The administration and faculty recognize the college years as particularly crucial in the personal development of each student. A strong liberal arts program provides a humanistic reference point from which students can explore contemporary issues, moral values, and career opportunities. Through the study of influential ideas and actions, and through interchange with faculty and other students, each student has the opportunity to grow not only intellectually but as a total person. The synthesis, of course, rests with the student.
Students are encouraged to take advantage of the opportunities in a small college for extra-curricular involvement and committee participation, as well as for ongoing dialog with faculty in the major department. In this way, students can help to create the ambiance of their academic lives.
The academic year consists of the fall and spring semesters, and optional summer session and intersession in January. The academic calendar appears in a different section of this catalog.
St. Joseph’s College Long Island, offers the following degree programs, which are registered with New York State Education Department.
BACHELOR OF ARTS
Journalism and New Media Studies
Students applying for the B.A. must satisfy the requirements of the core curriculum and major, and elect additional courses for a total of 120- 128 credits depending on major, at least 90 of which must be in the liberal arts. Those who wish to teach on the elementary or secondary level will also follow the programs approved for teacher certification.
BACHELOR OF SCIENCE
Business Administration, Accounting
Computer Information Technology
Computer Science Teacher Certification
Hospitality and Tourism Management
Students applying for the B.S. must satisfy the requirements of the core curriculum and major, and elect additional courses for a total of 120 - 128 credits, at least 60 of which must be in the liberal arts. Those who wish to teach on the secondary level will also follow the program approved for teacher certification. The Bachelor of Science program in Criminal Justice Practice and Policy is Available Exclusively Online.
DUAL DEGREE PROGRAMS
Secondary Education in the following subject areas: BA Chemistry, BA English, BA/BS Math, BA History, or BA Spanish with a Master’s Degree in Special Education with an Annotation in Severe and Multiple Disabilities is offered at SJC Long Island.
The Dual Degree in Secondary Education and Special Education is a 152-credit degree that can be earned in five years. The graduate curriculum builds on the undergraduate education and provides the students with NYS Secondary teaching certificates in their major, and NYS teaching certificates as a Students with Disabilities Generalist (7-12), Students with Disabilities in their major (7-12), and an Annotation in Severe and Multiple Disabilities (Prek-12, all grades). Students in the dual degree program must take 6 credits in English, math, science, and social science during their undergraduate program.
Applications for the dual degree are accepted in the second semester of the sophomore year. The students will take one graduate course in each of the fall and spring semesters of their junior and senior years.
DUAL BACHELOR OF ARTS in Psychology and MASTER OF BUSINESS ADMINISTRATION.
DUAL BACHELOR OF SCIENCE in Business Administration with a major in Accounting and MASTER OF BUSINESS ADMINISTRATION in Accounting. This 152-credit program stresses both the study of graduate accounting topics and the development of managerial effectiveness.
It satisfies the education requirements for C.P.A. licensure and is registered with the New York State Education Department, Office of the Professions.
DUAL BACHELOR OF SCIENCE in Accounting and MASTER OF SCIENCE in Management with a Concentration in Human Resources Management
DUAL BACHELOR OF SCIENCE IN Accounting and MASTER OF SCIENCE in Management with a Concentration in Organizational Management
DUAL BACHELOR OF SCIENCE in Business Administration and MASTER OF BUSINESS ADMINISTRATION
DUAL BACHELOR OF SCIENCE in Business Administration and MASTER OF BUSINESS ADMINISTRATION in Marketing
DUAL BACHELOR OF SCIENCE in Business Administration and MASTER OF SCIENCE in Management with a Concentration in Human Resources Management
DUAL BACHELOR OF SCIENCE in Business Administration and MASTER OF SCIENCE in Management with a Concentration in Organizational Management
DUAL BACHELOR OF SCIENCE in Computer Information Technology and MASTER OF SCIENCE in Cyber Security
DUAL BACHELOR OF SCIENCE in Criminal Justice and MASTER OF SCIENCE in Cyber Security
DUAL BACHELOR OF SCIENCE in Economics and MASTER OF BUSINESS ADMINISTRATION
DUAL BACHELOR OF SCIENCE in Health Administration and MASTER OF BUSINESS ADMINISTRATION in Health Care Management. This 152 credit accelerated curriculum fosters the application of theoretical knowledge to real-world health care issues.
DUAL BACHELOR OF SCIENCE in Health Administration and MASTER OF BUSINESS ADMNINSITRATION in Marketing
DUAL BACHELOR OF SCIENCE in Hospitaility and Tourism Mangement and MASTER OF BUSINESS ADMINISTRATION
DUAL BACHELOR OF SCIENCE in Hospitality and Tourism Management and MASTER OF BUSINESS ADMINISTRATION in Marketing
DUAL BACHELOR OF SCIENCE in Hospitaility and Tourism Mangement and MASTER OF SCIENCE in Management with a Concentration in Human Resources Management
DUAL BACHELOR OF SCIENCE in Hospitaility and Tourism Mangement and MASTER OF SCIENCE in Management with a Concentration in Organizational Management
DUAL BACHELOR OF SCIENCE in Human Resources and MASTER OF BUSINESS ADMINISTRATION
DUAL BACHELOR OF SCIENCE in Human Resources and MASTER OF BUSINESS ADMNINSTRATION in Marketing
DUAL BACHELOR OF SCIENCE in Human Resources and MASTER OF SCIENCE in Management with a Concentration in Human Resources Management
DUAL BACHELOR OF SCIENCE in Human Resources and MASTER OF SCIENCE in Management with a Concentration in Organizational Management
DUAL BACHELOR OF SCIENCE in Human Services and MASTER OF SCIENCE in Human Services Leadership.
DUAL BACHELOR OF SCIENCE in Marketing and MASTER OF BUSINESS ADMINISTRATION
DUAL BACHELOR OF SCIENCE in Marketing and MASTER OF BUSINESS ADMINISTRATION in Marketing
DUAL BACHELOR OF SCIENCE in Marketing and MASTER OF SCIENCE in Management with a Concentration in Human Resources Management
DUAL BACHELOR OF SCIENCE in Marketing and MASTER OF SCIENCE in Management with a Concentration in Organizational Management
DUAL BACHELOR OF ARTS/BACHELOR OF SCIENCE in Mathematics and MASTER OF ARTS IN Mathematics Education
DUAL BACHELOR OF SCIENCE in Mathematics/Computer Science and MASTER OF SCIENCE in Cyber Security
DUAL BACHELOR OF SCIENCE in Organizational Management and MASTER OF BUSINESS ADMINISTRATION. This 152 credit accelerated curriculum fosters the application of theoretical knowledge to promote organizational effectiveness.
DUAL BACHELOR OF SCIENCE in Organizational Management and MASTER OF BUSINESS ADMINISTRATION in Marketing
DUAL BACHELOR OF SCIENCE in Organizational Management and MASTER OF SCIENCE in Management with a concentration in Human Resources Management. This 152 credit accelerated curriculum fosters the application of theoretical knowledge in support of developing organization’s human resources.
For all bachelor’s degrees, a cumulative index of 2.0 is required, as well as an index of 2.0 in the major (higher, if so indicated by the major department.)
For details concerning programs administered by the college, please contact:
|St. Joseph’s College
245 Clinton Avenue
Brooklyn, N.Y. 11205
||St. Joseph’s College
155 W. Roe Boulevard
Patchogue, N.Y. 11772
MASTER OF ARTS
Childhood or Adolescence Special Education with an Annotation in Severe or Multiple Disabilities. This program is designed for those who possess initial certification in Childhood Education or Adolescence Education in a content field. The program provides the student with a core curriculum (12 credits) and courses that link Special Education to the New York State Learning Standards (24 credits). This program leads to certification in Childhood Special Education 1-6 or Adolescence Special Education in a content field 7-12, as well as an Annotation in Severe or Multiple Disabilities (ages birth - 21).
Educational Leadership with Critical Consciousness program leading to initial/professional certification.This is a 33 credit program. In addition, a 15 credit Advanced Certificate in School Building Leadership and a 24 credit Advanced Certificate in School District Leadership are also available.
Infant/Toddler Early Childhood Special Education This program is designed for those interested in obtaining a Master of Arts degree in Early Childhood Special Education. The program also leads to initial teaching certification in Early Childhood and Early Childhood Special education. The graduate program consists of 36 credits.
Literacy and Cognition. The program addresses the challenges of teachers in the area of Literacy and Cognition. The 36-credit program consists of 12 credits of core courses and 24 credits of courses that link literacy instruction to the New York State Common Core Standards on the level of birth through grade six. This part-time program leads to New York State Certification in Literacy-Birth to Grade 6.
