Academic Life (SJC Brooklyn)

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 dialogue 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 Calendar appears in a different section of this catalog.

Degree Programs

St. Joseph’s College Brooklyn offers the following degree programs, which are registered with New York State Education Department.

BACHELOR OF ARTS 

Biology
Child Study
Criminal Justice
Economics
English
History
Human Relations
Journalism and New Media Studies
Mathematics
Philosophy
Political Science
Psychology
Sociology
Spanish 
Speech Communication

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, 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 
Biology
Business Administration
Business Administration, Accounting
Chemistry
Computer Information Technology 
Criminal Justice
General Studies
Health Administration
Hospitality and Tourism Management
Human Resources
Human Services
Leisure Services Management
Marketing
Mathematics
Mathematics/Computer Science
Medical Technology
Nursing
Organizational Management
Therapeutic Recreation

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 programs 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.

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 Computer Information Technology and MASTER OF SCIENCE in Forensic Computing

DUAL BACHELOR OF SCIENCE in Criminal Justice and MASTER OF SCIENCE in Forensic Computing

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 Mathematics/Computer Science and MASTER OF SCIENCE in Forensic Computing

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 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.

DUAL BACHELOR OF SCIENCE in Human Services and MASTER OF SCIENCE in Human Services Leadership.

BACHELOR OF ARTS in Psychology and MASTER OF BUSINESS ADMINISTRATION.

For details concerning programs administered by the college, contact the school at:

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.)

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.

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 Learning 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.

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.

MASTER OF FINE ARTS in Creative Writing.

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. Tthe 36-credit curriculum consists of a 24-credit core in Management 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 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).

Forensic Computing. 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 Resource Management (15 credits)
• Human Service Leadership (12 credits). 
• Management of Health Information Systems (15 credits)
• Applied Behavior Analysis (29 credits)
• Nursing Education (12 Credits)
• School Building Leader (15 credits)
• School District leader ( 24 credits)
   

For all graduate degrees, a cumulative index of 3.0 is required.

Certificate Programs

St. Joseph’s College offers the following undergraduate certificate programs, which are registered with New York State Education Department:

• 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)
• Industrial Organizational Psychology (21 credits)
• Information Technology Applications (12 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

Core Curriculum

For information about courses that fulfill requirements of the new Core Curriculum, see the Core Curriculum Guide 2019.

Core Curriculum (SJC Brooklyn)

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 FYE - First Year Experience

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.

Global Perspectives

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, 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.

Human Expression

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.***

Writing Intensive

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.

Technology Integrated

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.* 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 are important skills. 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.

Diversity Integrated

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.

Note:

*Adapted from the National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved.

Majors

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. ( In some instances, courses offered to satisfy the core requirements may also be offered toward the major.)

Electives

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.

Minors

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 mimimum of 18 credits or six courses; specific requirements are listed in the departmental section of the catalog. Minors are not required for graduation.

Certificate Programs

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.

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 or chemistry in order to assure the firm foundation in the sciences which will be required in their future work. They will be assisted by the Health Professions Committee in planning their program in the light of their individual interests and of the schools to which they intend to apply.

Health-Related Professions

Students interested in physical therapy, occupational therapy, and other health-related professions may choose to pursue these fields after receiving their bachelor’s degree. They are responsible for learning the requirements for admission to these programs. The Health Professions Committee assists students in course selection.

Teaching

Early Childhood, Childhood, and Special Education. A liberal arts course of study including the core curriculum, Child Study major, area of concentration, and electives, for students who wish to prepare to teach in early childhood, childhood, early childhood with disabilities, or childhood with disabilities. To follow this program, which has been approved for teacher certification in four areas by the New York State Education Department, students should elect Child Study as a major before the completion of the freshman year. At the same time, they should choose an area of concentration of 30 credits (English, History, Human Relations, Mathematics, Psychology, Science, Social Science, Sociology, Spanish, or Speech).

This plan, which is under the direction of the Chairperson of the Child Study Department, provides students with the opportunity for observation and practicum experiences in the Dillon Child Study Center, and for student teaching at the elementary level and in special education.

Adolescence Education. A liberal arts course of study, including the core curriculum, the major, and electives for students who wish to prepare to teach on the secondary level (grades 7-12). They follow a program which has been approved for teacher certification by the New York State Education Department. The sequence of courses, including student teaching, necessitates that students select this plan early in their college careers. This plan is under the direction of the Chairperson of the Education Department.

