• A
  • A
  • A

Academic Standards

Academic Standards in Health Science for Admission and Retention


  • These essential functions are presented to the applicant in terms that the individual will fully understand so that the student knows what is expected in order to complete the Health Science major.
  • If a prospective student has questions pertaining to the academic standards for the major, they are to contact the Health Science department at Stony Brook University.
  • Stony Brook University (SBU) complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. If a prospective student who is otherwise qualified requires a reasonable accommodation, they should contact Student Accessibility Support Center at SBU. Technical standards must be met with or without accommodations.

Completion of the major requires twenty nine upper division credits after achieving senior status. To be in good standing, students must maintain a 2.0 overall cumulative G.P.A., with a 2.5 minimum cumulative G.P.A. in the required professional courses.

  • If a student receives a grade of less than C in any HAN course, the course must be repeated.
  • Students must receive a C or higher in a minimum of four HAN core courses in order to advance to spring curriculum.
  • Students who repeat a course due to failure of, or withdrawal from, may need to follow a modified schedule resulting in a delay in the student’s expected graduation term.
  • It is with Learning Community principles in mind that the Health Science major structures its senior year curriculum. The Health Science model coordinates projects designed to promote student-to-student and faculty-to-student success by offering thematically linked classes comprised of a common cohort of students.

All projects include the use of technology (e.g., PowerPoint®), as well as written and oral presentations done in cohorts of approximately 10 students. Students are typically assigned to a different subset within each class, affording them additional opportunities to work with students from different ethnicities, religions, races, and geographic regions. Faculty utilizes learning community principles to assist students in developing accountability, self-initiated learning, problem-solving skills, and conflict resolution.