Literacy/Cognition and Special Education. This is a 48 credit degree program.
Mathematics Education. This part-time program is designed for those who possess initial certification in Mathematics. The goal of this program is to instill in teaching professionals dedication to the discipline, as well as the desire and ability to become lifelong learners. The graduate program consists of 30 credits and fulfills the degree requirement for professional certification in Mathematics 7-12.
Teaching English as a Second Language (TESOL) The Master of Arts in Teaching English to Speakers of Other Languages is a 33-credit program for people who do have a teaching certification in another content area. A practicum setting is required as the capstone experience for this K-12 TESOL certification. Teacher candidates who successfully complete this Masters program would be eligible to take the NYSED certification examinations for the K-12 TESOL initial certification.
Master of Business Administration
MASTER OF BUSINESS ADMINISTRATION. The 36-credit program, geared for students with substantial work experience, will equip students with the necessary tools that are required to attain the next level of management.
Accounting. The 36-credit program with courses ranging from leadership and managerial development to advanced auditing.. This program satisfies the education requirements for C.P.A. licensure in New York State and is registered as a licensure-qualifying program with the New York State Education Department, Office of the Professions.
Health Care Management. The 36-credit program provides a comprehensive business education that emphasizes the financial, legal, regulatory, managerial, political, social and historical aspects of health care, while also focusing on current issues.
Health Care Management with a Concentration in Health Information Systems. The concentration is designed to develop or enhance the students’ expertise in the planning, development, and implementation of health information systems. Students will focus on how health information systems can improve the delivery of health care with the latest methods and technologies for the collection, organization, use and evaluation of health care information.
Marketing. This 36 credit program provides a strong foundation in the business knowledge and skills required in today’s marketing environment and will help students develop the managerial abilities driven by emotional intelligence that are associated with effective leaders.
Courses will delve into areas of marketing including consumer insights, e-commerce, quantitative analysis that are in demand in today’s marketing environment, with concentrations in digital marketing, logistics and marketing data analytics. Students will work in teams throughout the program to replicate cross functional groups that are used to address marketing issues in the real world.
Master of Science
Human Services Leadership.This 30-credit program provides professionals with a comprehensive experiential learning education that focuses on developing leadership competencies relevant to the human services field.
Management. The 36-credit curriculum consists of a 24 credit core in business plus a 12-credit concentration in Organizational Management, Health Care Management, or Human Resources Management.
Management, Organizational Management Concentration - The 36-credit program is designed for working adults holding leadership positions in the public service, private and nonprofit sectors. The program offers a concentration in organizational management and promotes managerial effectiveness and the enhancement of workplace performance.
Management, Health Care Management Concentration - The 36-credit program is designed for working adults holding leadership positions in the public service, private and nonprofit sectors. The program offers a concentration in health care management and promotes managerial effectiveness and the enhancement of workplace performance.
Management, Human Resources Management Concentration - The 36-credit program is designed for working adults holding leadership positions in the public service, private and nonprofit sectors. The program offers a concentration in human resources management and promotes managerial effectiveness and the enhancement of workplace performance.
Nursing. This is a part-time, cohort-based program that can be completed in seven semesters of study. The program offers a choice of three concentrations: Clinical Nurse Specialist in Adult- Gerontology, Primary Care Nurse Practitioner - Adult Gerontology or Nursing Education. All students will also be required to complete successfully a comprehensive examination with a grade of B or higher to graduate. The program is registered with the New York State Education Department, Office of the Professions and accredited by the Accreditation Commission for Education in Nursing (ACEN).
Cyber Security. This is a 33 credit program which emphasizes three core areas: Computer Science and Systems Security, Criminal Justice and Forensic Accounting.
For all master’s degrees, a cumulative index of 3.0 (B) is required.
Graduate Advanced Certificates
The following advanced certificates are registered with New York State Education Department:
- Health Care Management (15 credits)
- Human Resources Management (15 credits).
- Human Services Leadership (12 credits).
- Management of Health Information Systems (15 credits)
- Mathematics Education (15 credits)
- Nursing Education (12 Credits)
- Applied Behavior Analysis (29 credits)
- School Building Leader (15 credits)
- School District Leader (24 credits)
- Teaching English as a Second Language (TESOL) (15 credits)
For all graduate degrees, a cumulative index of 3.0 is required.
St. Joseph’s College offers the following undergraduate certificate programs, which are registered with New York State Education Department:
- Applied Sociology Certificate ( 27 credits)
- Alcoholism and Addictions Counseling (29 credits)
- Care Management (12 credits), Counseling (12 credits)
- Criminology/Criminal Justice (24 credits)
- Gerontology (12 credits)
- Health Care Management (15 credits)
- Home Care Administration (18 credits)
- Hospice (15 credits)
- Human Resources (15 credits)
- Information Technology Applications (12 credits)
- Industrial Organizational Psychology (21 credits)
- Leadership and Supervision (12 credits)
- Management (28 credits)
- Marketing, Advertising, and Public Relations (12 credits)
- Nursing Home Administrator (15 credits)
- Religious Studies (12 credits)
- Training and Staff Development (12 credits).
For these certificates, a cumulative index of 2.0 is required.
Weekend College Trimester Program
Accelerated Weekend College is intended for individuals with personal and professional responsibilities who wish to obtain a bachelor’s degree or certificate but find it difficult to attend day or evening classes.
With classes offered approximately every other weekend in the trimester format, the accelerated Weekend College aims to provide adult students with an opportunity for personal and career development. Student achievement is fostered in an environment that encourages self-directed learning supported by a structure of relationships and on-going advisement.
Applicants wishing to pursue a degree or certificate program in the accelerated Weekend College must satisfy the admission requirements for the degree or certificate program, as well as possess the maturity and background to undertake this challenging academic format. Students may supplement their trimester credit with credit by examination, prior experiential learning assessment credit, video course credit, or by enrolling in additional evening courses. The following programs are offered: B.S. degrees in Human Services, Health Administration and Organizational Management as well as Certificates in Counseling, Gerontology, Health Care Management, Home Care Administration, Human Resources, Information Technology Applications, Leadership and Supervision, Management, and Training and Staff Development.
For information about specific courses that fulfill requirements of the Core Curriculum, see the Core Curriculum Guide 2021
Core Curriculum (SJC Long Island)
Common Learning Area
The St. Joseph’s College Core Curriculum includes two courses which form the basis for the general education program. The courses in this Common Learning Area are designed to improve student writing and communication skills and to introduce first-year students to college-level academic work and the college experience at St. Joseph’s College through a topic-based seminar and a required First Year Experience Program. Transfer students enroll in SJC 200 rather than in SJC 100 and FYE.
ENG 103 - Writing for Effective Communication
Analysis and application of the principles of effective writing. Skills developed in the performance of various writing tasks. Research techniques are also implemented.
SJC 100 - The Freshman Seminar
A seminar course for all first year students which will introduce them to the academic world of college and, along with the required First Year Experience Program (FYE), will serve to engage students in the college experience at St. Joseph’s. Each course section will focus on a unique and engaging topic related to the discipline or avocation of the instructor and may also incorporate interdisciplinary themes. This course will offer a laboratory experience of careful and critical reading, writing to learn, research skills, and cooperative classroom activities.
SJC 200 - Transfer Seminar
This one-credit course will introduce new transfer students to the mission and goals of St. Joseph’s College. Additionally, students will explore learning and research skills, opportunities for campus and community involvement, and the nature of the liberal arts as envisioned by SJC. This course is required of all transfer students as a vital part of the process of becoming familiar with the ethos of St. Joseph’s College and helping them to integrate into our social and learning environment.
Thematic Learning Areas
The St. Joseph’s College Core Curriculum includes courses which represent the areas of human knowledge and culture deemed essential for a liberal education–that is, for free men and women who must assume responsibility for directing their own lives and contributing to national and international decisions. By grouping the courses into five broad Thematic Learning Areas, the College has indicated the relationships among the various disciplines and the importance of an interdisciplinary approach to the study of the liberal arts and sciences.
In order to ensure balance across the disciplines, students may offer no more than two courses from any particular discipline toward the requirements of the Thematic Learning Areas of the core.
Quest for Meaning
Students are required to take two courses in this area.
Rationale: Some questions transcend our specific culture and are deeper and broader than a focused preparation for a career. They invite us to engage in a sustained practice of self-reflection in community with others on things that matter to us as human beings in the world.