Teacher Education Program Statistics

Teacher Education Program Statistics (from the Title II Report). The pass rates for SJC Brooklyn program completers taking the New York State Teacher Certification Examinations in 2017-2018 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.**

Library Work

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.

Law

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 Committee advises students.

Social Work

Those desiring social work as a career often choose Human Relations, Sociology,  Human Services 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.

Other Fields

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, utilizing the Student Planning platform, and creating their own schedules.

All students are assigned a faculty advisor in their major department. Students also can be advised through the Academic Advisement Center. Students are required to confer with their advisor each semester to discuss their academic and career goals.  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.)

Course Load

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 Chairperson. For more than six courses or eighteen credits in one semester, the permission of the VPAA is required (See Tuition Policy   .)

Students taking the Experiential Portfolio Seminar may have their course load restricted. (SeePrior 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 Session 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.)

Independent Study

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.

Repeated Courses

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 repeated grade will appear on the transcript. Credit will be given only once for the course, and only the most recent grade will be calculated in the index.

Auditing Courses

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.

Online Courses

Many departments offer one or more courses in an online format. The course schedule indicates the on line offerings for each semester. Online courses are restricted to sophomores, juniors, and seniors; advisor approval is required. Only two online courses 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 is located on the third floor of McEntegart Library. The Center employs professional tutors to aid students in a range of subjects, most prominently writing skills, accounting, and math. The Center is committed to facilitating the success of all St. Joseph’s students and offers free individual, personalized tutoring, as well as group workshops. The Center is open seven days a week, and the schedule is posted. Students can make appointments electronically at https://sjcbrooklyn.mywconline.com.

The Academic Advisement Center

The Academic Advisement Center is located on the first floor of McEntegart Hall. Although each student is assigned a faculty advisor, the Academic Advisement Center is staffed with professional academic advisors who can help any student with course planning, departmental requirements, and planning for educational and career goals. The Academic Advisement Center also offers assistance with understanding the core curriculum, using Student Planning for registration, registering for classes, and being on schedule for graduation. The Academic Advisement Center is open year-round. Students can make appointments electronically at https://sjcbrooklyn.mywconline.com.

ACES

The Academic Center for English Language Studies, ACES, is located in Room 501 of St. Angela Hall, in the Marygrace Calhoun Dunn Academic Center. The Center offers a wide range of services to academically qualified students for whom English is not their native language. In addition to offering specialized sections of core courses for a freshman cohort and in the sophomore year, the Center staff is available to provide individual assistance to students at all levels of language proficiency. In addition to academic programming, the ACES Program offers cultural experiences designed to align with studies and strengthen the learning community.

Peer Tutoring

All students are encouraged to take advantage of the free peer tutoring program. Staffed by qualified students, the peer tutoring program provides individual assistance in most subjects, across the curriculum. To contact a peer tutor, students can make appointments in the Academic Center - McEntegart Hall, third floor - or by contacting the Center at (718) 940-5859.

Students who seek out the services of the professional tutors at the Academic Center or of the peer tutors find them in helpful in raising their academic standing.

Student Accessibility Services

Services are provided to ensure that students with disabilities have equal access to all programs and services at St. Joseph’s College. For inquiries, please visit the Academic Center - McEntegart Hall, third floor - or by contacting the Center at (718) 940-5859.

The Office of Student Accessibility Services:

• Records appropriate accommodations based on documented disabilities
• Encourages independence by teaching students self-advocacy skills
• Assists students with transferring skills learned in the classroom to settings outside of the classroom
• Serves as a liaison and resource for the faculty and staff to facilitate awareness and appreciation for students with disabilities

Academic Policies

Academic Integrity

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 longstanding 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.

Attendance

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 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 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.

Automatic Drop

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

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 major or plan must obtain, on a form furnished by the Registrar or Academic Advisement Center, signature of the Chairpersons of the new Department involved, and of the Interim Executive Dean. Change of major or plan should be affected before the period of programming for the following term.

Double Major

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, on the Registrar’s portal site, or in the Academic Advisement Center.

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 starting the day each class begins. If a course is cancelled, the students affected will be notified; there is no fee for this change of schedule.

