School Information

School of Arts and Humanities

Minors

Minors are available in many of the same fields listed above as well as African-American Studies, Ethics, Philosophy, Religious Studies, and World Languages and Cultures.

Huether School of Business

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

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:

1. Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
2. 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.
3. Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting candidates’ analytical skills and promoting their dispositions to be lifelong learners.
4. Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
5. 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.
6. 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.
7. 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.
8. 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

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:

1. 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)
2. 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)
3. In-depth critical or theoretical examination of the literature on an unresolved issue in the field. (Criminal Justice, Behavior and Law, Social Work)
4. Qualitative examination using research protocols and designs appropriate to the student’s discipline. (Criminal Justice, Behavior and Law, Social Work)
5. Qualitative or deconstructive research that challenges a discipline’s orthodoxy or grand narrative. (Social Work)