Description: Course offerings in this area examine various human attempts to understand the nature of such values as truth, beauty, goodness, justice, and love; and invite students to engage in a systematic examination of such core human questions as: Who am I? Why do I exist? What can I know? How can I be a good person? For what can I hope? And even to question these questions.
Outcome: Students will be able to formulate and articulate their own view of the meaning of human existence, morality and the “good life.” Students should achieve a working knowledge of some of the ways in which humans have approached these big questions and attempted to answer them.
Students are required to take two courses in this area.
Rationale: Openness to the exploration and understanding of diverse ideas, traditions, and cultures, coupled with an appreciation of problems that transcend national boundaries, will supply students with a strong background for working in a global economy, for living in a multicultural society and for making intelligent decisions as global citizens.
Description: Course offerings in this area are designed to broaden the perspective of the student to include knowledge of world cultures, traditions, and peoples facilitated by the study of a range of global topics presented in courses from diverse disciplines.
Outcome: Students will develop sufficient cross-cultural literacy to engage effectively the global community with sensitivity and open-mindedness. To that end, students will demonstrate an understanding of the world’s peoples and culture, and of the forces that bring peoples and cultures together, and demonstrate the ability to work collaboratively with people of diverse backgrounds.
Self & Society
Students are required to take three courses in this area: one history course and two courses in two different areas of the social/behavioral sciences.
Rationale: No woman or man is an island. Each life exists within the wider context of the human community. Moreover, the story of each generation finds its place within the ever unfolding saga of human experience.
Description: Course offerings in this area seek to understand the person within these broad communal and temporal horizons. They examine the reciprocal relationship between the individual and society, situating personal dynamics within a study of the prevailing social, political and economic realities and a historical understanding of how those factors came to be.
Outcomes: Students will be able to demonstrate familiarity with some basic concepts and methodological principles in at least two of the social and behavioral sciences and will likewise be able to show that they are conversant with certain essential aspects of the historical method and perspective.
The Mathematical, Physical, & Natural World
Students are required to take three courses in this area including one mathematics course and one lab science course.
Rationale: Understanding our physical and natural world and the ability to think analytically are core components of being an educated person. Hypothesizing and testing the rules that govern the workings of the physical and natural world are the essence of empirical science. Deducing the rules that govern an abstract construct lies at the heart of mathematics. Together, these processes comprise analysis. These important skills can be applied in other disciplines and other aspects of their lives.
Description: Course offerings in this area invite students to engage in critical thinking and problem solving in the realm of science and mathematics. These courses will provide students with the skills that will enable them to interact effectively with the physical and natural world of the sciences and the abstract world of mathematics.
Outcomes: Students will be able to use scientific and inquiry methods when working with mathematics and scientific information and use appropriate mathematical and scientific instruments and technology. They will also develop their ability to solve multi-step problems and construct logical arguments and demonstrate a proficiency in organizing, analyzing, synthesizing, and evaluating quantitative and qualitative information.
Students are required to take two courses in this area.
Rationale: Imagination, resourcefulness, and the willingness to understand and communicate the human experience through a variety of perspectives and voices are critical capabilities in the modern age.
Description: Course offerings in this area develop an understanding of humankind through a wide range of literary, cultural, and aesthetic expressions. Students will also acquire skills to express themselves artistically and verbally and to appreciate the range of artistic expression throughout the human community.
Outcome: Students will demonstrate an ability to articulate their views and ideas creatively and will develop an understanding and appreciation of the diversity of such creative expressions.
Integrated Learning Areas
In support of the College’s mission to provide a strong academic and value-oriented education, the St. Joseph’s College Core Curriculum includes courses and experiences in five Integrated Learning Areas*. These areas are designed to build intellectual skills and abilities (Writing Intensive and Technology Integrated), to enhance the connections among and between the various academic disciplines and co-curricular life (Learning Communities and Service & Experiential Learning), and to foster an environment of openness to the exploration and understanding of diverse ideas, traditions, and cultures (Diversity Integrated).
Students can fulfill the requirements of these Integrated Learning Areas through courses in the thematic areas of the core, the major, or electives, as well as through certain approved co-curricular activities.
*** All Students Must Complete 3 Out Of 5 Integrated Learning Areas.***
Students are required to complete two courses in this area, one before the senior year. ENG 103 does not satisfy this requirement.
Rationale: Given the multiple ways students use writing to communicate, we believe that teaching writing across a range of practices - academic, creative, and professional - should encourage students to understand the role writing plays in academic life and beyond.
Description: Course offerings and experiences in this area will shape students into strong writers by developing their critical and creative reading, thinking, and writing abilities associated with expression and composition.
Outcome: In addition to improving basic writing skills, students will be able to use writing and reading for critical thinking and creative expression.
Students are required one experience in this area. Each experience will include at least three (3) technology areas.
Rationale: Technology touches every aspect of our lives and enables us to interact globally as well as locally. A well-educated person needs technological skills to continue to learn, to communicate, to excel and to be productive in an ever-evolving digital world.
Description: Course offerings and experiences in this area will develop the students’ ability to adapt, navigate and become proficient in at least 3 technological areas: communication and collaboration, creativity and innovation, critical thinking, problem solving, decision making, digital citizenship, technology concepts and digital tools.1 These areas are fluid in nature and thus students’ experiences will reflect the constantly changing technologies, applications and systems in our global society.
Outcome: In addition to developing their basic technological skills (e.g. using email, word processing and presentation tools, and doing research, etc.), students will be able to demonstrate critical and technological thinking in order to locate, organize, create, evaluate, analyze, synthesize and ethically utilize information from a multiplicity of sources and media.
SJC Learning Communities
Students will complete one course/ experience in this area.
Rationale: Achieving our goals often requires that we exchange ideas with others, have successful interactions, and know how to move forward with others in a constructive way. Whether one is in the field of academia, endeavoring to be an active citizen, or developing a career, acquiring the ability to learn from and with others is an important skill. To these ends, shared learning experiences provide a framework for engaging the social and collaborative nature of knowledge.
Description: Course offerings in this area emphasize cooperative learning experiences that link courses, curricular material, faculty, or student with the aim of promoting deep learning and engagement with other members of the College community.
Outcomes: Students will demonstrate an appreciation of how interdisciplinary and community learning experiences contribute to the integration of knowledge, enhance the value of a liberal arts education, and offer deeper understanding of the material they are learning through more interaction with one another and their teachers as fellow participants in the learning enterprise.
Service & Experiential Learning
Students will complete one experience in this area.
Rationale: Connecting academic work to experiences outside the classroom will provide students with opportunities to practice and apply theoretical constructs, ideas and skills that foster professional and personal intellectual maturity.
Description: Course offerings or activities in this area may include a variety of options designed to supplement and complement the purely academic and theoretical. Structured experiences will encourage educational interaction and participation in supervised and collaborative ventures that will identify specific learning goals that promote the development of knowledge, skills, and dispositions associated with the liberal arts and the professions.
Outcomes: Students will learn the value of service and/or experiential learning through interactive experiences and reflections within “realworld” contexts. These experiences will encourage students to forge a link between theory and practice, while clarifying students’ connections to their local and global communities. Students will thus come to recognize the value of and need for ongoing inquiry, analysis, and evaluation.
Students will complete one experience in this area.
Rationale: The liberal arts tradition should prepare students for lives of integrity, social responsibility, and service, in an environment that acknowledges the worth of all individuals, values cooperation, and incorporates the diverse concerns of dissenting voices. This core requirement prepares students to understand more fully issues and questions raised by living in a diverse society.
Description: Course offerings in this area are designed to: incorporate elements related to a variety of human differences; explore the differences among various groups and forms of human expression in our society; examine the richness and strengths of complex, heterogeneous societies, while confronting the intolerance, inequality, and conflict that often accompany diversity. Courses will, in a substantial and rigorous manner, analyze topics and issues related to these aspects of diversity throughout the course.
Outcome: Students will be able to articulate the contributions and challenges of diverse peoples. They will demonstrate an understanding of critical issues pertaining to diversity and will be able to recognize and scrutinize the way institutional power structures influence such phenomena as marginalization and oppression as well as social and economic integration.
1Adapted from the National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved.
Each student develops depth by choosing one of the major academic areas for intensive study. Under the guidance of a departmental advisor, the student will select courses for a total of at least 30 credits in accord with departmental requirements. Please note, in some instances, courses offered to satisfy the core requirements may also be offered toward the major.
Some students have a number of free electives. These may be used to develop a minor, a second area of specialization. A minor requires the successful completion of a minimum of 18 credits or six courses; specific requirements are listed in the departmental section of the catalog. Minors are not required for graduation.
In addition to the core curriculum and major area, students also choose courses which support their majors, broaden their interests, or advance their educational and career goals.