Late Registration

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 or the Academic Advisement Center, and follow the procedure outlined. Ordinarily, withdrawal may take place up to the midpoint of the term; thereafter, only for a most unusual reason and with the approval of the Interim Executive Dean. A fee of $20 is charged and for students on the flat rate, no tuition refund will be made. (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 at other Colleges

Matriculated students who have reason to take courses for credit at another college, should obtain from the Registrar’s Office a form for permission to take courses at another college and follow the directions. The procedures include consultation with the appropriate Department Chairperson and the approval of the Interim Executive Dean. The College reserves the right to limit the number of such courses. Ordinarily students may not take courses for their major or courses required for their major at another college. Upper class students may not take courses at Junior or Community Colleges. Students are required to take a minimum of 30 credit hours of coursework at St. Joseph’s College.

When the courses have been completed, students are responsible for having an official transcript sent to the 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   .)

Academic Standing

Academic Standing is determined at the end of the Fall and Spring semesters. A student’s academic standing will not change during summer or winter sessions. The determination of a student’s academic standing, in the following categories and processes, specifically applies to all students matriculated in degree programs, full-time or part-time.  Students whose status is “Academic Warning and Probation” or “Disqualified with Appeal” are expected to work closely with their adviser from the Academic Development Committee (ADC) to return to Good Standing.

Successful Semester
A student is deemed to have had a Successful Semester if the student has a semester GPA of 2.0 or above and the student’s overall GPA is 2.0 or better.

Good Standing

The student has an overall GPA of 2.0 or above AND (for continuing students)
has a semester GPA of 2.0 or above.

 1. Academic Warning and Probation (AWP)
  A student is placed on Academic Warning and Probation when:
a)    the student’s semester GPA falls below 2.0 OR
b)    the student’s overall GPA is less than 2.0

Consequences: Notification by letter from the VPAA’s Office and the Registrar; hold placed to prevent the student from registering until completion of mandatory re-advisement with a member of the ADC to prepare a Student Success Plan.

2. Disqualified with Appeal (DQA)
A student is Disqualified with Appeal when the student earns a GPA (semester or cumulative) of less than 2.0 for a second time.

Consequences:  Notification of dismissal by letter from the VPAA’s Office and the Registrar; hold placed to prevent the student from registering for classes or returning to the college until the student meets with a member of the ADC.  Should the student not meet with an adviser from the ADC, the student remains disqualified until such time as the student chooses to meet with the ADC adviser.

Appeal Process:  Should the student wish to appeal the dismissal, the student needs to work with the ADC adviser to write a letter to the ADC explaining 1) the student’s academic goals; 2) the circumstances of the academic challenge (including how the student implemented the Student Success Plan prepared during the AW); and 3) steps to be taken to rectify the situation. The ADC as a whole committee reviews the appeal and makes a recommendation.

3. Disqualification without Appeal (DQ)
A student is Disqualified when the student earns a GPA (semester or cumulative) of less than 2.0 for a third time.

Consequences:  Notification of dismissal by letter from the VPAA’s Office and the Registrar.  Student will be unable to return to St. Joseph’s College.

Reinstatement

A student who has been asked to withdraw 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.

Examinations

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 contact the instructor on the day of the exam, giving the reason for the absence. Within one week, the student must write to the Director of the Academic Center (Kris Percival; kpercival@sjcny.edu), stating the reason for the absence and requesting a make-up exam. A fee of twenty-five dollars, payable to the Bursar’s Office, is required for each late examination. The dates for such examinations are listed on the academic calendar; the hours are specified by the Director of the Academic Center. 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.

Incompletes

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 may file a form with the Registrar to this effect.  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. Incomplete work for land-based and online courses should be given to the appropriate instructor. If the final grade is not submitted to the Registrar’s Office by the following dates, the “I” will be converted to an “F.

Fall: February 1     Spring: July 1     Summer: October 1

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.

Exemptions

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:

WD: When a student wants to withdraw from a course prior to the midpoint to the midpoint of the semester, the student files the official paperwork with the Registrar’s Office. The Registrar’s Office will assign a WD (official withdrawal) to that student for the course grade. A WD does not affect the student’s GPA; financial decisions are determined by the date of the withdrawal.

WU: When a student “disappears” from a course prior to the midpoint of the semester, but was on the official class roster, the faculty member will assign a WU (unofficial withdrawal) grade to that student for the course grade. A WU does not affect a student’s GPA; financial decisions are determined by the withdrawal date. (Last date of academic activity required from faculty member.)

