Focus on Faculty

Meet some of the professors who make Hofstra unique.

Hofstra at a glance
A Look at the Class of 2015
Average HS GPA: 3.51 Students With GPA of 3.0 or Higher: 81 percent Average SAT: 1171 Students From Outside NY: 45 percent Students Who Live on Campus: 72 percent

Costs and Financial Aid (2011-2012)
Tuition and Fees: $34,150 Housing and Dining: $11,650* Average Institutional Tuition Gift Aid: $15,268 Percentage of Students Receiving Financial Aid (excluding loans): 94 percent

Geographic Profile (Undergraduate)
U.S. States and Territories: 44 Foreign Countries: 55

Academic Profile
Undergraduate Program Options: Approximately 140 Faculty Holding Advanced Degree: 93 percent Student-to-Faculty Ratio: 14-to-1 Average Undergraduate Class Size: 21

Facilities and Resources
Library Holdings: 1.2 million print volumes Residence Halls: 37 Student Clubs and Organizations: Approximately 175

Varsity Athletics
NCAA Division I
Baseball (M) Basketball (M/W) Cross Country (M/W) Field Hockey (W) Golf (M/W) Lacrosse (M/W) Soccer (M/W) Softball (W) Tennis (M/W) Volleyball (W) Wrestling (M)

*Estimated cost is based on a high-rise, double room and Level C dining plan.

2 Hofstra University

Message From the President
Years from now, when you look back on your college experience, you will remember your professors who challenged and inspired you and served as mentors and guides to the future. Other memories may fade with time, but the memories of those who helped your mind grow stay with you always. At Hofstra University, our professors are both noted scholars and excellent teachers. Here, you will find an outstanding faculty – including Fulbright scholars, National Endowment for the Humanities fellows, Guggenheim Fellows, an Emmy Award winner, National Science Foundation and National Institutes of Health grant recipients, and leading textbook authors. What distinguishes Hofstra from so many other colleges is that virtually all of our faculty teach undergraduates, and many of our most eminent faculty teach first-year students. Classes here are small, averaging 21 students, which helps to create an environment most conducive to learning and facilitates interaction with faculty and fellow students. In these pages, you will find information on a small sample of our many noteworthy faculty members. I encourage you to visit Hofstra and see for yourself the outstanding educational experience we provide. Sincerely,

Stuart Rabinowitz President Focus on Faculty 3

Maureen
Krause, Ph.D.

4 Hofstra University

T

o study science, students can’t be passive listeners. They need to be actively engaged in their own learning through discussion, experimentation, modeling and group learning activities,” says Professor Krause. “I see my role as facilitating their learning.”

Professor Krause aims for interactive classes that make use of personal response system “clickers” to answer questions. “It’s not quite a student-centered classroom, but it’s not teacher-centered either.” Recalling a recent class exercise, she revealed portions of a young girl’s autopsy report, and then asked students for revised hypotheses on the cause of death. “Students used their knowledge of metabolism to solve the mystery of why this girl died.” “Technology plays a huge role,” she says. “It’s really improved the learning atmosphere in class. We use brandnew digital microscopes and laptops for lab reports, and we do 3-D modeling of biological molecules in our state-of-the-art computer lab.” The reason is clear to Professor Krause, who observes, “To be a practicing scientist, Associate Professor of Biology you need computer Hofstra College of Liberal Arts and Sciences and graphing skills.” As for what she likes most about teaching, Professor Krause notes “the interaction with the students. To see students several years down the road and find that I’ve made a difference … to see them as excited about biology as I am.” She hopes her students leave her courses with “a general enthusiasm about biology. Living organisms are so incredible. I want them to really appreciate that, to see how intricate and amazing they are.”

Focus on Faculty 5

Andrea
6 Hofstra University

Garcia, Ph.D.

believe that access to quality literacy education is everyone’s right,” says Professor Garcia. “As associate professor of teaching, literacy and leadership, I strive to help my students so they can make reading and writing meaningful to the lives of their students.” Professor Garcia also serves as director of the Reading/ Writing Learning Clinic at Hofstra’s Joan and Arnold Saltzman Community Services Center, where she runs programs designed to foster literacy growth. One such program is the Young Women’s Writing Project, a successful outreach and enrichment program for middle and high school girls. The program encourages participants to express themselves through writing. Originally intended for seventh graders, the program was expanded to include older girls as mentors, “because so many of the girls wanted to come back.” “Many girls in the program discover that they are able to voice their feelings and concerns in their journals,” she continues. “It’s a liberating feeling. They write about everything: friends, love, fear, war, crime in the community. It’s very powerful writing. They find they can do things they didn’t think they could do.” Now in its 10th year, the Young Women’s Writing Project has been the subject of articles in The New York Times and the online journal Teenwire.