Certificate Programs and Career Tracks
These programs offer students the option of combining courses in their major field and/or electives in order to develop knowledge and skill in a particular area oriented to a career interest. Students may wish to consult the catalog sections on Certificate Programs and Career Tracks.
Plans of Study
Liberal Arts Programs. A broad general education, including core curriculum, major field, and electives, is still considered the best possible preparation for life. The intellectual skills involved help the student to develop the adaptability needed in a rapidly changing society. This educational program may be combined with career orientation for one of the following professions.
Medicine and Dentistry
Those students who are interested in applying to schools of medicine or dentistry are advised to meet the requirements of the American Association of Medical Colleges or the American Dental Association. The basic requirements of these schools include one year each of English, general biology, general chemistry, organic chemistry, physics, and mathematics. Some schools have other specific requirements. Although any major is acceptable if these requirements are met, premedical students are usually advised to major in biology in order to assure the firm foundation in the sciences which will be required in their future work.
Teacher Education Program Statistics
***Teacher Education Program Statistics (from the Title II Report). The pass rates for St. Joseph’s College-Long Island program completers taking the New York State Teacher Certification Examinations in 2019-2020 are as follows. Where the number tested is small, the pass rate is not available. Data given when number of takers is a minimum of 10.***
||Number of Takers
||Pass Rate %
| Elementary Education
| Secondary English LA
| Secondary History/Social Studies
| Secondary Mathematics
| Secondary Science
| World Language
|Content Specialty Tests
| Multi-Subject Birth-Grade 2
| Multi-Subject Grades 1-6
| Students with Disabilities CST.1
| Biology CST
| Chemistry CST
| English Language Arts CST.1
| Mathematics CST.1
| Social Studies CST
| Spanish CST
Any liberal arts major prepares for graduate work at an accredited library school. For specific requirements, consult the catalog of the graduate school of your choice.
Students interested in studying law may select any major which will assist them to develop their capacity for comprehension and expression in words, for critical understanding of the human institutions and values with which the law deals, and for creative power in thinking. A Pre-Law Advisor sponsors events.
Those desiring social work as a career often choose Human Relations, Human Services, Sociology, or Psychology as a major. However, no specific major is required for admission to graduate programs as long as there is a concentration in the behavioral and social sciences. Within the Sociology Department, there are two courses which are recommended to interested students. One is an introduction to the field of social work, and the other is a supervised field experience in a social work setting. With a liberal arts background, graduates can qualify as case aides or case workers in many different settings such as probation, social services, and youth services. While employed as case aides, students often pursue graduate study in order to qualify as social workers.
The Chairpersons of Departments will discuss with students career opportunities related to their subject areas.
Academic Advisement & Programming
An integral part of providing a quality educational experience is academic advisement. Although advisors are available to offer guidance pursuing degree programs and in course selection, students share the responsibility by understanding their requirements, the process of e-advisement, and by creating their own schedules.
All students are assigned an advisor, either in their department or in the Academic Advising Center. Students are required to confer with their advisor each semester to discuss their academic and career goals. Through the advising, students propose a selection of course possibilities for the following semester, which their advisor will review and approve at their advisement meeting. The Registrar issues bulletins concerning the procedures and dates for advisement and registration. The student is free to register on his/her own after his/her assigned registration date.
For undecided students, an opportunity is provided in the Fall semester for students to explore their interests and possible majors with faculty from the various departments. Once students have declared a major, a full-time faculty member of the major department becomes their academic advisor. (For Change of Major or Plan, see Academic Policies.)
Full-time students may carry sixteen credits per term. Students beyond freshman year may take up to eighteen credits with the approval of the Major Department advisor. For more than six courses or eighteen credits in one semester, the permission of the Interim Executive Dean is required (See Tuition Policy ).
Students taking the Experiential Portfolio Seminar may have their course load restricted. (See Prior Experiential Learning Assessment .)
Pass/No Credit Option
To encourage exploration and experimentation in curricular areas, the faculty has provided that juniors and seniors may take ONE COURSE PER SEMESTER or during Intersession or Summer Sessions on an Index-Free basis (i.e., the grade is not computed in the index). Students may not take more than a total of four courses Pass/No Credit.
Courses required either by core curriculum or by the student’s major department, minor or area of concentration may not be elected on this basis. Students may have the first three weeks of the term in which to notify the Registrar that they wish to take this option, (or in the case of a Summer Session or Intersession course, before the fourth class). No changes, either to Pass/No Credit or back to letter grade, may be made after that time. Grades assigned are P or NC (Pass or No Credit).
Students should be cautioned that taking courses on a Pass/No Credit basis may make them ineligible for honors. (See Honors.)
Certain courses, indicated in the department offerings as 2 or 3 credits, lend themselves to guided independent study. Because the requirements for the additional credit change the scope or depth of the course, students must register the option at the time of registration.
Several introductory courses provide opportunities for interested students to do independent work. Some advanced courses are structured to encourage students to work independently on individual research.
A student who receives an unsatisfactory grade in a course specifically required for the degree, for the major, or for a certificate program may request departmental approval to repeat the course. Although the grade of F is the only one for which credit is not given, departments may require a grade of C or better for satisfactory completion of certain departmental requirements. In such cases, the Chairperson may permit the student to repeat a course in order to demonstrate mastery of the subject. Both the original grade and the second grade will appear on the transcript. Credit will be given only once for the course, and the most recent grade will be calculated in the index.
Matriculated students may audit courses with the consent of the instructor and the permission of the Interim Executive Dean. Non matriculated students pay the regular tuition for this privilege. No credit is given for audited courses, and no records are kept.
Many departments offer courses in an online format. The course schedule indicates the online offerings for each semester. Online courses are restricted to sophomores, juniors, and seniors; advisor approval is required. Only two online course are allowed per semester. The PASS/NO CREDIT option is allowed. Students must have a minimum GPA of 2.0. Students must have basic computer skills, including word processing and experience using the Internet, and must have access to a PC with Windows XP or higher operating system or MAC 10.5 Leopard.
Academic Support Services
The Academic Center
The Academic Center provides course-related academic support services for students in a wide range of subjects through one-on-one tutoring, group workshops, and on line programs. Intensive help is available for students who need to further develop their writing and research skills. The Academic Center has two sites, one in O’Connor Hall and a separate Math Lab in the Business-Technology Building. All students may avail themselves of these services. The Center is open in the evening and on Saturdays.
As part of their first-semester course work, students who have been admitted on a conditional basis will attend a one-hour Strategies Lab that includes small group and individual discussions. Those students are especially encouraged to also visit the Academic Center and use available support services.
In common with all colleges and universities engaged in the search for knowledge, St. Joseph’s College is committed to high standards of academic honesty. Moreover, as a college whose motto is “Esse non videri: To be, not to seem,” St. Joseph’s has a long-standing tradition of considering integrity as a primary value.
The College expects students to observe academic integrity in all aspects of their academic life, including the conduct of their examinations, assignments, and research. All members of the college community share the responsibility for creating a climate of academic integrity, based on fairness to others and respect for oneself.
Violations of academic integrity are treated very seriously. Policies and procedures for violations of academic honesty are explained in detail in the Student Handbook.
Since attendance is a key component of academic success, students are encouraged to attend regularly and punctually all classes in which they are registered. Students who must be absent for an extended periods of time are urged to contact his/her instructor(s) concerning classwork, assignments, and announced quizzes. In the event that a student has not attended a land-based or online class by the third week of instruction, for the purposes of the College reporting to internal and external agencies, the student will be automatically dropped by the Registrar’s Office.
At the same time, the faculty recognizes that on occasion students cannot be present. Because faculty members have confidence in the maturity of the student body, the faculty has vested all SJC students with personal responsibility for their attendance.
The faculty wish to emphasize, however, that students are equally responsible with them for creating a climate of inquiry and sharing. True education results only from active involvement in the learning process.
Students will not be permitted to register for a class after the second class session. (For a six-week or weekend college course, students will not be permitted to register after the first class session.)
If students have registered in advance but have missed the first two class sessions (or have missed the first class session of a six-week or weekend college course), they will be encouraged to withdraw from the class. The reason for this is the compressed nature of the scheduling configuration and the difficulty encountered by students attempting to make up missed work.
Students should understand that if they insist on staying in the class under these circumstances, they accept the responsibility of their decision. They should also understand that it will be difficult for them to make up the missed work, that the instructor is under no obligation to help them make up the missed material, and that their final grades may be affected both from the standpoint of material missed and class participation opportunities forfeited.