WF: When a student asks to withdraw from a course after the midpoint of the semester and the faculty member does not agree to let the student withdraw without indicating that he/she is failing the course, the student files the official paperwork with the Registrar’s Office and the faculty member will assign a WF grade to that student for the course. A WF is counted as an earned F in a student’s GPA; financial decisions are determined by the withdrawal date.

FN: When a student “disappears” from a course after the midpoint of the semester, the faculty member may assign an FN grade to the student for that course. The FN grade indicates that the student has failed the course due to non-attendance and counts as an F in the GPA. (Last date of academic activity required from faculty member.)

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 Registrar 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 Interim Executive 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 readmit students who have withdrawn from the College or who have been asked to withdraw.

Student Retention and Graduation

These figures refer only to students enrolled in the Undergraduate Studies at SJC Brooklyn and do not reflect students who joined either the freshmen cohort or the upper division transfer cohort at a later point. Retention and graduation figures for SJC Long Island are published in their respective sections.

Brooklyn
Of the 203 students who entered St. Joseph’s College as full-time freshmen in September 2012, 86% were still enrolled in September 2013, 73% in September 2014, and 70% in September 2015. Of the original group, 62% graduated by August 2016 within 4 years, 67% within 5 years, and had an overall 6 year graduation rate of 68%. 

Brooklyn
Of the 40 students who matriculated in September 2013 as full-time transfer students, 70% returned in September 2014. Of the entering 2013 cohort, 28% (11 students) received their degree within 2 years, 53% (21 students) had earned a degree within 3 years, and 63% (25 students) had earned their degree within 4 years. 

Honors

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 on the first floor of Tuohy Hall, outside of the President’s Office.

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. In order to be eligible for a degree with honors, students must have completed 60 credits at St. Joseph’s College, not more than 12 of which may be Pass/No Credit. For the degree summa cum laude, a cumulative index of 3.90 will be required; for magna cum laude, 3.80; and for cum laude, 3.70. The required index must be met in two calculated indices: in the four-year cumulative index, including all credits and grades taken at other colleges; and in the last 60 credits taken at St. Joseph’s College.

Senior Honors

Students in professional studies programs who achieve a cumulative index of 3.8 for the last 30 credits taken at St. Joseph’s College will receive Senior Honors.

Distinguished Graduate Award

The Distinguished Graduate Award is given to students in professional studies programs who achieve a cumulative index of 3.85 for the last 45 credits taken at the College. Persons receiving the Distinguished Graduate Award will not also receive Senior Honors.

Honor Societies

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 nonacademic 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 by the Office of Academic Affairs. Eligible students must then submit to the Committee on Academic Development 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 Academic Development reviews all applications and votes on membership in the honor societies.

Sigma Iota Chi

Membership in the College honor society, Sigma lota Chi-SJC, is based on academic performance as well as upon outstanding personal qualities. These qualities must be reflected, at least in part, in some involvement and/or service in extra-curricular activity at the College during the past academic year. Candidates must be individuals who represent the ideals of St. Joseph’s College. Students with an annual index of 3.7 based on grades earned at St. Joseph’s are eligible for election to membership in Sigma lota Chi for one year. Part-time students may request consideration for membership after completing the equivalent of each year’s work (30 credits). No students, full or part-time, may receive membership more than four times. A student who holds membership for three years receives the key of the society at Commencement.

Kappa Gamma Pi

Kappa Gamma Pi is a national honor society for women and men graduates of colleges in the Catholic tradition. St. Joseph’s is one of the original members of this organization. Candidates must have completed seven semesters with honors; i.e., they must be eligible for graduation cum laude. (See Degree With Honors, above.) In addition, they must be leaders in extra-curricular campus or volunteer off-campus activities, and 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.

Delta Epsilon Sigma

Delta Epsilon Sigma is a national scholastic honor society for undergraduates, faculty, and alumni of colleges and universities with a Catholic tradition. St. Joseph’s is one of the founding colleges and is headquarters for the Epsilon Chapter. To be eligible for membership, candidates must be persons who have a record of outstanding academic accomplishment, who have shown dedication to intellectual activity, and who have accepted their responsibility of service to others. Juniors and seniors may be considered for membership, provided that they have completed one full year (30 credits) at St. Joseph’s and rank not lower than the highest twenty percent of their class in scholarship. No more than fifteen percent of a class may be elected; usually only ten percent may be elected in 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. Membership 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.)