I

Associate Professor of Teaching, Literacy and Leadership
School of Education, Health and Human Services

Director, Reading/Writing Learning Clinic
Joan and Arnold Saltzman Community Services Center

Professor Garcia’s areas of expertise include sociopolitical perspectives of literacy, literacy assessment and instruction, and early literacy and language development in multilingual communities.

Focus on Faculty 7

Stanislao

Pugliese, Ph.D.

8 Hofstra University

W

hen asked what he loves about teaching history, Professor Pugliese says, “All history teachers try to impart a certain amount of content on what happened in the past. But just as important is historical

consciousness. Things are the way they are because people made certain decisions. History has meaning in our daily lives.”

He describes his classes as “very intimate discussions and debates. I try to get students to be active participants in their own education, to be involved intellectually and verbally. I like working with students who are curious.” Technology isn’t prominent in his classes. “I’m kind of old-fashioned. I prefer a Socratic dialogue with the students.” A 1987 Hofstra graduate, Professor Pugliese observes, “As I’ve said to every student I’ve taught, the education you receive at Hofstra depends on the curiosity you bring to the classroom. Hofstra offers you more than just preparation for a job. It offers you an opportunity to think, communicate and engage in critical thinking.”

Professor of History, Hofstra College of Liberal Arts and Sciences Queensboro UNICO Professor of Italian and Italian American Studies

Focus on Faculty 9

Ellen

Frisina, M.A.

10 Hofstra University

W

hen asked what she considers important in her public relations course, Professor Frisina replies, “Getting an education and a strong skill set and developing a portfolio. And internships. The majority of our

graduates are getting jobs right out of college.”

Her class sizes are small. “No more than 20 students – 20 is a large class in public relations,” she points out. “And we offer one-on-one learning with an academic who has professional public relations experience.” Professor Frisina, who holds the highest degree in her field, enjoys teaching undergraduate students because “they have the ability to be curious. I love when a student is unsure of what to focus on or what public relations is.” “The course requires exceptional writing skills,” she adds. “Journalism is required for public relations majors, and two Zarb School of Business courses also are required – one in marketing and one in advertising.” Explaining the rationale for these requirements, she says, “The students get an incredibly broad view – what’s often called integrated marketing communication.” What do students get out of her class? “A profession,” she says, and then she adds, “But we also want them to become citizens of the world and active participants in our community. They need a strong set of ethics.”
Associate Professor of Journalism, Media Studies, and Public Relations
School of Communication

Focus on Faculty 11

Richard C.
12 Hofstra University

Jones, Ph.D.

I

try to help students understand the relationship between accounting and the conduct of business. It’s part of the tools they need. I present it in the context of business,” says Professor Jones, a certified public accountant who’s worked

at Chemical Banking Corp. and the Financial Accounting Standards Board. What’s the best part about teaching? He immediately responds, “Students. Talking to students, helping them understand, advising them about their future as professionals.” Although some students are concerned that accounting is difficult, “it isn’t just numbers.” Based on the student feedback he’s received, Professor Jones notes, “I’m good at making a complex topic clear and working at a pace so students can catch on.” As for the classroom experience, he strives for as much student interaction and participation as possible by “trying to relate accounting to what they’ve done, to their own experiences – although most students haven’t worked in real business,
Associate Professor of Accounting, Taxation and Legal Studies in Business
Frank G. Zarb School of Business

except for retail.” Technology also plays a role, though not necessarily in the classroom. “It’s essential to give students as much as possible online,”

he notes, pointing out that most students are very computer savvy. “I give a lot of assignments, class notes and practice exercises online.”

Focus on Faculty 13

Kaushik
14 Hofstra University

Sengupta, Ph.D.

K

aushik Sengupta is associate professor of management, entrepreneurship and general business at Hofstra’s Frank G. Zarb School of Business, as well as executive director of the Zarb School’s newly launched Online M.B.A. Program. “In my courses I try to focus on career prospects, job opportunities and further development for my students after they graduate from Hofstra,” says Professor Sengupta. “I try to encourage my students to think globally – to build a career wherever they get the best opportunity, irrespective of location; the course concepts help them crystallize some of these thoughts.” Students who major in management may choose from elective courses in strategy, international management, human resources, operations, supply chain, nonprofit organizations, and entrepreneurship. “Management gives students a broad education, not a narrow focus. It is best to have a broad perspective of business for undergraduate students, and the electives in the major allow students to have that, ” says Professor Sengupta. Utilizing software that is commonly used in the business world is a key Associate Professor of Management, component in Professor Sengupta's Entrepreneurship and General Business Frank G. Zarb School of Business courses. “Extensive use of business tools – and the ability of students to master these tools by the time they graduate – is critical. This also includes soft skills, such as writing, making presentations, etc.” “The knowledge presented in my courses is the most important thing a student can come away with. Making them aware of opportunities and teaching them the ability to think like a working professional have always been the implicit goals in my classes.”

Focus on Faculty 15

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