Online students who have not participated in their online offerings within the first two weeks of a full semester will be automatically withdrawn. Non-participation is defined as no activity or non-academic activity - i.e. posting an introduction only. The following outlines the schedule of automatic drop:
- Day 3 of intersession online
- Day 6 of a 5-week online semester
- Day 8 of a 7.5 online compressed semester (both cycle A and cycle B)
- Day 11 of a 10-week online summer session
- Day 15 of a 14-week online semester
Class Meeting Times
|Classes that meet once a week are held during the following time slots:
||Classes that meet twice a week are held during the following time slots Mon./Wed. OR Tues./Thurs.
|8:30 am - 11:30 am, 9:35am - 12:35 pm,
||8:00 am - 9:25 am, 9:35 am - 11:00 am, 11:10 am - 12:35 pm, 1:40 pm - 3:05 pm,
|1:40 pm - 4:40 pm , 6:15 pm - 9:15 pm, 7:00pm - 10:00pm
|| 3:10 pm - 4:35 pm, 4:45 pm - 6:10 pm.
Evening classes begin at 6:15 pm. If a 3 credit course meets once a week, there is a 10 to 15 minute break built in. If a 3 credit course meets twice a week, there is no break. Common Hour is every day, Monday through Friday, 12:40 pm - 1:35 pm.
Assignment of Credit Hours
Academic programs at St. Joseph’s College, NY are scheduled on both trimester and semester calendars as well as, in some cases, alternate calendars/compressed academic sessions. In all cases, scheduling is guided by the following policy.
The Middle States Commission on Higher Education requires its members to adhere to the U.S. Department of Education definition of a “credit hour.” This definition is as follows:
Credit hour: Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than:
In accordance with federal guidelines set forth in the U.S. Department of Education definition of a “credit hour,” St. Joseph’s College, NY defines one Credit Hour Unit (CHU) as approximately equivalent to a minimum of one scheduled hour of classroom instruction with a minimum of two hours of out-of-classroom study each week per credit hour over a SJC calendar trimester or semester, or the equivalent for alternative term schedules/sessions. This policy applies equally to courses of varying credits, duration, and modes of instruction.
For example, a three credit course would require 14 weeks of instruction, 85 minutes per class meeting of instruction twice a week for a total of 2380 classroom minutes. A minimum of 2 hours of out of classroom instruction is required for each hour inside of the classroom.
For independent study, research, thesis, dissertation, practica, field placement, clinical, residency, internship or other course types that require no officially scheduled instruction hours, one credit hour is equivalent to a minimum of three hours of instructional activity as determined by the instructor or instructional supervisor or discipline specific accrediting body. At least two additional hours per instructional hour are applied to preparation, subsequent reading, and study.
Change of Major or Plan
A student who wishes to change his or her major must obtain a form furnished by the Registrar or Academic Advising Center, signatures of the Chairpersons of Departments involved, and of the Director of the Academic Advising Center. Change of major should be affected before the period of programming for the following term.
A double major is the fulfillment of the requirements in two majors concurrently. To earn a degree in double majors, the student must fulfill all of the requirements of the degree program(s) of which the majors are a part. Only one degree will be awarded, but a notation recognizing the completion of the second major will be posted on the student’s permanent record. Applications for a double major may be obtained in the Registrar’s Office or the Academic Advising Center. In cases where both majors require a thesis, students can write a separate thesis for each major; or, with approval of both departments, write one thesis to satisfy both major requirements.
Change of Schedule
While students are encouraged to freely register for classes that meet their academic wants and scheduling needs, the adding and dropping of courses has an administrative impact on the college. A fee of $20 will be charged for each change of schedule after the first week of classes.. If a course is cancelled, the students affected will be notified; there is no fee for this change of schedule.
To help ensure academic success from the onset of each semester, students are not permitted to register for a course in a fifteen-week session after the second class meeting (i.e., after two meetings of 75 minutes each, 2 hours and 30 minutes, or after one meeting of 160 minutes, 2 hours and 40 minutes), nor register for a six-week session after the first class session has met (i.e., after one session of seven and one-half hours). A fee of $25 will be charged for late registration payable on the first class session.
Withdrawal from Courses
A student who wishes to withdraw from a course in which he or she is registered, should obtain the official form from the Registrar’s Office and follow the procedure outlined. Ordinarily, withdrawal may take place up to the midpoint of the term or session; thereafter, only for a most unusual reason and with the approval of the Interim Executive Dean. For withdrawals after the indicated date, forms should be requested from the Office of Student Success. A fee of $20 is charged and for students on the flat rate, no tuition refund will be made. For withdrawals after the indicated deadline, forms should be requested from the Office of Student Success. (See Statement of Costs .) Students are advised to investigate the implications of withdrawing from courses on their eligibility for financial aid.
A student who does not withdraw officially from a course continues on the class register and must satisfy the requirements of the course. A student who ceases to attend a course before the midpoint of the semester will be withdrawn at the end of the semester and will receive a grade of WU. A student who ceases to attend a course after the midpoint will receive a grade of FN (Failure for non-attendance). A student who is failing a course and wishes to withdraw after the midpoint will receive a grade of WF (Withdrew failing).
Full-time students who receive permission to withdraw from a single course are not entitled to a refund unless the withdrawal involves extra credits. Once the session has begun, flat-rate students who change their programs to less than 12 credits will continue to be responsible for the flat rate tuition charge (as opposed to the per credit rate). The time of the withdrawal is considered when calculating refunds. Tuition liability is based on the date the change of program form is received by the Registrar.
Courses to be Taken at St. Joseph’s College
Students are required to take a minimum of 30 credit hours of coursework at St. Joseph’s College. The following courses will not be offered at the College’s extension sites: ENG 103 Writing for Effective Communication ; HS 403 Human Services and the Liberal Arts ; GS 404 Administration and the Liberal Arts ; HA 404 Administration and the Liberal Arts ; BUS 495 Academic Writing and Research ; HS 495 Academic Writing and Research ; HA 495 Academic Writing and Research ; BUS 498 Capstone Research In Organizational Management ; HS 498 Capstone Research in Human Services ; HA 498 Capstone Research in Health Administration . The College reserves the right to restrict other course offerings to the Main or Branch campuses.
Courses at Other Colleges
Matriculated students who have reason to take courses for credit at another college, should obtain the appropriate form in the Registrar’s Office and follow the outlined directions. The procedures include consultation with the appropriate Department Chairperson and the approval of the Office of Student Success. The College reserves the right to refuse permission or limit the number of such courses. Students may not take core courses, courses for their major, or courses required for their major at another college. Freshman and sophomore students may take courses at junior or community colleges, transferring these credits to St. Joseph’s until junior status (60 credits) is achieved. Upper level students may not take courses at junior or community colleges.
When the courses have been completed, students are responsible for having an official transcript sent to the College Registrar. Although the grades are not entered on the transcript nor included in the cumulative index, no credit will be allowed for a course with a grade below C-. (For Transfer Student Policy, see Admissions .)
St. Joseph’s College accepts for matriculation only those students whom the College believes capable of completing the requirements for the degree. If students experience difficulties or challenges at some point during the semester, they are encouraged to immediately consult, with either the class instructor and/or Department Chairperson, the Academic Center, their Academic Advisors, etc.. Before making a decision concerning any course, students are advised to investigate the implications of academic standing on their eligibility for financial aid.
Satisfactory Progress is ordinarily represented by an index of 2.0. Students with indexes below 2.0 are evaluated by the Academic Development Committee. Basing their judgment upon the students’ tested potential, previous academic background, and calculated estimation of improvement, the Committee may permit students to continue in the college in good standing, under the guidance of academic advisors, for a stated time, thus giving them a chance to succeed. However, this does not automatically mean that such a student is eligible for financial aid. Such students should consult the Financial Aid section of this catalog, the Registrar, and the Director of Financial Aid to determine their continued eligibility for financial aid.
At the end of each semester, the Registrar reviews the record of every student and refers to the Committee on Academic Development those who have failed to achieve a semestral index of 2.0. The faculty members, with the Interim Executive Dean, the Director of the Academic Center, and the Registrar as consultants, endeavor to determine the causes of the academic difficulty and recommend adjustments in program for the following term. The faculty members of the Committee serve thereafter as special advisors to those students who have been referred to them.
Full-time students who, at the end of a semester, have not achieved an index of 2.0 or higher and/or who have failed to complete successfully the minimum number of credits for their enrollment status, may not take more than 12 credits the following semester. Part-time students may not take more than 6 credits the following semester without special permission from the Office of Student Success. Although the Committee on Academic Development reviews each case individually, students who continue to achieve below the required index of 2.0 and/or who have failed to complete successfully the minimum number of credits for their enrollment status will be advised to withdraw. Students who have been asked to withdraw may represent to the Interim Executive Dean, in writing, any relevant circumstances.