Gamma Sigma Epsilon

Gamma Sigma Epsilon is a national chemistry honor society whose founding mission was “to foster a more comprehensive and cooperative study of that great branch of Science and its immediately allied studies.” The National Society promotes fellowship among professional chemists and scientific exchange in the form of invited lectures and student research presentations. The College chapter emphasizes leadership in science through service to the community and excellence in scientific scholarship and research. To become a member of the chapter, students must be declared chemistry majors and have completed 23 credits of chemistry coursework with a cumulative GPA of at least 3.0.

Kappa Delta Pi

Kappa Delta Pi, International Honor Society in Education, has as its purpose to foster excellence in education and promote fellowship among those dedicated to teaching. Its mission is to sustain an honored community of diverse educators by promoting excellence and advancing scholarship, leadership, and service. To be eligible for membership, undergraduate students must be enrolled in an education program, demonstrate leadership attributes, have completed 60 hours of collegiate work, and have a cumulative grade-point average of 3.5 or greater. Graduate students must demonstrate leadership attributes and completed at least 12 credit hours in education with a cumulative GPA of 3.7 or higher.

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.)

Psi Chi

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. Degress are also conferred in January and August for those students whose degree requirements are completed after the Fall semester and Summer sessions respectively.

Special Programs

Honors Program

The Honors Program is designed to provide a challenging learning experience for academically talented students, whatever their major field of study. Entering students are invited to join the program, based on SAT scores and high school average. Students on the Dean’s List for the first semester may apply to the Honors Program in spring of freshman year.

Focusing on the liberal arts, the program includes some special honors classes which bring the students together, beginning in freshman year. Students also have the option of undertaking honors work in regular classes. In addition, they are encouraged to make use of the cultural resources of New York City through a series of trips planned each year. In junior year, students may take advantage of a partially subsidized trip abroad. A senior research project and presentation are Capstones of the program.

Students who complete the Honors Program receive a special notation on their transcripts.

Accelerated Biomedical Program

St. Joseph’s offers an accelerated biomedical program in affiliation with The New York College of Podiatric Medicine.

For details, see theBiology Department   offerings.

ACES

The Academic Center for English Language Studies, ACES, is located in Room 501 of St. Angela Hall, in the Marygrace Calhoun Dunn Academic Center. The Center offers a wide range of services to academically qualified students for whom English is not their native language. In addition to offering specialized sections of core courses for a freshman cohort and in the sophomore year, the Center staff is available to provide individual assistance to students at all levels of language proficiency. In addition to academic programming, the ACES Program offers cultural experiences designed to align with studies and strengthen the learning community.

High School-College Articulation: Bridge Program

To provide a bridge between high school and college for qualified high school 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 chairperson.

To enrich the experiences of teachers, students, and parents, St. Joseph’s College partners with local middle schools. Events include teacher development sessions and talks on taking the first steps in the college-application process.

Non-Matriculated, Non-Degree Students

Qualified high school seniors recommended by their grade advisors and/or principals may register for college courses for credit. (See also, Early Admission Plan   .)

Students who wish to take college courses as non-matriculated or non-degree status, with the approval of an advisor from the Academic Advisement Center, register as non-matriculated students. Such students should contact Admissions to apply.

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.

Summer Session and Intersession

A Summer Session 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.

Military and Veteran 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.   

www.nasfaa.org/news-item/2440/Notice_Extensions_of_Higher_Education_Relief_Opportunities_for_Students_HEROES_Act_of_2003_Waivers; http://www.finaid.org/military/heroes.phtml

Military Withdrawal

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. 

Military Readmission

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)

Course Extension

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. 

Delayed Payment   

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

OR

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.

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 to any third party 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

Student Complaints

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.

 Bias Related Crimes

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 sex, race, national origin, disability, veteran status, or on any individuals status 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 dialogue 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 Brooklyn 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 Brooklyn Contact Person:
Michael McGrann, Director of Security, (718) 940-5741

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).

Services for Students with Disabilities

Student Accessibility Services

Services are provided to ensure that students with disabilities have equal access to all programs and services at St. Joseph’s College. For inquiries, please visit the Academic Center - McEntegart Hall, third floor - or by contacting the Center at (718) 940-5859.

The Office of Student Accessibility Services:

• Records appropriate accommodations based on documented disabilities
• Encourages independence by teaching students self-advocacy skills
• Assists students with transferring skills learned in the classroom to settings outside of the classroom
• Serves as a liaison and resource for the faculty and staff to facilitate awareness and appreciation for students with disabilities