School of Education at the College of Saint Rose is committed to providing high quality, relevant and distinctive educational programs. Our philosophy evolves from a strong belief in the profound influence and possibilities of education, educators and leaders to guide and promote the intellectual and human development of people in a diverse, global society.
The educational dynamic of our teaching and learning community fosters insight, meaning, skills, policy formation and strategies necessary to continuously improve the quality of the individual and collective lives affected by our practice. Ethics, freedom of inquiry and expression, and the exchange of ideas inform our practice. Integrity, character and a commitment to modeling what we teach are imperatives of our educational endeavors. The development of theoretical frameworks, critical analysis and fidelity to the application of effective, research-based practices combine to characterize the scholarship and enlightenment to which we aspire. Instructional technologies support and shape our teaching and learning. Partnerships with practicing professionals in the field, service, clinical experiences, and a culture of assessment offer extensive opportunities for personal and professional growth, and rich sources for evaluating our effectiveness.
Valuing the knowledge and culturally rich experiences of individuals in the educational process, our faculty strives to be responsible to candidate needs and interests and challenges them to broaden their awareness and sensitivity to diverse backgrounds, thereby becoming reflective, responsive, self-empowered advocates for their learners and communities. Leadership is at the heart of our efforts to encourage and create new initiatives through which our faculty and our candidates become mutually responsible agents of change. To ensure the actualization of our philosophy, we model its standards and values in our daily practices and relationships. This philosophy generates educational experiences that are formative and indelible.
Professional Education Candidate Learning Outcomes
Candidates in professional education programs at The College of Saint Rose will:
- Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
- Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
- Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting candidates’ analytical skills and promoting their dispositions to be lifelong learners.
- Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
- Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
- Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
- Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
- Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.
Policies
Culminating courses and courses for final evaluation within degree and certificate programs must be taken at The College of Saint Rose unless a waiver is granted in advance by department faculty and the dean. Waivers will be considered only for students who sustained good academic standing and professional qualities assessment throughout their courses of study.
Professional Qualities Assessment (revised Fall 2017)
Students at The College of Saint Rose who are candidates to become professional educators must demonstrate high standards in communication skills, in the ability to take responsibility and accept personal accountability, and in ethical thought and practice. Faculty consider these professional qualities to be as important as academic performance since they are so clearly related to one's success as a professional. Development of acceptable levels of performance in each of the performance categories below is an expectation of all students prior to completion of professional education programs.
Any candidates identified as demonstrating weakness in one or more of the areas will be asked to meet with faculty from their program area and to develop a plan to improve performance. Satisfactory professional performance is required to be in good standing and receive certification or award of a degree in education.
Communication Skills
The candidate:
- is respectful and professional in oral and written communication;
- listens and responds appropriately in reciprocal and collaborative conversations;
- willingly solicits and gives feedback;
- productively solves conflicts.
Professional Responsibility/Accountability
The candidate:
- completes academic and professional duties in a timely fashion;
- takes responsibility and works collaboratively with others to complete tasks;
- reflects on her/his own performance, utilizes feedback, and demonstrates a commitment to continued professional learning;
- works within the rules and expectations of the class, practicum or field site including displaying a professional appearance.
Ethics
The candidate:
- demonstrates ethical behavior for the profession;
- shows respect, sensitivity, and an awareness of the needs of others;
- exhibits a commitment to valuing diversity and providing educational services to all populations;
- maintains privacy and confidentiality where appropriate;
- demonstrates honesty and integrity in class and in the field;
- is actively engaged in learning.
School of Mathematics and Sciences
| Programs of Undergraduate Study |
Degree |
| Biochemistry |
BS |
| Biology |
BS |
| Biology: Adolescence Education |
BS |
| Biology-Cytotechnology |
BS |
| Chemistry |
BS |
| Computer Science |
BS |
| Crime Analysis & Mapping |
Certificate |
| Criminal Justice, Behavior & Law |
BS |
| Cyber Forensics |
Certificate |
| Forensic Psychology |
BS |
| Forensic Science |
BS |
| Information Technology |
BS |
| Information Technology |
Certificate |
| Internet Programming |
Certificate |
| Mathematics |
BA |
| Mathematics: Adolescence Education |
BS |
| Medical Technology |
BS |
| Psychology |
BS |
| Public Health |
BS |
| Social Work |
BS
|
| Dual Degree Programs |
Degrees |
| Biology: Adolescence Education/Special Education 7-12 Generalist |
BA/MSED |
| Computer Science/Computer Information Systems |
BS/MS |
| Information Technology/Computer Information Systems |
BS/MS |
| Mathematics: Adolescence Education/Special Education 7-12 Generalist |
BA/MSED |
| Psychology/Business Administration |
BS/MBA |
| Psychology/Clinical Mental Health Counseling |
BS/MSED |
The School of Mathematics & Sciences spans a wide range in disciplines, from the lab-based physical sciences, to mathematics and computer science, to the social sciences. The School’s academic programs offer students a great deal of opportunities for study, research, and field-based practice. Included in these programs are majors designed to prepare graduates to teach high school level biology and mathematics. Our location in the Capital District offers abundant opportunities for internships in laboratory science, computer science, and technology, along with such social service areas as mental health counseling, social work, and criminal justice/forensics. Opportunities also exist throughout the School’s programs for independent research, often carried out alongside faculty mentors. This combination of classroom, lab, and field-based education prepares our students quite well for further graduate study, medical, dental, or veterinary school, or for careers in their chosen professions.
William J. Hagan Research Honors Concentration in Mathematics and Sciences
In order to promote undergraduate research within The College of Saint Rose, the School of Mathematics & Sciences has created a research honors concentration program.
The School recognizes that what constitutes research may vary considerably across disciplines. The descriptions listed below represent the accepted definitions of research within the School of Mathematics & Sciences for individual departments currently offering research honors:
- Empirical examination of one or more hypotheses using research protocols and experimental designs appropriate to the student’s discipline (Criminal Justice, Behavior and Law, Physical and Biological Sciences, Psychology, Social Work)
- Robust exploratory examination of an advanced Computer Science topic (e.g. programming, design, analysis, simulation) following a traditional research trajectory and/or requiring implementation of a large-scale programming project. (Computer Science)
- In-depth critical or theoretical examination of the literature on an unresolved issue in the field. (Criminal Justice, Behavior and Law, Social Work)
- Qualitative examination using research protocols and designs appropriate to the student’s discipline. (Criminal Justice, Behavior and Law, Social Work)
- Qualitative or deconstructive research that challenges a discipline’s orthodoxy or grand narrative. (Social Work)