A student who has been withdrawn because of unsatisfactory progress may apply to be readmitted to the College. The procedure requires a written request, assessment of previous academic record and of potential, evidence of increased motivation, and approval of the Chairperson of the Major Department and the Interim Executive Dean.
A student who has been reinstated is responsible for finding out the conditions, if any, which must be satisfied in order to obtain financial aid.
Final examinations are held at the end of each semester. Exceptions to this procedure require the approval of the Interim Executive Dean.
Real emergency such as illness is the only excuse for absence from an examination. A student who is absent from a final examination must call the Office of Student Success on the day of the exam, giving the reason for the absence. Within one week, the student must apply for a make-up exam, stating the reason for the absence and requesting a make-up exam. A fee of twenty-five dollars is required for each late examination. The dates for such examination are listed on the academic calendar; the hours are specified by the Office of Student Success. Students must take the make-up exam at the time specified. A student who is absent from a make-up exam will receive a grade of zero for the exam.
If a faculty member believes that a student, for a serious reason, should be allowed additional time in which to complete the requirements of a course, the faculty member should complete an electronic Incomplete form prior to the end of the semester. Students, for whom such exception has been made, are responsible for completing and submitting the necessary coursework to his or her instructor no later then three weeks after the close of the semester. Students are also responsible for submitting the appropriate documentation further detailing the extenuating circumstance to the Office of Student Success.
Students should be aware that it is not College policy to further extend the outlined deadlines. In addition, the request for an Incomplete is subject to the approval of the Interim Executive Dean, and it is the student’s responsibility to provide the work required for the completion of the course without prodding. For land-based classes, outstanding coursework for the Fall and Intersession semesters is due by January 10th, and outstanding coursework for the Spring semester is due by May 29th. For online classes, coursework is due three weeks after the end of the semester. Online students should speak directly with his or her instructor for specific dates and additional information. Incomplete work for land-based and online courses should be given to the appropriate professor or class instructor.
Conversion of Incomplete and Absence Grades
All grades submitted to the Registrar’s Office with a value of I (Incomplete) or AB (Absence from final exam) or blank grades that have not been changed to a final academic grade by the instructor of the course will automatically be converted to a final grade of F based on the following schedule. Fall semester - February 1. Spring semester - July 1. Summer sessions - October 1. If the instructor has submitted a grade to be awarded without the missing course work, that grade will then be entered on the student’s transcript.
Students who have achieved a minimal class average of A- in a course may, at the discretion of the professor, be exempted from the final examination in that course.
Grades and Reports
Transcripts of courses and grades are issued at the end of each term. Grades are interpreted as follows:
||93.0 - 100.00
||90.0 - 92.9
||87.0 - 89.9
||83.0 - 86.9
||80.0 - 82.9
||77.0 - 79.9
||73.0 - 76.9
||70.0 - 72.9
||67.0 - 69.9
||63.0 - 66.9
||60.0 - 62.9
||Student officially withdraws from a course; no grade penalty.
||Unofficial withdrawal (before mid-point without penalty)
||Failure for non-attendance (disappeared after the mid-point with penalty.)
||*See Academic Standing
|Pass/No Credit Basis
||60 - 100
Leave of Absence
Students who find it necessary to interrupt their studies temporarily may apply for a leave of absence. The procedures are the same as for withdrawal from the College. (See below.) A student who is granted such a leave is considered a matriculated student, although not registered for courses, and may return at the termination of the leave without reapplying for admission. A leave of absence may be maintained for up to two semesters. A student who wishes to return from a leave of absence must contact the Office of Student Success 6-8 weeks prior to the start of the semester for advisement and registration. A student on leave who does not return after two semesters will be considered to have withdrawn.
Withdrawal from the College
Students who plan to withdraw from the College should consult the Assistant Dean and then file an official withdrawal form. All financial obligations to the College must be fully paid before a student may withdraw or graduate in good standing. In addition, a student who has received a scholarship or loan must have an exit interview with the Financial Aid Officer. (See Financial Aid Program .) It is important for financial aid purposes that the last date of attendance be officially recorded. The Administration of the College may require the withdrawal of any student whose academic record or conduct is judged unsatisfactory. St. Joseph’s College is under no obligation to re-admit students who have withdrawn from the College or who have been asked to withdraw.
Student Retention and Graduation
These figures refer only to matriculated students enrolled in the Undergraduate Studies at SJC Long Island and do not reflect students who joined either the freshman cohort or the upper division transfer cohort at a later point. Retention and graduation figures for SJC Brooklyn are published in their respective sections.
Of the 308 students who entered St. Joseph’s College as full-time freshmen in September 2014, 88% were still enrolled in September 2015, 76% in September 2016, and 74% in September 2017. Of the original group, 59% graduated by August 2018 within 4 years, 71% within 5 years, and had an overall 6 year graduation rate of 72%. Three students of the intial September 2014 cohort were still pursuing their degree in Spring 2021.
Of the 320 students who matriculated in September 2015 as full-time transfer students, 86% returned in September 2016. Of the entering 2015 cohort, 34% (110 students) received their degree within 2 years, 68% (218 students) had earned a degree within 3 years, and 80% (255 students) had earned their degree within 4 years. An additional five students earned their degree after September 2019, bringing the 5-year graduation rate to 81%. Two students of the initial September 2015 cohort were still pursuing their degree in Spring 2021.
Dean’s Honor List
At the beginning of each term, the Dean publishes the names of those students who in the previous academic semester attained an index of 3.65 or higher. Part-time students who attain an index of 3.65 or higher in units of 15 consecutive credits are eligible for the Dean’s List. Eligibility is automatically determined at the end of each semester. (All courses in a given semester must be included, even if this brings the total number of credits above 15.) This list is posted on a special bulletin board in O’Connor Hall, outside of the Office of the Executive Dean.
Departmental Honors at Graduation
A cumulative index of 3.0 and an index of 3.70 in the major field are the minimum requirements. The faculty members of the department evaluate and vote on each academically eligible candidate as a person worthy of honors. Departments may limit the number of recipients to a percentage of their graduating majors.
Degree with Honors
The degree with honors is the highest accolade. The following criteria is required in order to be eligible for a degree with honors:
- All undergraduates, both traditional and non-traditional, must have completed a minimum of 60 credits at St. Joseph’s College, not more than 12 of which may be Pass/No Credit.
- The required index would exclude all credits and grades taken at other colleges.
- For Summa Cum Laude - a cumulative index of 3.90 is required.
- For Magna Cum Laude - a cumulative index of 3.80 is required.
- For Cum Laude - a cumulative index of 3.70 is required.
Membership in the honor societies is based on both academic and non-academic qualifications. While the requirement of superior academic achievement is common to all the societies, the non-academic criteria for admission vary, according to the nature and purpose of the particular society.
Students who are academically eligible for an honor society, i.e., who have the required index, are notified. Eligible students must then submit to the Committee on Honors an honors application, demonstrating their possession of the specific qualifications required by the honor society to which they are applying. This honors application includes an essay by the candidate, a documented list of activities, and evaluations by faculty and others. The Committee on Honors reviews all applications and votes on membership in the honor societies.
Gamma Tau Delta Honor Society - SJC Long Island Only
Membership in the College Honor Society is based on academic performance as well as outstanding personal qualities. These qualities must be reflected, at least in part, in involvement and/or service in the college, the community, or organizational service that would include the past two years. Candidates must reflect the values of St. Joseph’s College in action and service to others. Sophomores, juniors, and seniors with a cumulative grade point average of 3.7 would be invited by the College to apply for membership. Thirty (30) credits must be completed at St. Joseph’s College for eligibility, and documentation of service for the past two years are essential components of the application process. Membership is considered permanent. “Once a Gamma, always a Gamma.”
Kappa Gamma Pi
The Kappa Gamma Pi National Honor Society membership is open to eligible undergraduates of colleges in the Catholic tradition. St. Joseph’s College was one of the original members of this organization. This honor society is reserved for graduating seniors who have completed a minimum of 30 credits at St. Joseph’s College with a Cumulative GPA of a 3.7 or higher. In addition, candidates must be leaders in extra-curricular campus activities or demonstrate leadership in off campus/community volunteerism including organizational service activities. In addition, candidates must be willing to accept membership knowing the responsibility for individual leadership in church, civic, and Kappa sponsored activity which membership implies. No more than ten percent of the graduating class may be elected. All service activities must be documented.
Delta Epsilon Sigma
Delta Epsilon Sigma is a national scholastic honor society for undergraduates, faculty and alumni of colleges and universities in the Catholic tradition. St. Joseph’s College was one of the founding colleges and is the headquarters for the Epsilon Chapter. To be eligible for membership, candidates must be persons who have a record that reflects outstanding academic accomplishment, who have shown dedication to intellectual activity and who have accepted the responsibility of participating in service to others. Service on campus or volunteerism off campus including organization service activities must be documented. Candidates may be considered for membership provided they have completed one full year or thirty credits at St Joseph’s college and rank not lower than the highest twenty percent of their class in scholarship. (3.7 GPA or higher) No more than fifteen percent of a class may be elected; usually only ten percent may be elected in their junior year.
Beta Beta Beta
Tri-Beta is a national biology professional and honor society. Its program is three-fold, emphasizing the stimulation of scholarship, dissemination of scientific knowledge, and promotion of undergraduate research. To become a regular member of the Theta Iota Chapter at St. Joseph’s College, a student must have completed at least 3 semesters of biology (12 credits), have a cumulative GPA of at least 3.0, and have a biology course GPA of 3.0 or better. Transfer students must take at least one course at St. Joseph’s College in order to be eligible for election to the society. Service to the Biology Department and high standards of personal behavior are also required.
Delta Mu Delta
Delta Mu Delta is a national honor society that recognizes business administration students who have distinguished themselves scholastically and who have demonstrated good character and the leadership potential for a socially useful and satisfying career of service. Member ship is accorded to undergraduate seniors registered in programs of business administration who have a cumulative index of 3.2 or higher, are in the top 20 percent of their class, and are of good character. (A minimum of 18 credits in business administration must be completed at St. Joseph’s College by the time of induction.)
Kappa Mu Epsilon: New York Omicron Chapter
Kappa Mu Epsilon is a national mathematics honor society which recognizes outstanding achievement and service in the field of mathematics, while promoting an interest in mathematics among undergraduate students. It is sanctioned by the Association of College Honor Societies, and chapters are located in select colleges and universities which offer a strong mathematics major. Nominations for student membership are based on scholarship, professional merit, and service. Prospective candidates must have completed at least three semesters of the college course, including a minimum of three college courses in mathematics, of which one must be calculus, with a minimum GPA of 3.0 in all mathematics courses, and an overall class rank in the upper 35% of the class. Transfer students may apply after completing at least one mathematics course at St. Joseph’s College, with a minimum grade of B.
Lambda Pi Eta
Lambda Pi Eta is the national communication honor society sponsored by the National Communication Association. To become a member, a student must have completed at least 60 semester hours in college and at least 12 semester hours of communication study, have a cumulative GPA of at least 3.0, have a communication studies GPA of at least 3.25, be in the upper 35% of the graduating class, and display commitment to the field of communication. Minors and concentrates are eligible for membership, provided they meet the criteria.
Phi Alpha Theta
St. Joseph’s has a chapter, Phi Mu, of the international history honor society, Phi Alpha Theta. Membership in Phi Mu is open to the whole student body. Student membership is based on a 3.5 index in at least 12 credits of History and an index of 3.0 in 2/3 of the remaining courses. (Six of the 12 credits must be taken at St. Joseph’s College. Advanced Placement courses do not count toward the 12 credits.)
Pi Gamma Mu
A chapter of Pi Gamma Mu, the international honor society for the Social Sciences, was established at St. Joseph’s in 2008. The mission of the Society is to encourage and promote excellence in the social sciences and to uphold the ideals of scholarship and service. Students are inducted annually after achieving a GPA of 3.3 in 21 social sciences credits, including sociology, economics, political science, anthropology, and criminal justice. The Chapter elects officers and conducts charitable events.
Psi Chi is the national honor society in psychology, founded to encourage, stimulate, and maintain excellence in scholarship and to advance the science of psychology. To be eligible, undergraduates must have a major, minor, or concentration in psychology or in a field that is psychological in nature, such as human relations. They must have completed at least three semesters in college and at least nine credits of psychology, with an overall GPA of 3.5 and a GPA of 3.0 in psychology. High standards of personal behavior are also required.
Sigma Delta Pi
Sigma Delta Pi, Sociedad Nacional Honoraria Hispánica, is the national collegiate Hispanic honor society. The purposes of the society are to honor those who attain excellence in the study of the Spanish language and in the study of the literature and culture of the Spanish-speaking people; to honor those who have made the Hispanic contributions to modern culture better known in the English-speaking world; to encourage college and university students to acquire a greater interest in and a deeper understanding of Hispanic culture; to foster friendly relations and mutual respect between the nations of Hispanic speech and those of English speech; to serve its members in ways which will contribute to the attainment of the goals and ideals of the society. To be eligible for membership, students must have completed three semesters of college courses and at least three years of college Spanish (18 credits), including at least three semester hours of a third-year course in Hispanic literature or civilization and culture. Their grades in all Spanish courses must average 3.0, and they must rank in the upper 35% of their class. They must show interest in things Hispanic and be of good moral character.
Sigma Tau Delta
St. Joseph’s has a chapter, Alpha Iota Omicron, of the International English Honor Society, Sigma Tau Delta. The purposes of the society are to confer distinction for high achievement in the English language and literature, to promote interest in the English language and literature, and to foster the discipline of English in all its aspects, including creative and critical writing. Membership is open to juniors and seniors who have a major, minor, or concentration in English; an overall GPA of 3.0; and an index of 3.2 in at least 12 credits of English.
Theta Alpha Kappa
Theta Alpha Kappa is the national honor society for religious studies and theology. Honoring excellence in the fields of theology and religious studies is its primary purpose, and it currently hosts over 200 local chapters throughout the United States. To be inducted into the society, students must have completed at least three semesters at an institution having a local chapter in good standing, completed a minimum of twelve semester credits in courses representing religious studies or theological studies, attained a grade point average of 3.5 in such courses, attained at least a 3.0 grade point average in their total academic program, and been ranked in the upper 35% of their class in general scholarship.
Upsilon Pi Epsilon
Upsilon Pi Epsilon is an international honor society whose membership consists of outstanding undergraduate and graduate students and faculty in Computing and Information Disciplines. Members are chosen not only for their scholastic achievement in a computing science program, but also for distinguishing themselves as true professionals. Membership is limited to those who can effectively achieve the original goals of the society, which include: the recognition of outstanding talent in the field of computing science; the promotion of scholarship and the maintenance of high standards in computing science; the representation of computing science in interdisciplinary communications; and the encouragement of individual contributions to society through computing science. To be eligible for election to membership, undergraduate students shall have attained a GPA of at least 3.0 and have completed at least 45 semester hours of credit, including 15 semester hours in the basic Computing and Information System Courses. Prospective student members must be enrolled in a degree program in Computing and Information Disciplines at the time they are considered for membership.
Nursing Honor Society
Membership in the St. Joseph’s College Nursing Honor Society is based on superior scholastic achievement, evidence of professional leadership potential and/or marked achievement in the field of Nursing. Candidates must have a grade point average of at least 3.0, have completed at least half of the Nursing Baccalaureate curriculum, and must rank in the top 35% of the graduating class. Eligibility for membership is determined by an eligibility committee.
Awarding of Degrees
Graduation exercises are held annually in May. Diplomas will be available to students approximately six weeks after the May ceremony. Students with no more than six credits outstanding may participate in graduation ceremonies, provided the student is registered in the summer session directly following at St. Joseph’s College to complete those credits. Degrees are also conferred in January and August for those students whose degree requirements are completed after the Fall semester and Summer sessions respectively.
SJC Long Island offers eligible students the opportunity to participate in a three-semester Honors Program as part of their bachelor’s degree. The intent of the program is to provide an enriched and rigorous academic experience, meeting the special needs of those students who have demonstrated extraordinary academic accomplishment and ability and who are committed to achieving their full potential. While these students do share common classes within the Honors Program, they also take courses outside the Honors Program, based on their personal choices, each semester. This offers them the perfect balance of academic challenge, community and flexibility to explore new areas and meet new people.
Students, selected on the basis of high school grades, SAT/ACT scores and essay, participate in the Honors Program learning community, taking five courses towards their core requirements that will provide an interdisciplinary perspective. Faculty teaching in the program collaborate as members of the learning community, implementing ways to challenge students in their intellectual development. Honors program courses will be taken in the first year, followed by a capstone course (LA201, one credit) in the third semester, the fall of sophomore year. In the spring of sophomore year, participants will travel with faculty as they broaden their understanding of the world through cultural adventuring. Destinations vary but have included American sites such as Washington, DC and overseas sites, for example, Ireland, Puerto Rico, and France. Successful completion of the program will be noted on the student’s transcript and become part of the student’s permanent academic record.
High School-College Articulation: Bridge Program
To provide a bridge between high school and college for qualified juniors and seniors, St. Joseph’s College offers selected courses at local high schools. Courses are determined in consultation with the High School Principal and the College Department Chairpersons.
Qualified high school seniors recommended by their grade advisors and/or principals may register for college courses for credit. (See also, Early Admission Plan .)
Adults who wish to take occasional college courses may register as non-matriculated students. Applications are available in the Admissions Office. A non-matriculated student may accumulate as many as 24 credits. The student may not take additional courses unless he/she applies and is accepted for matriculation. The person seeking to enroll in this category will be subject to the application requirements and procedures described in the Admissions section of this catalog.
Military and Veteran Student Policies
Heroes Act of 2003-Withdrawal, Readmission and Course Extension
Heroes Act of 2003
The Higher Education Relief Opportunities For Students (HEROES Act of 2003, Public Law 108-76) is intended to ensure that service members who receive federal student aid are not adversely affected due to their military status and to minimize the administrative burden placed on such individuals. You may be eligible for certain waivers and modifications to your current financial aid or student loans. These waivers, first authorized by the HEROES Act of 2003, have been extended through Sept. 30, 2017.
Military withdrawal is available only to students who:
1. Are actively serving members (Active Duty, Guard and Reserve Duty Components) of the U.S. Armed Forces (not a contractor or civilian working for the military); and,
2. Have received formal orders to perform military service during a semester or session, whereby making them unable to meet class attendance and/or other participation requirements, including web-based activities.
Upon receipt of orders for military service, the student must follow the College’s withdrawal policy outlined in the Course Catalog, including the completion of all necessary official withdrawal paperwork. The student shall present the registrar a copy of their military orders, along with a letter from the student’s unit validating the orders and formally requesting that the student receive a military withdrawal from the College. The formal correspondence must include the following:
1. Unit letterhead and commander contact information; and,
2. Reference to and validation of the student’s attached military orders.
Students who process a military withdrawal:
•Will not be charged tuition for the semester of withdrawal.
•Will have a notation in their transcript indicating the military withdrawal.
Note: The Office of Financial Aid and the Bursar’s Office will be notified of a student’s military withdrawal.
SJC will readmit students who have withdrawn from the College as a result of receiving formal military orders to perform military service; these students will be guaranteed the same academic status as when they took a leave from the College if the absence is less than five years. Military students should contact the Office of Admissions to initiate the readmission process and identify themselves as returning from military service. Students will be readmitted under the same academic catalog requirements for their program at the time they were called to military service. The re-enrollment fee will be waived upon readmission to the College.
Below is the link to the Federal Student Aid Handbook. As a signatory of the DoD VOLED MOU, the College commits to meeting these provisions for the readmission of service members. http://ifap.ed.gov/fsahandbook/attachments/1516FSAHbkVol2Ch3.pdf (pages 19-21)
Military students will be granted an extension to complete coursework due to a military obligation, such as military training and/or monthly drills. The student is responsible for providing the faculty member with immediate notice of all foreseeable military absences. If, at the end of the semester, military absences have resulted in incomplete coursework, the student may request a course extension. For course extension approval, the student must provide the faculty member with formal training orders and/or a formal drill schedule validating the military absences. The student’s course extension request must be approved by the faculty member; this request is subject to the approval of the Executive Dean. If approved, the course extension will be deemed an incomplete and treated accordingly. The student must follow the College’s academic Incomplete Course Policy outlined in the Course Catalog.
On December 31, 2018, the President signed the ‘Veterans Benefits and Transition Act of 2018’ into law. Section 103 of this law, PL 115-407, will amend 38 US Code 3679 to add subsection (e) which contains a provision that requires a policy be adopted by any educational institution (public, private, for profit, not for profit) certifying Chapter 31 (Vocational Rehabilitation) or Chapter 33 (Post 9/11 GI Bill®) students.To be in compliance, the policy must adhere to the following (excerpt from 38 USC 3679(e)):
A policy must permit any *covered individual to attend or participate in the course of education during the period beginning on the date on which the individual provides to the educational institution a certificate of eligibility for entitlement to educational assistance under chapter 31 or 33 and ending on the earlier of the following dates:
1. The date on which payment from the VA is made to the institution
90 days after the date the institution certified tuition and fees following the receipt of the COE
• A policy must ensure that the educational institution does not impose any penalty, including the assessment of late fees, the denial of access to classes, libraries, or other institutional facilities, or to require that a covered individual borrow additional funds due to the individual’s inability to meet his or her financial obligations to the institution due to the delayed disbursement funding from the Department of Veterans Affairs under chapter 31 or 33.
Summer Sessions and Intersession
Three Summer Sessions and a January Intersession are held to accommodate students who for a variety of reasons wish to attend. Non-matriculated students are welcome.
Matriculated students who wish to attend other colleges should consult the preceding section on Courses at Other Colleges.
Student’s Right to Privacy and Access to Records
Public Law 93-380, usually titled “Family Educational Rights and Privacy Act,” or more often known simply as the Buckley Amendment, prohibits release of any material in a student’s file without the written consent of the college student. This law also affords students the right to review the contents of their official academic folders, except for those documents excluded by Law 93-380, as amended.
Students who wish to inspect their folders are required to complete the REQUEST FOR DISCLOSURE OF STUDENT FILE INFORMATION. These forms are available in the Registrar’s Office and in the Office of the Interim Executive Dean. Students who wish to challenge the contents of their folders as inaccurate, misleading, or inappropriate, should follow the informal and formal proceedings outlined in the current Student Handbook. For further information on the colleges Annual Notification of FERPA to Students, please click on the following: Annual FERPA Notification to Students For further information from the United States Department of Education, please click on the following link:http://www2.ed.gov/policy/gen/guid/fpco/ferpa/students.html
A student who has a complaint about an academic matter should follow the procedures set forth in the Student Handbook under Student Grievance Procedures in Academic Matters. No adverse action will be taken against any student who files a complaint.
In compliance with Section 6436 of the Education Law, St. Joseph’s College adopts the following policies and procedures:
All actions against persons or property, which may be considered bias crimes are unequivocally prohibited at all times in any college owned or operated property, or at any college sponsored activities.
Bias crimes may be defined as any form of unlawful harassment or other harmful behavior such as assault which is based on an individuals, race, national origin, disability, veteran status, or on any individuals in any group or class protected by applicable federal, state, or local law.
The penalties for committing such crimes will include reporting the incident to the appropriate authorities so that an independent investigation can be conducted. The College will also undertake an investigation of the incident, in keeping with the guidelines published in the Student Handbooks. The procedures for dealing with bias related crimes will be the same as those outlined for grievances relating to allegations of sexual harassment and all other forms of unlawful harassment and discrimination.
The office of Counseling will provide support services for victims of bias related crime, and will make appropriate referrals to outside agencies.
Bias related crime on college campuses occur when a lack of familiarity with people who are different, or who belong to groups that others are uncomfortable with, evolves into a hostile environment. In a college setting many young people come together and encounter people of different cultures and backgrounds for the first time. Because the students bring biases and attitudes from their own past experiences, the possibility of bias related crimes must be recognized and every effort must be made to provide opportunities for open and honest dialog and sharing.
The College provides information about security procedures through a brochure that is distributed to all incoming students and new employees, as well as frequent updates in campus newsletters and publications.
SJC Long Island Safety Statistics
The Advisory Committee on Campus Safety will provide upon request all campus crime statistics as reported to the United States Department of Education. The US Department of Education web site address for campus crime statistics is: http://www.ed.gov/admins/lead/safety/campus.html
The College has designated campus contacts who are authorized to provide campus crime statistics.
SJC Long Island Contact Person:
Thomas Tzimorotas, Director of Security, (631) 687-2692
The College shall provide a hard copy mailed to the individual within 10 days of the request and that information will include all of the statistics that the campus is required to ascertain under Title 20 of the U.S. Code Section 1092 (f).
Office of Student Accessibility Services
The Office of Student Accessibility Services works closely with college wide offices to ensure that students with disabilities have equal access to all academic programs and student services in a supportive campus environment.
|It is the responsibility of all students to inform the College of any change in their mailing address. Failure to do so relieves the College of any liability in the event that important correspondence is not received by the student. All e-mail correspondence will be conducted through the student’s St. Joseph’s College e-mail address.